Interpersonal Communication Competence Scale Research Articles

The Relationships among communication competence, professional autonomy and clinical reasoning competence in oncology nurses.

To investigate the relationships among communication competence, professional autonomy and clinical reasoning and to identify the factors that influence clinical reasoning competence in oncology nurses. Cross-sectional descriptive design. Participants included 147 oncology nurses with more than a year of clinical experience in cancer wards. The Global Interpersonal Communication Competence Scale, Schutzenhofer Professional Autonomy Scale and Nurses Clinical Reasoning Scale (NCRS) were used to collect data. Data were analysed using descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation analysis and hierarchical multiple regression analysis. Communication competence (r = 0.59) and professional autonomy (r = 0.46) showed significant positive relationships with clinical reasoning competence. Clinical experience, communication competence, age and professional autonomy were statistically significant predictors and explained 48.6% of clinical reasoning competence. The clinical reasoning competence of oncology nurses increases proportionally with their communication competence and professional autonomy. Therefore, oncology nurses must reinforce their communication competence and professional autonomy to enhance their clinical reasoning competence. The reinforcement of communication competence and professional autonomy is necessary for oncology nurses to enhance their clinical reasoning competence. In order to improve nurses' communication competence, practical-focused communication education programmes must be designed and deployed systematically and periodically. In addition, to increase nurses' professional autonomy, it is necessary to expand their clinical experiences through the regular rotation of working units and to make institutional efforts to retain experienced nurses. We have adhered to STROBE checklist. Participants in the study were recruited online. They were informed of the study's purpose, method and usability and the survey could only be conducted if they consented to participate voluntarily.

Physical Education by Improving Students’ Interpersonal Communication Skills

Background. Interpersonal communication skills have a significant influence that must be emphasized on the implementation of learning at school. Consequently, ongoing evaluation of students is essential to achieve optimal interpersonal communication skills. Objectives. This study aimed to examine the impact of implementing physical education on interpersonal communication skills in Senior High School (SMA) and Vocational School (SMK) students. Both types of schools have distinctive characteristics. Senior High School focuses more on continuing education, while Vocational School places greater emphasis on education that prioritizes the readiness of its graduates to work. Materials and methods. Quantitative descriptive approach is employed in this study, with high school and vocational school students as the research sample. The Interpersonal Communication Competence Scale (ICCS) is the research tool used in this study. Results. Based on the research findings, it is clear that there are differences in the results of interpersonal communication skills between high school and vocational school students compared to the outcomes of implementing physical education at school. This is evidenced by the results of the independent sample t-test (two-sided p-value) < 0.001. Furthermore, it can also be observed that based on gender (male and female), it is obtained 0.002. Both results have a significance level of <0.05. Conclusions. The findings indicate that vocational school students’ interpersonal communication skills have been found to be improved than high school students.

Comparing Correlates of Quality of Life in Borderline and Average Intellectual Functioning

Background: Borderline intellectual functioning (BIF) is associated with deficits in cognitive functions and effective communication or interpersonal skills, impacting socio-occupational functioning in adulthood. Aims: The current study compared individuals with BIF and average intellectual functioning (AIF) on executive functioning, emotion dysregulation, and interpersonal communication competence in relation to the quality of life. Settings and Design: The data were collected via a face-to-face interview conducted in the tertiary care hospital in an urban locality. A cross-sectional and comparative matched-group research design using purposive sampling was used. Materials and Methods: An estimated sample size of 80 was split into BIF and AIF groups. The participants were recruited as per the defined criteria. The measures used were Raven’s Standard Progressive Matrices, General Health Questionnaire, Mini-International Neuropsychiatric Interview, Stroop Test (ST), Difficulties in Emotion Regulation Scale (DERS), Interpersonal Communication Competence Scale (ICCS), and World Health Organization Quality of Life- Brief (Qol). Statistical Analysis: The differences, between BIF and AIF groups as well as males and females within each group, on measures, namely, ST, DERS, ICCS, and QoL were compared using the independent t-test. Further, the relationship among the measures was examined using Pearson correlation and regression analysis. Results: Independent t-test analysis revealed significant differences between groups on execution functioning (t = 11.83, P = 0.000), all domains of emotional dysregulation (P < 0.000), and many domains of interpersonal communication, and quality of life (P < 0.000). Significant correlations were found between domains of DERS and ICCS, DERS and QOL; ICCS and QOL. Conclusions: Emotional dysregulation predicted physical and psychological health and the environment, while interpersonal communication predicted social relations.

