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End-of-life care preparedness and educational needs among nursing staff of long-term care facilities: a
Soo Jung Chang1, Seongmi Moon2, Na Kyoung Lee3
1Department of Nursing, Gangneung-Wonju National University, Wonju City, Gangwon-do, South Korea.
Background:
This study assessed the preparedness and knowledge levels of nursing staff-registered nurses (RNs), nursing assistants (NAs), and care workers (CWs)-in South Korean long-term care facilities (LTCFs) regarding end-of-life care (EOLC). It aimed to identify their educational needs and prioritize training topics.
Methods:
This study employed a convenience sampling method to recruit RNs, NAs, and CWs from five LTCFs in S City and J Province in Korea. Participants were instructed to complete the questionnaire anonymously in a quiet and distraction-free environment. Data collection was conducted from October 23 to November 10, 2023. The five-step priority-setting process in needs analysis was applied to determine training priorities by occupation group (RNs, NAs, and CWs). The Korean versions of the Staff Preparedness for Palliative and End-of-Life Care in Long-Term Care Homes and the Questionnaire of Palliative Care Education Needs of Nursing Home Staff were used to measure EOLC preparedness and educational needs, respectively. Educational priorities were determined using the Borich needs Discrepancy assessment model, with high-priority items identified via the Locus for Focus model.
Results:
A total of 246 nursing staff participated (27 RNs, 17 NAs, 202 CWs). The overall mean EOLC preparedness score was 3.59 ± 0.70, with significant intergroup differences. The overall mean EOLC knowledge score was 2.56 ± 0.62, likewise revealing significant intergroup differences. EOLC educational needs, derived using the Borich needs assessment and Locus for Focus models, varied by occupation group: spiritual care and bereavement support for families were identified as top-priority items for RNs, while interdisciplinary teamwork was the highest-priority item for NAs and CWs.
Conclusions:
As a meaningful attempt to establish education plans to improve EOLC competency of LTCF nursing staff, this study provides an evidence-based foundation and thus contributes to the advancement of nursing education. Based on the findings of this study, we suggest the following measures: (1) development of EOLC training programs tailored to the career levels of LTCF nursing staff and (2) designing and evaluation of competency-building programs specific to each occupational group to ensure high-quality EOLC in LTCFs.
Trial Registration:
Approved by the Institutional Review Board of GangneungWonju National University (No. GWNUIRB2023143).
Clinical Trial Number:
Not applicable.
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