Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance: A Cross-Sectional Study

Emotional intelligence evaluation tools used in allied health students: A scoping review

INTRODUCTION

Emotional intelligence (EI) is described as the ability to recognise and understand one's own emotions and the emotions of others, and empathically manage emotional responses. While historically not emphasised in undergraduate allied health sciences training, it is increasingly considered an essential graduate trait. This scoping review synthesises existing research on EI outcomes, specifically in undergraduate allied health professions students.

METHOD

Four databases were searched in February 2024 using keywords relating to EI and empathy to identify studies published in English from 1990. Eligible studies needed to include assessment and reported outcomes using validated EI tools in health professions students.

RESULTS

A total of 163 papers met the inclusion criteria. Many studies employed a cross-sectional design (n = 115). Most studies (n = 135) focused on undergraduate students studying medicine (n = 62), nursing (n = 80) and dentistry (n = 13), with some studies (n = 21) evaluating more than one discipline. Many studies investigated one discipline only (n = 64 for nursing, n = 50 for medicine) using no comparator undergraduate degree. The most common EI models evaluated from this review were ability-based (n = 77), followed by trait-based models (n = 36) and mixed social-emotional competence (n = 35). Ability model evaluations of EI most commonly utilised the Schutte Self-Report Emotional Intelligence Test (SSEIT) (n = 44) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) (n = 24).

CONCLUSION

Research on EI among undergraduate allied health fields is limited. Existing literature reveals there is some consensus on the importance of EI in healthcare education, but there is considerable variability in how EI is measured. Studies suggest higher levels of EI may correlate with improved student professional skill development in clinical reasoning, empathy and stress management.

Investigation of Predictors of Psychological Resilience in Occupational Therapy Students in Terms of Different Variables

There is an increased number of publications concerning the mental health of occupational therapy students. The aim of this study is to investigate the predictors of psychological resilience in occupational therapy students in terms of different variables. Four scales measuring resilience, psychological flexibility, coping and coping attitudes were used in this study. Predictors of resilience were evaluated using multiple linear regression analysis with the backward elimination. It was determined that psychological resilience, psychological flexibility, and coping attitudes are interrelated concepts (p < 0.05). This is the first study to examine the predictors of the concept of resilience in occupational therapy students in terms of different variables. The results show that students' psychological flexibility and positive coping behaviors need to be improved to develop psychological resilience.

Predictors of Academic and Fieldwork Performance in Occupational Therapy Students: A Systematic Review

Introduction

Occupational therapy (OT) educational programs are aimed at enrolling a diverse student population that is likely to succeed in the academic and fieldwork components of the program. Comprehending the array of factors that influence students' learning and academic and fieldwork success is important for university educators. This study investigated the existing literature on predictors of academic and fieldwork performance in OT students.

Methods

The search process used in this review included screening, eligibility, and study quality. We searched the PubMed and Cochrane Library databases for literature published in the past 10 years (1 January 2012 to 30 March 2022). As a comprehensive search, the following keywords were used for abstract, title, and keywords sections: occupational therapy student, predictors, fieldwork, academic, academic success, academic performance, fieldwork success, and fieldwork performance. The Medical Education Research Study Quality Instrument was used to assess the quality of studies.

Results

The systematic review retrieved 14 articles that met inclusion criteria. Most were cross-sectional studies, followed by cohort, retrospective analysis of secondary data, and exploratory studies. Four articles focused on academic success, eight focused on fieldwork success, and two explored both aspects. Promising predictors of academic performance included the admission grade point average and the student's approach to studying. Predictors of fieldwork performance included a graduate record examination score, emotional intelligence, and interpersonal relationships.

Conclusion

This systematic review explores predictors of academic and fieldwork success in OT students, which provide opportunities to identify early the learning difficulties of students and assist educators to target modifiable predictors so they can provide high-quality education.

Predictors of clinical experience performance in occupational therapy and physiotherapy: A scoping review

INTRODUCTION

Successful completion of clinical education experiences is a graduation requirement for students in occupational therapy and physical therapy programmes. A scoping review was conducted to determine what is known about possible clinical experience performance predictors and to find associated research gaps.

METHODS

The search included one hand-searched journal and seven databases, which were used to identify related relevant studies: CINAHL, Education Database, Education Source, Education Resources Information Center (ERIC), PubMed, REHABDATA, and Web of Science. A research librarian guided the search process, and the review's reporting is structured by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. Studies were included if they contained predictors of clinical experience success indicated by validated performance evaluation tools that were scored by clinical instructors. A multidisciplinary team reviewed the title, abstract, and full text for inclusion and conducted thematic data synthesis to categorise findings.