The Impact of Acculturation and Interpersonal Communication on the Adaptation of East African University Students in Malaysia

The objective of the study was to explore how acculturation and interpersonal communication impacts the adaptation of East African students in Malaysia. Research samples were selected strictly based on the original formation of East Africa (Kenya, Uganda and Tanzania), university students in Malaysia. Just like other international students these students face challenges to adapt in a new culture while striving to achieve their academic goals. To test the study’s hypotheses, a statistical package for service solution (SPSS) 20.0 was used to analyse data collected from 240 respondents. This study's theoretical framework was derived from Gu's (2008) Acculturation Scale for Asian International Students (ASAIS) and Rubin and Martin’s (1994) Interpersonal Communication Competence Scale (ICCS). These two studies were used independently to examine and identify any effects that acculturation may have on interpersonal communication. According to Pearson's correlation test, acculturation and interpersonal communication are all significantly negatively correlated. However, the results of the study indicated a significant difference in the length of stay and interpersonal communication for the adaptation of East African university students in Malaysia for the Independent t-test. In other words, the longer an international student stays in a country to pursue his or her goal, the better their interpersonal communication skills get. The results of this study show that both acculturation and interpersonal communication impacts the adaptation of these international students at different levels. This study looks forward to stimulating future studies of other international students’ acculturation processes from communication perception. Communication researchers can play a vital role in promoting understanding between and among ethnic communities and the host societies. Keywords: East African, acculturation, adaptation, interpersonal communication, Malaysia.

University Professors’ Communicative Competence and Its Relationship With Interpersonal Communication and Voice Symptoms

To analyze the association between communicative competence self-assessment and interpersonal communication self-perception and voice symptoms in university professors. Cross-sectional, analytical, observational study in 322 professors, who answered sociodemographic and occupational questions and three self-perception protocols: Self-Assessment of Communication Competence (SACCom), Interpersonal Communication Competence Scale (ICCS), and Voice Symptom Scale (VoiSS). The dependent variable was SACCom's yes/no answers. Univariate and multivariate descriptive and inferential data analyses were performed through logistic regression. Most professors were females (55.3%), worked 40hours (96.6%), and self-reported voice symptoms (72.7%). The largest portion had been in the career for 11-22years (38.2%). The final multivariate model demonstrated that better self-assessed communicative competence among professors (SACCom) is related to an absence of voice complaints (odds ratio (OR)=2.17; 95% confidence interval (CI) 1.29-3.65) and better self-perceived interpersonal communication (ICCS) (OR=1.05; 95% CI 1.02-1.08). The older the professor (OR=1.03; 95% CI 1.01-1.06), the better their communicative competence (SACCom). Study professors' self-assessed communicative competence is predominantly high. Those with a better communicative competence self-assessment are older and vocally healthy and self-perceive greater interpersonal communication skills.

Common Mental Disorders and Self-Perceived Interpersonal Communication and Vocal Symptoms in University Professors

To determine the prevalence of common mental disorders in university professors and to analyze the same with sociodemographic and occupational data, self-perceived interpersonal communication, and vocal symptoms. A Cross-sectional analytical observational quantitative study with 322 university professors. Four assessment instruments: the Sociodemographic and Work Information Questionnaire, the Self-Report Questionnaire, the Brazilian Dysphonia Screening Tool, the Interpersonal Communication Competence Scale, and the Voice Symptom Scale. The study performed descriptive and association analyses. The measure of association was the prevalence ratio, estimated with Poisson regression with robust invariance, considering common mental disorders as a dependent variable. The prevalence of common mental disorders in university professors was 27.6%. There was a significant association between such disorders and self-perceived vocal complaints, the suspicion of dysphonia, and self-perceived difficulties in regards to being heard with a mask (sometimes/always). The higher the score in the self-disclosure domain of the Interpersonal Communication Competence Scale the higher the prevalence of common mental disorders in university professors. The prevalence of common mental disorders in university professors is high and influences their self-perception of vocal symptoms and interpersonal relationships. Hence, it reinforces the need for measures to maintain university professors' vocal and mental health.

