Fostering Compassionate Caregiving: An Evaluation of a Certified Nursing Assistant Compassionate Care Curriculum

Background Alzheimer’s disease (AD) significantly impairs cognition, behavior, and functional ability, increasing reliance on caregivers, particularly Certified Nursing Assistants (CNAs) in nursing facilities. Despite their central role, CNA training remains largely task-oriented, with limited emphasis on dementia-specific or compassionate care approaches. This gap contributes to caregiver burnout, reduced job satisfaction, and suboptimal care experiences for persons with AD. In response, a Compassionate Care curriculum was developed to enhance CNA skills beyond basic care, focusing on fostering dignity, relational engagement, and overall well-being for individuals with AD. Methods A quantitative pre-post control group design was used to evaluate the curriculum over 12 weeks. Ninety-nine CNAs from two comparable nursing facilities in Kentucky participated (48 experimental, 51 control). The experimental group received the Compassionate Care curriculum, which included eight online modules and facilitated care group sessions, while the control group continued standard training. Outcomes measured included AD knowledge, self-efficacy, caregiver satisfaction, and affiliate stigma, using validated instruments. Data were analyzed using a two-way mixed MANOVA to assess group, time, and interaction effects. Results CNAs reported high satisfaction with the curriculum (overall mean = 4.62/5). Significant improvements were observed in the experimental group compared to controls. There were strong interaction effects for AD knowledge (p < .001), self-efficacy (p < .001), and affiliate stigma (p < .001), all with medium to large effect sizes. Caregiver satisfaction showed modest improvement with a small effect size. The control group demonstrated minimal or no improvement across outcomes. Discussion Findings highlight the limitations of traditional task-based CNA training and demonstrate the value of integrating compassionate care principles. The curriculum improved not only knowledge but also confidence and attitudes toward caregiving, including reductions in stigma. These changes suggest a shift toward more relational, person-centered care, which is essential for supporting individuals with AD. The results also underscore the importance of experiential and problem-based learning approaches in workforce development. Conclusions The Compassionate Care curriculum effectively enhances CNA competencies in dementia care, supporting both caregiver well-being and quality of care. Integrating such training into standard CNA education may strengthen the long-term care workforce and improve outcomes for persons with AD.