An Evaluation of the Communication at End-of-Life Education Program for Personal Support Workers in Long-Term Care

Abstract

Background:

Communication skills are crucial for personal support workers (PSWs) to foster therapeutic relationships with the residents and their families in the long-term care (LTC) setting.

Aim:

To evaluate the impact of the Communication at End-of-Life (CEoL) Education Program on the competency and confidence of PSWs working in LTC to communicate about palliative and end-of-life care, and factors affecting their involvement in palliative and end-of-life care.

Setting/Participants:

PSWs from 35 LTC homes in Ontario, Canada, who participated in the CEoL Education Program between January and March 2019.

Design:

Mixed-methods evaluation using pre- (n = 178) and post-workshop (n = 113) surveys capturing the attitudes and beliefs toward death and dying; relationships with residents and families; and PSWs' participation in end-of-life care. Follow-up interviews were conducted between February and March 2019 with 21 PSWs to examine facilitators and barriers that affected their confidence in engaging in palliative care.

Results:

We observed significant improvements in all three domains, with the greatest increase (11%, p < 0.001) in the proportion of participants who responded “Often” or “Always” in the participation in end-of-life care domain. Specifically, we observed PSWs' elevated confidence in speaking with families of the residents about end-of-life, discussing goals and plans with the residents, and realizing that a “good death” is possible. Time constraints and staff shortages were recurrent themes that hindered many participants' ability to provide resident-centered care.

Conclusions:

This evaluation demonstrates that CEoL Education Program was associated with improved PSW competency and confidence in supporting palliative and end-of-life care in LTC settings.