| Summary: | 碩士 === 國立臺北護理健康大學 === 長期照護研究所 === 106 === Health-related care varies in its length whatever, the complexity becomes exponentially difficult as the duration of the care prolongs all the way. The long-term(custodial) care, last miles for the civilization has been gradually formulated in its essential nature, content, scope, model, practice／operating, professionals／disciplines, even special certification／licensures….. These can help in the development of unique care service issues, works, delivery and corresponding scheme／system.
Thru’ caring delivery as the foundation, there should be adequate educating, training or nurturing during the development to avoid any misunderstanding, chaos, to diffuse the related knowledge, skill, rather, to nourish or create the competency or proficiency in staff, to establish the custodial care’s concepts, values, awareness, profession and organizational structure. The fundamental purpose of education is to establish the related awareness philosophy & philosophy in social values.
Aged and disabled groups can reflect the long-term care, support, and guardingship related issues in themselves. Therefore, there early education of relevant concept and value for civilization process since young age has been essential.
After the society has established the fundamental beliefs, education of the interventions in natural aging and unnatural deconditioning or decay, and long-term cares implication should be followed. From early childhood’s education at home, kindergartens, elementary and civilization education since adolescent, and the socialized, universal, and commonized long-term care education, followed by community education among the publics, and specialized professional nurturing for levels advanced, to establish or raise awareness and concerns on the aging-related issues, operation, social campaigns, policy implementation and related accountabilities, etc. All mentioned here per se highlight the importance and irreplaceability of education in long custodial care. The concept of aging-related knowhow and long-term care in Taiwan are not well acknowledged in general and profession／professionals also beyond the younger generations of children and adolescent. It demands all participation in the country members. Yet, the focal point of long-term care education mostly heretoday is around the number of trainees (e.g. care workers, givers, providers, managers…., as the personnel), rather than education needs, course content & hours, practice, operating, instruction, demonstration, and rehearsal, moreover, sparing in-depth discussion on the educational needs, basic professional instructors, learning or teaching materials and others related.
Hence, the purpose of this study is to explore the current status of long-term care problems foci on the related designing, practice, implementation and nurturing by the qualitative approaches. The study showed remarkable deficit gaps or insufficient in each level of educations, such as commence, general, public, citizen, professional, transitional and continuum education.
The keys lies in the lack of clear handling of related themes, with vague cares needs and relevant supplies, without clearly distribution for the communities(villages or townships). The system cannot handle the needs, then the relevant supplies; the supply even lead the need aspects to dominate the implementation by processing rather than outcomes. All for execution oriented designing or planning rather than the mission directing for administration, totally replacing the practice and profession basically; try to resolve this last miles for the civilization by episodic bursts arbitrarily.
This study has witnessed the structure, designing, and implanting of long-term care education experiences from true related experience perceiving and those advanced countries. Hope that this study can provide the feasibility and probability of a better development for the long-term care education in our country setting.
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