Utilization Of Skills Research Articles

Enhancing Innovation Processes through the Application of Emotional Intelligence Skills

Purpose: Little research has been contributed to how the behaviours associated with emotional intelligence may be practically applied to enhance both individual and group innovation processes. The purpose of this paper is to identify practical approaches to the application of emotional intelligence skills to the complexity of the innovation process. Additionally, the behaviours most often identified with emotional intelligence may be learned and applied in a practical manner to improve the overall quality of creative and innovative processes. Design/Methodology/Approach: Goleman’s and Boyatzis’ et al. four essential elements of emotional intelligence and their associated 20 behavioural competencies are utilized to develop a methodology for the practical application of emotional intelligence skills to innovation. A series of questions, observations and action steps are outlined to improve emotional intelligence awareness, as well as the utilization of emotional intelligence skills to enhance innovation processes. Findings: Organizations and individuals may benefit from the development and utilization of behaviours attributed to emotional intelligence. The practical application of emotional intelligence skills can enhance individual and group innovation processes and outcomes. Originality/Value: The practical application of emotional intelligence skills becomes a strategy for the development of the individual’s and organization’s ability to assess the impact and consequences of innovation, while simultaneously improving the quality and effectiveness of the innovation process.

精神科病棟に勤務する看護・介護職者の職業性ストレスとバーンアウトの実態

To demonstrate the actual state of job stress and burnout among nurses and care workers working in psychiatric wards by comparing them with those who serve in internal medicine wards. A survey was conducted of female ward nurses and care workers working at two psychiatric hospitals and two general hospitals in the Chugoku area using the brief job stress questionnaire and the Maslach burnout inventory-Japanese version. A total of 232 female nurses and care workers were analyzed, 125 from psychiatric wards and 107 from internal medicine wards. Job stressors of stress due to workplace environment, job control, skill utilization, job aptitude and worthwhileness of working life were significantly greater in psychiatric wards than in internal medicine wards. Stress of quantitative and qualitative workloads, however, was significantly lower in psychiatric wards than in internal medicine wards. For job stress reaction, vigor was significantly lower in psychiatric wards than in internal medicine wards. For burnout, psychiatric wards scored significantly higher in depersonalization and reduced personal accomplishment compared with internal medicine wards. Reviewing these results and their association with stress control policy in psychiatric wards, we suggest that three factors are important: maintaining working environment, enhancing conferences, and providing learning opportunities.

Do job resources affect work engagement via psychological empowerment? A mediation analysis

The present study explores whether psychological empowerment may act as a personal resource mediating the motivational process from job resources (i.e., task autonomy, skill utilization, social support from supervisors and social support from colleagues) to work engagement. Regression analysis using MEDIATE macros in a sample of Chilean public workers (N=1,313) lent support to the mediation hypothesis: Psychological empowerment carried the effect of task autonomy, skill utilization, and social support from supervisors on work engagement. These results suggest that job resources may increase the perception of being empowered at work, which then represents an important factor to enhance work engagement. Psychological empowerment is thus a pathway to promote wellbeing in organisations.

Board 106 - Program Innovations Abstract Development, Implementation and Evaluation of a Simulation Based Boot Camp for Fellows from Multiple Specialties - The Integrated Fellows Simulation Training Program (Submission #861)

