Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance: A Cross‐Sectional Study

Brown, Ted; Williams, Brett; Etherington, Jamie

doi:10.1002/oti.1443

Cited by 31 publications

(44 citation statements)

References 47 publications

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“…In one study for the various sub-scales of emotional intelligence, the minimum Cronbach's alpha value was above 0.70, except for one subscale (0.68), which indicates sufficient reliability of the instrument. The Genos 31-items has been used in many studies with large workplace samples across the United States, Canada and Australia (Brown, Williams, & Etherington, 2016). It was also used by Jayawardena and Gregar (2014), Kumar and Sharma (2012), Langenhoven (2015) and Seyal and Afzaal (2013).…”

Section: Emotional Intelligence Inventory-concisementioning

confidence: 99%

The impact of emotional intelligence on conflict management styles used by jordanian nurse managers

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Section: Emotional Intelligence Inventory-concisementioning

confidence: 99%

The impact of emotional intelligence on conflict management styles used by jordanian nurse managers

et al. 2018

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“…Health sciences programs are implementing more self-reflective practices in coursework everyday (Schwind et al, 2014), but is self-reflection actually creating autonomous, qualified, and self-directed professionals who can meet the challenges of today's healthcare climate? Research on the subject is insufficient in nursing, physical therapy, and medicine and conflicting evidence exists on whether self-reflection practices are effective in promoting academic and clinical success (Andonian, 2013;Brown et al, 2016;Embo et al, 2015;Mann et al, 2009;Mason, Vitkovitch, Lambert, & Jepson, 2014). Furthermore, evidence on self-reflection practices in the field of occupational therapy (OT) education is non-existent, thus supporting the need for this study and the opportunity to examine student conceptions of self-reflection in Level II Fieldwork.…”

Section: Introductionmentioning

confidence: 95%

“…Education scientists Boud, Keogh, and Walker (1985) defined self-reflection as "a deliberate affective activity in which individuals engage to explore their experiences in order to lead to new understanding and appreciation" (p.19), including recapturing the experience, thinking about it, mulling it over, and evaluating it. Currently, in health sciences professions, self-reflection is seen as mental processing with a purpose to review an experience of practice in order to develop greater emotional intelligence and an understanding of both the self and the situation so that future encounters with the situation are informed from previous encounters (Brown et al, 2016;Schwind et al, 2014;Stephens et al, 2012).…”

Section: Self-reflection Definedmentioning

confidence: 99%

“…Self-reflection is an integral part of adult education and the development of professionalism in the workplace (Adam, Peters, & Chipchase, 2013;Brown, Williams, & Etherington, 2016;Embo, Driessen, Valcke, & Van der Vleuten, 2015;Mann, Gordon, & MacLeod, 2009). Healthcare demands and complexity have made it essential for new graduates to demonstrate the clinical reasoning skills necessary to become a reflective practitioner.…”

Section: Introductionmentioning

confidence: 99%

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Occupational Therapy Student Conceptions of Self-Reflection in Level II Fieldwork

Iliff

Tool²,

Bowyer³

et al. 2019

JOTE

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Self-reflection is paramount to the development of professionalism and serves as the foundation of adult education and lifelong learning. Pedagogical approaches in health sciences programs that promote selfreflection are growing in popularity. Current literature identifies a gap in what and how students conceive selfreflection and whether self-reflection is creating professionals that meet the challenges of today's healthcare climate. This qualitative study explores the conceptions of self-reflection for occupational therapy students in Level II Fieldwork. The use of phenomenographic methodology guided the collection of information-rich data through semi-structured interviews. Twenty-one occupational therapy graduates volunteered to participate in the interviews. Verbatim transcripts were coded to identify categories and patterns in the data. A focused discussion was employed as a member-checking method to ensure accuracy of study outcomes. Participants identified that self-reflection may serve to inform personal and professional practices during occupational therapy student clinical rotations. Although universally defined, student self-reflection occurred in countless ways and took many forms. Participants valued its function in expanded decision making, selfawareness, and competence in fieldwork and everyday occupations. These findings facilitate further research and the creation of new self-reflection educational methods or interventions designed to build or remediate self-reflective capacity of health sciences students during academic and clinical programming.

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“…Teaching methods include role modeling, practice/experience opportunities, small group discussion, reading assignments, formal advisor meetings/mentoring, and lectures (Cruess & Cruess, 2006;Davis, 2009;Finn, Garner, & Sawdon, 2010;Mason et al, 2014). Students should also be educated on emotional intelligence, as understanding emotions and emotional self-management techniques was found to be linked to skills in communication, increased client centeredness, and increased intervention skills (Andonian, 2013;Brown, Williams, & Etherington, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

Hackenberg

Toth-Cohen

2018

JOTE

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Professional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on low-scoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development. ABSTRACTProfessional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on lowscoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development. INTRODUCTIONProfessional behaviors have been identified as imperative for fieldwork success and held to high expectations by fieldwork educators (Campbell & Corpus, 2015;Koenig, Johnson, Morano, & Ducette, 2003;Robinson, Tanchuk, & Sullivan, 2012). Professional behaviors include communication skills, initiative, clinical reasoning, common sense, ability to handle stress, interpersonal skills, and interest in learning (Campbell & Corpus, 2015;Gutman, McCreedy & Heisler, 1998;James & Musselman, 2006;Kasar & Muscari, 2000;Koenig et al., 2003;Scheerer, 2003). Moreover, studies such as that completed by James and Musselman (2006) have found that the most common characteristics of students who have failed fieldwork are poor professional behaviors. However, few studies exist that offer ways in which professional behaviors necessary for successful performance in fieldwork can be addressed during a student's academic preparation. Additionally, it is unclear how these poor professional behaviors can be

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Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance: A Cross‐Sectional Study

Cited by 31 publications

References 47 publications

The impact of emotional intelligence on conflict management styles used by jordanian nurse managers

The impact of emotional intelligence on conflict management styles used by jordanian nurse managers

Occupational Therapy Student Conceptions of Self-Reflection in Level II Fieldwork

Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

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