技職校院高齡照顧系學生對高齡者態度、職業意向與學習幸福感之學習歷程研究—AIO整合照護與青銀共照體驗介入初探

A Study on the Learning Process of Attitudes Towards the Elderly, Career Intentions, and Learning Well-Being Among Students in Geriatric Care Programs at Vocational Schools: An Initial Exploration of AIO Integrated Care and Intergenerational Care Experiences

本研究旨在探討融入「AIO整合照護應用模式與青銀共照服務」，進行課室與社區混合式教學後，探究技職校院高齡照顧學生在高齡者態度、職涯意向與學習幸福感之學習歷程與成效。以大學選修「高齡社會工作」課程的27位學生為對象，採質量並行取向之研究方法，透過問卷調查進行前、後測分析，比較學生在高齡者態度、職涯意向及學習幸福感三面向的改變。透過學生社區走讀日誌、觀察紀錄、課程學習單及實作報告等內容進行質性分析，綜觀學生學習歷程，了解學生整體學習成效。研究結果發現：一、透過高齡社會工作AIO整合照護應用及青銀共照實作課程後，學生的高齡者態度、職涯意向及學習幸福感均有顯著提升；二、在高齡者態度部分，學生提升對高齡者的服務態度，展現出體貼、尊重、包容、熱情、正向互動等表現；三、在學習幸福感部分，學生能感受到學習的喜悅、成就感及自我價值；四、在職涯意向部分，學生表示更願意投入長期照護服務、回饋己力、確定職涯發展方向。根據研究結果，提出了關於技職教育及未來研究的建議，以供參考和應用。

Research Motivation and Objectives

As Taiwan moves toward becoming a super-aged society by 2025, the urgent demand for long-term care professionals is intensifying. Despite the expansion of elderly care programs in vocational institutions, dropout rates remain high due to mismatched career expectations, lack of motivation, and insufficient practical experience. This study aims to investigate whether integrating the AIO (All-In-One) Integrated Care Model and Intergenerational Co-care (Elderly Youth collaboration) into a blended learning course can enhance students’ attitudes toward the elderly, career intentions in the long-term care field, and overall learning well-being. The goal is to bridge the gap between theoretical instruction and the complex realities of community-based care, thereby improving student engagement and future workforce readiness.

Literature Review and Theoretical Framework

This study is grounded in systems theory, ecological theory, and the strengths based perspective. The literature suggests that experiential and intergenerational learning can reduce age-related biases, foster empathy, and positively shape students’ career trajectories. The AIO model, developed in Taiwan, promotes whole-person care through interdisciplinary collaboration, emphasizing physical, psychological, and social support for older adults. Intergenerational co-care encourages youth to interact meaningfully with elders, cultivating mutual respect and reducing generational stereotypes. Additionally, learning well-being—defined as a combination of academic satisfaction, emotional engagement, and stress management—has been linked to students’ motivation and persistence in career development, particularly when supported by active, meaningful learning environments.

Methodology

This research employed a mixed-methods approach, combining quantitative pre- and post-course surveys with qualitative reflections. The participants were 27 students (8 male, 19 female) enrolled in an elective course on aging social work. The teaching design integrated AIO principles and intergenerational cocare into both classroom instruction and community-based practice at local daycare centers and elder community services. Quantitative instruments included standardized scales measuring attitudes toward the elderly, career intentions, and learning well-being. Qualitative data were collected through student reflection journals, group discussion records, and fieldwork reports. This approach allowed for a holistic understanding of both outcome changes and the underlying learning processes.

Findings and Results

Quantitative analyses showed significant improvements across all measured dimensions. Students’ attitudes toward the elderly improved markedly (Cohen’s d = 5.34), demonstrating greater empathy, respect, and willingness to interact with seniors. Career intentions also strengthened (Cohen’s d = 1.72), with students showing increased interest in pursuing roles within the long-term care system. Learning well-being scores rose significantly (Cohen’s d = 1.83), reflecting enhanced emotional satisfaction, sense of achievement, and decreased academic stress. Qualitative findings supported these results: students reported a shift from viewing elderly care as task-based to embracing holistic, person centered perspectives. Many reflected on meaningful relationships with elders during field practice, noting increased confidence, purpose, and emotional fulfillment in their learning journey.

Discussion and Recommendations

The integration of AIO Integrated Care and Intergenerational Co-care into vocational education proved to be highly effective in enhancing students’ professional attitudes and personal growth. The hands-on, reflective, and community-centered approach facilitated cognitive, emotional, and behavioral changes that align with the evolving demands of elderly care work. Based on the findings, it is recommended that similar experiential and interdisciplinary models be widely adopted in vocational and healthcare education. Future research should consider larger sample sizes, inclusion of control groups, and longitudinal tracking to examine long-term impacts on employment outcomes. Educational institutions and policymakers should support curriculum innovations that combine academic content with real-world application, ensuring the cultivation of a motivated, resilient, and competent eldercare workforce.