Introduction/Background Simulation based boot camps have grown in popularity within teaching institutions over the last five years. The goals of these programs are to improve competence and clinical performance in new postgraduate medical trainees at the start of fellowship in an era of limited work hours and experience during residency training, increasing concerns for patient safety and the rapid growth of simulation programs within teaching institutions. Traditionally, these boot camps have been developed for a single discipline such as pediatric critical care, internal medicine or surgery.1-5 They can be limited to specialties with high volumes of trainees given the time, resources and expense of developing an intensive simulation training program. Additionally, at large institutions like ours, with over 23 fellowship programs, it can be a challenge to provide the space, equipment, and time needed to implement simulation based boot camps during the month of July when new trainees arrive. In order to meet this challenge, we found a need to provide simulation based boot camps applicable to multiple specialties for improved efficiency and education for all postgraduate pediatric trainees. Methods The objectives were to develop, implement, and evaluate the efficacy of a one day simulation based boot camp for pediatric, medical and surgical trainees from multiple specialties. An experienced group of simulation trained educators from three diverse specialties (Pediatric Emergency Medicine, Pediatric Critical Care Medicine and Neonatal Intensive Care Medicine) gathered to discuss goals and objectives for a simulation based boot camp for all pediatric medical and surgical trainees. A formal needs assessment was conducted via a survey with program directors from all pediatric subspecialties to identify educational gaps. Curricular objectives were made based on results of the survey and identification of common patient safety and educational goals for any pediatric medical and surgical trainee - basic pediatric resuscitation skills (airway management, CPR and defibrillation, code cart familiarity and emergency access), effective teamwork and communication including crisis resource management and difficult conversations (delivery of bad news and disclosure of medical errors). Detailed course documents were developed including didactics, skills station objectives, high fidelity manikin and standardized patient scenarios, performance checklists and scripted debriefs. Instructors, including both physicians, nursing and respiratory therapists, were trained in simulation based methodologies and regularly teach within our simulation program. In order to create true multi disciplinary training opportunities, new and experienced nurses, respiratory therapists and pharmacists were invited to participate as learners with the fellow trainees. The Integrated Fellows Simulation-based Training Course (IFST) has been implemented for the last three years during the month of July. Since then, postgraduate fellowship trainees from multiple subspecialties have attended including pediatric surgery, pediatric otolaryngology, pediatric neurosurgery, rheumatology, endocrinology, pediatric hospital medicine, pediatric critical care and pediatric emergency medicine. Average scores for course evaluations on a 5-point Likert scale (1 strongly disagree to 5 strongly agree) have shown a high degree of satisfaction. Average ratings for "I plan to apply what I learned here to my clinical practice", "I would recommend this course to my colleagues" and "I feel that this course has improved my ability to care for my patients" were 4.75, 4.66, and 4.66 respectively. Average scores for "I feel that this course has improved communication skills and patient safety" were 4.69 and 4.71. Conclusion A simulation based boot camp for a diverse group of postgraduate learners can be developed and implemented with a high level of learner satisfaction. Combined simulation based boot camps can effectively provide valuable education to trainees who might not otherwise have this opportunity, due to a lack of resources or sufficient numbers to implement specialty specific programs. Future evaluation will look at six month follow-ups on skill utilization and retention.

Six-Month Data From a Pilot Self-Management Intervention ForAdolescents With Sickle Cell Disease

