Development Of Interpersonal Skills Research Articles

Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol.

The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O' Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.

Implementing flow chemistry in education: the NSERC CREATE program in continuous flow science

Flow science was implemented in the curriculum at UdeM though the NSERC CREATE grant in Continuous Flow Science. The training program involved both interpersonal and technical skills development. Examples include new practical laboratory experiments and traditional course material incorporated in the context of a course on Green Chemistry. A series of value-added training acitivities brought together students from various fields that intersect within flow chemistry, broadening horizons and providing a unique perspective on an emerging technology. As a whole, implementing flow chemistry in a chemistry curriculum benefits from a multipronged approach involving hands-on training, course work, and workshops.

Career growth and development: the buzzword is continuing education

This paper focuses on the importance of continuing education among employees in information technology companies in India. The study identifies the factors which influence employees for continuing education and its impact on their career growth and development. A systematic survey of the 315 employees working in the top ten IT companies was conducted to accumulate primary data. The analysis of the study stipulates that factors including - financial investment, time requirements for completing the course, employment opportunities and acquiring new skills play an important role among employees for continuing education. This study also reveals that continuing education has a positive impact on career growth and development. With the help of continuing education, employees get professional growth (better career opportunities, job security, salary increment, and promotion) and personal growth (personality development, development of interpersonal skills, development of technical skills and self-confidence).

A qualitative study of the perceived significant life impacts of a university summer outdoor education course

ABSTRACT In the current study, the researchers qualitatively explored the life significance of a university summer outdoor education (OE) course. The data included 15 in-depth interviews with alumni who had participated in one of the university’s summer OE courses over 20 years ago. The researchers interpretively analyzed the interview transcripts and discovered the following significant life impacts: development of interpersonal skills; self-discovery; environmental behaviour change; leisure style change; transfer to others; and increased outdoor knowledge/skills. This study holds practical promise for informing universities and colleges of the long-term implications of OE courses.

Exploring Finnish Guidance Counselors’ Conceptions of Career Management Skills

This article reports the findings from a phenomenographic investigation into guidance counselors’ conceptions of career management skills (CMS). The results show that CMS was conceived as (a) information-based knowledge, (b) personal skills development, (c) interpersonal skills development, and (d) autonomous application of skills. The differences appeared along six dimensions of variation that included awareness of CMS, emphasis, promotion of CMS, teaching practice, assessment, and attitude. The findings give us a more profound understanding of critical aspects that may have an important role in the development of individual’s CMS.

THE RELEVANCE OF EMOTION, COGNITION, AND CREATIVITY IN INNOVATIVE ART EDUCATION AND PEDAGOGY FOR THE YOUNGER GENERATION: A STUDY

Education is a term which is to draw out the innate abilities and talents of children leading them out of the darkness of ignorance to the light of knowledge about our surroundings, art, and culture. As J. J. ROUSSEAU said "Plants are developed by cultivation and men by education" not simply physically but also spiritually. Homo Sapiens or our species are the beings who think, also the beings who learn, and the beings who simultaneously experience a rich variety of affective emotional states, including a selected suite of emotional states specifically and directly related to learning. In this paper, the relevance of emotion, cognition, and creativity from both end teachers and students as well have been acknowledged in allowing for emotions to surface in the classroom to allow for a deeper transformative process to occur in their students. The concept of affect in learning or emotions in learning is the same innovative pedagogy that would be intervened with a meaningful strategy or tactics. Artistic disciplines including music, dance, theatre, visual arts, literary arts, and media arts have a positive effect on children's and adolescents' social-emotional learning in which emotion- a multidisciplinary inquiry in perspectives of art discourses. Just as the art practices must be cultivated into long-term art competencies through guidance and instruction, the social-emotional components of these activities must be cultivated into long-term social-emotional competencies or students' development of individual and interpersonal skills beyond the realm of academic achievement. In closing, the paper calls for the centrality of courage and freedom in allowing emotions to become a form of innovative art pedagogy in the transformative learning of the younger generation.

