Taiwan study develops consensus dementia-care competency framework and student self-assessment tool

A two-phase study at a science and technology university in northern Taiwan identified nine consensus-based competency domains for dementia care and developed a corresponding self-assessment tool for gerontological healthcare students. Researchers reported that students’ mean overall self-perceived competency score was 3.19 ± 0.58 points on a five-point scale, with palliative care for dementia receiving the lowest domain mean. The findings are summarized here from the study abstract and early peer-reviewed article.

The first phase used a modified Delphi survey involving 15 panel members. Following a targeted literature review, the panel worked toward consensus on core competency domains and associated indicators for dementia care. The second phase enrolled students from the Department of Geriatric Health Care. Of 278 eligible participants, 250 completed the structured quantitative questionnaire, a response rate of 89.9%. The analysis used descriptive statistics, independent-samples t-tests and analysis of variance to describe competency-score distributions and examine differences between groups.

The nine domains were understanding the symptoms, diagnosis and treatment of dementia; daily life care and management of behavioral problems; palliative care for dementia; interpersonal communication and teamwork; ethics and law; prevention and health promotion; friendly environment; family support and service resources; and self-care of professional caregivers. Students with prior caregiving experience or previous dementia care training had significantly higher measured competency levels than students without that experience or training. The study did not report a clinical intervention or patient outcome, and the questionnaire results represent students’ self-perceived competencies rather than independently assessed performance or the effectiveness of a training program.

The authors described the resulting framework and indicators as a practical, consensus-based resource for planning dementia care education and competency assessment. They said the tool and reported student assessments could inform work by educational institutions, internship organizations and clinicians. The authors also called for future research with larger samples, including application of the assessment to clinical caregivers, to support consistency in dementia care education and training planning. Because the available evidence is an abstract and early article version subject to further edits, the full study procedures and results cannot be evaluated here. The research was also conducted at one university and focused on one student department, limiting how broadly the findings and tool may be applied.

Subject of Research: Consensus development and student self-assessment of dementia-care competencies in northern Taiwan

Article Title: Establishing dementia care core competencies and developing a self-assessment tool in gerontological healthcare students

Article References: Liao, Y.-T., Huang, H.-L., Shyu, Y.-I. L., Hsu, W.-C., & Chou, Y.-F. (2026). Establishing dementia care core competencies and developing a self-assessment tool in gerontological healthcare students. BMC Medical Education. https://doi.org/10.1186/s12909-026-10412-6

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10412-6

Keywords: dementia care, core competencies, self-assessment, gerontological education, Delphi survey, Taiwan, healthcare students, palliative care, caregiver training, Establishing, dementia, care