BackgroundTanabe and colleagues (2010) highlighted the importance of engaging patients with Sickle Cell Disease (SCD) in disease self-management activities to improve health outcomes. Specifically, they recommended interventions that address disease self-efficacy, patient-provider communication, healthy lifestyle behaviors, future planning, and advocacy. The Stanford Chronic Disease Self-Management Program (CDSMP) is a six-week, structured intervention for adults with a chronic disease that helps them develop self-management skills in all of these areas. The CDSMP has been implemented with adults with a variety of chronic diseases (e.g., arthritis, Type II diabetes), and outcome data has shown improvements in health utilization, health status and self-management behaviors for participants six-months post participation in the CDSMP (Lorig et al. 2001). There is limited data available on the effectiveness of the CDSMP for adults with SCD, particularly young adults and adolescents. As a first step in examining the effectiveness of the CDSMP in adolescents with SCD, we conducted two CDSMP intervention groups with SCD patients 16-24 years of age. ObjectiveThe objective of the study was to assess: 1) the feasibility, acceptability and utility of the CDSMP with this population, and, 2) changes in disease self-efficacy, quality of life (QOL), and self-management behaviors from pre to 6-months after participation in the CDSMP. MethodsPatients were eligible if they: 1) had a diagnosis of SCD; 2) were followed by the University of Cincinnati Health Complex or Cincinnati Children's Hospital Medical Center (CCHMC) sickle cell clinics; 3) were between the ages of 16 -24; and, 4) had no significant cognitive limitations. Participants received a letter followed by a phone call inviting them to participate in the CDSMP and were compensated at the end of each weekly session. ResultsEighteen adolescents completed the CDSMP (i.e., attended four of the six sessions) and have completed their 6-month follow-up. The majority of patients were female (56%) and had Hb SS (SS 67%; SC 28%; Sβ+Thal 5%); the mean age for participants was 19.06 (SD = 2.44). Acceptability data indicated that sessions 2 and 6 (physical activity and exercise, managing difficult emotions, working with your healthcare provider, and planning for the future) were the most beneficial. Overall participant satisfaction with the CDSMP was high, M=8.88 (SD=1.67) on a scale of 1-10 (10=totally satisfied). Qualitative comments suggest that the participants enjoyed interacting with other patients and learning skills to help manage their illness. Repeated measures ANOVAs were used to examine the QOL and disease self-efficacy data. There was not a significant improvement on PedsQL total scores over time. Patient-reported disease self-efficacy scores showed a positive trend (F(1.572, 9.432) = 3.442, P = .083). Participants reported continuing to use a number of the self-management skills/strategies they learned during the intervention such as better breathing (86.7%), problem solving (73.3%), and action planning (66.7%). DiscussionInitial Results from this small pilot suggest that the CDSMP may have some promising benefits as an intervention for adolescents and young adults with SCD given its feasibility, acceptability, and potential impact on disease self-efficacy and utilization of skills learned. In addition to participants being satisfied with the content, structure, and opportunity to interact with other participants, they also reported that they continued to use the self-management skills that they had developed. Disease self-efficacy also trended upwards for participants over the course of the intervention. Although improvements in quality of life were not observed at six-months post-intervention, the small sample size likely had an impact. The next steps will be to examine these outcomes for the duration of the post-intervention period (i.e., nine and twelve-month follow-ups) to determine whether the improvements in disease self-efficacy are maintained and whether we see quality of life improving once analyses are completed with a more complete sample size. Disclosures:No relevant conflicts of interest to declare.

Use of the Dialectical Behavior Therapy Skills and Management of Psychosocial Stress With Newly Diagnosed Breast Cancer Patients

Stress-related health concerns have the potential to impact quality of life for patients with breast cancer. National cancer organizations such as the National Cancer Institute, the Institute of Medicine, and the National Comprehensive Cancer Network have acknowledged that all patients with cancer experience some level of distress during the course of illness and treatment. Literature on cancer suggests a range of expected distress from 20% to 50% among all patients diagnosed with cancer. Acknowledging and managing this distress with patients with cancer and providing them behavioral-based Interventions are important parts of cancer research. Dialectical Behavioral Therapy skill is are an empirically proven treatment modality across numerous patient populations. The main objective of this study was to evaluate the utilization and effectiveness of Dialectical Behavior Therapy skills modified for use with patients with breast cancer.

Association between teaching and support skills and subjective effectiveness of nutritional guidance of registered dietitians at hospitals in a Japanese prefecture

The aim of this study is to clarify the association between teaching and support skills and the subjective effectiveness of nutritional guidance of registered dietitians working at hospitals. We carried out a questionnaire survey of registered dietitians at hospitals in a Japanese prefecture. The utilization of nutritional teaching skills in nutritional guidance was investigated using a self-produced 36-item questionnaire that was designed to be mainly used for diabetic patients in 4 settings: first guidance, first assessment, contemplation stage, and preparation stage. The support skills were evaluated by Kikuchi's Scale of Social Skills: 18 items. The subjective effectiveness of nutritional guidance was defined by the behavioral change of the patients after nutritional guidance as evaluated by a registered dietitian. There were 75 respondents (response rate 46.6%). Among the teaching skills, basic skills in an interview were often used, but some related to coaching skills were not in common use in nutritional guidance. Based on the results of principal component analysis, we created a scale for scoring the utilization of nutritional teaching skills in each setting. Multiple linear regression analysis illustrated that high subjective effectiveness of nutritional guidance was associated with high score of teaching skills in the preparation stage setting and high score of support skills. These results show that, in addition to frequent use of nutritional teaching skills, improvement of support skills is also necessary to enhance the effectiveness of nutritional guidance.