MODEL PROBLEM BASED LEARNING KOMPETENSI KOMUNIKASI INTERPERSONAL PADA MAHASISWA KEBIDANAN

One method that is widely used to increase student activity in the learning process is the problem based learning method. Problem based learning builds skills, teamwork and communication. PBL is easier to implement and requires less preparation time when compared to classical learning methodsObjective: to apply problem-based learning model to interpersonal communication competenceMethod: observational method with problem based learning. The sample in this study were 15 students of the third semester of midwifery study program. Stages of analyzing, solving problems of cases, planning information communication and education, planning the media used in IEC, simulation of interpersonal communication and evaluation. The measuring instrument used is the Interpersonal Communication Competence Scale (ICCS).Result: the use of problem based learning interpersonal communication model for midwifery students found that most of the communication skills were 86.67% in good category and 13.33% in sufficient category.Conclusion: the problem based learning method with interpersonal communication competence is very effective in improving student learning outcomes, namely being more confident in conveying the message given to the audience.

The mediating effect of self-efficacy on the relationship between social anxiety and communication ability in nursing students

Purpose: This study aims to identify the relationship between nursing students’ social anxiety and communication ability, and in particular, to determine the mediating effect of self-efficacy. Methods: A total of 187 nursing students enrolled at four universities in Korea completed surveys between August and September 2020. The measurements included the Global Interpersonal Communication Competence Scale, self-efficacy scales, and interaction anxiousness scales. Data were analyzed using descriptive statistics, an independent t-test, one-way ANOVA, Pearson’s correlation, multiple regression following the Baron and Kenny method, and bootstrapping for mediation. Results: Communication ability was significantly negatively correlated with social anxiety (r=-.61, p<.001) and significantly positively correlated with self-efficacy (r=.77, p<.001). Furthermore, self-efficacy had a partial mediating effect on the relationship between social anxiety and communication ability. Conclusion: The findings of this study suggest that communication ability can be improved if individual characteristics such as social anxiety and self-efficacy are considered. Therefore, when developing communication ability improvement programs for nursing students in the future, it is considered important to actively consider these personal characteristics.

Brazilian version of the Personal Report of Communication Apprehension: Cross-cultural adaptation and psychometric evaluation among healthcare students.

IntroductionCommunication apprehension (CA) refers to an individual’s level of fear or anxiety toward either real or anticipated communication with another person or persons. The Personal Report of Communication Apprehension (PRCA-24) is the most widely used measure of CA, even among healthcare students.ObjectiveThis study aimed to undertake a cross-cultural adaptation of this scale, translate it into Brazilian Portuguese, and examine its psychometric properties among healthcare students.MethodsThe translation and cross-cultural adaptation procedures were undertaken with the objective of establishing compatibility between the original and translated scales. The content validity of the scale was established based on the feedback of a multidisciplinary expert committee. Its psychometric properties were evaluated using a convenience sample of 616 healthcare students. Its construct validity was examined using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Its internal consistency was examined by computing Cronbach’s alpha and McDonald’s omega coefficients. Its criterion validity was examined against the Interpersonal Communication Competence Scale (ICCS).ResultsThe adapted scale demonstrated acceptable content validity. EFA showed that it was undergirded by one dimension, and this observation was confirmed by the results of CFA. The scale demonstrated excellent internal consistency. Its convergent validity was examined by conducting correlation analysis, and scores on the adapted PRCA-24 were negatively correlated with scores on the ICCS.ConclusionThe Brazilian version of the PRCA-24 has satisfactory psychometric properties and is, therefore, suitable for use with Brazilian healthcare students. It can be used to assess their communication needs for the purpose of designing tailored training programs.

