Development of CLOSA: a self-directed e-learning intervention for carers of people with post-stroke aphasia

Background Carers of people with post-stroke aphasia often assume multiple responsibilities with little preparation, contributing to carer burden, yet healthcare systems provide limited support for carer wellbeing. Digital education has emerged as one approach to address this gap; however, most studies do not report involving people with lived experience in intervention development.Aims This study describes the development of an e-learning intervention for carers of people with aphasia with stakeholder involvement.Materials and methods A participatory design approach was used, involving three carers of people with post-stroke aphasia. Development followed the ADDIE instructional design framework, with reporting focused on the Analyse, Design, and Develop phases. Intervention development and reporting were guided by the GUIDED and TIDieR frameworks.Results A self-directed e-learning prototype, Carers LOoking after themselves and Supporting Aphasia (CLOSA), was developed to improve carers’ understanding of aphasia and its impact on family and relationships, teach coping strategies through case-based scenarios, support navigation of the healthcare system, and promote wellbeing.Conclusion This work establishes CLOSA as a theory- and stakeholder-informed intervention. Pilot testing will evaluate acceptability, feasibility, and usability in real-world settings. Transparent reporting of this development process aims to support cumulative learning in digital intervention research and inform more responsive supports for carers of people with post-stroke aphasia.