The nature of employability skills: empirical evidence from Singapore

This paper concerns the changing nature of employability skills, moving from the original life skills or basic skills concepts to the increasingly work‐oriented interpretation. The early concept of employability skills linked employability skills to job readiness and holding down employment. However, the work‐oriented focus is increasingly linking the impact of employability skills to organizational (or performance) outcomes, which in turn are linked to workers' career mobility and wage gains. This paper makes use of recent skills utilization data in Singapore to map out the relationship between employability skills and mobility. It shows that employability skills in Singapore are increasingly job context related, going beyond just holding down a job. As such, mobility is likely to be influenced by the extent to which employability skills are shared between industries. Recognition of the context‐related nature of employability skills has led to the modification of workforce development training in Singapore in order to meet the needs for greater employability skills effectiveness through ‘contextualized’ training provision.

Lead me not into temptation: drug price regulation and dispensing physicians in Switzerland

While most countries separate drug prescription and dispensation to ensure independent drug choice, some allow this combination to increase pharmaceutical access in rural areas or to increase the utilization of pharmacist skills. A drawback of this approach is that dispensing physicians or prescribing pharmacists may be incentivized to increase their own profits through the prescription of cost-inefficient drug packages, leading to an increase in pharmaceutical spending. Switzerland constitutes an interesting example of where dispensing and non-dispensing physicians coexist, permitting a comparison of their prescribing behavior. The present study shows that drug margin optimization is possible under the current drug price regulation scheme in Switzerland. Using drug claims data, empirical findings indicate a 5-10% higher margin per dose for dispensing physicians compared to pharmacists. Cost per dose is 3-5% higher when dispensed by physicians instead of pharmacists.

Clinical nurses' perceptions and expectations of the role of doctorally-prepared nurses: A qualitative study in Iran

Nurses with doctorates are increasing in number throughout the world, yet the multitude of roles they play following graduation is unclear. The purpose of this study was to explore and describe clinical nurses' perceptions and expectations of the role of doctorally-prepared nurses in Iran. A qualitative study, using a content analysis approach was conducted with 43 clinical nurses chosen using a purposive sampling strategy. Oral, semi-structured and written interviews were used to generate data. During data analysis, three main themes emerged; “advantages of the doctoral degree”, “clarification of doctorally-prepared nurses' role in clinical practice”, and “unmet expectations of doctorally-prepared nurses”. An understanding of the expectations of nurses on the role of doctorally-prepared nurses is needed to improve the collaboration between clinical nurses and doctorally-prepared nurses; remove misunderstandings on the abilities and skills of doctorally-prepared nurses; incorporate the expectations into doctoral education in order to facilitate their collaboration; and also remove the theory and practice gap through the utilisation of doctorally-prepared nurses' knowledge and skills in practice.

A Qualitative Exploration of Professionals’ Perceptions on Entrepreneurial Intentions: A Case of Lecturers at a South African University

A professional is a person who is paid to undertake a specialized set of tasks and to complete them for a fee or a salary. The traditional professions were architects, medical doctors, engineers, lawyers, and commissioned military officers. Today, the term is applied to accountants; artists; educators; librarians; nurses, scientists, technology experts, social workers, and many more. An inevitable reality is that not all full time employed professionals; young and old; are satisfied with their salaries. Some do leave their jobs to start their own business, others do combine both. Most literature reveal that the self-employed individuals are more satisfied with their jobs because their work provides more autonomy, flexibility, and skill utilization and greater job security. The current study adopts a qualitative approach using in-depth interviews to examine the perceptions of professionals towards entrepreneurship. Semi-structured in-depth interviews were conducted and recorded with 13 lecturers from one university in South Africa (Vaal University of Technology). An analysis of the transcripts yielded five themes, namely being risk averse or risk taker, time constraint and management, insufficient salary, family background and lack of financial support and resources. The results suggest that some professionals who are full time employed did take the opportunities to make extra income by embarking on their own business while others are still in need of support or need of being illuminated on what entrepreneurship is all about and its importance. Based on the findings of the study recommendations were made and further research is suggested. DOI: 10.5901/mjss.2013.v4n6p315