Listening and interpersonal communication skills as predictors of resilience in occupational therapy students: A cross-sectional study

Introduction This study investigated whether listening and communication skills are predictive of occupational therapy students’ resilience. Method 135 third- and fourth-year undergraduate occupational therapy students (74% response rate) completed the Active-Empathetic Listening Scale, Listening Styles Profile – Revised, Interpersonal Communication Competence Scale, Resilience at University and Resilience Scale for Adults instruments. Linear regressions were completed with the Resilience at University and Resilience Scale for Adults subscales as the dependent variables and the Active-Empathetic Listening Scale, Listening Styles Profile – Revised and Interpersonal Communication Competence Scale subscales as the independent variables. Results Regression analysis identified significant predictors of students’ resilience. The Active-Empathetic Listening Scale: Sensing Listening accounted for 5% ( p = .009) and 4.3% ( p = .011) of the unique variance of Resilience at University: Find Your Calling and Living Authentically. Listening Styles Profile – Revised: Analytical Listening accounted for 4.4% ( p = .022) and 2.7% ( p = .038) of the unique variance of Resilience at University: Managing Stress and Maintaining Perspective. Interpersonal Communication Competence Scale: Self-Disclosure accounted for 6.7% ( p = .003), 3.6% ( p = .035) and 3.4% ( p = .047) of the unique variance of Resilience Scale for Adults: Social Resources, Resilience at University: Maintaining Perspective and Resilience Scale for Adults: Planned Future. Interpersonal Communication Competence Scale: Social Relaxation accounted for 8.5% ( p = .001) of the unique variance of Resilience Scale for Adults: Social Competence. Conclusion Components of listening and interpersonal communication were found to be significant predictors of resilience in occupational therapy students. Further investigation in this area of research is recommended.

Are Listening and Interpersonal Communication Skills Predictive of Professionalism in Undergraduate Occupational Therapy Students?

PurposeTo investigate if self-report measures of listening and interpersonal communication skills in undergraduate occupational therapy students predict aspects of professionalism. MethodsCross-sectional study of 135 third- and fourth-year students enrolled in the four-year Bachelor of Occupational Therapy (Honours) course at Monash University in Australia. Students completed the Active-Empathetic Listening Scale (AELS), the Listening Styles Profile-Revised (LSP-R) and the Interpersonal Communication Competence Scale (ICCS). The Penn State College of Medicine Professionalism Questionnaire (PSCOPQ) measured aspects of students' professionalism. The AELS, LSP-R, ICCS and PSCOPQ instruments have established validity and reported reliability. Regression analysis with bootstrapping examined the relationships between students' listening and interpersonal skills and professional attributes. ResultsSignificant associations were observed across several PSCOPQ professionalism domains: Sensing (AELS) (p = .029) and Self-Disclosure (ICCS) (p = .026) predicted Accountability (PSCOPQ); Task-Oriented (LSP) (p = .019) predicted Equity (PSCOPQ); and Expressiveness (ICCS) (p = .023) predicted Duty (PSCOPQ). Assertiveness (ICCS) (p = .048) and Self-Disclosure (ICCS) (p = .049) were weak predictors of Duty and Altruism (PSCOPQ), respectively. ConclusionThe findings demonstrate the significance of listening and interpersonal communication in developing aspects of professionalism in students and emphasise the important of providing opportunities within occupational therapy education curricula that facilitate and enhance students' learning and application of active listening and communication skills. This will better prepare students to successfully complete course programs, assist in the development of their professional self-identity and equip them with the necessary professional attributes as they transition into the workforce.

Enterprising tendency and interpersonal communication of nursing students.

To identify general enterprising tendency and competence in interpersonal communication of nursing students and correlate them with personal and academic variables. A cross-sectional study at a university in São Paulo, SP, Brazil. Three instruments were used for data collection: 1 - A questionnaire with personal and academic variables; 2 - The General measure of Enterprising Tendency test (GET); and 3 - The Interpersonal Communication Competence Scale (Escala de Competência em Comunicação Interpessoal - ECCI). The sample consisted of 150 participants. The highest averages were on the GET 'Need for Achievement' dimension (M = 7.88; SD = 2.12 and median = 8.00) and the ECCI 'Availability' dimension (M = 12.50; SD = 1.99 and median = 13.00). Students in the less advanced periods of the course obtained higher averages on the GET 'Drive and Determination' dimension (p = 0.032), while those who performed paid work a higher average on the ECCI 'Interaction Management' dimension (p = 0.030). Higher Education Institutions should look for strategies to teach the content of these competencies in a more dynamic and engaging way throughout education which encompass the student's capacity and the needs of the labor market.

