提供和评估教育干预措施，使健康和社会护理专业人员（专业人士）了解如何最好地为临终时患有癌症的父母及其受抚养子女（<18）提供支持。基于证据和理论驱动的面对面使用柯克帕特里克评估模型的三个级别开发和评估面部教育干预。使用经过验证的自我效能感量表和单项问题评估感知有用性和相关性（一级/二级），在干预前后立即完成测试前、测试后调查。干预后 3 个月以上的定性访谈探讨了干预措施是否以及如何影响专业人士的实践（第三级）。 2021 年至 2023 年间，在肿瘤学领域为 347 名专业人员举办了 14 场会议。274 名专业人员完成了测试前调查，239 名专业人员完成了测试后调查。干预后 3 至 19 个月期间，对 14 名专业人士进行了访谈。定量研究结果表明，教育后干预后自我效能感有统计上的显着改善 (p < 0.001)。定性数据强调，尽管一些家庭抵制与孩子分享现实情况，但专业人士获得了与父母进行临终对话的新方法。塑造临床实践的积极干预内容包括失去亲人的父母的生活经历、沟通框架和角色扮演视频。一些专业人士认为，加强课程和练习对话的机会是必要的，以进一步将学习融入实践。证据和理论驱动的教育可以对专业人士提供以家庭为中心的癌症护理产生积极影响。未来的研究应该探讨这种教育干预对家庭结局的影响。除了可持续地提供这种干预措施外，高级沟通技巧计划还应纳入亲子临终对话。© 2024 作者。约翰·威利出版的心理肿瘤学

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).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.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.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.© 2024 The Author(s). Psycho‐Oncology published by John Wiley & Sons Ltd.