Abstract
In addition to having academic knowledge and clinical skills, health professionals need to be caring, ethical practitioners able to understand the emotional concerns of their patients and to effect change. The purpose of this study was to determine whether emotional-social intelligence, caring, leadership and moral judgment of health science students change from the beginning to the end of their programs. Students from nursing, bachelor of health science and two physical therapy programs completed self-report questionnaires to evaluate emotional-social intelligence [BarOn Emotional Quotient Inventory: Short (EQ-i:S)], caring [Caring Ability Inventory (CAI)] and leadership [Self-Assessment Leadership Inventory] at the beginning and end of their programs. Students in three of the programs also completed a test of moral decision-making [Defining Issues Test (DIT-2)] at both time points. Two-way analyses of variance (program versus time) demonstrated significant time effects for the total score of EQ-i:S, the Knowing subscale of CAI and the N2 score of the DIT-2. There were no major differences between programs. It can be concluded that health science students show small improvements in emotional-social intelligence, caring and moral judgment from the beginning to the end of their educational programs.
Highlights
Background and PurposeEducators in health care professional programs aim to develop specific attitudes and behaviors in their students, and teach them knowledge and skills relevant to their professions
Among the attitudes and behaviors desired in students and graduates of these programs are emotional-social intelligence (ESI), caring, leadership, and ethical behavior and decision making (American Physical Therapy Association, 2006; College of Nurses of Ontario, 2008; Physiotherapy Education Accreditation Canada, 2012)
Journal of the Scholarship of Teaching and Learning, Vol 14, No 1, February 2014. We studied these concepts in nursing, physical therapy and health science students at entry to their respective programs (Wessel et al, 2008)
Summary
Background and PurposeEducators in health care professional programs aim to develop specific attitudes and behaviors in their students, and teach them knowledge and skills relevant to their professions. Among the attitudes and behaviors desired in students and graduates of these programs are emotional-social intelligence (ESI), caring, leadership, and ethical behavior and decision making (American Physical Therapy Association, 2006; College of Nurses of Ontario, 2008; Physiotherapy Education Accreditation Canada, 2012). These attributes have been positively associated with clinical performance (Beauvais, Brady, O'Shea, & Griffin, 2011; Rochester, Kilstoff, & Scott, 2005; Sisola, 2000) as well as patients’ outcomes (Palese et al, 2011). In a subsequent longitudinal study (Benson, Martin, Ploeg, & Wessel, 2012), nursing students had significant but small increases in only one subscale of ESI (adaptability). Larin et al (2011) found no overall time effects when testing the ESI of nursing and physical therapy students at the beginning of their programs and after their first clinical placements
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