FINDINGS

Twenty-six articles met the inclusion criteria. The majority of articles were of correlational design and included single institutions. Seventeen articles included occupational therapy, eight included physical therapy, with only one article including both programmes. Four categories of predictors of clinical experience success were identified: pre-admission variables, academic preparation, learner characteristics, and demographics. Each of the main categories included three to six subcategories. Key findings included the following: (a) The most common cited predictors in clinical experiences are academic preparation and learner characteristics, (b) more experimental design studies are needed to determine the causal relationship between predictors and clinical experience success, and (c) future research is needed on ethnic disparities and clinical experience success.

CONCLUSION

Findings from this review show that possible predictors of clinical experience success include a wide range of factors when correlating success with a standardised tool. Academic preparation and learner characteristics were the most investigated predictors. There were only a small number of studies that found a correlation with pre-admission variables. The findings of this study suggest that students' academic achievement may be a critical element of clinical experience preparation. Future research using experimental designs and across institutions is needed to determine the main predictors for student success.

Profiling health professionals' personality traits, behaviour styles and emotional intelligence: a systematic review

BACKGROUND

Non-cognitive traits have been theorised to predict characteristics, career choice and outcomes of health professionals and could represent a homogenous group. This study aims to profile and compare personality traits, behaviour styles and emotional intelligence of health practitioners across a variety of professions.

METHODS

Empirical literature was systematically reviewed. A two-concept search strategy was applied to four databases (CINAHL, PubMed, Embase, ProQuest). Title/abstract and full text articles were screened against inclusion and exclusion criteria. Methodological quality was assessed using Mixed Methods Appraisal Tool. Data was synthesised narratively and meta-aggregated where feasible.

RESULTS

Three hundred twenty-one studies representing 153 assessment tools of personality (n = 83 studies), behaviour (n = 8), and emotional intelligence (n = 62) were included. Most studies (n = 171) explored personality (medicine, nursing, nursing assistants, dentistry, allied health, paramedics), revealing variation in traits across professions. Behaviour styles were least measured with only ten studies exploring these across four health professions (nursing, medicine, occupational therapy, psychology). Emotional intelligence (n = 146 studies) varied amongst professions (medicine, nursing, dentistry, occupational therapy, physiotherapy, radiology) with all exhibiting average to above-average scores.

CONCLUSION

Personality traits, behaviour styles and emotional intelligence are all key characteristics of health professionals reported in the literature. There is both heterogeneity and homogeneity within and between professional groups. The characterisation and understanding of these non-cognitive traits will aid health professionals to understand their own non-cognitive features and how these might be useful in predicting performance with potential to adapt these to enhance success within their chosen profession.

Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students

With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory- University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students' year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.

Emotional Intelligence Instruments Used in Health Care Education

BACKGROUND

This article aims to describe the content and the psychometric properties of emotional intelligence instruments used in health care education and to examine the relationship between emotional intelligence and study success.

METHOD

Six electronic databases were searched in spring 2020. Two researchers participated in the selection and quality assessment of the articles. Ultimately, 26 articles were included in the review.

RESULTS

From the included articles, 18 emotional intelligence instruments were identified. The content of the instruments focused on perception of emotions, understanding of emotions, emotional expression, managing emotions, using emotions, and social awareness and relations. In most of the studies, emotional intelligence was related to study success.

CONCLUSION

The assessment of several important components of emotional intelligence was identified. Comprehensive assessment using the emotional intelligence total score seemed to be the best predictor of study success. [J Nurs Educ. 2022;61(1):6-11.].

Baccalaureate occupational therapy students' development of social and emotional competencies

BACKGROUND

Academic life requiring students to meet academic and professional practice expectations can be stressful. Effective emotional and social competence can assist students in managing feelings, stressful situations and fostering relationships with educators, peers, and clients. Hence this is a helpful professional competence for health students to possess.

OBJECTIVE

To compare the emotional and social competence among the baccalaureate occupational therapy students across four academic year levels.

METHOD

A quantitative cross-sectional design was used. A total of 360 baccalaureate occupational therapy students completed the Emotional and Social Competency Inventory- University Edition. Regression analysis followed by contrast analysis examined the differences among first-, second-, third- and fourth-year levels.

