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The association between undergraduate occupational therapy students' listening and interpersonal skills and
Mong-Lin Yu1, Ted Brown1, Laura Thyer1
1a Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences , Monash University , Frankston , Australia.
Background:
Communication skills such as listening, empathy and body language are core competencies that entry level occupational therapy students must demonstrate when completing practice placements.
Objective:
To investigate if interpersonal skills taught to undergraduate occupational therapy students predict their practice performance.
Methods:
Second, third and fourth year occupational therapy students (n = 132) completed the Active-Empathetic Listening Scale (AELS); the Listening Styles Profile-Revised (LSP-R); and the Interpersonal Communication Competence Scale (ICCS). The Student Practice Evaluation Form-Revised (SPEF-R) measured students' performance at the completion of a placement. Regression analysis examined the relationships between students' interpersonal and listening skills and their fieldwork performance.
Results:
Higher ICCS Interaction Management subscale scores were significantly associated with better SPEF-R Communication Skills at final evaluation (β = 1.46, p < 0.05). Higher AELS Sensing subscale scores were predictive of greater Self-Management Skill performance on the SPEF-R (β = 0.84, SE = 0.42). Student's demographic characteristics were also predictive of their SPEF-R scores. The ICCS and LSP-R's subscale scores were not predictive of SPEF-R scores.
Conclusion:
This preliminary evidence identified several interpersonal skills that were predictive of some key SPEF-R competencies. To better prepare students to successfully complete practice placements, these interpersonal skills should be incorporated into occupational therapy education curriculum.