Analysis of the focus group interview
In this study, we organized focus groups to determine the suitability of the research content and identify the key factors associated with the core competencies and professional curriculum of care services in high schools. The researchers modified the Core Competency and Professional Syllabus Correspondence Table for Care Service Education in Vocational High Schools based on the focus group results. Thereafter, the Delphi questionnaire was administered. Based on the focus group outcomes, first of all, we added one construct to general competencies and modified “communication and care” to “interpersonal communication” and “care.” Originally, they were “Communication and Caring Competency”, along with “Creativity and Planning Capability”, but the members of the focus group consider that care, for caretakers, is an important capability; therefore, it is especially listed as an independent core competence and we hope that the capability can reach the indicator of “Creating shared value”; by means of care, the mutual goal of common good between caretakers and care recipients. Therefore, the general competency dimension comprised three constructs (i.e., interpersonal communication, care, and creativity and execution) and four indicators. The five constructs in professional competencies were maintained. However, we considered that students may not yet have developed leadership skills in high school and replaced “leadership” with “problem-solving and improvisation.” Besides, developing two indicators, the ability to analyze problems in case studies and the ability to solve problems in case studies, in the dimension of problem-solving and improvisation, with a view to cultivating among students professional capabilities to analyze and solve the care problems of cases. In the part of “The Capability of Resource Integration”, we originally hope students can reach the indicator of “Getting to Know Related Laws and Regulations of Care Service”; however, after the assessment of committee members, they considered that the laws and regulations during high school are too difficult; moreover, high school graduates are usually frontline practitioners, so it was advised that the two indicators should be changed into “Being acquainted and connected with care resources” and “Encouraging health promotion activities”, hoping to connect resources and put it into practice. A total of 11 indicators were identified for the five constructs. The focus group identified 14 indicators across eight constructs in the general and professional competencies dimensions. (Change the comparison Table2)
Table 2
The Revision and Reference Table of Core Competence Focus Group
The Original Version (The Draft)
|
The Revised Version
(Suggested by Focus Groups)
|
Remark
|
General Competency
|
General Competency
|
|
1. Comunication and Caring Competency
|
1. Interpersonal communication
|
Revising the content and focusing on the culturation of capability to interact interpersonally.
|
1.1 Interpersonal Relations and Communication Skills
|
1. 1 Interpersonal relationship
|
1.2 Family Support: Needs and Assistance of Family Care
|
1. 2 Interactive literacy
|
1.3 Hospice Care and getting to know hospice
|
|
|
2.Care
|
Appending and listed as the sole important capability.
|
|
2.1 Creating shared value
|
2. Creativity and Planning Capability
|
3. Creativity and execution
|
Revising the content and the objects are not limited to the elderly.
|
2.1 The Planning of Gerontological Activity Programs
|
3.1 Proactive creativity and program execution
|
Professional Competency
|
Professional Competency
|
|
1. Professional care
|
1. Professional care
|
|
1.1 Basic Caring skills: Caring of the Body and Life; Dealing with Household Chores
|
1.1 Basic caring skills
|
|
1.2 Care in Context: Care Training of Different Categories
|
1.2 Practical caring skills in real situations
|
|
1.3 General Clinical Nursing Techniques
|
1.3 Accuracy of case assessment ability
|
Revision. It should be adapted into the capability to assess.
|
2. Patient safety and care
|
2. Patient safety and care
|
|
2.1 Dealing with accidents and emergencies
|
2.1 Dealing with accidents and emergencies
|
|
2.2 Care and life safety
|
2.2 Care and life safety
|
|
3. Adherence to a professional code of conduct and ethics
|
3. Adherence to a professional code of conduct and ethics
|
|
3.1 Abiding by Work Ethics
|
3.1 Abiding by Work Ethics
|
|
|
3.2 Understanding the regulations related to caring services
|
Append
|
4. The Capability of Leadership
|
|
Delete
|
4.1 Developing Activities of Health Promotion
|
|
4.2 Promoting Active Aging in Communities
|
|
|
4. Problem-solving and improvisation
|
Append
|
|
4.1 Ability to analyze problems in case studies
|
|
4.2 Ability to solve problems in case studies
|
5. The Capability of Resource Integration
|
5. Resource connection and application
|
Revision. Turning resource integration into resource linkage.
|
5.1 Getting to Know Related Laws and Regulations of Care Service
|
5.1 Being acquainted and connected with care resources
|
|
5.2 Encouraging health promotion activities
|
For the professional curriculum, three compulsory courses were identified for the caregiver examination, namely “Introduction to Long-Term Care,” “Basic Care Practices and Experiments,” and “Practical Training in Basic Care.” Other courses included institutional care, community care, and home care courses to foster situational care competency among students. Based on the revised capability, we deleted two curricular: “Hospice Care” and “An Introduction to Family”.
