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Lundi : 8h-18h30
Mardi : 8h-18h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h-16h30
Votre centre de documentation fermera de 12h30 à 13h ce vendredi 28 juin et fermera à 14h30.
Dès ce lundi 1er juillet jusqu'au mercredi 10 juillet l'horaire du centre de documentation sera adapté :
Lundi 1er juillet : de 8h à 12h et de 12h30 à 16h
Mardi 2 juillet : de 8h à 12h15
Mercredi 3 juillet : de 9h à 12h et de 12h30 à 15h15
Jeudi 4 juillet : de 8h à 12h30 et de 13h à 18h30
Lundi 8 juillet : de 8h à 12h et de 12h30 à 16h
Mardi 9 juillet : de 8h à 12h15
Réouverture dès ce lundi 19 août.
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Détail de l'auteur
Auteur Tove Carstensen |
Documents disponibles écrits par cet auteur
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Short-term changes in occupational therapy students’ self-efficacy for therapeutic use of self / Ratna A. Hussain in The British Journal of Occupational Therapy, Vol.81 Issue 5 (Mai 2018)
[article]
Titre : Short-term changes in occupational therapy students’ self-efficacy for therapeutic use of self Type de document : texte imprimé Auteurs : Ratna A. Hussain ; Tove Carstensen ; Farzaneh Yazdani ; Brian Ellingham ; Tore Bonsaksen Année de publication : 2018 Article en page(s) : p. 276-284 Langues : Anglais (eng) Mots-clés : Intentional relationship model longitudinal study self-efficacy Résumé : Introduction
Self-efficacy concerned with the therapeutic use of self is important for occupational therapists, and students need to develop the skills and the self-efficacy required to meet interpersonal challenges in practice. This study examined short-term changes in occupational therapy students’ self-efficacy for using therapeutic modes, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events. Factors associated with such changes were also examined.
Method
A sample of 89 Norwegian occupational therapy students from two universities was used, and the students completed three questionnaires 2–3 weeks after a workshop and at 3 months’ follow-up. Changes on the outcome measures were analyzed with t-tests for dependent samples, and factors associated with the outcome changes were analyzed with linear regression analyses.
Results
During the follow-up period, the students improved their self-efficacy scores on all three outcome measures. Higher age was associated with more improvement on two of the outcome measures.
Conclusion
The occupational therapy students improved their self-efficacy for therapeutic use of self during the brief follow-up period. Thus, the time in education, either university-based or practice-based, seems to add to students’ self-efficacy for clinical skills in this area. Higher age appears to be a resource for gaining more self-efficacy from attending educational courses.Permalink : ./index.php?lvl=notice_display&id=80081
in The British Journal of Occupational Therapy > Vol.81 Issue 5 (Mai 2018) . - p. 276-284[article] Short-term changes in occupational therapy students’ self-efficacy for therapeutic use of self [texte imprimé] / Ratna A. Hussain ; Tove Carstensen ; Farzaneh Yazdani ; Brian Ellingham ; Tore Bonsaksen . - 2018 . - p. 276-284.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.81 Issue 5 (Mai 2018) . - p. 276-284
Mots-clés : Intentional relationship model longitudinal study self-efficacy Résumé : Introduction
Self-efficacy concerned with the therapeutic use of self is important for occupational therapists, and students need to develop the skills and the self-efficacy required to meet interpersonal challenges in practice. This study examined short-term changes in occupational therapy students’ self-efficacy for using therapeutic modes, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events. Factors associated with such changes were also examined.
Method
A sample of 89 Norwegian occupational therapy students from two universities was used, and the students completed three questionnaires 2–3 weeks after a workshop and at 3 months’ follow-up. Changes on the outcome measures were analyzed with t-tests for dependent samples, and factors associated with the outcome changes were analyzed with linear regression analyses.
Results
During the follow-up period, the students improved their self-efficacy scores on all three outcome measures. Higher age was associated with more improvement on two of the outcome measures.
Conclusion
The occupational therapy students improved their self-efficacy for therapeutic use of self during the brief follow-up period. Thus, the time in education, either university-based or practice-based, seems to add to students’ self-efficacy for clinical skills in this area. Higher age appears to be a resource for gaining more self-efficacy from attending educational courses.Permalink : ./index.php?lvl=notice_display&id=80081 Exemplaires (1)
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