Construction and Validation of Dementia Care Management Competency: From Curriculum Integration to Outcome Evaluation
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 发起方
- 入组人数
- 190
- 试验地点
- 2
- 主要终点
- Demographic data of student
研究概览
简要总结
This study will use the concept of competency-based education to develop an innovative integrated curriculum with EPAs to guide learning and assessment of competency performance to equip students with dementia care management competency and cultivate professionals to meet the social trends and practical needs.
详细描述
This study will use the concept of competency-based education to develop an innovative integrated curriculum with EPAs to guide learning and assessment of competency performance to equip students with dementia care management competency and cultivate professionals to meet the social trends and practical needs. The first year is a preparation period for the development of the project, which focuses on developing research tools and teacher empowerment, and evaluating the effectiveness of the control group in implementing conventional teaching methods. The second year is the program testing, implementation and evaluation period, in which two phases of the intervention is conducted and the post-intervention phase of competency is evaluated. This study is expected to establish a competency-based innovative and integrated curriculum for dementia care management over a two-year period. The results of the study will be used as a reference for schools or practices in the development of competency-based curriculum integration.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 年龄范围
- 20 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •(1)Be at least 20 years old.
- •(2)The students are freshmen majoring in the Department of Gerontology and Health Care Management, and taking the course on Dementia care.
- •(3)Before taking the course on Dementia care, have taken courses on basic geriatric nursing.
- •(4)voluntary participation
排除标准
- •The students who suspension of schooling.
结局指标
主要结局
Demographic data of student
时间窗: The investigators will collect demographic data of students on the day before the start date of the intervention.
Include age, gender, education level, areas of studying, etc.
Dementia Care Professional Competency Assessment Scale
时间窗: T0(Baseline), T1(Immediately after the intervention), T2(3 months after the intervention).
1. The scale was developed by our past research that was supported by the Taiwan Ministry of Science and Technology (Grant Number 106-2511-S-255-002-MY3). The scale is used to evaluate dementia care competency in students (Huang et al., 2018). 2. This Scale contains nine subscales (74 items), using Likert 5-point Likert scale from 1 to 5. A higher score means better competencies. 3. This scale is used to evaluate the competence of students.
Problem solving, Teamwork Competency Assessment Scale
时间窗: T0(Baseline), T1(Immediately after the intervention), T2(3 months after the intervention).
1. The scale was developed by our past research that was supported by the Taiwan Ministry of Science and Technology (Grant Number 106-2511-S-255-002-MY3). There are 22 questions on this scale. The scale is used to evaluate the problem-solving and teamwork competency of students. (Huang et al. 2018). 2. This scale contains 22 items.10 items were used to evaluate problem-solving competencies, 12 items were used to evaluate teamwork competencies. A higher score means better competencies. 3. This scale is used to evaluate the competence of students. Change from Baseline problem-solving and teamwork competency at the end of the semester, and after students finish the clinical practice course.
Performance in a summative OSCE test (OSCE scores)
时间窗: Immediately after the intervention.
1. Conduct Objective Structured Clinical Examination 2. After the intervention, the study sample participated in the final OSCE exam. Their scores were compared. The minimum value was 0 while the maximum value was 100. The higher the score the better students had performed.
Learning Satisfaction Scale
时间窗: Immediately after the intervention.
1. The scale was developed by our past research that was supported by the Taiwan Ministry of Science and Technology (Grant Number 106-2511-S-255-002-MY3). There are 9 questions on this scale. The scale is used to evaluate the learning satisfaction of students. (Huang et al. 2018). 2. This Scale contains 9 items, using Likert 5-point Likert scale from 1 to 5. A higher score means high learning satisfaction. 3. This scale is used to evaluate the learning satisfaction of students.
Qualitative interview
时间窗: The investigators will conduct qualitative interviews using focus groups 3 months after the intervention.
Conduct qualitative interviews with the curriculum integration group students, focusing on the effectiveness of the curriculum integration.
次要结局
未报告次要终点
研究者
Huei-Ling Huang
Associate Professor, PhD, RN, Department of Gerontology and Health Care Management, College of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan, R.O.C
Chang Gung Memorial Hospital