Do emotional-social intelligence, caring, moral judgment and leadership of physical therapy students predict their clinical performance?
Abstract
Introduction: Although non-cognitive characteristics are increasingly valued in physical therapists, their contribution to the development of physical therapy students has not been well established. The purpose of this study was to ascertain whether measures of emotional-social intelligence (ESI), caring, moral judgment and leadership predict clinical performance of physical therapy students.
Participants: Sixty physical therapy students, mean age 21.4 years, from two Masters entry-level programs, volunteered to participate in the study.
Methods: At the beginning of their professional studies (entry), before and after 2 clinical affiliations, and at the end of their academic programs, the students completed four self-report questionnaires (independent variables): the Caring Ability Inventory (CAI), the Defining Issues Test (DIT-2) for moral judgment, the Self-Assessment Leadership Instrument (SALI), and the BarOn Emotional Quotient Inventory Short (EQ-i:S) for ESI. For each instrument, higher scores represent higher levels of the construct being measured. The students were evaluated at each clinical affiliation by means of the Clinical Performance Instrument (CPI) (dependent variable).
Results: ESI at entry was the only independent variable significantly correlated (r=0.25-0.43) with the average CPI scores (total and selected performance criteria) from the first two clinical affiliations. The CPI from the final affiliation could not be used in the analyses because most scores were close to the maximum score of 100 (mean=98.8).
Discussion and Conclusion: ESI was significantly correlated to clinical competence, but the non-cognitive measures of ESI, caring, moral judgment and leadership could not adequately predict the clinical performance of physical therapy students.
Keywords
Full Text:
PDFReferences
Danielsen RD, Cawley JF. Compassion and integrity in health professions education. Internet J Allied Health Sci Pract. 2007;5(2).
Ries E. Power of professionalism. PT in Motion. 2013(Sept):16-24.
American Physical Therapy Association. A normative model of physical therapist professional education: Version 2004. Alexandria, VA: American Physical Therapy Association; 2004.
American Physical Therapy Association. Professionalism in physical therapy: Core values. Alexandria, VA: American Physical Therapy Association; 2004.
Gersh MR. Servant-leadership: A philosophical foundation for professionalism in physical therapy. J Phys Ther Educ. 2006;20(2):12-16.
Schafer DS, Lopopolo RB, Luedtke-Hoffmann KA. Administration and management skills needed by physical therapist graduates in 2010: A national survey. Phys Ther. 2007;87(3):261-281.
American Physical Therapy Association. Leadership development. www.apt.org/LeadershipDevelopment. Updated June 4, 2013. Accessed 08/18, 2014.
Tan K-P, Meredith P, McKenna K. Predictors of occupational therapy students' clinical performance: An exploratory study. Aust Occup Ther J. 2004;51:25-33.
Watson CJ, Barnes CA, Williamson JW. Determinants of clinical performance in a physical therapy program. J Allied Health. 2000;29:150-156.
Balogun JA. Predictors of academic and clinical performance in a baccalaureate physical therapy program. Phys Ther. 1988;68(2):238-242.
Howard L, Jerosch-Herold C. Can entry qualifications be used to predict fieldwork and academic outcomes in occupational therapy and physiotherapy students? Br J Occup Ther. 2000;63(7):329-334.
Opacic DA. The relationship between self-efficacy and student physician assistant clinical performance. J Allied Health. 2003;32(3):158-166.
Thieman TJ, Weddle ML, Moore MA. Predicting academic, clinical, and licensure examination performance in a professional (entry-level) master's degree program in physical therapy. J Phys Ther Educ. 2003;17(2):32-37.
Lewis E. Emotional intelligence as a predictor for clinical performance in professional physical therapy students. Internet J Allied Health Sci Pract. 2010;8(4).
Lewis E. Longitudinal assessment of emotional intelligence in doctor of physical therapy students. Internet J Allied Health Sci Pract. 2011;9(2).
Bar-On R. BarOn emotional quotient inventory: Short (BarOn EQ-i:S): Technical manual. Toronto: Multi-Health Systems Inc; 2002.
Boyce DA. The correlation of emotional intelligence, academic success, and cognitive ability in master's level physical therapy students. Doctoral Dissertation, Louisville, KT: Spalding University; 2001.
Romanello M, Knight-Abowitz K. The "ethic of care" in physical therapy practice and education: Challenges and opportunities. J Phys Ther Educ. 2000;14(3):20-25.
Resnik L, Jensen GM. Using clinical outcomes to explore the theory of expert practice in physical therapy. Phys Ther. 2003;83(12):1090-1106.
Ries E. The art and architecture of caring. PT Mag. 2003;11(4):36-43.
Greenfield BH, Anderson A, Cox B, Tanner MC. Meaning of caring to 7 novice physical therapists during their first year of clinical practice. Phys Ther. 2008;88(10):1154-1166.
