After the World Health Organization promulgated the health professional education and training guidebook in 2013, various health-related professional educations have also begun to initiate a wave of transformational reforms. In particular, the construction of a competency-based education model has attracted more attention to invest their effort to transform the professional education. Taiwan's horticultural therapy has been promoted for nearly two decades. Certification and training institutions have sprung up, serving clients from all ethnic groups, and training a lot of certified horticultural therapists. However, most of them plan courses from the perspective of the educator, and seldom considering the needs of learners. It might cause the issue in lack of followable learning indicators. In order to improve the professional education of horticultural therapy, this study focuses on constructing competency-based horticultural therapy professional education, and understands the perceived professional competency from the learner. The research adopted online questionnaire surveys and collected data from current horticultural therapists. A total of 94 horticultural therapists’ replies were collected to analyze their advantages and disadvantages by the Importance-Performance Analysis (IPA). The perceived professional competencies were categorized into four areas, including concentrate here, keep up the good work, low priority and possible overkill. Based on the results, we propose an appropriate horticultural therapy professional education curriculum framework for the reference of various certification units.
|Effective start/end date||2020/08/01 → 2021/07/31|
- Perceived professional competency
- competency-based education
- horticultural therapist
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