The Malleability of Workplace‐Relevant Noncognitive Constructs: Empirical Evidence From 39 Meta‐Analyses and Reviews

We reviewed the current state of the literature on the intervention‐based development of interpersonal skills (e.g., teamwork, leadership) and intrapersonal skills (e.g., personality, motivation, etc.) relevant to success in workplace contexts. We adopted a multidisciplinary approach to our review, evaluating research from 39 reviews and meta‐analyses from several fields such as educational psychology, industrial/organizational (I/O) psychology, medicine, and personality psychology, among others, to examine the extent to which noncognitive constructs change as a result of intervention. We discuss key findings and trends and conclude by identifying gaps in the literature and directions for future research. Overall, findings suggest optimism regarding the malleability of noncognitive constructs.

Averting the Crisis in Trainee Teacher Well-being – Learning Lessons across European Contexts: A Comparative Study

Teacher well-being is frequently high-lighted as a significant contributor to poor retention rates. Whilst there remains a focus on the well-being of serving teachers and pupils, there is a paucity of research directly focusing on the well-being of trainee teachers. This pilot study sought to compare the experiences of trainee teachers from three European countries, in an attempt to identify the resources and challenges faced by teachers during their training. Through the use of interviews and visual approaches, key factors, which appeared to influence trainee teachers’ well-being, were identified. Through shifting the focus of training onto the development of communities of practice, the development of interpersonal skills, and supporting the development of strong relationships, it is hoped that Initial Teacher Training (ITT) programmes in England can draw on some best practice from other European contexts to better support trainee teachers’ well-being.

SOLAR: The Science of Language and Reading

Reading ability is profoundly important, for individuals and for the societies of which they are a part. Research indicates that we should be successfully teaching 95% of children to read, yet, in reality, high rates of reading failure are common in western, industrialized nations. In large part, this reflects a failure to translate into practice knowledge derived from the scientific study of reading and reading instruction and, indeed, to the rejection in some circles of the notion that there is a science of reading, in the same way that there is a science of memory, learning, and cognition. In this article, I suggest the Science of Language and Reading (SOLAR) framework as a way of positioning oral language as a central driver of reading acquisition. The SOLAR framework is illustrated via the Language House schema, which considers the social-emotional contexts for language acquisition and reading instruction, alongside the ongoing development of prosocial interpersonal skills and mastery of sufficient language and reading skills by early adulthood to be able to function as part of the social and economic mainstream. I argue that speech-language therapy has much to offer to the promotion of evidence-based early reading and writing instruction and support, given the linguistic nature of reading and the high comorbidity between language and reading difficulties and social-emotional disturbances in childhood and adolescence.

Los aprendizajes no-académicos en la formación del profesorado de educación básica

Este artículo tiene el objetivo de visibilizar los aprendizajes no-académicos vinculados a la superación profesional de los docentes de educación básica a fin de determinar líneas de acción para su desarrollo en la formación docente. El trabajo se deriva de un proyecto amplio que analiza la formación para la investigación entre el profesorado de la región norte del estado de Chihuahua, México. A través de un ejercicio cualitativo, exploratorio y descriptivo, en forma de estudio de caso, se entrevistó a siete docentes en servicio que cursan estudios de posgrado. La discusión teórica se fundamentó en la formación docente, el aprendizaje permanente y las habilidades para la vida. Se concluye que existen avances significativos en el desarrollo de los aprendizajes no-académicos entre el profesorado, en especial, las habilidades interpersonales, cognitivas y emocionales; sin embargo, habilidades como la negociación y el trabajo en equipo requieren enriquecerse.