Palliative care is an advanced course unsuitable for high school students. Therefore, this course was omitted. A “case management course” was added to coincide with the addition of the new core competency, “problem-solving and improvisation.” Besides, adding the “Introduction to Case Management” course, integrating “The Practice of Health Promotion” and “Community Health Construction Ⅰ Ⅱ” as “Practical Project (Ⅰ) (Ⅱ)”, appending “The Policies and Laws of Long-Term Care” and “Community Health Building”, and as for the rest, some are doing adjustments in the names of the courses. For detailed revised references, please see Table 3. Based on the expert recommendations, a total of 26 professional courses were identified in the focus group.
Table 3
The Revision Reference Table of Professional Curriculum after Focus Group
|
|
Professional subjects
(after revision)
|
Situations of Revision
|
General Competency
|
1. Interpersonal communication
|
|
Deleting “Hospice Care” and “An Introduction to Family” Curricula Based on Revised Capability
|
1.1 Interpersonal relationship
1.2 Interactive literacy
|
Interpersonal relationships and communication
|
2. Care
|
|
Appending
|
2.1 Creating shared value
|
Introduction to human development
|
3. Creativity and execution
|
|
Not focusing on the elderly; therefore, deleting “The Design of Gerontological Activity” and appending the curriculum of “Activity Design and Conduct”.
|
3.1 Proactive creativity and program execution
|
Activity design and conduct
|
Design and applications for assistive program
|
Professional Competency
|
1. Professional care
|
|
|
1.1 Basic caring skills
|
Introduction to long-term care (I)(II)
|
The three required courses for the exam of certificates need to be emphasized.
|
Practical basic care and experimental (I)(II)
|
Practicum for fundamental care (I)(II)
|
1.2 Practical caring skills in real situations
|
Long-term care facilities and practice techniques
|
Designing courses according to different care fields, including institutional, community, and home-care.
|
Practicum for community care
|
Practicum for home care (I)(II)
|
1.3 Accuracy of case assessment ability
|
Structure and function of human body (I)(II)
|
|
Physical examination and assessment (I)(II)
|
|
2. Patient safety and care
|
|
|
2.1 Dealing with accidents and emergencies
|
Dealing with accidents and emergencies
|
Deleting the original course: “Occupational Safety and Harm Prevention” and appending the two courses
|
Home security and accident prevention
|
|
2.2 Care and life safety
|
Introduction to nutrition (I)(II)
|
|
Disease prevention and chronic care
|
|
Introduction to drug therapy and medication safety
|
|
Assistive technology device and health care
|
|
Practicum for assistive technology device
|
|
3. Adherence to a professional code of conduct and ethics
|
|
|
3.1 Compliance with the code of ethics and regulations
3.2 Understanding the regulations related to caring services
|
Ethics in long-term care
|
Appending the course: “Long-Term Care Policies and Laws”
|
Long-term care policy and regulation
|
4. Problem-solving and improvisation
|
|
|
4.1 Ability to analyze problems in case studies
4.2 Ability to solve problems in case studies
|
Introduction to case management
Practical project (I)(II)
|
Appending the course: “Introduction to Case Management” and integrating “The Practice of Health Promotion” and “Community Health Construct Ⅰ Ⅱ” as Practical project (Ⅰ)(Ⅱ)
|
5. Resource connection and application
|
|
|
5.1 Being acquainted and connected with care resources
5.2 Encouraging health promotion activities
|
Introduction to social welfare
|
Changing “An Introduction to Long-Term Care Laws and Regulations” into “Introduction to Social Welfare”
|
Health promotion practicum
Community health building
|
Establishment and analysis of the core competencies for care service education in vocational high schools