PLEASURE, SUFFERING AND INTERPERSONAL COMMUNICATION IN THE WORK OF NURSES IN THE HOSPITAL SETTING

ABSTRACT Objective: to correlate pleasure and suffering at work with nurses' interpersonal communication in the hospital environment. Method: a cross-sectional, exploratory, descriptive and correlational study, with a quantitative approach, conducted from October to November 2017, with 152 nurses working at a University Hospital in Northeast Brazil. The data were collected through interviews, using an instrument with sociodemographic and work-related variables, the Pleasure and Suffering Indicators at Work Scale and the Interpersonal Communication Competence Scale, being analyzed by descriptive and inferential statistics. Results: it was observed that the experience of pleasure was satisfactory, while the factors of suffering obtained a critical assessment. The nurses surveyed had high means in all the domains of competence in interpersonal communication. The analysis of the correlation between interpersonal communication and the indicators of pleasure and suffering showed significant values, with the level of communication proportional to the experience of pleasure. On the other hand, communication decreased, as suffering at work increased. Conclusion: the positive and negative experiences at work significantly influence the interpersonal communication of nurses and of the health professionals/multidisciplinary team.

Investigating the effects of interprofessional communication education for medical students.

PurposeInterprofessional communication skills are an essential competency for medical students training to be physicians. Nevertheless, interprofessional education (IPE) is relatively rare in Korean medical schools compared with those overseas. We attempted to evaluate the effectiveness of the first IPE program in our school.MethodsIn the first semester of the school year 2018, third-grade medical students (N=149) at the Seoul National University College of Medicine participated in ‘communication between healthcare professionals in the clinical field’ training, which consisted of small group discussions and role-play. To evaluate the effectiveness of this training, we conducted pre- and post-training questionnaire surveys. Comparing paired t-tests, we evaluated the students’ competency in interpersonal communication and their attitude towards the importance of IPE before and after the training. The Global Interpersonal Communication Competence Scale (GICC-15) was used to evaluate competency in interpersonal communication.ResultsOut of 149 students, 144 completed the pre- and post-training questionnaires. The total GICC-15 scores before and after training were 55.60±6.94 (mean±standard deviation) and 58.89±7.34, respectively (p=0.000). All subcategory scores of GICC-15 after training were higher after training and were statistically significant (p<0.05), except for two subcategories. The importance of IPE score also improved after training but was not significant (p=0.159). The appropriateness of content and training method scores were 3.99±0.92 and 3.94±1.00, respectively.ConclusionFrom the results, our school’s IPE program demonstrated a positive overall educational effect. Deployment of systematic and varied IPE courses is expected in the future, with more longitudinal evaluation of educational effect.

Interpersonal Communication Competence and Conflict Handling Styles of Nurses in Intensive Care Units

Nurses in intensive care units (ICUs) must be capable of employing appropriate conflict handling styles in order to communicate with medical teams, patients, and patient family members effectively. There is a current lack of research on the interpersonal communication competence and conflict handling styles of ICU nursing staffs in Taiwan. This study aimed to: (1) explore the interpersonal communication competence and conflict handling styles of ICU nurses and related factors and (2) examine the relationship between the interpersonal communication competence and conflict handling styles of ICU nurses. A cross-sectional correlational research approach was adopted and convenience sampling was used to recruit 351 ICU nurses from three hospitals in southern Taiwan. Data were collected using a demographic questionnaire, interpersonal communication competence scale, and conflict handling styles scale. (1) ICU nurses demonstrated a moderate or higher level of overall interpersonal communication competence, with "integrating" identified as the most commonly used conflict handling style. (2) Higher educational attainment and job position were both associated with better interpersonal communication competence. (3) The adoption of "compromising" and "avoiding" styles was significantly affected by age; the adoption of "obliging", "compromising", "avoiding", and "integrating" styles was significantly affected by education level; the adoption of "obliging", "compromising", and "integrating" styles was significantly affected by job position; and the adoption of "dominating", "compromising", and "integrating" styles was significantly affected by seniority. (4) Interpersonal communication competence correlated significantly and positively with the adoption of "dominating", "obliging", "compromising", and "integrating" styles. Future study of the views of ICU nurses toward their own styles in handling interpersonal conflicts is needed. Furthermore, holding training courses annually to orient ICU nurses with the advantages and disadvantages of interpersonal conflict handling styles is recommended.

