The impact of undergraduate occupational therapy students’ interpersonal skills on their practice education performance: A pilot study

Abstract

While predictive relationships were not found between occupational therapy students' communication, co-worker communication and information gathering skills, this preliminary evidence indicates that students' interpersonal skills (including interaction management and empathetic supportiveness) were predictive of some notable SPEF-R competencies (including Professional Behaviours, Self-Management, Documentation, Service Provision and Service Evaluation). Therefore, students' exposure to professional interpersonal skills should be incorporated into the curriculum of academic education programs with the aim of better preparing them for practice education.

An insight of Malaysian students attending European University toward participation in Malay Language Class

“…Mong-Lin Yu et al 2018 suggests that professional interpersonal skills should be exposed to undergraduate students and to be included into academic education curriculum. It is also to prepare them better for practice education.…”

Exploring the relationship between resilience and practice education placement success in occupational therapy students

“…relaxation, exercise, use of humour and laughter, meditation, positive self‐talk) and cognitive strategies (e.g. problem‐solving, reflection, self‐awareness, mindfulness, positive attitude, positive self‐reflection, hope, optimism) that are needed to thrive and survive during practice education (McCann et al, ; Yu et al, ).…”

“…Investigations of social work students on placement highlight the influence of emotional intelligence and levels of supervision on practice education outcomes, whereas medicine and nursing research suggests that personality type, opportunities to discuss difficult clinical events and levels of self‐awareness can impact students’ professional performance and preparation (Houpy, Lee, Woodruff, & Pincavage, ; Kanno & Koeske, ; McCloughen & Foster, ; Skodova, Lajciakova, & Banovcinova, ). Studies from occupational therapy cite the significance of learning styles grade point average, inspirational supervisors, interpersonal skills and academic integrity as contributing factors in practice education performance (Brown et al, ; Yu, Brown, White, Marston, & Thyer, ).…”

“…By not having the required and refined coping skills, stress management techniques, and problem‐solving strategies readily at hand, when students encounter problems and dilemmas in practice education settings, their personal and professional resilience may be challenged (Boardman, ). These issues are particularly acute when students are required to undertake practice education placements where they are faced with the reality of professional practice following classroom learning and they may feel isolated, unprepared and unsupported (McCloughen & Foster, ; Roberts, Hooper, Wood, & King, ; Yu et al, ).…”

Identifying Essential Competency Areas for Occupational Therapy Education: A Scoping Review

“…Table 4 displays the studies that have explored the notion that developing effective and empathic communication skills is necessary for productive and respectful client interactions. Yu, Brown, White, et al, 2018). Higher scores on the Interpersonal Communication Competence Scale: Interaction Management subscale scores were associated with better Student Practice Evaluation Form-Revised communication skills, suggesting that strong interprofessional communication skills allow for more confident and competent practice and that communication is a multifaceted concept .…”