Cognitive, functional and affective effects of a multi-task training in nursing home residents: results from a randomized pilot study

Dual-task (DT)-based training programs are non-pharmacological interventions that potentially improve cognitive, physical-functional and affective processes in older adults. In the specific context of nursing homes, typically characterized by impoverished environmental stimuli, sedentarism and affective alterations, these interventions remain poorly studied. The aims of this randomized pilot study were to evaluate the feasibility of implementing the Resi-TaD DT training program in long-term care centers (LTCCs) and to evaluate the impact of the program on cognitive, physical-functional and affective processes in elderly residents. An intervention program was designed within the framework of the multitasking paradigm; the physical and cognitive components were used to monitor the level of difficulty of each combination of tasks, which included triple-tasks. Study participants (n = 94) were assigned to an Intervention Group (IG) or a waiting-list Control Group (CG), and cognitive (MoCA, DT performance), physical-functional (TUG and handgrip strength) and affective (depressive symptomatology and self-esteem) measures were evaluated before and after the intervention. Dual-task (DT)-based training programs are non-pharmacological interventions that potentially improve cognitive, physical-functional and affective processes in older adults. A General Lineal Model with Repeated Measures was used to assess differences and interactions between IG and CG performance at each time. Participation and dropout rates were also considered. The multi-task intervention was feasible and well accepted by LTCCs users. In the IG, improvements in general cognition and DT performance but no significant differences in TUG or handgrip strength were observed. A subtle but non-significant improvement in affective measures was observed. A 10-session intervention involving heterogeneous activities can enhance cognitive function and potentially promote transfer effects to other DTs. However, the intervention is not sufficient to achieve significant physical-functional or affective benefits.