Background (global significance of problem): End-of-life (EOL) care is a global problem affecting 85% of the population. 56 million deaths occur worldwide each year. In the United States of America, the EOL care cost is about 10-12% of all healthcare spending. According to the Insititute of Medicine (IOM), a surprising number of patients with life-threatening and chronic illnesses receive curative treatment in the last week of their lives. Being in touch with our mortality helps us to prepare for EOL. Evaluating end of life programs that foster provider’s education is essential in improving patient quality of life during dying and bridging patient-provider’s relationship. Foreground (local significance): Each patient’s journey at EOL is unique. In the United States, 63% of Americans die in the hospitals. 80% of Americans prefer to die at home. Initiating a program that effectively addresses EOL discussion and equip providers with the knowledge and skills to communicate with patients during EOL can significantly improve patient quality of life during dying. EBP Framework: The Lewin’s theory guided the project. The theory prepares the institution to accept the need for change, make changes, and institutionalize the changes. The Advancing Research and Clinical Practice through Close Collaboration (ARCC) model guided implementation of the project. The ARCC model conceptual framework allowed successful system-wide implementation and sustainability of Evidence Based Practice (EBP) in the clinic. Methods (objectives, outcomes, evaluation): The initial project objective was set to educate providers on end of life teaching at MD Anderson Cancer Center. A need for an effective EOL provider education was identified after careful review and inter-department consultations. The project evaluated effectiveness of interpersonal communication and relationship enhancement program using the End-of-Life Professional Caregiver Survey (EPCS). The ARCC model guided implementation of the project. Findings/Results (as compared to the literature): 20 healthcare providers in unit were recruited and given educated on end of life communication and relationship enhancement using ICARE curriculum. EPCS survey indicated that provider’s skills in addressing EOL care improved after the education was provided. Compared to literature, similar results suggest improved patient quality of life with improved provider’s education addressing EOL care. Conclusion/Recommendation: The review of the literature showed that there is as strong relationship between provder’s EOL care education and patient quality of life outcomes at EOL. ICARE program topics focus on improving provider’s communication skills, ethical, cultural, societal expectations. Literature indicated that patient’s expectations relied on the provider’s knowledge to discuss EOL planning for the critically ill patients during admission and after discharge.
