Direct‐care workforce training in best care practices for persons with Alzheimer’s disease or related dementias utilizing long‐term services and supports

Abstract Background Approximately 34,000 adults over the age of 65 were diagnosed with Alzheimer’s disease (AD) in Utah in 2020; by 2025, this number is expected to increase 23.5%, to 42,000 (Alzheimer’s Association, 2021). As a result, the use of long‐term services and supports (LTSS) is increasing and the capacity and competencies of the workforce, families, and caregivers will need to be expanded to provide value‐based, person‐centered care (Poo & Kalipeni, 2017). The LTSS workforce is unstable due to a myriad of issues including workforce shortages and inadequate training and education, particularly in the area of dementia care (Stone, 2017). Method To fill this gap, an interdisciplinary team developed an online training program to increase knowledge about AD best care practices. The three hour asynchronous training program has four modules: 1) Dementia: Causes, Symptoms, and Trajectory, 2) Treatment Options for Challenging Behaviors; 3) Effective Interprofessional Care Teams, and 4) Dementia‐Focused Communication Techniques. Segments of a video case study of “Mrs. Jones”, demonstrating the skills and techniques taught in each module are interwoven. Pre‐ and post‐evaluation include demographics, Alzheimer’s Disease Knowledge Scale (ADKS) (Carpenter et al., 2009) and training satisfaction. Result Thus far, 526 participants have completed the entire training and post‐evaluation survey. Data demonstrate that the modules are used by a variety of professionals: Certified Nursing Assistants (18.15%), Nurses (40.26%), family caregivers (2.27%), Social Workers (1.70%), and “other” (52.74%; e.g., students, administrators). Completers “Strongly agreed” or “agreed” that the training met educational needs (89.98%), was engaging (77.69%), will improve care (89.60%), provided useful examples (89.98%), and met the stated goals (91.87%). There was a significant (t = 11.818; p<0.001) increase in ADKS scores between pre‐evaluation (mean = 12.96; S.D. = 1.71) and post‐training evaluation (mean = 13.85; S.D. = 1.41). Conclusion Evaluation results demonstrate that the online ADRD best practice in LTSS training provides useful information, improves participant’s knowledge about AD, and is well‐received by participants. Additional research is needed to evaluate the impact of AD training on resident/client outcomes in LTSS. To increase direct workforce participation in free trainings, employers should consider incentivizing staff to complete additional AD‐specific trainings.