The purpose of this study is to understand the changes in catheter-associated urinary tract infection (CAUTI) knowledge, motivation, and skill in long-term care personnel after an intervention of multimedia teaching. This quasi-experimental study had been conducted in total 144 nurses and nurse assistants of 24 assisted living facilities and 1 nursing homes located in Kaohsiung city. Purposive sampling was used, and long-term care personnel were unequally assigned to either an experimental or a control group. The experimental group were 75 of them including 37 nurses and 38 nursing assistants , the control group were 69 of them including 35 nurses and 34 nursing assistants .The long-term care personnel of the experimental group had received of multimedia teaching for one month; however, the control group had not received any intervention during this time period. The long-term care personnel in these two groups both had measured by the same questionnaires before and after the one month period. The data were analyzed by SPSS 14.0: descriptive statistics, chi-square tests, paired t-test, independent t-test. Result showed: in the experimental group, the difference between the pre- and post-intervention in CAUTI knowledge was significant (p<.000); however, in the control group, there was no significant change in CAUTI knowledge between pre-and post-test. Moreover, the change of the knowledge in nurses of the experimental group (p<.01) was more significant than the control group at the post-test, the change of the CAUTI knowledge in nursing assistants of the experimental group was more significant than the control group(p<.01). The difference between the pre- and post-intervention in motivation in the experimental group was significant (p<.01); however, in the control group, there was no significant change in motivation. Moreover, the change of the motivation in nurses of the experimental group (p<.01) was more significant than the control one(p<.01), the change of the motivation between pre-and post-test in nursing assistants of the experimental group was more significant than the control group (p<.01). The difference between the pre- and post-test intervention in skill in the experimental group was significant (p<.01); however, in the control group, there was no significant change in behavioral skill between the pre- and post-test. Moreover, the change of the behavioral skill in nurses of the experimental group was more significant than the control one(p<.01), the change of the behavioral skill in nursing assistants of the experimental group was more significant than the control group(p<.01). Consequently, the results show that the multimedia teaching can increase the level of the CAUTI knowledge and increase the level of the motivation as well as the skill in the long-term care personnel. Thus, the intervention of the multimedia teaching for the long-term care personnel is recommended to promote long-term care personnel's CAUTI knowledge, behavioral skills, and by means to enhance their behaviors on CAUTI care.