Interpersonal communication competence among nursing students.

Objective:To identify the level of interpersonal communication competence among nursing students and to correlate its domains with sociodemographic and academic variables.Method:This is a correlational study, developed through a multicenter research project in six federal universities in Brazil. Data from 1,079 nursing students were collected through a questionnaire with sociodemographic and academic variables and the Interpersonal Communication Competence Scale. Data were analyzed using descriptive and inferential statistics.Results:The mean of the sum of the Interpersonal Communication Competence Scale was 63.74 (± 7.6). The domains “availability” and “environment control” had, respectively, the highest and lowest averages. There was a statistically significant difference between the sum of the Interpersonal Communication Competence Scale and the variables age, marital status, participation in a research/extension group, and paid professional activity.Conclusion:This study contributed to identify the level of interpersonal communication competence of nursing students in the Brazilian reality, providing useful information for education in the area.

Development and Validation of the Communication Behavior Scale for Nurses Caring for People with Dementia

The purpose of this study was to develop and validate the Communication Behavior Scale for nurses caring for people with Dementia (CBS-D). Based on communication accommodation theory, the initial items were generated through a literature review and interviews with 20 experts. Content and face validity of the initial items were assessed. Data from 486 nurses caring for people with dementia were analyzed using item analysis, exploratory and confirmatory factor analysis, criterion-related validity, and internal consistency. The final scale consisted of 18 items and four factors (discourse response management, interpersonal control, emotional expression, and interpretability) that explained 57.6% of the variance. Confirmatory factor analysis indicated that the theoretical model with 18 items satisfied all goodness-of-fit parameters. Criterion-related validity was shown by the Global Interpersonal Communication Competence Scale (r=.506, p<.001). Cronbach's alpha for the total scale was .88. The CBS-D can be used to measure the communication behavior of nurses caring for people with dementia.

Psychometric Properties of the Korean Version of the Tromsø Social Intelligence Scale

Purpose: The purpose of this study was to translate Tromso Social Intelligence Scale (TSIS) into Korean and verify the validity and reliability of the Korean version of the TSIS. Methods: This study used a methodological research design. Exploratory factor analysis, content, construct, criterion-related validity, and internal consistency reliability of the TSIS were evaluated. Participants, 269 nursing students, were recruited from three universities in three provinces in South Korea from November 2016 to April 2017. Results: The Korean version of TSIS contained 16 items. Exploratory factor analysis showed three factors that explained the construct validity with a three-factor solution; that explained 61.3% of the total variance. Concurrent validity was associated with the Global Interpersonal Communication Competence Scale (r=.68, p<.001). Cronbach''s α for the 16 items was .80. Conclusion: Our study findings suggest that the Korean version of TSIS was a valid and reliable scale with a robust factorial structure and useful for measuring social intelligence of nursing students.

Differences of Self-Control, Daily Life Stress, and Communication Skills between Smartphone Addiction Risk Group and General Group in Korean Nursing Students

Concerns about smartphone addiction have been raised as the use time of and dependence on the smartphone is increasing. This study were to examine the differences of self-control, daily life stress, and communication skills between smartphone addiction risk group and general group in nursing students, South Korea. A cross-sectional descriptive design was adopted. Samples were total 139 nursing students (addictive risk: n = 40, general: n = 99) at G and B cities in South Korea. Measures were general characteristics form, self-control scale in Korean version, daily life stress scale for college students, and Global Interpersonal Communication Competence Scale (GICC). There were significant differences on self-control (t = 3.02, p = 0.003) and daily life stress (t = 3.56, p < 0.001), but there was no significant difference on communication skills (t = 1.72, p = 0.088) between two groups. Nursing students in smart phone addiction risk group had worse self-control and higher daily life stress than nursing students in general group. The preventive education programs for healthy smartphone use of Korean nursing students are needed.

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.