Examining Education Models for Clinical Staff Working with People with Intellectual and Developmental Disabilities in Hospice and Palliative Care: A Narrative Literature Review
Restricted accessResearch articleFirst published online May, 2026
Examining Education Models for Clinical Staff Working with People with Intellectual and Developmental Disabilities in Hospice and Palliative Care: A Narrative Literature Review
Education and training are essential for providing quality hospice and palliative care (HAPC). Despite individuals with intellectual and developmental disabilities (IDD) living longer with serious illness, healthcare professionals report inadequate training in this area. Additionally, IDD specialists consistently express discomfort and limited knowledge regarding HAPC.
Objective
This narrative review evaluates existing education and training models for hospice and palliative care (HAPC) professionals working with individuals with IDD, emphasizing the reciprocal educational needs between these two specialties.
Methods
A comprehensive literature search was conducted in March 2024 across multiple databases, including Embase, PubMed, and CINAHL, using terms related to IDD, training, and palliative care. Inclusion and exclusion criteria were applied, resulting in seven relevant studies providing insight into educational interventions for IDD and palliative care professionals.
Results
Findings indicate that while several studies demonstrate positive outcomes regarding knowledge, self-efficacy, and satisfaction among participants, there is a lack of standardized training and patient-centered metrics. Existing interventions largely focused on improving the knowledge of IDD staff regarding HAPC, with limited attention given to educating HAPC professionals on the nuances and complexities needs of people with IDD.
Conclusion
This review underscores the importance of developing and implementing evidence-based and standardized training programs that encompass the needs of both HAPC and IDD specialists. Future research should prioritize inclusive educational frameworks that involve individuals with IDD and their families in the development process. Attention to exploring metrics beyond self-reported outcomes to enhance the quality of HAPC provided to this vulnerable population should be prioritized.
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