A total of 14 indicators across eight constructs in two core competency dimensions were preliminarily identified based on the focus group outcomes. The core competencies were included in the first round of the Delphi questionnaire survey. After the questionnaires were recovered, the opinions provided by the expert panel were collected and analyzed. The original list of 14 indicators across eight constructs in two core competency dimensions was retained. However, the descriptions of “creativity and execution” and “resource connection and application” were modified. Committee members considered that students at the age of high school are mainly required to cultivate the competence of creativity activation and program execution; therefore, the original “spontaneous creation, program planning and execution” has been simplified as “spontaneous creation and program execution”. In addition, as for the capability to connect resources and put into application, we added “to assist” to “to advertise health promotion activities”; for the main part, it is taken into consideration that students are not yet able to lead health promotion activities independently; as a result, we hope that we can cultivate the capability to assist and promote activities of health promotion first. Fourteen indicators across eight constructs in two core competency dimensions were included in the second round of the Delphi questionnaire survey. The opinions of the expert panel were once again collected and analyzed. The eight constructs and two dimensions were retained. However, one indicator was added, for a total of 15 indicators, and the description of one indicator was modified. One indicator was added to the “problem-solving and improvisation” construct, and the original description was modified. We added “The Capability to Perceive the Problems of Cases” and turned the two words in “The Capability to Solve Problems” into “The Executive Capability to Solve Problems of Cases”, hoping to cultivate among students capabilities to discover problems and solve problems. The revised list of core competencies was carried over to the third round of the Delphi questionnaire survey. The experts provided no further opinions in the third round, and the statistical data met all of the pre-established criteria, suggesting that expert consensus was achieved. In this round, all the written expert opinions were acknowledged and corrected. The modifications made in the three rounds of the Delphi questionnaire survey are noted in Table 4.
Table 4
Questionnaire amendments of the core competencies in the three-round Delphi questionnaire survey (n = 10).
Indicator dimension
|
Indicator construct
|
Amendments in Round 1
|
Amendments in Round 2
|
Amendments in Round 3
|
Final items
|
Original items
|
Retained
|
Amended
|
Deleted
|
Added
|
Original items
|
Retained
|
Amended
|
Deleted
|
Added
|
Original items
|
Retained
|
Amended
|
Deleted
|
Added
|
General competencies
|
Interpersonal communication
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
0
|
0
|
0
|
0
|
2
|
Care
|
1
|
1
|
0
|
0
|
0
|
1
|
1
|
0
|
0
|
0
|
1
|
0
|
0
|
0
|
0
|
1
|
Creativity and execution
|
1
|
1
|
1
|
0
|
0
|
1
|
1
|
0
|
0
|
0
|
1
|
0
|
0
|
0
|
0
|
1
|
Professional competencies
|
Professional care
|
3
|
3
|
0
|
0
|
0
|
3
|
3
|
0
|
0
|
0
|
3
|
0
|
0
|
0
|
0
|
3
|
Patient safety and care
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
0
|
0
|
0
|
0
|
2
|
Resource connection and application
|
2
|
2
|
1
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
0
|
0
|
0
|
0
|
2
|
Problem-solving and improvisation
|
1
|
1
|
0
|
0
|
0
|
1
|
1
|
1
|
0
|
1
|
2
|
0
|
0
|
0
|
0
|
2
|
Adherence to a professional code of conduct and ethics
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
0
|
0
|
0
|
0
|
2
|
The opinions provided by the expert panel in the three-round questionnaire survey concerning the overall importance and consistency of the core competencies of care services for education in vocational high schools are presented in Table 5. In the “general competencies” dimension, (1) the mean values for the “interpersonal communication” construct and relevant indicators ranged between 4.8 and 4.9. The mode value was 5, quartile deviation value was 0, and standard deviation value was less than 1. (2) The mean values for the “care” construct and relevant indicators ranged between 4.7 and 4.8. The mode value was 5, quartile deviation value was 0, and standard deviation value was less than 1. (3) The mean value for the “creativity and execution” construct and relevant indicators was 4. The mode value was 5, quartile deviation value was 0, and standard deviation value was less than 1. These results indicated that all the constructs and indicators in the general competencies were important and that the experts had a strong consensus regarding consistency.
Table 5
Overall importance and consistency of the core competencies for care service education in vocational high schools (n = 10).
