ArticleEuropean geriatric medicine2026
Evaluation of a novel educational intervention for mental health staff on advance care planning with older people with mental illness.
Article in European geriatric medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- A Large Language Model-Driven System for Advance Care Planning Training Among Health Care Providers in the Chinese Context: Development and Technical Evaluation.Journal of medical Internet research · 2026Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeTo evaluate a novel educational intervention for mental health clinicians and peer workers on Advance Care Planning (ACP). The aims of the intervention were to improve staff knowledge, attitudes, and confidence in facilitating ACP with older people with mental illness and increase staff engagement in ACP.
methodsA pre-post-intervention study was conducted across two public mental health services in Australia. Multidisciplinary clinicians and peer workers (n = 110) participated in a one-hour, evidence-informed educational session combining theory, video demonstrations, and discussion of case vignettes. Uniquely, this study utilized purpose-developed audio-visual resources designed for local legal frameworks and engagement of peer workers as both educators and participants. Paired pre- and post-intervention questionnaires assessed staff knowledge, attitudes, and confidence. A pre-post-audit of mental health consumer (patient) electronic medical records (eMR) quantified changes in ACP documentation rates. Thematic analysis of free-text feedback was conducted.
resultsThe intervention significantly improved staff attitudes (p < 0.001, r = 0.48), knowledge (p < 0.001, r = 0.51), and confidence (p < 0.001, r = 0.87). However, eMR audits (pre: n = 1104; post: n = 1118) with a 2-3-month follow-up period revealed no significant change in ACP documentation rates (7.6% vs. 8.0%). Participants' feedback highlighted a desire for further practical training incorporating experiential learning (e.g., role-play) and systemic support.
conclusionsWhile a brief, standalone educational intervention significantly improved staff readiness for ACP, this did not translate into documented changes in clinical practice (eMR documentation). Bridging this knowledge-to-practice gap requires multifaceted strategies beyond standalone education, such as organizational governance, audit-feedback cycles, skills practice, and champions to embed ACP into routine practice.
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