CHAPTER 4 24 SEPTEMBER 2020 HASMIDA

 
 
CHAPTER 4

DATA ANALYSIS AND FINDINGS

4.1 Introduction

This chapter deliberates the data analysis and findings of the study. The
research phases begin with Phase Two (Instrumentation Development) and Phase
Three (Competency Measurement). Findings for Phase One (Conceptual Study),
which concentrates on the literature reviews and expert review, were explained
earlier in Chapter 1. This chapter presents a research report, which concentrates
mainly on data analysis. The results are represented according to the research
questions in Chapter 1. For instrumentation development, there is one research
question that was addressed in this phase. The second research question addressed
the competency measurement instrument development and validation. This research
question guides the identification of instrument reliability, validity and development
of the competency instrument for elderly caregivers in Rumah Seri Kenangan (RSK).
In particular, Figure 4.1 represents the design of the chapter in representing the
research findings.


 



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PHASE 1Phase 1: Conceptual Study


 

Phase 2: Instrumentation Development


 

Research Question 1:
What are the constructs and sub constructs
of the competencies for elderly caregivers

in RSK?

Construct and sub Construct and sub construct of the
construct of the
competencies for elderly caregivers
competencies for elderly from the perception of educators in
caregivers based on
document analysis Gerontology and practitioners in the


  elderly care indusry

 

Phase 3: Competency Measurement


 

Research Question 2:
How to develop an instrument with good
validity and reliability for measuring the
competency of elderly caregivers in in RSK?


 

- Analysis of reliability and validity based

on Rasch Analysis

-A competency instrument for elderly

caregivers in RSK?


 

CHAPTER SUMMARY
 

 

Figure 4.1: The Structure of the Chapter 4

 
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4.2 Research Question 1: What are the constructs and sub constructs of the
competencies for elderly caregivers in RSK?

Data are collected qualitatively using document analysis and interviews of
educators in gerontology and practitioners in the aged care industry. Initially, by
analysing the literature on competency, the researcher has recognised nine main
themes; namely the knowledge, technical skills, non-technical skills, trait, physical
state, self-concept, motives, 21st century skills and green skills.

4.2.1 Research Question 1 (a): What are the construct and sub construct of the
competencies for elderly caregivers based on document analysis?

Documents are organized into two categories; namely the journal articles and
skills standards on elderly caregivers’ competency. In particular, analysis of
documents was conducted over 10 journal articles regarding competencies in the
elderly care by Bing-Jonsson et al. (2015), From et al. (2015), Kloppers, van Dyk &
Pretorius (2015), Naonori Kodate et al. (2012), Meng, Zuraidah & Umemoto (2012),
Cranley et al. (2012), Chung (2012), Given, Sherwood & Given (2008), Braun,
Cheang & Shigeta (2005) and The Education Committee Writing Group of the
American Geriatrics Society (2000). Furthermore, the researcher analyses 10
documents of skills standards on elderly caregivers’ competency as in Table 4.1:

Table 4.1: Documents of Skills Standards on Elderly Caregivers’ Competency

No Skills Standard Country

1 National Occupational Skills Standard Malaysia

2 Certificate in Caregiving of the Elderly and Disability Singapore

3 The Care Certificate-Skills for Care United Kingdom

4 Residential Care And Assisted Living Facilities Oregon, United States of America

5 Personal Care Attendant Competency Development Guide Washington, United States ofAmerica

6 Arizona Direct Care Worker Competencies Arizona, United States of America

7 Canadian Educational Standards for Personal Care Providers Canada

8 Japanese Certified Care Worker Education (Kaigo Fukushi Shi) Japan

9 Certificate in Aged Care Australia

10 Code of Practice for Residential Care Homes (Elderly Persons) Hong Kong


 

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A list of elderly caregivers’ competencies is formed and established through
comprehensive document analysis. Accordingly, the frequency table is developed,
which comprises constructs and sub-constructs of competencies that aptly represent
an elderly caregiver, as shown in Table 4.2.

Based on the analysis of the skills standards and journal articles, the
researcher recognised nine constructs of competencies required for elderly caregivers
in the profession, which are the knowledge, technical skills, non-technical skills,
trait, physical state, self-concept, motives, 21st century skills and green skills. The
analyses of competencies sub constructs are described in detail according to the
related constructs. In the research, knowledge refers to the basic understanding of the
ageing process that is needed by elderly caregivers in the profession. Through
thematic analysis, 11 sub constructs for technical skills are identified which are
mobility and ambulation, personal care and grooming, elimination, bowel and
bladder management, meal preparation and feeding, housekeeping and laundry,
hygiene and infection control, safety and emergency, grief and end-of-life, residents
activities, health assistance and technology. Ten sub constructs of non-technical
skills are identified which are teamwork, communication, stress management, fatigue
management, conceptual thinking, professional expertise, learning orientation,
situational adaptability, opportunity alertness and self-development. Trait construct is
distinguished based on the Big Five Model, which are emotional stability,
conscientiousness, openness to experience, extroversion and agreeableness. Physical
state refers to the physical fitness of an elderly caregiver to perform or complete a
job. Self-concept in the study refers to attitude and values regarding the profession
itself. The motives construct refers to the achievement motive, affiliation and power
motive in the profession. 21st century skills refer to the analytical skills,
interpersonal skills, ability to execute, decision making, information processing and
capacity for change. Green skills in the study signify an environmental awareness,
attitude and readiness about sustainable development.