Indicator dimension
|
Indicator construct and indicators
|
Importance
|
Consistency
|
Mean
|
Mode
|
Quartile Deviation
|
Standard deviation
|
General competencies
|
1. Interpersonal communication
|
4.9
|
5
|
0
|
0.3
|
1. 1 Interpersonal relationship
|
4.9
|
5
|
0
|
0.3
|
1. 2 Interactive literacy
|
4.8
|
5
|
0
|
0.4
|
2. Care
|
4.7
|
5
|
0
|
0.6
|
2.1 Creating shared value
|
4.8
|
5
|
0
|
0.6
|
3. Creativity and execution
|
4.0
|
4
|
0
|
0.4
|
3.1 Proactive creativity and program execution
|
4.0
|
4
|
0
|
0.4
|
Professional competencies
|
4. Professional care
|
4.9
|
5
|
0
|
0.3
|
4.1 Basic caring skills
|
5.0
|
5
|
0
|
0
|
4.2 Practical caring skills in real situations
|
4.5
|
5
|
0
|
0.7
|
4.3 Accuracy of case assessment ability
|
4.5
|
5
|
0.75
|
0.9
|
5. Patient safety and care
|
5.0
|
5
|
0
|
0
|
5.1 Dealing with accidents and emergencies
|
5.0
|
5
|
0
|
0
|
5.2 Care and life safety
|
5.0
|
5
|
0
|
0
|
6. Resource connection and application
|
4.6
|
5
|
0.75
|
0.7
|
6.1 Being acquainted and connected with care resources
|
4.6
|
5
|
0.75
|
0.7
|
6.2 Encouraging health promotion activities
|
4.4
|
5
|
1
|
0.8
|
7. Problem-solving and improvisation
|
4.9
|
5
|
0
|
0.3
|
7.1 Ability to analyze problems in case studies
|
4.9
|
5
|
0
|
0.3
|
7.2 Ability to solve problems in case studies
|
4.9
|
5
|
0
|
0.3
|
8. Adherence to a professional code of conduct and ethics
|
5.0
|
5
|
0
|
0
|
8.1 Compliance with the code of ethics and regulations
|
5.0
|
5
|
0
|
0
|
8.2 Understanding the regulations related to caring services
|
4.9
|
5
|
0
|
0.3
|
In the “professional competencies” dimension, (1) the mean value for the “patient safety and care” construct and relevant indicators was 5. The mode value was 5, quartile deviation value was 0, and standard deviation value was less than 1. (2) The mean value for the “problem-solving and improvisation” construct and relevant indicators was 4.9. The mode value was 5, quartile deviation value was 0, and standard deviation value was less than 1. (3) The mean values for the “adherence to a professional code of conduct and ethics” construct and relevant indicators ranged between 4.9 and 5. The mode value was 5, quartile deviation value was 0, and standard deviation value was less than 1. These results indicated that all of the indicators in the “patient safety and care,” “problem-solving and improvisation,” and “adherence to a professional code of conduct and ethics” constructs were important and that the experts had a strong consensus regarding consistency. (4) The mean values for the “professional care” construct and relevant indicators ranged between 4.5 and 5. The mode value was 5, quartile deviation values were either 0 or 0.75, and standard deviation value was less than 1. These results indicated that this construct and its indicators were important and that the experts had a moderate-to-strong consensus regarding consistency. (5) The mean values for the “resource connection and application” construct and relevant indicators ranged between 4.4 and 4.6. The mode value was 5, quartile deviation values were either 0.75 or 1, and standard deviation value was less than 1. These results indicated that this construct and its indicators were important, but the experts had a weak consensus regarding consistency. An analysis of the expert opinions regarding the importance and consistency of the various constructs and indicators revealed that expert consensus was achieved. Overall, we developed two core competency dimensions containing 15 indicators across eight constructs for care service departments in vocational high schools.
Establishment and analysis of a professional curriculum for care service education in vocational high schools
A total of 26 subjects across eight constructs were preliminarily identified for the professional curriculum of care service education in vocational high schools based on a literature review and the focus group outcomes. This preliminary list of subjects and constructs was included in the first round of the Delphi questionnaire survey. After the questionnaires were recovered, the opinions provided by the expert panel were collected and analyzed. A total of 26 subjects were retained. However, one subject was modified in the “creativity and execution” construct. Committee members advised to revise “the application of assistive case design”, but they didn’t raise obvious suggestions of revision. Therefore, 26 subjects across eight constructs were included in the second round of the Delphi questionnaire survey. The opinions of the expert panel were again collected and analyzed. The 26 subjects and eight constructs were retained; however, one subject in the “problem-solving and improvisation” construct was modified. Committee members advised to turn “Case Management” into “An Introduction to Case Management”; that is because the content of case management is too difficult for students at the age of high school, and they just attended the introduction course first. The revised list of subjects and constructs was carried over to the third round of the Delphi questionnaire survey. The experts provided no further opinions in the third round, and the statistical data met all of the pre-established criteria, suggesting that expert consensus was achieved. In this round, all the written expert opinions were acknowledged and corrected. The modifications made in the three rounds of the Delphi questionnaire survey are presented in Table 6.
