Establishing Core Competencies and a Professional Curriculum For The Care Service Department in Vocational High Schools in Taiwan

Background In response to the emergence of the aging society, the vocational high school education system in Taiwan has established the care service department since 2018. The purpose of this study was to develop core competencies and a professional curriculum for the care service department in vocational high schools. Methods This qualitative study enrolled experts and scholars in the field of long-term care as subjects. First, this study invited 20 experts and scholars to take part in a focus group to collect suggestions as the basis for the development of core competencies and a curriculum. Second, this study invited 10 experts and scholars to participate in three rounds of a Delphi survey to evaluate the planning for the development of core competencies and a curriculum that meet educational needs. Results In this study, we identified eight core competency constructs (interpersonal communication, care, creativity and execution, professional care, patient safety and care, resource connection and application, problem-solving and improvisation, and adherence to a professional code of conduct and ethics) and 15 indicators across two dimensions (general competencies and professional competencies) relating to the care services taught in vocational high schools. We then designed 26 professional subjects according to the core competencies. Conclusions In the past, the core competencies required for providing long-term care could only be cultivated in universities. In response, the Taiwanese government has promoted the cultivation of caregivers in high school, encouraging vocational high schools to establish care service departments and learning pathways to meet long-term care demands in Taiwan, overturn the stereotype that long-term care is an unspecialized profession, and enhance the willingness of young adults to work in the long-term care industry. To foster students’ professional competencies, we identified the core competencies for long-term care service education and devised a professional curriculum to foster the skills and knowledge among students that are required for successfully meeting the care needs of a rapidly aging society through work in the long-term care industry after graduation.