Types, delivery modes, and outcomes of training and education programs for formal caregivers of older adults: A scoping review

Healthcare professionals working in the aged care sector globally are constantly under pressure to deliver quality care for older adults who often have complex health conditions and multiple comorbidities. In addition, systemic issues along with increasing economic and social demands have enforced countries to reform their aged care sector including the training and education of their frontline professional support workers (formal caregivers). This study aims to examine an emerging aspect of global aged care which involves the types, delivery modes, and outcomes of training and education for formal caregivers of older adults. A scoping review was conducted to capture the state of the existing literature regarding the training and education of formal caregivers of older adults, using Arksey and O’Malley’s five-stage framework. Given the complexities underpinning training and education in aged care globally, the scoping review methodology was preferred for this emergent and growing field. Twenty selected studies representing seven countries, published between 2013 and 2024, were identified from a search of six online databases. Five categorized types of training were identified: Dementia, Oral health, End of Life, Self-efficacy, and Condition specific programs. Training delivery modes included: in-person or face-to-face, 1:1 interaction, workshops, seminars, online, and web-based formats, and assessed outcomes including person-centredness, communicative behaviors, stress, burnout, job satisfaction, distress, self-efficacy, knowledge of diseases, and management strategies. This scoping review captures the nature of studies focusing on the training and education of formal caregivers of older adults. Findings highlight the need for a more rigorous and innovative research approach in an emergent gerontological research area. Future studies should prioritize longitudinal impact, technology integration and effectiveness, cultural competency, and policy-relevant evaluations to enhance the professional development of formal caregivers.