Increasing knowledge, skills, and empathy among direct care workers in elder care: A preliminary study of an active-learning model

Abstract

Purpose: We describe the development of a 24-hr curriculum for nonclinical direct care workers in elder care that features active-learning strategies and consumer-directed approaches. Design and Methods: Our curricular design was based on adult education theory and a survey of 70% of the community's service providers. Training was completed by 88 participants, 90% of whom had no prior formal training in elder care. Questionnaires measured participant knowledge, attitudes, and perceived improvements in understanding, empathy, and skills. A subgroup of participants and employers provided additional feedback through focus groups. Results: Participants significantly improved their scores on knowledge and attitude measures. In addition, direct care workers and employers gave the training high marks and identified ways in which the course helped increase workers' competence, empathy toward elders, and self-esteem. Lack of time and funds for training were two major barriers to broader participation. Implications: This active-learning curriculum represents a frugal yet effective way to train current and future direct care workers.