How to Screen Suitable Service Improve Community Health Care Services by University Students in Taiwan.

Guey-Shin Shyu,Shinn-Jou Lin,Bai-You Cheng,Wei-Ta Fang

doi:10.3390/ijerph17155402

Abstract

Engaging in social contributions to enhance social participation and attending community experiential service learning or internship courses have become an essential learning experience for university students. On the basis of postmodern education theories, this study adopted images and oral accounts involving personal experiences to construct a postmodern education research scheme by using the method of collaborative ethnography. This study selected and performed the following services: filming a community documentary, administering community health dance classes, and archiving community cultural artifacts in databases. Interviews were also administered to facilitate implementation of the actual services. Community health services commonly seen in Taiwan and abroad were compiled, and the resources required for each service were examined. Subsequently, factor analysis was performed to explore the characteristic of these services in order to recommend feasible services for university students to undertake. The results indicated that the eight resources required for the 59 common community health services were (1) a designated space or venue, (2) materials, (3) monetary resources, (4) human resources, (5) expertise, (6) professional equipment, (7) patience, and (8) empathy. The results revealed three principal components, namely labor services, high-resource services, and professional services, for a total explanatory power of 67.99%; the individual explanatory power of these components accounted for 25.04%, 21.81%, and 21.15%, respectively. Next, community health care services suitable for university students to perform were selected and implemented, and these services were well received. The study results indicated that community and environmental justice can be realized by identifying with the value of community health services and promoting postmodern education theories and social norms. The research results are suitable for implementation after the COVID-19 pandemic.

Highlights

The Taiwanese government proposed the concept of comprehensive community development in 1993, aiming to establish community culture, cohere community consensus, and construct the concept of community life to formulate new thinking and policies for cultural administration [1].This policy-based term originated from the goal of integrating the five major aspects of community development, namely people, culture, land, landscape, and production
In addition to theories taught in classes, the students acquired valuable experiences when they explored touching true stories, witnessed the ordinary happiness reflected by these stories, and filmed a documentary integrating the local cultural landscapes and histories [32,33]
This study pointed out that postmodern community management pertains to an autonomous managerial mechanism. It requires broad-minded thinking, dialogue, problem-solving skills, and cooperation to shape the context of community relationships. During this period (2015–2020), university students were recruited to deliver community health care services selected in this study

Summary

Introduction

The Taiwanese government proposed the concept of comprehensive community development in 1993, aiming to establish community culture, cohere community consensus, and construct the concept of community life to formulate new thinking and policies for cultural administration [1]. This policy-based term originated from the goal of integrating the five major aspects of community development, namely people, culture, land, landscape, and production. Public Health 2020, 17, 5402; doi:10.3390/ijerph17155402 www.mdpi.com/journal/ijerph

Methods

Results

Discussion

Conclusion