婚前遺傳教育課程規劃~以社會大眾為對象

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婚前遺傳教育課程規劃~以社會大眾為對象
著者: 賴淑珠; Lai, Shu-chu
黃怡瑾; I-Ching Huang; 社會科教育學系碩士班
主題: 遺傳課程; 遺傳疾病; 婚前教育; hereditary course; pre-marital education; hereditary disease
描述: 在二十一世紀的今日將是遺傳學導向的時代，基因科技的發達為遺傳疾病帶來新的治療方法，卻也衍生出不少問題。雖然婚前健檢自民國76年就開辦，衛生署中央健康保險局也規劃孕婦可以接受十次免費的產前檢查，但是從有很多資料顯示，在許多家庭中遺傳疾病還是不可避免的遺傳給下一代，因而使親人在疾病照料上備感壓力，患者的醫療過程也走得很辛苦。基於以上的動機，本研究將規劃與生育有關的遺傳教育，希望能為婚前遺傳教育課程催生，以因應後基因體時代的來臨！本研究之目的如下:一、探討遺傳疾病患者的疾病歷程。二、探討遺傳疾病家庭中家人互動的情況。三、探討遺傳疾病家庭關於遺傳教育的需求。四、根據研究結果，規劃以遺傳疾病預防為內容的教育課程，並提出建議。為了達到上述目的，本研究首先大量閱讀相關資料，歸納出研究重點後，再進行深入訪談，首先訪問遺傳諮詢員和遺傳疾病患者之家屬，經過訪談、逐字稿的編碼、主題的分析詮釋，進行資料分析，而後從訪談資料中歸納出和課程相關之脈絡，以之為課程規劃之依據﹔本遺傳教育課程之理論架構係以學習者為主體，進行學習者的分析、需求評估、設定課程目標和課程規劃等。本研究之結論如下:一、透過訪談資料了解遺傳疾病患者和親屬的需求，並以遺傳疾病患者的疾病歷程為課程建立的依據。二、對於有遺傳疾病的家庭來說生育的抉擇常讓當事者陷入兩難的困境，所以課程內容為以生育有關的遺傳教育為主。三、訪談中發現目前的醫療缺乏對患者心理層面的關懷，所以本研究以對病患心理和社會倫理層面的關注為出發點，來進行婚前遺傳教育課程的規劃。四、透過訪談發現關於婚前健檢、產前篩檢，和家庭遺傳病史對於遺傳疾病的預防很重要，所以本研究以遺傳疾病在醫學的預防階段為課程規劃重點。
Genetics will be the mainstream in 21st century. The development of genetics technology makes new therapies for heredity diseases and causes many problems. Though Bureau of National health insurance has made the policy of ten-times free antenatal examinations and pre-marital check-ups has been implemented since 1987; it is unavoidable that heredity diseases still take place in many families. Above these reasons, the expectation of the study is to expedite the policy of pre-marital check-ups programs so that we can handle the coming era of post- genetics. The purposes of the study are as follows: First, probe into the disease courses of the people who suffer from hereditary disease . Second, probe into the situations of interaction that people live in the hereditary disease family. Third, probe into the heredity education demand from heredity families. Fourth, according to the study results, the writer plans some education programs about the prophylaxis of hereditary disease and gives some concrete advice. To achieve above-mentioned purposes, the writer studies a lot of relevant materials at first; after concluding the key points in the study, the writer starts to have deep interviews with the hereditary consultants and the hereditary disease patients’ families . After interviewing, coding of the drafts ,analyzing the explanations of themes and , the writer starts to analyze the data and get the following conclusions from the contexts of interviewing and the pre-marital heredity education courses: First, pre-marital heredity education courses should be built on the basis of the process of the falling-ill patients of the hereditary diseases. Second, pre-marital heredity education courses that are related to bear are different from pre-marital education ones. Third, pre-marital heredity education courses that are different from domestic pre-marital education ones are based on the psychological and social ethical dimensions of patients to design the pre-marital heredity education courses . Fourth, the design of heredity education courses will take the prevention of heredity diseases as key points of courses in medicine . According to the conclusions of the above, this research will regard prevention of the hereditary disease as the course contents for unmarried people. Finally, several suggestions about the plans of heredity courses are made to further reference.
碩士
建立日期: 2007
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3576
資源來源: NUTN IR

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婚前遺傳教育課程規劃~以社會大眾為對象

賴淑珠; Lai, Shu-chu 黃怡瑾; I-Ching Huang; 社會科教育學系碩士班 2007

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