物理治療師在兒童早期療育場域服務所需之知能

Competencies for Physical Therapists Working in Early Childhood Intervention

10.6215/FJPT.202409_49(3).0005

羅鴻基(Hong-Ji Luo)；鄭曉倩(Shiau-Chian Jeng)；陳麗秋(Li-Chiu Chen)；李曜全(Yao-Chuen Li)；劉妍羚(Yan-Ling Liu)；王湘慧(Hsiang-Hui Wang)；蔡瑋祺(Wei-Chi Tsai)

兒童早期療育 ； 知能 ； 物理治療師 ； 專業團隊合作 ； Early childhood intervention ； Competency ； Physical therapists ； Professional disciplinary team collaboration

物理治療

49卷3期（2024 / 09 / 01）

146 - 158

繁體中文;英文

背景與目的：兒童早期療育的需求仍高，提供高品質的兒童早期療育服務是促進特殊兒童健康與福祉的重要課題之一。物理治療師為兒童早期療育專業團隊中重要的成員之一，必須與時俱進，具備充分的知能以提供服務。本研究的目的為回顧文獻並整理物理治療師在兒童早期療育場域服務所需的核心知能。方法：本文為經由電子資料庫及網頁搜尋並回顧整理過去有關物理治療師以及兒童早期療育相關專業人員在兒童早期療育場域提供服務時所需的知能的文獻與報告。結果：結果顯示「提供以家庭為中心之照顧服務」、「設計與實施兒童之篩檢、健康促進、傷病預防計畫」、「應用個案處理模式與實證執業於臨床個案處置」、「團隊合作」、「參與兒童早期療育行政運作與管理」、「從事兒童早期療育研究」、「兒童早期療育輔具服務」、「兒童早期療育倡議」等相關知能是需要具備的核心能力，並且上述能力在情意（affective）、技能（psychomotor）、認知（cognitive）三個方面的展現均相當重要。結論：本文的結果可以提供設計兒童早期療育相關專業人員之學校教育、臨床教育、在職教育課程的參考。

Background and Purpose: The demand for early childhood intervention remains high and providing high quality early childhood intervention is one of the critical issues for promoting the health and wealth of children with special needs. Physical therapists, as an important member of early childhood intervention team, must equip adequate updated knowledge and skills to provide services for children and their families with special needs. The purpose of this study was to explore the core competencies for physical therapists in early childhood intervention settings. Methods: Publications and reports concerning the competencies of physical therapists and practitioners providing services in early childhood intervention settings were searched by electronic database and website and were reviewed and synthesized. Results: The findings revealed that "family-centered care", "design and implement screening, health promotion, prevention program for children", "applying patient/client management model and evidence-based practice in the care process", "early childhood intervention team collaboration", "administration and management in early childhood intervention", "early childhood intervention research", "assistive technology in early childhood intervention" and "early childhood intervention advocacy" are essential competencies for providing services in early childhood intervention settings. Furthermore, the demonstration of the essential competencies in terms of affective, psychomotor, cognitive aspects are vital as well. Conclusion: Results of this review can be a basis for designing curriculums or training courses of school, clinical, post-professional educations for physical therapists.