Seeing Double? A Practice-Based Investigation Into Twins Experiences of Sporting Talent Development

Although there is an established body of research on twins within the wider social science domain, scarce attention has been applied to this relationship within sport coaching practice. Specifically, this is apparent during talent development, despite a growing empirical interest toward the developmental impact of age-gapped siblings on sporting success. Accordingly, this study explored potential mechanisms through which the twin relationship may impact on talent development. Longitudinal observation of two twin sets (one monozygotic and one dizygotic) took place within a U.K. regional hockey performance center training environment. Observations were used to inform semistructured interviews with twins and their parents, which facilitated the interpretation of observations and exploration of the relationship, before a codebook thematic analysis was conducted. Findings revealed several themes (regularity of interaction, emotional interpersonal skills, rivalry, skill development, communication, and type of separation) consistent with previous studies, alongside two new themes; namely, conflict and identity. The study highlights the complex and individualized nature of the sibling subsystem, illuminating the possible impact of twin type on several themes, and highlights the potential for observations as a practice-based tool for coaches to consider when individualizing the talent development process.

Involving patients in the development of interpersonal skills of optometry students

BackgroundProviding patients an opportunity to give feedback to optometry students on their communication and interpersonal skills allows for a unique learning opportunity. The aim of the current project was to determine if the Doctors’ Interpersonal Skills Questionnaire (DISQ) was suitable for use with optometry students in a large teaching clinic and if it provided useful feedback to the students for learning purposes.MethodsThe DISQ is a 12‐item questionnaire that utilises a five‐point Likert scale; a higher score indicates better performance. The DISQ was modified for an optometry context and developed into an online questionnaire. Patients were invited to complete the survey following their consultation with a final year student. Patients provided feedback on the interpersonal skills of the student optometrist who conducted the consultation under supervision. Students were provided with both individual and collated feedback obtained for the entire student group; strategies for improving communication were discussed. This activity did not form part of the grades of the students.ResultsPatients were very satisfied with the interpersonal skills of final year optometry students. Highest scores were given for questions relating to the warmth of greeting, respect shown and time given. Lowest scores were for questions relating to explanations, reassurance and confidence. There was a significant improvement in the communication and interpersonal skills of students following the provision of patient feedback and strategies for improving these skills, and an additional period of clinical experience.ConclusionPatients can provide feedback on the interpersonal skills of optometry students using the DISQ. This feedback results in further skill development for students and makes patients feel valued within the teaching clinic environment. This activity assisted in ensuring that graduating optometrists have the interpersonal skills required to communicate clearly and effectively with patients, a requirement for practising with a patient‐centred focus.

The Impact of Vocational Teacher Training Program BIGV Towards the Development of Interpersonal Communication Skills Among Prospective Vocational Teachers

Malaysia is generally one of the earliest countries in designing a higher education system that highlights the elements and challenges of Industry 4.0 issues, as already outlined and addressed in the 2015-2025 Malaysian Education Plan (Higher Education). As such, the self-development of teachers' human resources especially in the aspects of teacher communication skills has been developed and fully implemented in this Vocational Teacher Training Program (BIGV) curriculum. This program is a compulsory subject that must be taken by Bachelor Degree Teacher program in all Malaysia’s Universities. The sample of the study consists of 200 respondents divided into two groups that refers to the design of the experimental quasi study which is an experimental group of 158 prospective vocational teachers undergoing a comprehensive Bilingual Vocational Teacher Training (BIGV) program from the second semester student at the Faculty of Technical and Vocational Education, UTHM and control group of 42 prospective vocational teachers from second semester student in the Faculty of Technical and Vocational, UPSI. This research aims to study the effectiveness of Vocational Teacher Training (BIGV) Program towards developing the interpersonal communication skills acquisition level among the prospective vocational teachers. The researchers analyzed pre-test and post-test findings from both groups using the T-Test analysis. The results of the analysis showed that there was no significant difference in the number of min scores in pre-test and post-test for the two groups. Therefore, a further comprehensive action is needed to ensure that the implementation of the Vocational Teacher Training Program (BIGV) is successful to meet its objective in producing a more credible and sustainable teacher in the future.

