Converting Education Into Safer Care in Long-Term Care: Evidence-Based Design, Workforce Reality, and Indonesia's Path

Calls to “do more training” in long-term care (LTC) rarely specify how education should be designed to translate into resident outcomes. Recent JAMDA publications offer clearer direction: education works when it is theory-grounded, delivered in low-dose–high-frequency formats, and embedded in unit workflows with leadership continuity and data feedback. Collectively, these features can be implemented with relatively low incremental costs, as they mainly depend on protected staff time, brief in-service formats, and simple digital or paper-based tools rather than major infrastructure investments, which is critical for resource-constrained systems.