Use It or Lose It: Post-workshop Reflection Enhances Learning and Utilization of CBT Skills

Many therapists attend 1- or 2-day workshops as part of their continuing professional development. Recent literature has suggested that workshops are largely ineffective unless followed up by consultation or supervision. However, not all therapists have this option, and the question remains whether there are ways to potentiate workshop learning in the absence of follow-up consultation. This study tested the hypothesis that creating opportunities to reflect in the weeks following a workshop would enhance learning and utilization of skills. Two groups of practitioners, who attended the same 2-day CBT skills workshop in successive years, were compared: a training-as-usual group and a reflection group. The reflection group completed reflection worksheets at the end of each workshop day and were instructed to complete follow-up reflection worksheets at 1, 4 and 8weeks post-workshop. Ten weeks after the workshop, the reflection group reported enhanced use of new skills with clients and a trend towards increased awareness of workshop learning. Further analysis revealed that group differences were almost entirely linked to use of follow-up reflection worksheets. Those participants in the reflection group who used follow-up reflection worksheets reported far greater awareness and use of skills than those who did not. Reminder emails had the predicted effect of increasing the use of the reflection worksheets; twice as many participants in the email reminder group used the reflection sheets compared with the nonreminder group. The results suggest that the relatively simple strategy of introducing reflection worksheets to workshop handouts, and sending reminder emails may significantly enhanced learning and utilization of workshop skills.

Alleles of a Polymorphic ETV6 Binding Site in DCDC2 Confer Risk of Reading and Language Impairment

Reading disability (RD) and language impairment (LI) are common learning disabilities that make acquisition and utilization of reading and verbal language skills, respectively, difficult for affected individuals. Both disorders have a substantial genetic component with complex inheritance. Despite decades of study, reading and language, like many other complex traits, consistently evade identification of causative and functional variants. We previously identified a putative functional risk variant, named BV677278 for its GenBank accession number, for RD in DCDC2. This variant consists of an intronic microdeletion and a highly polymorphic short tandem repeat (STR) within its breakpoints. We have also shown this STR to bind to an unknown nuclear protein with high specificity. Here, we replicate BV677278's association with RD, expand its association to LI, identify the BV677278-binding protein as the transcription factor ETV6, and provide compelling genetic evidence that BV677278 is a regulatory element that influences reading and language skills. We also provide evidence that BV677278 interacts nonadditively with KIAA0319, an RD-associated gene, to adversely affect several reading and cognitive phenotypes. On the basis of these data, we propose a new name for BV677278: "READ1" or "regulatory element associated with dyslexia 1."

An analysis of skills development in a transitional economy: the case of the South African labour market

This article evaluates the extent to which both the supply and retention of scarce skills are adequate for South Africa to compete with similar emerging, transitional economies in the BRICS (Brazil, Russia, India and China) countries, a grouping it has recently joined. The aim of this article is to analyse the basis for skills shortages, policy measures taken and capacity to implement plans. Using a labour market approach to skills formation and integrating this with institutional analysis, this article critically evaluates the nature of the skills shortage, barriers to skills retention, HR strategies for talent management and public policy questions. This analysis concludes that South Africa is adversely affected by a shortage of intermediate and certain high-level skills. This analysis identifies four propositions for further investigation by policy-makers and researchers. The implications of this analysis underline the importance of appropriate labour market supply-side policy measures and firm-level HR strategic choices for skills retention and utilization.

