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    The influence of full-time, clinical placements on the emotional intelligence of therapy students

    Access Status
    Fulltext not available
    Authors
    Gribble, Nigel
    Ladyshewsky, Rick
    Parsons, Richard
    Date
    2019
    Type
    Conference Paper
    
    Metadata
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    Citation
    Gribble, N. and Ladyshewsky, R. and Parsons, R. 2019. The influence of full-time, clinical placements on the emotional intelligence of therapy studentsProceedings of the 7th International Congress on Emotional Intelligence 2019, Jul 14-17 2019, Notre Dame University, Fremantle, Australia: ICEI.
    Source Conference
    International Congress on Emotional Intelligence 2019
    Faculty
    Faculty of Health Sciences
    Faculty of Business and Law
    School
    School of Occ Therapy, Social Work and Speech Path
    School of Management
    URI
    http://hdl.handle.net/20.500.11937/78093
    Collection
    • Curtin Research Publications
    Abstract

    Background: Emotional intelligence (EI) skills are essential to therapy students as they participate in full-time clinical placements. No previous research had explored if, and how, clinical placements influenced therapy students’ EI skills. Methods: The study used a longitudinal, sequential explanatory, mixed methods design. Participants were undergraduate occupational therapy, physiotherapy, and speech pathology students (n=296). Business students (n=93) were included as a control group because they undertake no workplace placements. The Emotional Quotient Inventory 2.0 tracked the changes in EI scores measured at three-time points over the final 16 months of their undergraduate university program. Interviews were conducted with 24 students to determine if, and how, clinical placements influenced the changes in EI skills. Results: Before students commence full-time placements, four EI skillsets were significantly lower than the Australian Population Norms. However, after their clinical placements were completed, therapy students’ Total Emotional Intelligence score increased significantly, as well as 10 other skills. The business students showed no significant EI changes. During interviews, the students agreed that 95% of changes in EI skills were directly related to their clinical placements. The key influences on EI during clinical placements were: supervisory style, the student’s interacting with patients, reflecting on and receiving feedback on EI skills from clinical supervisors. Discussion: Our study contributes new knowledge to clinical supervisors, university educators, and employers of new therapy graduates. Clinical supervisors are recommended to role model an array of EI skills to students, allow students to work closely with patients experiencing complex emotional distress, be emotionally in-tune and engaged with students, and to trust the students to work autonomously with patients in emotional turmoil. Supervisors are encouraged to give students and new graduates feedback on their EI skills.

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    • Strategies for interprofessional facilitators and clinical supervisors that may enhance the emotional intelligence of therapy students
      Gribble, Nigel; Ladyshewsky, Rick; Parsons, R. (2017)
      Emotional intelligence (EI) is a critical skill for occupational therapy, physiotherapy, and speech pathology students (therapy students). This article reports the findings from an analysis of interviews with therapy ...
    • Fluctuations in the emotional intelligence of therapy students during clinical placements: Implication for educators, supervisors, and students
      Gribble, Nigel; Ladyshewsky, Rick; Parsons, Richard (2016)
      This study investigated the changes in emotional intelligence (EI) of occupational therapy, physiotherapy, and speech pathology students (therapy students). Clinical placements have multiple benefits including the development ...
    • The impact of clinical placements on the emotional intelligence of occupational therapy, physiotherapy, speech pathology, and business students: a longitudinal study
      Gribble, Nigel; Ladyshewsky, Ricky ; Parsons, Richard (2019)
      Background: Emotional intelligence (EI) is a critical skill for healthcare practitioners. Minimal longitudinal research has tracked the changes in EI of therapy students over their final full-time clinical placements. Methods: ...
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