The impact of undergraduate occupational therapy students’ interpersonal skills on their fieldwork education performance

A pilot study

Research output: Contribution to conferenceAbstractOtherpeer-review

Abstract

Introduction: Interpersonal skills such as active listening, verbal communication, and body language are essential competencies for occupational therapists. Occupational therapy students are expected to demonstrate these competencies when completing fieldwork placements. Objective: To investigate if interpersonal skills are predictive of occupational therapy students’ fieldwork performance. Method: A cross sectional study was conducted involving third and fourth year occupational therapy undergraduate students’ (n = 70). Students’ interpersonal skills were measured using the Listening Styles Profile (LSP-R), the Active-Empathic Listening Scale (AELS), and the Interpersonal Communication Competence Scale (ICCS). Students’ midway and final fieldwork placement performance was measured using the SPEF-R. The relationships between students’ interpersonal skills and their fieldwork performance were examined using univariate and multivariate regressions. Results: Students’ higher ICCS interaction management subscale scores were predictive of better self-management skills at midway through fieldwork placements (b= 1.93, SE=0.76). Higher ICCS interaction management subscale scores were also predictive of better professional behaviours (b= 1.28, SE=0.64) and better service evaluation skills (b= 2.84, SE=0.95) at the final SPEF-R completion. Higher ICCS empathy subscale scores predicted lower documentation SPEF-R scores at halfway (b= -0.81, SE=0.38), while higher ICCS supportiveness subscale scores predicted lower halfway service provision SPEF-R scores (b= - 2.84, SE=1.77). Subscale scores of LSP-R and AELS were not found predictive of SPEF-R scores. Conclusion: This preliminary evidence indicates that occupational therapy students’ interpersonal skills can predict some key SPEF-R competencies. These interpersonal skills should be incorporated into the curriculum of academic education programs to better prepare students embarking on fieldwork placements.
Original languageEnglish
Pages43-43
Number of pages1
Publication statusPublished - 3 Jan 2018
EventConference on Occupational Therapy Australia 2017: Partnership, Inclusion and Innovation - Perth, Australia
Duration: 19 Jul 201721 Jul 2017
Conference number: 27th

Conference

ConferenceConference on Occupational Therapy Australia 2017
CountryAustralia
CityPerth
Period19/07/1721/07/17

Cite this

@conference{834eb5b5db9745729de6dbcc19d169bf,
title = "The impact of undergraduate occupational therapy students’ interpersonal skills on their fieldwork education performance: A pilot study",
abstract = "Introduction: Interpersonal skills such as active listening, verbal communication, and body language are essential competencies for occupational therapists. Occupational therapy students are expected to demonstrate these competencies when completing fieldwork placements. Objective: To investigate if interpersonal skills are predictive of occupational therapy students’ fieldwork performance. Method: A cross sectional study was conducted involving third and fourth year occupational therapy undergraduate students’ (n = 70). Students’ interpersonal skills were measured using the Listening Styles Profile (LSP-R), the Active-Empathic Listening Scale (AELS), and the Interpersonal Communication Competence Scale (ICCS). Students’ midway and final fieldwork placement performance was measured using the SPEF-R. The relationships between students’ interpersonal skills and their fieldwork performance were examined using univariate and multivariate regressions. Results: Students’ higher ICCS interaction management subscale scores were predictive of better self-management skills at midway through fieldwork placements (b= 1.93, SE=0.76). Higher ICCS interaction management subscale scores were also predictive of better professional behaviours (b= 1.28, SE=0.64) and better service evaluation skills (b= 2.84, SE=0.95) at the final SPEF-R completion. Higher ICCS empathy subscale scores predicted lower documentation SPEF-R scores at halfway (b= -0.81, SE=0.38), while higher ICCS supportiveness subscale scores predicted lower halfway service provision SPEF-R scores (b= - 2.84, SE=1.77). Subscale scores of LSP-R and AELS were not found predictive of SPEF-R scores. Conclusion: This preliminary evidence indicates that occupational therapy students’ interpersonal skills can predict some key SPEF-R competencies. These interpersonal skills should be incorporated into the curriculum of academic education programs to better prepare students embarking on fieldwork placements.",
author = "Mong-Lin Yu and Brown, {George Theodore} and White, {Carolynne Ruth} and Marston, {Celia Kate}",
note = "Abstract found in section: {"}Oral Presentations – Thursday 20 July 2017 Pages: 32-67 First Published: 03 July 2017{"}; Conference on Occupational Therapy Australia 2017 : Partnership, Inclusion and Innovation ; Conference date: 19-07-2017 Through 21-07-2017",
year = "2018",
month = "1",
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language = "English",
pages = "43--43",

}

Yu, M-L, Brown, GT, White, CR & Marston, CK 2018, 'The impact of undergraduate occupational therapy students’ interpersonal skills on their fieldwork education performance: A pilot study' Conference on Occupational Therapy Australia 2017, Perth, Australia, 19/07/17 - 21/07/17, pp. 43-43.

