The Feasibility of a Single Educational Intervention to Improve Caregiver Confidence in Stroke Rehabilitation

Authors

• Angelica Fedorchak, Chatham UniversityFollow
• Jennifer E. Lape, Chatham UniversityFollow

Abstract

Purpose: Caregivers play a critical role in providing support to stroke survivors during recovery, but they often face emotional, physical, and educational challenges that can lead to caregiver burden and burnout. Despite the significant impact education can have on caregivers, rehabilitation professionals in inpatient rehabilitation settings often struggle to provide comprehensive training due to time constraints and strict productivity standards. This feasibility study aimed to evaluate whether an individualized one-time caregiver education session, integrated into the discharge planning process, could enhance caregiver confidence and whether the necessary education could be practically integrated into the existing staffing, reimbursement, and organizational structure of an inpatient rehabilitation unit. Methods: Fifteen caregivers of stroke survivors admitted to two inpatient rehabilitation units in Pittsburgh, PA, participated in a single, individualized stroke education session lasting 45-75 minutes each. Caregiver confidence was assessed using pre- and post-surveys to measure the impact of the intervention. Aspects of feasibility that were explored included acceptability by caregivers, the implementation and practicality of the education sessions, and the scalability of the intervention. Results: Survey responses indicated a measurable improvement in caregivers' perceived confidence following the one-time education session. Caregivers reported high levels of satisfaction with the individualized format, suggesting strong acceptability of the intervention. Implementation was feasible due to the relatively short session times and the ability to incorporate it into daily treatment sessions. The practicality of the model was supported by its adaptability to varying caregiver needs and session durations. Furthermore, the intervention demonstrated potential for scalability, given its low resource demands and alignment with current staffing and reimbursement structures. Conclusions: These sessions, when delivered individually and supplemented with educational materials, may improve caregiver confidence, potentially reducing caregiver burden and burnout. Recommendations: Rehabilitation professionals seeking to implement similar one-time individual sessions should consider integrating them into the discharge planning process, utilizing available staff and resources. Given the intervention’s acceptability, ease of implementation, and alignment with current productivity standards, these sessions may be a practical and scalable addition to routine care. Future research is warranted to further validate these findings and explore long-term caregiver outcomes.

Author Bio(s)

Angelica C. Fedorchak, OTD, MOT, OTR/L, is an Assistant Professor in the Doctor of Occupational Therapy program at Chatham University in Pittsburgh, PA. Her clinical background includes outpatient hand therapy and inpatient rehabilitation, with a focus on neurological conditions.

Jennifer E. Lape, OTD, MOT, OTR/L, is an Associate Professor and Program Director of Occupational Therapy Programs at Chatham University. A licensed occupational therapist in Pennsylvania, her interests include evidence-based practice, competency-based education, student support systems, and innovative curriculum design in graduate-level occupational therapy programs.

Recommended Citation

Fedorchak A, Lape JE. The Feasibility of a Single Educational Intervention to Improve Caregiver Confidence in Stroke Rehabilitation. The Internet Journal of Allied Health Sciences and Practice. 2026 Jun 03;24(2), Article 22.