RESULTS

Students demonstrated "satisfactory" or above social and emotional competencies. For all students, the average Emotional and Social Competency Inventory subscale scores on teamwork, empathy and achievement orientation were the highest three competencies. The lowest average scores were systems thinking, inspirational leadership and coach and monitor skills. Fourth year students' emotional self-control (p = 0.03), positive outlook (p = 0.02), and influence (p = 0.02) were significantly lower than first-year students. No other significant differences were found between year levels on the other subscales.

CONCLUSION

Overall, students demonstrated good social and emotional competencies, with strengths in teamwork, empathy and achievement orientation competencies, which are fundamental in health service practice. However, fourth-year students demonstrated lower scores in emotional self-control, positive outlook, and influence competencies compared to their first-year peers. This indicates that fourth-year students have developed better self-awareness, can be more reflective and have a better perception of reality. It is recommended that targeted learning opportunities to develop students' emotional and social competencies to nurture final-year students' abilities and confidence be incorporated into the curriculum. Academic and practice education staff working with final year occupational therapy students need to consider the associated stress during this time when providing learning opportunities.

Systematic review of noncognitive factors influence on health professions students' academic performance

Increased importance has been placed on noncognitive skills in professional development and by accrediting bodies of health professions programs in recent years. Therefore, the purpose of this study was to conduct a comprehensive systematic review of evidence examining effects of academic resilience, grit, perceived stress, locus of control, and Big Five Personality Traits on academic performance of health professions students. A literature search of peer-reviewed, English-language articles describing select noncognitive factors was performed using seven databases. Searches were performed from the earliest index date through May 2020. The following data from included studies were extracted and summarized: research design hierarchy, hierarchy of study outcomes (modified from Kirkpatrick), association between noncognitive factors and academic outcomes, and quality assessment criteria. 149 articles met inclusion criteria. Almost 80% of studies were Level III (observational). Medical students were the most frequently studied population (n = 73 articles). The most studied academic outcome was grade point average (n = 61). Perceived stress and Big Five Personality Traits accounted for greater than 50% of studies. Most studies were rated as fair to good quality. Associations between noncognitive factors and academic outcomes were largely inconsistent, although greater perceived stress was generally associated with poorer academic performance outcomes, while higher conscientiousness, academic resilience, and grit were generally associated with better outcomes. This systematic review represents a large body of evidence concerning select noncognitive factors and their association with academic performance of health professions students. Support services addressing noncognitive factors should be deliberated and tailored for specific health professions education programs and student populations.

Emotion information processing as a new component of emotional intelligence: Theoretical framework and empirical evidence

The relationship between emotional intelligence (EI) and emotion information processing (EIP) has received surprisingly little attention in the literature. The present research addresses these gaps in the literature by introducing a conceptualization of emotional intelligence as composed of two distinct components: (1) EIK or emotion Knowledge component, captured by current ability emotional intelligence tests, related to top-down, higher order reasoning about emotions, and which depends more strongly on acquired and culture-bound knowledge about emotions; (2) EIP or emotion information Processing component, measured with emotion information processing tasks, requires faster processing and is based on bottom-up attention-related responses to emotion information. In Study 1 ( N = 349) we tested the factorial structure of this new EIP component within the nomological network of intelligence and current ability emotional intelligence. In Study 2 ( N =111) we tested the incremental validity of EIP in predicting both overall performance and the charisma of a presenter while presenting in a stressful situation. Results support the importance of acknowledging the role of emotion information processing in the emotional intelligence literature and point to the utility of introducing a new EI measure that would capture stable individual differences in how individuals process emotion information.

The relationship between resilience, reflective thinking and professionalism in Australian undergraduate occupational therapy students

BACKGROUND

Professionalism is a key attribute that occupational therapy students must establish throughout their education. Resilience and reflective thinking are two skills that may underpin students' professionalism.

OBJECTIVE

To investigate whether resilience and reflective thinking are predictive of undergraduate occupational therapy students' professionalism.

METHODS

152 occupational therapy undergraduate students completed the Professionalism Assessment Tool (PAT); the Resilience at University Scale (RAU); and the Reflective Thinking Scale (RTS). Regression analyses with bootstrapping were completed.

RESULTS

Regression models revealed that multiple domains of resilience and reflective thinking were predictive of the following professionalism variables: Reliability, Responsibility and Accountability (R²=0.080, p = 0.002); Lifelong Learning and Adaptability (R²=0.084, p = 0.01); Relationships with Others (R²=0.046, p = 0.03); and Citizenship and Professional Engagement (R²=0.110, p = 0.004). Common independent variables among these models included RTS Reflection, RAU Managing Stress and RAU Finding Your Calling.

