Listening and interpersonal communication skills as predictors of resilience in occupational therapy students: A cross-sectional study

2020 ◽  
Vol 84 (1) ◽  
pp. 42-53
Author(s):  
Ted Brown ◽  
Mong-lin Yu ◽  
Jamie Etherington

Introduction This study investigated whether listening and communication skills are predictive of occupational therapy students’ resilience. Method 135 third- and fourth-year undergraduate occupational therapy students (74% response rate) completed the Active-Empathetic Listening Scale, Listening Styles Profile – Revised, Interpersonal Communication Competence Scale, Resilience at University and Resilience Scale for Adults instruments. Linear regressions were completed with the Resilience at University and Resilience Scale for Adults subscales as the dependent variables and the Active-Empathetic Listening Scale, Listening Styles Profile – Revised and Interpersonal Communication Competence Scale subscales as the independent variables. Results Regression analysis identified significant predictors of students’ resilience. The Active-Empathetic Listening Scale: Sensing Listening accounted for 5% ( p =  .009) and 4.3% ( p =  .011) of the unique variance of Resilience at University: Find Your Calling and Living Authentically. Listening Styles Profile – Revised: Analytical Listening accounted for 4.4% ( p =  .022) and 2.7% ( p =  .038) of the unique variance of Resilience at University: Managing Stress and Maintaining Perspective. Interpersonal Communication Competence Scale: Self-Disclosure accounted for 6.7% ( p =  .003), 3.6% ( p =  .035) and 3.4% ( p =  .047) of the unique variance of Resilience Scale for Adults: Social Resources, Resilience at University: Maintaining Perspective and Resilience Scale for Adults: Planned Future. Interpersonal Communication Competence Scale: Social Relaxation accounted for 8.5% ( p =  .001) of the unique variance of Resilience Scale for Adults: Social Competence. Conclusion Components of listening and interpersonal communication were found to be significant predictors of resilience in occupational therapy students. Further investigation in this area of research is recommended.

2014 ◽  
Vol 11 (4) ◽  
Author(s):  
Linda Ross ◽  
Malcolm Boyle ◽  
Brett Williams ◽  
Christopher Fielder ◽  
Rebecca Veenstra

AbstractIntroductionInterpersonal communication skills are essential to the healthcare practitioner aiding in high quality, effective and safe clinical practice. Effective communication exerts a positive influence on the patient’s physical and emotional status resulting in better patient outcomes and satisfaction. By identifying strengths and weaknesses, self-assessment of interpersonal communication skills can be used as an intervention tool to inform future curriculum renewal. The objective of this study was to identify paramedic students’ perceptions of their interpersonal communication competence.MethodsSecond year paramedic students from Monash University (Victoria) were invited to participate in a survey that asked them to record perceptions of their interpersonal communication skills using the Interpersonal Communication Competence Scale (ICCS). The ICCS is a 30-item unipolar questionnaire using a Likert scale ranging from 1 (almost never) to 5 (almost always). Mean and standard deviations (SD) were used to report results.ResultsFifty-six second year paramedic students participated in the study. Participants were predominantly aged less than 25 years (85.7%) and male n=36 (64.3%). Students reported ‘often’ or ‘almost always’ for the items: ‘I put myself in others’ shoes’, n=46 (82%), mean=3.98 (SD 0.59); and, ‘I let others know that I understand what they say’, n=45 (80%), mean=3.96 (SD 0.66). Students reported ‘sometimes’, ‘often’ or ‘almost always’, for the items: ‘I have trouble convincing others to do what I want them to do’, n=55 (98%), mean=3.5 (SD 0.63); and, ‘My mind wanders during conversations’, n=41 (73%), mean=3.05 (SD 0.88).ConclusionPreliminary results suggest that student paramedics self-report their interpersonal communication skills highly apart from areas related to assertiveness and listening skills. These results could be indicative of student age, personality or experience level and warrant further research with larger sample sizes.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
T. Bonsaksen ◽  
T. A. Magne ◽  
L. Stigen ◽  
A. Gramstad ◽  
L. Åsli ◽  
...  

Abstract Background Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying, perceptions of the learning environment, and sociodemographic characteristics. Method A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.


2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Widiawati Walangadi ◽  
Dwi Sadono ◽  
Djoko Susanto

The problem of tuberculosis (TB) control is still very large in Indonesia. Pengawas minum obat (PMO) for each patient tuberculosis expected to ensure the regularity of the patients taking medicine. The objectives of the study are 1) to analyze interpersonal communication skills of PMO gender perspective with TB patient, and 2) to analyze relationship between interpersonal communication skills PMO gender perspective with TB patient treatment compliance. Explanatory research method with cross-sectional study design, with a total sample of 82 of the PMO at three Public Health Centers PMO Ciomas, Cileungsi, Cibinong. Data were collected using questionnaire and analyzed using chi-square. The results showed the relationship between the characteristics of the PMO with interpersonal communication skills PMO value of p > 0.01 so give no significant relationship, the relationship between gender perspectif with interpersonal communication skills PMO is p <0.01 means that there is significant correlation. The relationship between the PMO interpersonal communication skills with patient compliance level p <0.01 means that there is a significant relationship. Conclusion characteristics of the PMO are the largely nonexistent relationship with interpersonal communication skills of PMO, whereas the gender perspective is significally correlated to interpersonal communication skills of the PMO. The level of interpersonal communication skills are significantly correlated of TB treatment compliance.


2020 ◽  
Author(s):  
Tore Bonsaksen ◽  
Trine Magne ◽  
Linda Stigen ◽  
Astrid Gramstad ◽  
Lene Åsli ◽  
...  