Emotionally intelligent strategies students use to manage challenging interactions with patients and families: A qualitative inquiry

Healthcare students experience elevated stress associated with the interpersonal work of clinical practice. Emotional labour involves clinicians' use of intra- and inter-personal skills to manage their emotional states and promote patient and family emotional wellbeing. Effective emotional labour requires emotionally-intelligent skills. Learning to use these skills is critical to students' effective interpersonal management of stressful practice situations however, understanding of emotionally-intelligent strategies used by students on clinical placement is limited. To address this gap in knowledge, a qualitative study was conducted to investigate challenging interpersonal situations with patients and family experienced by pre-registration nursing and pharmacy students during clinical placement, and to identify how they used emotionally intelligent behaviours to manage those situations. Twenty final-year students from an Australian university were interviewed. Interpersonal situations experienced as challenging, involved patients or family members who were angry and aggressive, distressed, or embarrassed. Students used a broad range of cognitive, emotional, relational, and behavioural (CERB) emotionally-intelligent strategies to manage their own and others’ emotions and behaviours during these encounters. The CERB framework, derived from analysis of student strategies, is a useful resource for healthcare curricula to support emotional intelligence education for interpersonal skill development and building of empathy and resilience for clinical practice.

Effective Components of Social Skills Training Programs for Children and Adolescents in Nonclinical Samples: A Multilevel Meta-analysis.

Social skills training (SST) programs for nonclinical children and adolescents are known to have positive effects on social skills, but it remains unclear how distinct training components are related to program effects. This multilevel meta-analysis examines how psychoeducation (i.e., exercises aimed at the transfer of knowledge), psychophysical components (i.e., physical exercises aimed at improving self-confidence and trust in others), skill-building components (i.e., exercises aimed at improving interpersonal skills), and cognitive-emotional components (i.e., exercises aimed at changing emotions and cognitions) are independently related to SST program effects. We extracted data from 97 articles describing 839 effect sizes. Training content data were extracted from 60 corresponding SST programs. Our results showed that SST programs had a positive effect on the development of interpersonal skills and emotional skills in nonclinical samples: d = .369, 95% CI [.292, .447], p < .001. This effect was positively influenced by the inclusion of psychoeducation and skill-building components. The inclusion of psychophysical components and the number of cognitive-emotional components did not influence program effects. For psychoeducation and skill-building components, we observed a curvilinear relationship between intensity and effect size: programs including three to six psychoeducational exercises yielded larger effect sizes compared to programs with more or fewer psychoeducational exercises, and programs with 11 to 20 skill-building exercises outperformed programs with more or fewer skill-building exercises. These findings are an indication that psychoeducational components and skill-building components are related to larger SST program effects, granted that the dosage is right.

Service-learning

PurposeThe purpose of this paper is to test whether engaging in course service-learning projects can impact interpersonal oral communication confidence and skill development beyond that of traditional course research projects.Design/methodology/approachThree sections of a university management course were randomly assigned to have a service-learning team project, while the other three retained the traditional research team project. All projects were student-generated. Survey data were collected at the beginning of the semester and at the end four months later.FindingsResults indicated that service-learning produces greater oral communication self-efficacy. For female students, service-learning projects also increased their interpersonal communication self-efficacy and interpersonal communication competence (but not for males).Research limitations/implicationsThe sample was limited to students in a management course, service-learning projects were only completed by groups and the study did not examine outcomes beyond four months. Future research could examine outcomes from projects by individuals, and examine what service-learning components create differing results between men and women.Practical implicationsOral communication confidence can be bolstered through service-learning. Benefits may depend upon participant characteristics (like gender). Inasmuch as different service-learning projects positively impacted oral communication, students can be given flexibility in the kinds of projects they undertake.Originality/valueThis study answered the widespread calls for empirical data to support the claims of service-learning as a beneficial pedagogical tool. The experimental and measurement design overcame the limitations of some previous research. In addition, the study examined the crucial skill area of interpersonal oral communication.

