Exploring How Persons with Dementia and Care Partners Collaboratively Appropriate Information and Communication Technologies

Abstract

Persons with dementia and their care partners have been found to adapt their own technological arrangements using commercially available information and communication technologies (ICTs). Yet, little is known about these processes of technology appropriation and how care practices are impacted. Adopting a relational perspective of care, we longitudinally examined how four family care networks appropriated a new commercial ICT service into their existing technological arrangements and care practices. Cross-case analysis interpreted collaborative appropriation to encompass two interrelated processes of creating and adapting technological practices and negotiating and augmenting care relationships. Four driving forces were also proposed: motivating meanings that actors ascribe to the technology and its use; the learnability of the technology and actors' resourcefulness; the establishment of responsive and cooperative care practices; and the qualities of empathy and shared power in care relationships. The importance of technological literacy, learning, meaningmaking, and the nature and quality of care relationships are discussed. Future work is urged to employ longitudinal and naturalistic approaches, and focus design efforts on promoting synergistic care relationships and care practices.

The Use of Mobile Applications as Communication Aids for People with Dementia: Opportunities and Limitations

“…In the fifth paper, Hwang et al. (2020) studied the integration of an ICT product into care practices and assessed the existing technological frameworks of four families [ 20 ]. This ICT product was implemented through the use of a simplified tablet computer and contained the following features: 1) Call requests, 2) Events, 3) Medication alerts, 4) Messaging, 5) Photos and Videos, 6) Exercise videos, 7) Web Links, and 8) Video Calling.…”

“…As has been shown, caregivers have positively accepted internet and mobile-based interventions [ 19 ], which is also promising for more complex communications-based interventions. Additionally, the dynamic caregiver-patient relationship has been shown to change in order to accommodate technological interventions [ 20 ]. As patients and caregivers become comfortable with new technologies, they discover new ways to spend time with each other (and improve quality of time), communicate their difficulties openly, and learn and grow constructively, thereby improving overall care and life quality.…”

Exploring Participants’ Representations and Shifting Sensitivities in a Hackathon for Dementia

“…Involving care partners in the home of the person with dementia provides familiarity, inclusion and subtle support for decision-making processes to make involvement comfortable for the person with dementia [35]. However, this approach requires continued engagement and relies on support and time from care partners, volunteers, and the person with dementia [56,93]. In contrast to this, Lazar and Dixon s work on dementia activism online [67] demonstrates the willingness of some people with dementia to share their experiences in order to change public attitudes, and to present real and raw accounts of life with the condition.…”

“…Dai & Moffatt describe that while online interactions provide an enjoyable and beneficial interaction for the person with dementia [23], it contributes to a burden and the need for the care partner to provide responsive, continuous, and knowledgeable support (pg. 46:24) [56]. Moreover, when collaborating with marginalised communities, we should involve their friends, family, and other individuals who support that community in the research process, to help ensure agendas are more closely aligned with stakeholders priorities and desires.…”

“…Additionally, the technology-oriented event may have contributed to the lack of interest from people with dementia and care partners. For instance, Hwang et al recommends researchers should provide a longer-term learning and facilitating process with people with dementia to promote inclusion and learnability [56]. Furthermore, the author highlights that, if the learning process for engagement evokes frustration, anxiety, or sense of vulnerability (pg.…”