Abstract Background: Relationships between students’ academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students’ academic performance. Objective: This study aimed to increase the understanding of the associations between occupational therapy students’ academic performance, and their approaches to studying and perceptions of the learning environment. Method: A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. Results: None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). Conclusion: The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students’ academic performance.


2018 ◽  
Vol 4 (1) ◽  
pp. 86
Author(s):  
Iin Patimah ◽  
Sri Wulan Megawati ◽  
Tanti Suryawantie

ABSTRAK Komunikasi  merupakan elemen vital dalam keperawatan, karena komunikasi yang baik dapat menunjang keberhasilan asuhan keperawatan sebaliknya  komunikasi yang buruk dapat menimbulkan kesalahan medis yang berimbas pada injury bahkan kematian pada pasien. Kemampuan komunikasi perawat harus diasah sedini mungkin yaitu dimulai dari pendidikan tahap akademik. Metode pembelajaran Cooperative Learning merupakan metode pembelajaran yang terstruktur, sistematis yang dirancang oleh dosen/pengajar untuk memecahkan suatu masalah/kasus atau mengerjakan suatu tugas dilakukan pada kelompok kelompok kecil untuk mencapai tujuan pembelajaran tertentu, dimana masing-masing anggota kelompok bertanggung jawab untuk mempelajari materi pembelajaran tertentu dan menjelaskan ke teman lainnya begitupun kelompok anggota lainnya. Tujuan penelitian ini adalah untuk mengukur  efektivitas metode pembelajaran Cooperative Learning terhadap kemampuan komunikasi pada mahasiswa tingkat satu pada Program Studi S1 Keperawatan STIKes Karsa Husada Garut tahun 2016. Metode pembelajaran dilaksanakan dalam kurun waktu  tujuh kali pertemuan masing-masing pertemuan selama 200 menit. Rancangan metode penelitian menggunakan quasi experiment with control group pre and posttest design dengan perhitungan total sampling selama periode Juni-Agustus 2016. Alat ukur yang digunakan yaitu ICCS (Interpersonal Communication Competence Scale) untuk mengukur kemampuan komunikasi mahasiswa sebelum dan sesudah mengikuti metode pembelajaran Cooperative Learning. Untuk selanjutnya data dianalisis dengan menggunakan uji t. Dari hasil penelitian diperoleh nilai p value sebesar 0.571 (p value> 0.05) yang artinya H nol ditolak. Hal ini berarti menunjukan bahwa tidak ada perbedaan kemampuan komunikasi antara kelompok perlakuan dan control. Disarankan dalam penelitian ini dlakukan dengan kurun waktu yang lebih panjang.  ABSTRACT Communication is a vital element in nursing.  Good  skill communication can support the success of a nurse  otherwise poor communication can lead medical errors that impact on injury and even death in patients. The nurse's communication skills should be honed as early as possible starting from the academic stage of education. Cooperative Learning is a structured, systematic learning method designed by lecturers/lecturers to solve a problem/case or do a task performed on small groups to achieve certain learning objectives, where each group member is responsible for studying learning materials certain and explain to other friends as well as other group members. The purpose of this study is to measure the effectiveness of Cooperative Learning methods on communication skills in the first-grade students in the Program Study of Nursing S1 STIKes Karsa Husada Garut in 2016. The learning method is conducted within seven meetings of each meeting for 200 minutes. The design of the research method used quasi-experiment with control group pre and posttest design with total sampling calculation during the period of June-August 2016. The measuring instrument used is ICCS (Interpersonal Communication Competence Scale) to measure the communication ability of students before and after following Cooperative Learning learning method. For the next data is analyzed by using t-test. From the research results obtained p-value of 0.571 (p value> 0.05) which means that H is rejected. This means that there is no difference in communication skills between the treatment and control groups. It is recommended in this study to be done with a longer period of time


2021 ◽  
pp. 1-3
Author(s):  
Rakesh. B. Shitole ◽  
Hiral Thakkar

Background- Increased responsibility and high demands of studying at medical school can also be associate with Obsessive Compulsive symptoms in general so they need to be mindful all the time to grasp knowledge and handle responsibility so that this study was to correlate and analyse mindfulness among OT UG along with their OCD symptoms. Aim-To study the correlation between obsessive compulsive symptoms & mindfulness among OT UG. Objectives - Measure the Obsessive-Compulsive symptoms & Mindfulness attention awareness among OT UG. Study Design-A cross sectional study design. Methods- Written consent from participants was taken. Paper-based version of the Obsessive Compulsive Inventory (OCI) scale and Mindful Attention Awareness Scale(MAAS) were used to assess Obsessive-Compulsive symptoms & Mindfulness among OT UG Occupational therapy students (I to IV year) from School of occupational therapy. Result – Occupational therapy UG students Conclusion– Decrease in Obsessive Compulsive symptoms is leading to increase in mindfulness.


2020 ◽  
Author(s):  
Gry Mørk ◽  
Trine A. Magne ◽  
Tove Carstensen ◽  
Linda Stigen ◽  
Lene A. Åsli ◽  
...  

Abstract Background: Aspects of the learning environment may be related to students` approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education.Objective: To examine associations between occupational therapy students’ perceptions of the learning environment and their approaches to studying.Method: 187 first-year occupational therapy students in Norway (response rate 61.3 %) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses.Results: Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18-0.51), while lower scores were associated with higher surface approach scale scores (β = -0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging -0.16 - -0.42).Conclusion: By improving aspects of the learning environment, there may be a potential for influencing occupational therapy students’ approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession; ensuring clarity of goals and standards; and maintaining an appropriate workload on students appear to be important.


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