Simultaneously Developing Interventions for Low-/Middle-Income and High-Income Settings: Considerations and Opportunities.

Most older adults reside in low- and middle-income countries (LMICs) but most research dollars spent on interventions to improve the lives of older adults are awarded to researchers in high-income countries (HICs). One approach to improve the implementation of evidence-based innovations for older adults in LMICs is designing interventions that are relevant to LMICs and HICs simultaneously. We propose that researchers in HICs could partner with stakeholders in an LMIC throughout the intervention design process to better position their intervention for the implementation in that LMIC. We provide an example study from an adaptation of the Resources for Enhancing Caregiver Health II in Vietnam, which did not use this strategy but may have benefited from this strategy. We then turn to several considerations that are important for researchers to contemplate when incorporating this strategy. Finally, we explore incentives for creating interventions that are relevant to both HICs and LMICs for funders, intervention designers, and intervention receivers. Although this is not the only strategy to bring interventions to LMICs, it may represent another tool in researchers' toolboxes to help expedite the implementation of efficacious interventions in LMICs.

Reminiscence therapy for older adults with Alzheimer's disease: A literature review.

The literature on the use of reminiscence therapy is vast in patients with dementia, but there is minimal evidence in older adults with Alzheimer's disease. The current review seeks to develop a unifying way to administer reminiscence therapy that will be effective for older adults with Alzheimer's disease. The review used the PRISMA guidelines in the literature search and data extraction. Results showed the effectiveness of reminiscence therapy in older adults with Alzheimer's disease, area of cognition, depression, activities of daily living, and quality of life. Additionally, for the therapy to be effective, it must be conducted regularly in a small group of patients for an average of 45 min for 8- to 12-week duration. Patients with mild-to-moderate Alzheimer's disease are most likely to benefit with the use of photographs, videos, and music that are associated with their past experiences. This review highlights innovative ways to render reminiscence therapy to individuals with Alzheimer's disease including technology-aided applications.

Relationship between level of readiness for self-directed learning and learning styles of CEU nursing students

This study aimed to assess the level of readiness of student nurses for self-directed learning and their learning styles. It also determined the relationship between the two factors and the relationship of each factor to the respondents' demographic profile. This descriptive- correlational study utilized the Autonomous Learner Index of Abu- Moghli, Khalaf, Halabi & Wardam (2005) to assess the students' level of readiness in self-directed learning, and the Learning Style Inventory of Kolb & Kolb (2005) to assess their learning style type. No sampling technique was used because total population was included covering all 103 regular nursing students of Centro Escolar University for First semester of academic year 2016-2017. The study underwent Ethics Review Board Approval before it was implemented. Results of the study revealed that most of the nursing students were independent learners (52%). There were no dependent learners but since there were several respondents who were uncertain (48%), it is the role of nurse educators to develop their independence in learning. Moreover, all the four types of learning styles namely: Accommodative, Convergent, Assimilative and Divergent; were present showing the variation in learning styles of nursing students. But it was found out that they mostly prefer the Convergent learning style, especially the junior and senior students. The study concluded that there was no relationship between the variables: demographic profile, self-directed learning readiness and learning style. However, the scores of convergent learning style were higher than that of divergent and accommodative in their self-directed learning readiness.