Table 6
Questionnaire amendments of the professional curriculum in the three-round Delphi questionnaire survey (n = 10).
Indicator
|
Amendments in Round 1
|
Amendments in Round 2
|
Amendments in Round 3
|
Final items
|
Original items
|
Retained
|
Amended
|
Deleted
|
Added
|
Original items
|
Retained
|
Amended
|
Deleted
|
Added
|
Original items
|
Retained
|
Amended
|
Deleted
|
Added
|
1. Interpersonal communication
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
1.1 Interpersonal relationship
1.2 Interactive literacy
|
1
|
1
|
0
|
0
|
0
|
1
|
1
|
0
|
0
|
0
|
1
|
1
|
0
|
0
|
0
|
1
|
2. Care
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2.1 Creating shared value
|
1
|
1
|
0
|
0
|
0
|
1
|
1
|
0
|
0
|
0
|
1
|
1
|
0
|
0
|
0
|
1
|
3. Creativity and execution
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
3.1 Proactive creativity and program execution
|
2
|
1
|
1
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
4. Professional care
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
4.1 Basic caring skills
|
3
|
3
|
0
|
0
|
0
|
3
|
3
|
0
|
0
|
0
|
3
|
3
|
0
|
0
|
0
|
3
|
4.2 Practical caring skills in real situations
|
3
|
3
|
0
|
0
|
0
|
3
|
3
|
0
|
0
|
0
|
3
|
3
|
0
|
0
|
0
|
3
|
4.3 Accuracy of case assessment ability
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
5. Patient safety and care
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
5.1 Dealing with accidents and emergencies
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
5.2 Care and life safety
|
5
|
5
|
0
|
0
|
0
|
5
|
5
|
0
|
0
|
0
|
5
|
5
|
0
|
0
|
0
|
5
|
6. Resource connection and application
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
6.1 Being acquainted and connected with care resources
6.2 Encouraging health promotion activities
|
3
|
3
|
0
|
0
|
0
|
3
|
3
|
0
|
0
|
0
|
3
|
3
|
0
|
0
|
0
|
3
|
7. Problem-solving and improvisation
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
7.1 Ability to analyze problems in case studies
7.2 Ability to solve problems in case studies
|
2
|
2
|
0
|
0
|
0
|
2
|
1
|
1
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
8. Adherence to a professional code of conduct and ethics
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
8.1 Compliance with the code of ethics and regulations
8.2 Understanding the regulations related to caring services
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
2
|
0
|
0
|
0
|
2
|
The opinions provided by the expert panel in the three-round questionnaire survey concerning the overall importance and consistency of the professional curriculum for care service education in vocational high schools are presented in Table 7. (1) In the “interpersonal communication” construct, the mean value was 4.9, mode value was 5, quartile deviation value was 0, and standard deviation value was less than 1. (2) In the “adherence to a professional code of conduct and ethics” construct, the mean value was 4.9, mode value was 5, quartile deviation value was 0, and standard deviation value was less than 1. These results indicated that all the subjects in the “interpersonal communication” and “adherence to a professional code of conduct and ethics” constructs were crucial, and the experts had a strong consensus regarding consistency. (3) In the “creativity and execution” construct, the mean values ranged between 4 and 4.4, mode values were either 4 or 5, quartile deviation values were either 0 or 1, and standard deviation value was less than 1. (4) In the “professional care” construct, the mean values ranged between 4.5 and 5, mode value was 5, quartile deviation values were either 0 or 0.75, and standard deviation value was less than 1. (5) In the “patient safety and care” construct, the mean values ranged between 4.6 and 5, mode value was 5, quartile deviation values were either 0 or 0.75, and standard deviation value was less than 1. (6) In the “resource connection and application” construct, the mean values ranged between 4.4 and 4.8, mode value was 5, quartile deviation values were either 0 or 1, and standard deviation value was less than 1. These results indicated that all of the subjects in the “creativity and execution,” “professional care,” “patient safety and care,” and “resource connection and application” constructs were vital or essential, and the experts had a strong consensus regarding the consistency of most of the subjects and a weak consensus regarding the consistency of a number of subjects. (7) In the “care” construct, the mean value was 4.7, mode value was 5, quartile deviation value was 0.75, and standard deviation value was less than 1. These results indicated that all of the subjects in this construct were important, but the experts had a weak consensus regarding the consistency. (8) In the “problem-solving and improvisation” construct, the mean values ranged between 4.2 and 4.8, mode values were either 4 or 5, quartile deviation values were either 0.25 or 1, and standard deviation value was less than 1. These results indicated that all of the subjects in this construct were essential. An analysis of the expert opinions regarding the importance and consistency of the various subjects and constructs for a professional curriculum revealed that expert consensus was achieved.
