Abstract
In response to the emergence of the aging society, the vocational high school education system in Taiwan has established a care service department since 2018. The purpose of this study was to develop core competencies and a professional curriculum for the care service department in vocational high schools. First, this study invited 20 experts and scholars to take part in a focus group to collect suggestions as the basis for the development of core competencies and a curriculum. Second, this study invited 10 experts and scholars to participate in three rounds of a Delphi survey to evaluate the planning for the development of core competencies and a curriculum that meet educational needs. In this study, we identified eight core competency constructs and 15 indicators across two dimensions relating to the care services taught in vocational high schools. We then designed 26 professional subjects according to the core competencies. We identified the core competencies for long-term care service education and devised a professional curriculum to foster the skills and knowledge among students that are required for successfully meeting the care needs of a rapidly aging society through work in the long-term care industry after graduation.
Highlights
IntroductionEstablishment and analysis of the core competencies for care service education in vocational high schools
We identified eight core competency constructs and 15 indicators across two dimensions relating to the care services taught in vocational high schools
The core competencies required for providing long-term care could only be cultivated in universities
Summary
Establishment and analysis of the core competencies for care service education in vocational high schools. Fourteen indicators across eight constructs in two core competency dimensions were included in the second round of the Delphi questionnaire survey. One indicator was added to the “problem-solving and improvisation” construct, and the original description was modified. One subject centered on “interpersonal communication,” one on “care,” two on “creativity and execution,” eight on “professional care,” seven on “patient safety and care,” three on "resource connection and application," two on “problem-solving and improvisation,” and two on “adherence to a professional code of conduct and ethics.” (For complete core competences of innovation and professional curricula, please see attachment 2). The purpose of this study was to develop core competencies and a professional curriculum for the care service department in vocational high schools
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