Educational strategy for the caregiver of older adults with functional dependency

Abstract

Introduction: The accelerated demographic transition and the increase in functional dependence in older people have made visible a "second patient": the family caregiver, whose physical and emotional burden impacts the continuity and quality of care at home. This work situates the phenomenon of care beyond the clinical, includes social, cultural and ethical dimensions and starts from a clear premise: without specific training, the risk of overload, injuries due to inadequate mobilization and psycho-emotional exhaustion increases, affecting both the caregiver and the elderly. Objective. To analyze and synthesize the evidence on educational strategies aimed at family caregivers of functionally dependent older adults, to identify effective components and guide their institutionalization at the first level of care. Methodology. In the methodological field, an applied narrative bibliographic review was conducted aimed at identifying, organizing, and synthesizing educational strategies for family caregivers of older adults with functional dependence. As it was a review of secondary sources, no ethical approval was required; traceability was guaranteed through search records, extraction forms, and evidence matrix. Results. It is observed, in a convergent manner, that the lack of systematic training amplifies the physical and emotional vulnerabilities of the caregiver and that, when structured psychoeducational programs are implemented, practical knowledge and self-efficacy increase, care time is ordered, intra-family communication improves, and ergonomic mobilization techniques are adopted, with decreases consistent in indicators of stress and overload. Conclusion. Overall, the evidence supports institutionalizing caregiver training as a cost-effective public health and gerontology strategy: it reduces burden, prevents avoidable harm, and sustains dignified person-centered care. It is recommended to integrate these programs at the first level of care with clear referral routes, short and repeatable modules, and monitoring using standardized instruments; complement with psycho-emotional approach and caregiver rest; and ensure cultural relevance and accessibility in schedules, materials, and tele-orientation. General area of study: health sciences. Specific area of study: gerontology/primary care. Type of study: narrative bibliographic review.