Nursing Department Assistant Professor
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 发起方
- 入组人数
- 150
- 试验地点
- 1
- 主要终点
- Eating Support for Healthcare Aides (ESHA) Questionnaire
研究概览
简要总结
Background: As Taiwan faces an aging population, the demand for long- term care services continues to rise, increasing the need for skilled care workers. Care Food Specialists, focusing on food preparation and oral health in long-term care, are essential for improving care quality.
Objective: This project aims to develop a core competency training curriculum for Care Food Specialists in Taiwan and assess its effectiveness in enhancing care worker skills.
Methods: Over two years, participants were recruited from various regions for training, with pre- and post-course assessments and qualitative interviews to evaluate changes in knowledge, attitude, and behavior.
Conclusion/Practical Applications: The project successfully designed and implemented a training curriculum, providing evidence of its positive impact on long-term care quality and offering a practical framework for future competency-based training.
详细描述
This study aims to evaluate the effectiveness of a Core Competency Training Course for Eating Support Healthcare Aides on knowledge and skills related to safe feeding practices, oral care, dysphagia diet management, and nutrition support for individuals with chewing or swallowing difficulties. The study employs a three-arm waitlist control trial (WCT) design, including both students and industry professionals, to comprehensively assess learning outcomes across different participant populations.
Study Design and Groups:
Participants are assigned to one of three groups:
- Student Immediate Intervention Group (IG): Students receive the 20-hour training program at the beginning of the study.
- Student Waitlist Control Group (WG): Students receive the same training after the initial study period, serving as a delayed intervention control.
- Industry Group (RG): Current professional healthcare aides who receive the training concurrently with the student immediate intervention group.
This design allows comparison of pre- and post-intervention changes in the student immediate group, assessment of delayed intervention effects in the waitlist group, and evaluation of differences between students and industry professionals.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Crossover
- 主要目的
- Other
- 盲法
- Triple (Participant, Care Provider, Investigator)
入排标准
- 年龄范围
- 19 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Student Group Inclusion Criteria
- •Enrolled in a long-term care-related educational program (either a five-year junior college program or a four-year technical program).
- •In the year immediately preceding graduation (fifth-year junior college students or third-year technical program students).
- •Aged 19 years or older.
- •Had completed the Basic Care Practice and Laboratory course.
- •Able to attend the full 20-hour training course.
排除标准
- •Unwilling to participate or unable to complete the full 20-hour course (e.g., due to other academic commitments)
- •Industry Healthcare Aide Group
- •Inclusion Criteria:
- •Currently employed as a professional healthcare aide in community-based or institutional long-term care settings.
- •Actively working in a care aide role with at least one year of relevant experience.
- •Possess a valid Taiwan Care Worker Training Certificate.
- •Aged 20 years or older.
- •Able to communicate in both Mandarin and Taiwanese.
- •Able to attend the full 20-hour training course.
- •Exclusion Criteria:
- •Younger than 20 years of age.
- •Unable to communicate in Mandarin and Taiwanese.
- •Not currently employed as a community or institutional care aide.
- •Unable to complete the full 20-hour course
研究组 & 干预措施
Student Immediate Intervention Group (IG):
Students participated in the Core Competency Training Course for Eating Support Healthcare Aides, a 20-hour program designed to enhance knowledge and skills in providing safe and effective feeding support.
干预措施: Core Competency Training Course for Eating Support Healthcare Aides (20-Hour Course) (Other)
Student Waitlist Control Group (WG)
Student Waitlist Control Group (WG) Intervention:
Participants in the Student Waitlist Control Group (WG) initially do not receive any training during the primary study period, serving as a delayed intervention control to account for time-related and external factors. After completion of all baseline and post-assessment measurements for the immediate intervention group (IG), the waitlist students then receive the same 20-hour Core Competency Training Course as the IG.
干预措施: Core Competency Training Course for Eating Support Healthcare Aides (20-Hour Course) (Other)
Industry Group (RG)
Industry Group (RG) Intervention:
Participants in the Industry Group (RG) are current professional healthcare aides who receive the 20-hour Core Competency Training Course concurrently with the Student Immediate Intervention Group (IG). The timing ensures that the training is delivered during the same study period as the student intervention, allowing direct comparison of learning outcomes between students and experienced professionals.
干预措施: Core Competency Training Course for Eating Support Healthcare Aides (20-Hour Course) (Other)
结局指标
主要结局
Eating Support for Healthcare Aides (ESHA) Questionnaire
时间窗: Baseline, Immediately after the 20-hour intervention course
The scale is designed to assess caregivers' knowledge, attitudes, and behaviors regarding feeding and swallowing care. It was developed by Lin and Liu (2025) through literature review, expert Delphi consultation, and empirical testing, and comprises three domains with a total of 47 items. The knowledge domain includes 25 dichotomous items (correct/incorrect), with 1 point awarded for a correct answer and 0 points for an incorrect one; higher scores indicate more comprehensive knowledge. The reliability of this domain was examined using the KR-20 coefficient, yielding a value of 0.61. Item difficulty ranged from 0.60 to 0.99, and items demonstrated good discrimination, making the domain suitable as a baseline for comparing pre- and post-intervention educational outcomes. The attitudes and behaviors domains are assessed using a 5-point Likert scale, measuring caregivers' endorsement of feeding support and the frequency of its actual implementation, respectively.
次要结局
未报告次要终点