Evaluating Outcomes of Communication Education for Linguistically Diverse Nursing Home Staff

TL;DR

This study compares how nursing home staff with different primary languages learn from a communication training program, finding that non-English speakers gained more knowledge but found the training more challenging.

Contribution

The study demonstrates that linguistically diverse staff can benefit from communication training, but may require additional support to overcome technological barriers.

Findings

LOE staff showed greater knowledge gains (48% to 72%) compared to primary English speakers (57% to 74%).

LOE participants found the training more difficult, possibly due to technological challenges.

Both groups found the training content positive, suggesting potential for broader adoption with modifications.

Abstract

The ethnic and linguistic diversity of staff working in healthcare has increased, along with the critical role of immigrant workers in meeting workforce demand in long-term service and support settings (LTSS). The focus of this analysis is to compare learning outcomes for nursing home staff who identified a primary language other than English (LOE) to primary English speakers participating in Changing Talk Online Training (CHATO), a pragmatic clinical trial. CHATO is a psychoeducational intervention designed to reduce elderspeak, a form of communication that sounds like baby talk, and has been linked to increased restiveness to care and need for psychoactive medications in LTSS residents with dementia. LOE staff (n = 88) had a greater gain in knowledge than the primary English speakers (n = 1586) with mean scores increasing from 48% on pre-test to 72% on post-test, compared to primary English speakers whose mean scores increased from 57% to 74% (p=.009). Both LOE and primary English-speaking staff expressed positive views regarding CHATO education content. However, LOE participants rated the intervention more difficult than primary English speakers (8.5% v 3.3%, p= .001) which may be associated with technological challenges. Preparing educational content in healthcare that also reaches LOE staff is necessary for a well-prepared workforce; modifications for learning may include digital literacy training and developing organizational policies that support these practices.