The plan of pre-marital heredity education courses of the public

• Main Authors: Shu-chu Lai, 賴淑珠
• Other Authors: I-Ching Huang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/92591122196839731138

碩士 === 國立臺南大學 === 社會科教育學系碩士班 === 95 === Genetics will be the mainstream in 21st century. The development of genetics technology makes new therapies for heredity diseases and causes many problems. Though Bureau of National health insurance has made the policy of ten-times free antenatal examinations and pre-marital check-ups has been implemented since 1987; it is unavoidable that heredity diseases still take place in many families. Above these reasons, the expectation of the study is to expedite the policy of pre-marital check-ups programs so that we can handle the coming era of post- genetics. The purposes of the study are as follows: First, probe into the disease courses of the people who suffer from hereditary disease . Second, probe into the situations of interaction that people live in the hereditary disease family. Third, probe into the heredity education demand from heredity families. Fourth, according to the study results, the writer plans some education programs about the prophylaxis of hereditary disease and gives some concrete advice. To achieve above-mentioned purposes, the writer studies a lot of relevant materials at first; after concluding the key points in the study, the writer starts to have deep interviews with the hereditary consultants and the hereditary disease patients’ families . After interviewing, coding of the drafts ,analyzing the explanations of themes and , the writer starts to analyze the data and get the following conclusions from the contexts of interviewing and the pre-marital heredity education courses: First, pre-marital heredity education courses should be built on the basis of the process of the falling-ill patients of the hereditary diseases. Second, pre-marital heredity education courses that are related to bear are different from pre-marital education ones. Third, pre-marital heredity education courses that are different from domestic pre-marital education ones are based on the psychological and social ethical dimensions of patients to design the pre-marital heredity education courses . Fourth, the design of heredity education courses will take the prevention of heredity diseases as key points of courses in medicine . According to the conclusions of the above, this research will regard prevention of the hereditary disease as the course contents for unmarried people. Finally, several suggestions about the plans of heredity courses are made to further reference.