부산대학교 도서관

Population aging is a global issue. Therefore, the participation of resident care attendants in continuing education programs is a significant issue. However, there is very little research on the theory of andragogy related to the participation of resident care attendants in continuing education. The subjects of this study were 17 resident care attendants in Tainan City, and the methodology of the study was semi-structured interviews. The results show that resident care attendants should have a more motivation to learn. The more resident care attendant achieves self-actualization after learning, the more motivated they will be to learn. Resident care attendants know why they need to learn and can decide on a self-concept that handles their lives. They are willing to share their experiences to help enrich the learning environment. Moreover, they understand what they want to learn and have the motivation to learn, which is process-based rather than content-based, and have an intrinsic motivation to learn. This study echoes Knowles' theory of andragogy and recommends that continuing education programs can be planned to meet the needs of resident care attendants by targeting the knowledge, skills, and behaviors they need.