[[alternative]]Validating exploration on long term care education

[[abstract]]人之照護時間有長、有短，而隨著照護時間愈長，所涉及的事物變愈來愈多且複雜瑣碎。文明最後一哩之長期照護逐漸成型，接著便有其本質內容、操作模式、範疇學門、專業領域及職系，乃至特定或專屬證照等，甚至可發展成為獨特的服務工作模式及體系體制。在照護本質為基礎的發展過程中，需要經由教育及訓練，達到免除無知不解或渾噩、傳遞或輸送知能、澆灌或啟迪新知新技，奠基長期照護觀念、思維、價值、專業及體制的建立。 教育最根本的目的是建立各類文化及價值觀，高齡化可引出長期性照顧、支持及保護(即長期照護、介護)相關之人事物及時地。因此人自幼年時期就應該要接受相關之價值素養觀念教育，而在有了基本價值觀後，則要傳佈建立有關自然之老化與不自然之衰退歷程及照護介入之意涵。從初始之家庭教育，兒童時期之幼稚園，可連貫到小學或國民教育各有不同程度的認識引導，還有廣泛普羅大眾之社會化、普及化、常態化長期照護國民教育等，再到中上之現代化通識、公民教育、乃至專業專技知能技巧教育，為的是要建立對高齡化相關的價值素養、操作過程、社會運動、政策方案執行等之認知與關注，甚至監督責成等，一切均突顯了長期照護相關教育對此之重要性或不可取代性。 台灣高齡化認知及長期照護概念在一般民眾及專業群落尚不落實普及，而對於處於人生之幼年、青少年更是遙遠的概念，然高齡化社會需要國家每個人的參與，而當前國內長期照護人力探討多為行政庶務導向(如受訓人數盤點等)，而對於教育需求、定位、課程內容及時數，態度、實務實習、操作、指導、示範、品控及反饋等，甚至師資、教材、體制、定位方面，並無深入探討著墨或進展。 因此本研究目的為探討長期照護落實之現況並嘗試透過剖析參照，希望經由質性訪談方式，加上先進豐富之發展經驗，了解目前長期照護教育之問題徵結。本研究結果發現長期照護之啟蒙教育、通識教育、大眾教育、專業教育、轉銜教育、繼續教育等，各階段教育內容實質及相關師資缺乏、不足，其問題之關鍵無著，未形成政策推動焦點。長期照護問題之掌握不夠明朗、相關供需分佈模糊不明、現制上高度以供代需、行政及庶務導向、甚至凌駕實務及專業，企圖以短線解決長年之問題沉痾。本研究印證其他先進國家之長期照護教育設計、經驗及推動之檢討，期盼本研究能提供未來長期照護教育落實發展精進之可行性與可能性。[[abstract]]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