The application of a bullying prevention program in school - characteristics of effective programs

The problem of bullying represents a priority institutional, as well as wider social problem, and it needs to be addressed persistently and systematically, bearing in mind the long-term negative consequences that it leaves on all involved actors. In the school environment the most commonly applied level of prevention is universal, i.e. primary prevention. The study of the effectiveness of the application of various bullying prevention programs shows that it is possible to identify certain characteristics of effective programs. The given characteristics are systematized in terms of those related to the program itself, the specifics of the school staff and the teaching staff. In order for the school bullying prevention program to give valid results, it is necessary to focus on two general goals: creating a safe and supportive school environment - through changes at different levels of school functioning in order to create an supportive school climate, as well as the application of school rules against bullying; and the development of individual interpersonal competences among students - through the application of appropriate measures and activities at the individual or group level, aimed at the development of interpersonal skills. The process of designing school bullying prevention program should be based on the analysis and understanding of the specifics and needs of the existing school context.

Developing students’ soft skills in the context of teaching foreign languages at higher education institutions

The article deals with the methodological issue of building soft skills in the context of teaching modern foreign languages to students of higher institutions. The analysis of the available scientific and methodological research works devoted to the problem of developing students’ soft skills, especially in the process of teaching foreign languages, reveals that even though soft skills are crucial for securing employment of graduates they are still underdeveloped in the system of higher education, which results in a growing need for institutions of higher education to address the defined gap. The paper suggests some ways capable of bridging the gap and fostering the development of personal and interpersonal XXI century skills in the process of teaching foreign languages. It focuses on intra-curricular approaches to classroom management (e.g., pairing or grouping students) and methods and content of classroom activities (case study, debates, discussions, project-based learning, etc.), which have the potential to equip students with the core skills through real-life scenarios and different learning experiences. The author emphasizes that speaking and listening activities, being undoubtedly highly beneficial for soft skills development, are not the only ones that can be used to enhance learners’ soft skills. Students’ soft skills can be significantly improved while reading or writing, so the key point is to organically integrate diverse activities and teaching strategies. Therefore, before planning a class, teachers have to understand how soft skills are developed, choose what soft skills they want their students to learn, and select corresponding instructional methods and tools to model a situation in which soft skills could be naturally acquired. Particular emphasis is also placed on the question of how and what soft skills can be developed during self-assessment or peer-assessment practices. The article finishes with a few recommendations regarding possible aspects of further research.

Is First-Year Seminar Type Predictive of Institutional Retention Rates?

