Aged, Experiential Learning, Health Education
Conditions
Brief summary
This study develops and evaluates a Senior Beauty and Health Care course designed to improve students' awareness, attitudes, and skills in caring for older adults' appearance and well-being. Using experiential learning and community practice, the course aims to reduce negative stereotypes and boost students' motivation and competence. A mixed-methods approach, including pretest-posttest surveys and focus group interviews, will assess the course's effectiveness and provide insights for future geriatric care education.
Interventions
BEHAVIORALGeriatric Ｂeauty and Ｈealth Care Learning Program
An educational course on geriatric care designed to enhance students' attitudes toward older adults and learning outcomes. The intervention includes lectures, group discussions, and interactive learning activities. Effectiveness is measured using pre- and post-course surveys and focus group interviews.
Sponsors
Chang Gung University of Science and Technology
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* At least 18 years old. Conscious and able to communicate in Mandarin or Taiwanese. Provided informed consent after being informed of the study purpose.
Exclusion criteria
* Refusal to provide consent or students currently on leave of absence will not be enrolled. Diagnosed by a physician with severe mental illness or otherwise deemed unsuitable for participation.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in students' attitudes toward older adults | At baseline (pre-course) and immediately after course completion | Measured using a validated attitude scale assessing stereotypes and perceptions of older adults before and after the course intervention. |
| Change in students' learning attitudes and motivation | At baseline and immediately post-course. | Assessed via a standardized questionnaire measuring learning motivation, engagement, and confidence before and after the intervention. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Qualitative feedback on learning experiences and course design | Within 2 weeks after course completion. | Explored through focus group interviews to gather in-depth perceptions, reflections, and suggestions for course improvement. |
Countries
Taiwan
Outcome results
None listed