The Need for Caregiver Education and Training in the Assisted Living Industry

Abstract

Assisted living is dedicated to serving with a wide array of disabilities. Training and education are vital for staff and residents in assisted-living facilities because resident care depends on staff knowledge to provide for their safety and welfare. However, little research has been conducted on assisted-living facilities let alone regarding their education and training needs. It is clear, based on regulations and quality assurance standards, that this is an important topic to consider. Assisted-living facilities were designed to ensure resident autonomy, privacy, and independence, as well as access to the community and some degree of health care services (Wisconsin Assisted Living Association [WALA], 2011). To provide residents with this diversified level of care, assisted-living providers need to ensure that their staff members are educated and trained effectively and efficiently. Because certification is not mandated in the assisted-living industry in many states, education and training standards are often considered and held to a lower standard. Although the assisted-living sector is strictly governed by rules and regulations that establish a basis for initial and continuing education, the standards may not suffice when compared with industry standards or when compared with resident satisfaction (Maas & Buckwalter, 2006). For example, based on results from a national survey on assisted-living facilities, A significant number of staff members were poorly informed about antipsychotic drugs related to the care of individuals (Hawes, Phillips, & Rose, 2000, p. 6). This research outlines the need for more education in the assisted-living sector. Standards of Care Standards of care are fundamental in assisted living because they require a commitment to assisted-living core principles (WALA, 2011). Inadequately trained staff can result in a negative standard of care; however, there are many ways to implement standards of care in assisted living (WALA, 2011). Consider medication administration, a high priority in assisted living especially considering that caregivers are not licensed as physicians, registered nurses, or pharmacists. In a study conducted by Zimmerman et al. (2011), the overall rate of medication errors was 28% in one assisted-living facility by non-nursing staff. This signifies a severe deficiency in the assisted-living sector with regard to medication administration. Implementing a more defined training process will enable staff to provide more qualified care. In the case of an assisted-living educative system, it is imperative that higher order thinking, which promotes critical thinking, is incorporated because increased education and skills that caregivers acquire in the system are essential to resident care. With implementation, caregivers will gain a greater understanding of how they can apply their newfound knowledge to a variety of situations while assisting residents. However, because the assisted-living industry lacks empirically related research, research is crucial in developing an educational environment conducive to meeting the needs of residents in the sector. Quality of care, quality of life, and resident safety remain key concepts and primary concerns for providers working in assisted-living facilities and, therefore, require the education and training to continue to provide these services effectively. Future Research for Education and Quality Caregiving There is not enough literature to support the need for education and training in this field and more needs to be done to maintain safe and healthy environments for residents in assisted-living facilities. Further study could begin with improving care for residents by learning how to assess and monitor efficiently, educating caregivers regarding resident needs, and serving as role models by demonstrating proper methods of care. Because assisted-living facilities are not federally regulated, studies should be conducted in a variety of facilities to identify differences and similarities (Sharpp, Kayser-Jones, & Young, 2012). …