Is First-Year Seminar Type Predictive of Institutional Retention Rates? Dallin George Young (bio) First-year seminars (FYS) are courses "intended to enhance the academic and/or social integration of first-year students" (Barefoot, 1992, p. 49). Colleges and universities initiate FYS to help first-year students develop a connection with the institution, provide orientation to campus resources and services, foster the development of academic skills, support the learning and developmental objectives of undergraduate education, and retain students from the first to second year of college (Greenfield, Keup, & Gardner, 2013; Young & Skidmore, 2019). Further, they form a connective thread for first-year experiences such as providing an orientation to campus resources, creating a sense of belonging, developing study skills, and serving as a curricular anchor for other high-impact practices (Greenfield et al., 2013; Young & Skidmore, 2019). Frequently, FYS represent what has been termed an extended orientation course, usually named college survival or success (Greenfield et al., 2013; Hunter & Linder, 2005); however, multiple varieties of the form exist (Young & Skidmore, 2019). Barefoot (1992) outlined a scheme that persists as the most widely adopted typology of FYS: (a) extended orientation seminars, (b) academic courses with uniform content across all sections, (c) academic courses with content that varies across sections, (d) preprofessional or discipline-linked courses, and (e) seminars with a focus on basic study skills. Tobolowsky and associates (2008) described a sixth type, hybrid courses, combining elements of the other types. The literature base is replete with evidence that FYS contribute to improvements in academic performance; interaction with faculty; use of campus services; satisfaction with the institution; active involvement in cocurricular activities; positive perceptions of self-as-learner; enhanced lifelong-learning orientation; and development of academic, interpersonal, and communication skills (see Koch, Foote, Hinkle, Keup, & Pistilli, 2007; Padgett, Keup, & Pascarella, 2013; Pascarella & Terenzini, 2005). Additionally, large-scale reviews of the published research on the effects of participation in FYS have indicated that FYS had at least indirect effects from the first to second year in college (Mayhew, Rockenbach, Bowman, Seifert, & Wolniak, 2016; Pascarella & Terenzini, 2005; Permzadian & Credé, 2016). Notwithstanding these results, recent research has emerged that questions whether FYS have any effect at all on student success (Culver & Bowman, 2020). The flexibility of the FYS to meet the needs of a wide variety of institutional contexts is a feature seen as part of its widespread success (Greenfield et al., 2013); however, the research record is unclear about which seminar types have greater impact on student outcomes. Some researchers found that extended orientation types are connected to improved outcomes (see Friedman & Marsh, 2009; Ryan & Glenn, 2004), while others point to the benefits of [End Page 379] academic seminars (see Swing, 2002; Zerr & Bjerke, 2016). Other studies have found mixed results in outcomes based on FYS type. Permzadian and Credé (2016) found that extended orientation seminars were positive and significant predictors of first-to-secondyear retention, and academic seminars were positive predictors of first-year GPA. Weissman and Magill (2008) reported that the benefits of one seminar type over another were related to the type of student who participated. Confounding the interpretation of the opus of literature linking FYS type and student retention is the fact that the research on the topic comprises only single-institution studies and studies conducted at the student level. Only a limited number of studies have included the influence of institution-level characteristics on student retention or intent to persist. For example, Porter and Swing (2006) found that improved academic engagement in FYS at the institution level was associated with higher levels of students' intent to persist to the second year. CONCEPTUAL FRAMEWORK/JUSTIFICATION FOR THE STUDY In 2008, the Association of American Colleges and Universities (AAC&U) introduced a list of 10 high-impact practices (HIPs) that had been tested and found to have significant positive influence on student engagement and retention (Kuh, 2008), including FYS and experiences. Kuh and O'Donnell (2013) identified 8 elements of HIPs that explained the educational and pedagogical practices that led to the impact found in HIPs: (a) high performance expectations; (b) significant investment of time and effort by students; (c) interactions with faculty and peers about substantive matters; (d) experiences...

Lessons Learned from the Student’s Surgery Academic League: Is It Worth It?

Abstract: Introduction: One of the great challenges of a medical school curriculum is to offer training in basic surgical techniques, which allows graduates to develop competences to take care of simple cases presented in the primary care level of SUS. In order to approach the problem of the technical-surgical qualification of medical students and taking advantage of the interest raised by students’ leagues, a surgical care project directed at patients with inguinal hernia was proposed and carried out, based on the students’ academic leagues. The aim of this study is to disclose and discuss the results and the academic experience learned from a students’ league in surgical learning. Methods: This report encompasses the three-year experience of an academic league aiming to approach the problem of the technical-surgical qualification of medical students and which takes advantage of the academic leagues among undergraduate medical students. The participants comprised one general surgery professor, one anesthesiologist, and undergraduate medical students interested in the surgical clinic, from the School of Medicine, University of Pernambuco, Recife (PE), Brazil. Results: Twenty-four students were included. Ninety-six patients were submitted to surgery. Two seminars with nine lectures and one workshop on surgical skills were held. One paper entitled “League of Inguinal Hernia Surgery” was presented. We did not observe hernia recurrences; the surgical complications were minimum and small in number. The students showed fast development of surgical, interpersonal, and communication skills. However, this education model included a small number of students and offered heavy competition to the general surgery residents in their first year at the University Hospital. Conclusion: The academic league in surgery allows a rich pedagogical experience, offering the opportunity for human and technical qualification. However, the proposed model has limitations. In our opinion, it does not represent a solution for the flaws and omissions observed in the school’s curricular grid.