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Lundi : 8h-18h30
Mardi : 8h-17h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h30-12h30 et 13h-14h30
Attention,
Votre centre de documentation sera fermé ce lundi 26 août.
Également, ce mercredi 28 août il sera fermé de 12 à 13h.
Enfin, ce jeudi 29 août il ouvrira à 14h45.
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Détail de l'auteur
Auteur Nigel Gribble |
Documents disponibles écrits par cet auteur
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Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study / Nigel Gribble in The British Journal of Occupational Therapy, Vol.81 Issue 7 (Juillet 2018)
[article]
Titre : Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study Type de document : texte imprimé Auteurs : Nigel Gribble ; Richard K. Ladyshewsky ; Richard Parsons Année de publication : 2018 Article en page(s) : p. 413-422 Langues : Anglais (eng) Mots-clés : Occupational therapy emotional intelligence practice education university students Résumé : 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.Permalink : ./index.php?lvl=notice_display&id=80162
in The British Journal of Occupational Therapy > Vol.81 Issue 7 (Juillet 2018) . - p. 413-422[article] Changes in the emotional intelligence of occupational therapy students during practice education: A longitudinal study [texte imprimé] / Nigel Gribble ; Richard K. Ladyshewsky ; Richard Parsons . - 2018 . - p. 413-422.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.81 Issue 7 (Juillet 2018) . - p. 413-422
Mots-clés : Occupational therapy emotional intelligence practice education university students Résumé : 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.Permalink : ./index.php?lvl=notice_display&id=80162 Exemplaires (1)
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