ArticleFrontiers in medicine2025
Intervention to strengthen caregiving capacities among rural caregivers: a replicable model.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Structured patient and public involvement programme development in low- and middle-income country health research: a scoping review of evidence gaps and a framework for future practice.Research involvement and engagement · 2026Review
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Decades of armed conflict in Colombia have deeply undermined public trust in the health system, particularly within rural regions. The legacy of violence has restricted healthcare delivery in these areas, concentrating services in urban centers and exacerbating geographic and social inequities. Informal caregivers in rural communities, essential yet often overlooked actors in healthcare, face significant challenges due to structural limitations and lack of institutional support. Objective: This study evaluates a community-based intervention aimed at strengthening the competencies of informal caregivers in rural, post-conflict settings. It further positions caregivers as pivotal contributors to distributed health education models, where care practices must adapt to contextual barriers and local realities. Methods: Developed using a Participatory Action Research (PAR) approach, the intervention engaged caregivers as co-creators. Drawing from popular education principles, it combined in-person sessions with experiential, culturally relevant materials tailored to rural environments. Ongoing remote support was provided via calls, text messages, and voice notes. The program was evaluated qualitatively through a focus group and 15 semi-structured interviews, analyzed thematically. Results: Findings revealed four key domains of change: (1) transformation of the caregiving role, (2) personal and technical impact on caregivers, (3) shifts in family dynamics, and (4) recognition of the course as an empowering, community-building experience. Despite barriers such as digital illiteracy, poverty, and low educational attainment, participants demonstrated increased self-efficacy and engagement. Conclusion: The intervention illustrates the potential of distributed education to reduce rural health inequities. It highlights the power of academic-community partnerships in developing scalable, context-sensitive strategies that strengthen care, foster empowerment, and promote equity in underserved areas.
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