Mixed‐methods evaluation of a face‐to‐face educational intervention for health and social care professionals to deliver family‐centred cancer supportive care when a parent with dependent children is at end of life

Abstract Objective To deliver and evaluate an educational intervention to equip health and social care professionals (professionals) on how best to support parents at end of life with cancer concerning their dependent children (<18). Methods An evidence‐based and theory‐driven face‐to‐face educational intervention was developed and evaluated using three levels of Kirkpatrick's Model of Evaluation. Pre‐test, post‐test surveys were completed immediately before‐and‐after the intervention using a validated self‐efficacy scale and single‐item questions evaluating perceived usefulness and relevance (levels one/two). Qualitative interviews ≥ 3‐months post‐intervention explored if, and how the intervention impacted professionals' practice (level three). Fourteen sessions were delivered at oncology settings to 347 professionals between 2021 and 2023. Two hundred seventy four professionals completed the pre‐test survey, with 239 completing the post‐test survey. Fourteen professionals were interviewed between three‐and 19‐months post‐intervention. Results Quantitative findings demonstrated a statistically significant improvement in self‐efficacy post‐educational intervention ( p < 0.001). Qualitative data highlighted professionals gained new approaches to progress end of life conversations with parents, despite some familial resistance to sharing the reality of the situation with children. Positive intervention content shaping clinical practice included the bereaved parent's lived experience, communication framework and roleplay videos. Some professionals considered a booster session and opportunities to practice conversations necessary to further consolidate learning into practice. Conclusions Evidence and theory‐driven education can positively impact professionals' provision of family‐centred cancer care. Future studies should explore the impact of this educational intervention on familial outcomes. Alongside a sustainable delivery of this intervention, advanced communication skills programmes should incorporate parent‐child end of life conversations.