Table 7
Overall importance and consistency of the professional curriculum for care service education in vocational high schools (n = 10).
Indicator dimension
|
Indicator construct and indicators
|
Professional subjects
|
Importance
|
Consistency
|
Mean
|
Mode
|
Quartile Deviation
|
Standard deviation
|
General competency
|
1. Interpersonal communication
|
|
|
|
|
|
1.1 Interpersonal relationship
1.2 Interactive literacy
|
Interpersonal relationships and communication
|
4.9
|
5
|
0
|
0.3
|
2. Care
|
|
|
|
|
|
2.1 Creating shared value
|
Introduction to human development
|
4.7
|
5
|
0.75
|
0.5
|
3. Creativity and execution
|
|
|
|
|
|
3.1 Proactive creativity and program execution
|
Activity design and conduct
|
4.4
|
5
|
1
|
0.8
|
Design and applications for assistive program
|
4.0
|
4
|
0
|
0.6
|
Professional competency
|
4. Professional care
|
|
|
|
|
|
4.1 Basic caring skills
|
Introduction to long-term care (I)(II)
|
5.0
|
5
|
0
|
0
|
Practical basic care and experimental (I)(II)
|
4.9
|
5
|
0
|
0.3
|
Practicum for fundamental care (I)(II)
|
5.0
|
5
|
0
|
0
|
4.2 Practical caring skills in real situations
|
Long-term care facilities and practice techniques
|
4.8
|
5
|
0
|
0.6
|
Practicum for community care
|
4.7
|
5
|
0
|
0.6
|
Practicum for home care (I)(II)
|
4.7
|
5
|
0
|
0.6
|
4.3 Accuracy of case assessment ability
|
Structure and function of human body (I)(II)
|
4.7
|
5
|
0
|
0.6
|
Physical examination and assessment (I)(II)
|
4.5
|
5
|
0.75
|
0.8
|
5. Patient safety and care
|
|
|
|
|
|
5.1 Dealing with accidents and emergencies
|
Dealing with accidents and emergencies
|
5.0
|
5
|
0
|
0
|
Home security and accident prevention
|
5.0
|
5
|
0
|
0
|
5.2 Care and life safety
|
Introduction to nutrition (I)(II)
|
4.8
|
5
|
0
|
0.6
|
Disease prevention and chronic care
|
4.7
|
5
|
0
|
0.6
|
Introduction to drug therapy and medication safety
|
4.6
|
5
|
0.75
|
0.7
|
Assistive technology device and health care
|
4.7
|
5
|
0
|
0.6
|
Practicum for assistive technology device
|
4.8
|
5
|
0
|
0.6
|
6. Resource connection and application
|
|
|
|
|
|
6.1 Being acquainted and connected with care resources
6.2 Encouraging health promotion activities
|
Introduction to social welfare
|
4.7
|
5
|
0
|
0.6
|
Health promotion practicum
|
4.8
|
5
|
0
|
0.4
|
Community health building
|
4.4
|
5
|
1
|
0.8
|
7. Problem-solving and improvisation
|
|
|
|
|
|
7.1 Ability to analyze problems in case studies
7.2 Ability to solve problems in case studies
|
Introduction to case management
|
4.8
|
5
|
0.25
|
0.4
|
Practical project (I)(II)
|
4.2
|
4
|
1
|
0.7
|
8. Adherence to a professional code of conduct and ethics
|
|
|
|
|
|
8.1 Compliance with the code of ethics and regulations
8.2 Understanding the regulations related to caring services
|
Ethics in long-term care
|
4.9
|
5
|
0
|
0.3
|
Long-term care policy and regulation
|
4.9
|
5
|
0
|
0.3
|