The impact of undergraduate occupational therapy students’ interpersonal skills on their fieldwork education performance : A pilot study. / Yu, Mong-Lin; Brown, George Theodore; White, Carolynne Ruth; Marston, Celia Kate.

2018. 43-43 Abstract from Conference on Occupational Therapy Australia 2017, Perth, Australia.

Research output: Contribution to conferenceAbstractOtherpeer-review

TY - CONF

T1 - The impact of undergraduate occupational therapy students’ interpersonal skills on their fieldwork education performance

T2 - A pilot study

AU - Yu, Mong-Lin

AU - Brown, George Theodore

AU - White, Carolynne Ruth

AU - Marston, Celia Kate

N1 - Abstract found in section: "Oral Presentations – Thursday 20 July 2017 Pages: 32-67 First Published: 03 July 2017"

PY - 2018/1/3

Y1 - 2018/1/3

N2 - Introduction: Interpersonal skills such as active listening, verbal communication, and body language are essential competencies for occupational therapists. Occupational therapy students are expected to demonstrate these competencies when completing fieldwork placements. Objective: To investigate if interpersonal skills are predictive of occupational therapy students’ fieldwork performance. Method: A cross sectional study was conducted involving third and fourth year occupational therapy undergraduate students’ (n = 70). Students’ interpersonal skills were measured using the Listening Styles Profile (LSP-R), the Active-Empathic Listening Scale (AELS), and the Interpersonal Communication Competence Scale (ICCS). Students’ midway and final fieldwork placement performance was measured using the SPEF-R. The relationships between students’ interpersonal skills and their fieldwork performance were examined using univariate and multivariate regressions. Results: Students’ higher ICCS interaction management subscale scores were predictive of better self-management skills at midway through fieldwork placements (b= 1.93, SE=0.76). Higher ICCS interaction management subscale scores were also predictive of better professional behaviours (b= 1.28, SE=0.64) and better service evaluation skills (b= 2.84, SE=0.95) at the final SPEF-R completion. Higher ICCS empathy subscale scores predicted lower documentation SPEF-R scores at halfway (b= -0.81, SE=0.38), while higher ICCS supportiveness subscale scores predicted lower halfway service provision SPEF-R scores (b= - 2.84, SE=1.77). Subscale scores of LSP-R and AELS were not found predictive of SPEF-R scores. Conclusion: This preliminary evidence indicates that occupational therapy students’ interpersonal skills can predict some key SPEF-R competencies. These interpersonal skills should be incorporated into the curriculum of academic education programs to better prepare students embarking on fieldwork placements.

AB - Introduction: Interpersonal skills such as active listening, verbal communication, and body language are essential competencies for occupational therapists. Occupational therapy students are expected to demonstrate these competencies when completing fieldwork placements. Objective: To investigate if interpersonal skills are predictive of occupational therapy students’ fieldwork performance. Method: A cross sectional study was conducted involving third and fourth year occupational therapy undergraduate students’ (n = 70). Students’ interpersonal skills were measured using the Listening Styles Profile (LSP-R), the Active-Empathic Listening Scale (AELS), and the Interpersonal Communication Competence Scale (ICCS). Students’ midway and final fieldwork placement performance was measured using the SPEF-R. The relationships between students’ interpersonal skills and their fieldwork performance were examined using univariate and multivariate regressions. Results: Students’ higher ICCS interaction management subscale scores were predictive of better self-management skills at midway through fieldwork placements (b= 1.93, SE=0.76). Higher ICCS interaction management subscale scores were also predictive of better professional behaviours (b= 1.28, SE=0.64) and better service evaluation skills (b= 2.84, SE=0.95) at the final SPEF-R completion. Higher ICCS empathy subscale scores predicted lower documentation SPEF-R scores at halfway (b= -0.81, SE=0.38), while higher ICCS supportiveness subscale scores predicted lower halfway service provision SPEF-R scores (b= - 2.84, SE=1.77). Subscale scores of LSP-R and AELS were not found predictive of SPEF-R scores. Conclusion: This preliminary evidence indicates that occupational therapy students’ interpersonal skills can predict some key SPEF-R competencies. These interpersonal skills should be incorporated into the curriculum of academic education programs to better prepare students embarking on fieldwork placements.

UR - https://onlinelibrary.wiley.com/toc/14401630/2017/64/S2

M3 - Abstract

SP - 43

EP - 43

ER -