Bebeau MJ. The defining issues test and the four component model: Contributions to professional education. J Moral Educ. 2002;31(3):271-295.
Rest J, Thoma SJ, Narvaez D, Bebeau MJ. Alchemy and beyond: Indexing the defining issues test. J Educ Psychol. 1997;89(3):498-507.
Rest JR, Narvaez D, eds. Moral development in the professions: Psychology and applied ethics. Hillsdale, NJ: Lawrence Erlbaum Associates; 1994.
Thoma SJ. Research on the defining issues test. In: Killen M, Smetana JG, eds. Handbook of moral development. Mahwah, NJ: Lawrence Ernbaum Associates; 2006:67-91.
Swisher LL. Moral reasoning among physical therapists: Results of the defining issues test. Physiother Res Int. 2010;15(2):69-79.
Dieruf K. Ethical decision-making by students in physical and occupational therapy. J Allied Health. 2004;33(1):24-30.
Larin HM, Geddes EL, Eva KW. Measuring moral judgement in physical therapy students from different cultures: A dilemma. Learn Health Soc Care. 2009;8(2):103-113.
Geddes EL, Salvatori P, Eva KW. Does moral judgement improve in occupational therapy and physiotherapy students over the course of their pre-licensure training? Learn Health Soc Care. 2009;8(2):92-102.
Sisola SW. Moral reasoning as a predictor of clinical practice: The development of physical therapy students across the professional curriculum. J Phys Ther Educ. 2000;14(3):26-34.
Lopopolo RB, Schafer DS, Nosse LJ. Leadership, administration, management, and professionalism (LAMP) in physical therapy: A Delphi study. Phys Ther. 2004;84(2):137-150.
Wessel J, Larin H, Bentley G, et al. Emotional-social intelligence in health science students and its relation to leadership, caring and moral judgment. Internet J Allied Health Sci Pract. 2008;6(1).
Goleman D, Boyatzis R, McKee A. Primal leadership: Unleashing the power of emotional intelligence. Boston, MA: Harvard Business School Publishing; 2013.
Larin H, Wessel J, Williams R. Emotional-social intelligence of physical therapy students during the initial academic component of their first professional year. Internet J Allied Health Sci Pract. 2009;7(2).
Larin H, Benson G, Wessel J, Martin L, Ploeg J. Changes in emotional-social intelligence, caring, leadership and moral judgment during health science education programs. J Scholarsh Teach Learn. 2014;14(1):26-41.
Nkongho NO. The caring ability inventory. In: Strickland OL, Dilorio C, eds. Measurement of nursing outcomes, volume 3: Self care and coping. Vol 2. New York: Springer Publishing; 2003:184-198.
Smola BK. Refinement and validation of a tool measuring leadership characteristics of baccalaureate nursing students. In: Waltz CF, Strickland OL, eds. Measurement of nursing outcome, volume two: Measuring nursing performance: Practice, education and research. New York: Springer Publishing; 1988:314-336.
Bebeau MJ, Thoma SJ. Guide for DIT-2. Minneapolis, MN: University of Minnesota; 2003.
Bar-On R. The BarOn emotional quotient inventory (EQi): Rationale, description, and summary of psychometric properties. In: Geher G, ed. Measuring emotional intelligence: Common ground and controversy. Hauppauge, NY: Nova Science Publishers; 2004:111-142.
Bar-On R. The Bar-On model of emotional-social intelligence (ESI). Psicothema. 2006;18(suppl):13-25.
American Physical Therapy Association. Physical therapist clinical performance instrument. Alexandria, VA, USA: American Physical Therapy Association; 1997.
Task Force for the Development of Student Clinical Performance Instruments. The development and testing of APTA clinical performance instruments. Phys Ther. 2002;82(4):329-353.
Proctor PL, Dal Bello-Haas V, McQuarrie A, Sheppard MS, Scudds RJ. Scoring of the physical therapists clinical performance instrument (PT-CPI): Analysis of 7 years of use. Physiother Can. 2010;62(2):147-154.
Adams CL, Glavin K, Hutchins K, Lee T, Zimmermann C. An evaluation of the internal reliability, construct validity, and predictive validity of the physical therapist clinical performance instrument (PT CPI). J Phys Ther Educ. 2008;22(2):42-50.
Roach KE, Frost JS, Francis NJ, Giles S, Nordrum JT, Delitto A. Validation of the revised physical therapist clinical performance instrument (PT CPI): Version 2006. Phys Ther. 2012;92(3):416-428.
American Physical Therapy Association. Physical therapist clinical performance instrument: Version 2006. Alexandria, VA, USA: American Physical Therapy Association; 2008.
Larin HM, Benson G, Martin L, Wessel J, Williams R, Ploeg J. Examining change in emotional-social intelligence, caring and leadership in health professional students. J Allied Health. 2011;40:96-102.
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493