CONCLUSIONS AND SIGNIFICANCE

This preliminary evidence revealed that when working together, factors of resilience and reflective thinking were predictive of occupational therapy student professionalism. Incorporating a greater focus on these skills into the occupational therapy education curriculum may help enhance student professionalism. Further research on resilience and reflective thinking, and the potential links to professionalism, is recommended.

Increasing student success through in-class resilience education

Student performance can be affected by internal and external stressors, so we explored the effects of an experiential psychiatric/mental health nursing class designed to present methods of stress reduction. Mixed methods to assess the effects of experiential learning about self-care in a baccalaureate psychiatric nursing class were used with 113 nursing students. Students were exposed in class each week to one of 6 techniques: deep breathing, progressive muscle relaxation, mindfulness & exercise, aromatherapy, guided imagery, and yoga. Students used the method at home and journaled about the experience weekly. Journals and free-text responses from a post-intervention assessment were examined with qualitative content analysis. The Beck Anxiety Inventory, the Ten-Item Personality Inventory, and the Skovholt Practitioner Professional Resiliency and Self-Care inventory were used. Moderate to strong negative correlations between emotional stability (Ten-Item) and anxiety scores (Beck) was seen. Themes included physical/emotional effects of stress, lack of control during nursing school, and fears about communicating with psychiatric patients. Preferred coping methods were easy to perform, portable, and low cost; students used them to alleviate anxiety and promote relaxation before sleep. Family/friend support and self-care promoted professional vitality. Lack of time for self-care, sleep problems, and financial problems were negatives for students.

Professionalism as a Predictor of Fieldwork Performance in Undergraduate Occupational Therapy Students: An Exploratory Study

This study investigated the relationship between professionalism factors and undergraduate occupational therapy students' fieldwork performance as measured by the Student Practice Education Form-Revised Edition (SPEF-R). 135 undergraduate occupational therapy students (86% 20-24 years old; 87% female) completed the Penn State College of Medicine Professionalism Questionnaire (PSCOPQ). Student fieldwork performance was measured using the Student Practice Evaluation Form-Revised Edition (SPEF-R). Multi-linear regression with bootstrapping was completed on the midway and final SPEF-R scores. Regression analysis demonstrated a range of professionalism variables to be significant predictors of fieldwork performance at the midway assessment of their fieldwork placement: Equity was a significant predictor of Self-management Skills; Enrichment and Altruism were significant predictors of Coworker Communication; and Altruism was a strong predictor of Communication Skills. No PSCOPQ variable was found to be a significant predictor of final SPEF-R performance. The findings reflect the dynamic and complex nature of professionalism in occupational therapy fieldwork settings.

Improving Self-Perceived Emotional Intelligence in Occupational Therapy Students Through Practical Training

Background: In the field of healthcare, higher skills in emotional intelligence (EI) have been proven to have a positive impact on healthcare professionals in general and occupational therapists in particular and also on teamwork and patient care. The purpose of this research was to determine whether performing practical work included in the undergraduate Occupational Therapy program improves students' self-perceived EI, and whether there are any differences in the latter depending on the area in which this practical training is performed.

Methods: It was conducted a multicenter, quasi-experimental, pre-post study with Occupational Therapy undergraduate students in the 2016–2017 academic year. A total of 184 students met the inclusion criteria. Of these, 10 (5.40%) declined to participate; therefore, the participation rate was 94.60% and the initial sample comprised 174 students. Mean age was 21.34 years (SD = 2.54) and 84.50% (n = 147) were women. Students' self-perceived EI was measured with the Trait Meta-Mood Scale-24 (TMMS-24). This measure was completed in the two weeks prior to the start of the practical training period and one week after the end of it. McNemar-Bowker and McNemar tests were used to analyze the differences in self-perceived EI between these two points in time.

Results: After the practical training, an improvement in self-perceived EI was observed in women (Emotional Attention, Emotional Clarity, and Emotional Regulation dimensions). Regarding areas of practical training, results showed an improvement in EI in women who had received practical training in the areas of Physical Rehabilitation, Mental Health and Geriatrics and Gerontology.

Conclusions: The findings contribute to a better understanding of the relation between practical training and an improvement in self-perceived EI. This insight can help make changes in the teaching methodology to enhance the emotional skills needed for a better professional performance.

The association between undergraduate occupational therapy students' listening and interpersonal skills and performance on practice education placements

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.