scholarly journals Improving Self-Perceived Emotional Intelligence in Occupational Therapy Students Through Practical Training

2019 ◽  
Vol 10 ◽  
Author(s):  
Begoña Polonio-López ◽  
José Matías Triviño-Juárez ◽  
Ana Isabel Corregidor-Sánchez ◽  
Abel Toledano-González ◽  
Mª Carmen Rodríguez-Martínez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Occupational Therapy ◽  
Practical Training ◽  
Occupational Therapy Students ◽  
Perceived Emotional Intelligence

scholarly journals A New Tool for Assessment of Professional Skills of Occupational Therapy Students

Healthcare ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1243
Author(s):  
Dulce Romero-Ayuso ◽  
Araceli Ortiz-Rubio ◽  
Paz Moreno-Ramírez ◽  
Lydia Martín-Martín ◽  
José Matías Triviño-Juárez ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Psychometric Properties ◽  
Clinical Skills ◽  
Three Dimensions ◽  
Practical Training ◽  
Training Methods ◽  
Professional Skills ◽  
Occupational Therapy Students ◽  
New Instrument ◽  
The University

The assessment of the acquisition of professional skills is an essential process in occupational therapy students. Until now, there has been no standardized and validated instrument for evaluating these skills in Spanish occupational therapy students. This study reports the development and testing of the psychometric properties of the professional skills in students of occupational therapy during their practical training. Methods: A new instrument was developed to assess the professional skills of occupational therapy students, called CPTO. A total of 69 occupational therapists participated in evaluating 295 occupational therapy students from the University of Granada, between the 2018 and 2021 academic years. Results: Of a total of 79 items, the factor analysis yielded a final solution of 33 items, which explains 70.22% of the variance with the following three dimensions: (1) self-appraisal and professional responsibility (α = 0.951); (2) communication skills and delivering intervention (α = 0.944); and (3) clinical reasoning for assessing and planning the intervention (α = 0.947). The instrument allows students with low, medium, high and excellent clinical skills to be differentiated according to the cutting points established by the quartiles. Conclusion: the instrument has good psychometric properties, and is a useful tool to assess professional competencies in occupational therapy students during their practice placement education.

Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study

2018 ◽  
Vol 81 (7) ◽  
pp. 413-422 ◽  
Author(s):  
Nigel Gribble ◽  
Richard K Ladyshewsky ◽  
Richard Parsons
Keyword(s):  
Emotional Intelligence ◽  
Longitudinal Study ◽  
Problem Solving ◽  
Occupational Therapy ◽  
Stress Tolerance ◽  
Business Students ◽  
Population Norms ◽  
Occupational Therapy Students ◽  
Time Point ◽  
Practice Education

Introduction Emotional intelligence competencies assist occupational therapists in responding in a manner that enables them to be effective healthcare practitioners. Method This longitudinal study tracked the emotional intelligence of occupational therapy and business students using the Emotional Quotient Inventory 2.0 at three time-points over the final 16 months of their university programme. Results Undergraduate occupational therapy students ( n = 139 at time-point 1; n = 52 at time-point 3) completed a mean of 117 days of practice education. Before occupational therapy students commenced placements, emotional intelligence scores were significantly lower than population norms in self-regard, self-expression, assertiveness, independence, problem-solving, stress management, stress tolerance and flexibility. By the end of their programme, students reported significant increases in the emotional intelligence realms of total emotional intelligence score, self-perception, decision-making, self-actualisation, emotional self-awareness, independence and reality testing. However, assertiveness, problem-solving and stress tolerance remained relatively low, and other emotional intelligence domains remained below the population norms. The business students who did zero practice placements showed no increase in any emotional intelligence domains over the same period. Conclusion Emotional intelligence skills are malleable and can improve during practice placements. Supervisors and employers should encourage students and new graduates to practice their emotional intelligence skills under supervision and then provide feedback, so they are better prepared for the emotional demands of healthcare workplaces.

Evolution of professional identity in Iranian occupational therapy students and new graduates: A comparative study

2021 ◽  
pp. 030802262110177
Author(s):  
Seyed Alireza Derakhshanrad ◽  
Emily F Piven ◽  
Bahareh Zeynalzadeh Ghoochani
Keyword(s):  
Occupational Therapy ◽  
Professional Identity ◽  
Identity Formation ◽  
Qualitative Inquiry ◽  
Professional Attitudes ◽  
Future Career ◽  
New Graduates ◽  
Professional Attitude ◽  
Occupational Therapy Students ◽  
Over Time

Introduction The development of professional attitude evolves over time and contributes to the formation of professional identity. This study tracked formation of professional identity by comparing professional attitudes of three cohorts: new graduates, final-year, and first-year students of occupational therapy. Method The online survey, including a 5-point Likert scale 17-item questionnaire and one qualitative inquiry using an incomplete statement, revealed the perception and future career prospects of 144 novice practitioners and students of occupational therapy. Written statements were compared to each other to provide insight about the participants’ perspectives during the three time periods. Findings One-way ANOVA indicated that there were significant differences in professional attitudes among the three cohorts (F (2, 141) = 14.32, p < 0.0001), demonstrating a downward trend in professional identity formation. The comparison analysis of statements confirmed the quantitative results and highlighted an issue of negative professional identity through indicating great concerns over the future career prospects. Conclusion Despite increased awareness of occupational therapy over time, these participants seemed to have had trouble developing a sound sense of professional identity. Possible sources and solutions for this issue were discussed, to better facilitate a clear sense of professional identity in occupational therapy students and practitioners.

scholarly journals Positive Psychology for Mental Wellbeing of UK Therapeutic Students: Relationships with Engagement, Motivation, Resilience and Self-Compassion

2021 ◽  
Author(s):  
Yasuhiro Kotera ◽  
Pauline Green ◽  
David Sheffield
Keyword(s):  
Mental Health ◽  
Positive Psychology ◽  
Occupational Therapy ◽  
Poor Mental Health ◽  
Mental Wellbeing ◽  
Psychological Constructs ◽  
Occupational Therapy Students ◽  
Self Compassion ◽  
The Relationship

AbstractThis study aimed to examine the relationships between mental wellbeing and positive psychological constructs in therapeutic students (psychotherapy and occupational therapy students). The number of therapeutic students has increased recently; however, they suffer from poor mental health, which may be improved by potentiating their positive psychological constructs, bypassing mental health shame. Therapeutic students (n = 145) completed measures regarding positive psychological constructs, namely mental wellbeing, engagement, motivation, resilience, and self-compassion. Resilience and self-compassion predicted mental wellbeing, explaining a large effect. Self-compassion partially mediated the relationship between resilience and mental wellbeing. This study highlights the importance of positive psychological constructs, especially resilience and self-compassion, for mental wellbeing of therapeutic students.

Sign in / Sign up

Export Citation Format

Share Document