Skill Acquisition and Utilization During Evidence-Based Psychosocial Treatments for Childhood Disruptive Behavior Problems: A Review and Meta-analysis

We review 85 empirical articles published since 2000 that measured the acquisition and/or utilization of parent management skills and/or child cognitive-behavioral skills in the context of an evidence-based treatment (EBT) for childhood behavior problems. Results showed that: (1) there are no standardized measures of skill acquisition or skill utilization that are used across treatments, (2) little is known about predictors, correlates, or outcomes associated with skill acquisition and utilization, and (3) few studies systematically examined techniques to enhance the acquisition and utilization of specific skills. Meta-analytic results from a subset of 68 articles (59 studies) showed an overall treatment-control ES=.31, p<.01 for skill acquisition and ES=.20, p=ns for skill utilization. We recommend that future research focus on the following three areas: (1) development of standardized measures of skill acquisition and utilization from a "common elements" perspective that can used across EBTs; (2) assessment of the predictors, correlates, and outcomes associated with skill acquisition and utilization; and (3) development of innovative interventions to enhance the acquisition and utilization of cognitive-behavioral and parent management skills.

Value Added: Best Practices For The Utilization Of Assistant Principals' Skills And Knowledge In Schools

There are many demands on schools today to perform at a high level with competence that improves teaching and learning and promotes higher student achievement. When students perform below national standards, schools may be given a “no vote of confidence” from the public. Therefore, principals in schools need to find ways to groom and utilize the talents of assistant principals in a broader capacity. The assistant principal is the individual who should work closely with the principal to handle management and instructional matters within the school. Too many school districts today have principals who continue to under utilize the strong talents, skills, knowledge of the assistant principal (Bolman & Terrence, 2002). Typical uses of an assistant principal in too many schools include being on hall, bus, recess, and cafeteria duty and handling of student discipline on a daily basis. Some assistant principals bring to the school setting skills and knowledge related to broader practices for improving instruction and management in schools. In order to help create and maintain effective schools, there should be identified ways to improve the use of assistant principals’ skills and knowledge that could impact teaching and learning. A central part of being a great school leader is to cultivate the leadership skills of others, especially the assistant principal (Darling-Hammond, 2007). The purpose of this study is to discuss the contemporary role of today’s assistant principals including getting to know the assistant principal, value in shared leadership, developing the assistant principal’s leadership skills, use of technology, and the professional learning community. The benefits of this study hopefully will remind principals and school leaders to assess the skills and knowledge that the assistant principal brings to the school setting and to utilize those talents for improving school performance. The effective principal will also continue to provide opportunities for leadership development and engagement for the assistant principal in meaningful ways that support strong instructional leadership.

Experience of work-related flow: Does high decision latitude enhance benefits gained from job resources?

Flow is an experience of enjoyment, intrinsic motivation and absorption, which may occur in situations involving high challenges and high skill utilization. This study investigated the likelihood of experiencing work-related flow in relation to the job strain categories of the demand–control model, and to job resources such as social capital and an innovative learning climate. A questionnaire was sent out to employees in nine Swedish organizations (n=3667, 57% response rate). Binary logistic regression analysis was performed. The results show that active jobs, low-strain jobs, a high degree of social capital and innovative learning climate increased the likelihood of experiencing work-related flow. In jobs with high decision latitude, regardless of demands, there was an increased likelihood to benefit from social capital and an innovative learning climate. The results emphasize the importance of autonomy and skill utilization, to enable the use of additional job resources in order to promote work-related flow and well-being at work.

71 PILOT STUDY OF THE SURGICAL CAHPS SURVEY IN UROLOGIC SURGERY

You have accessJournal of UrologyGeneral & Epidemiological Trends & Socioeconomics: Evidence-Based Medicine & Outcomes (II)1 Apr 201371 PILOT STUDY OF THE SURGICAL CAHPS SURVEY IN UROLOGIC SURGERY Sara M. Lenherr, Allen N. Haraway, Anne P. Cameron, Ann L. Oldendorf, John T. Stoffel, Edward M. Karls, Barry R. De Cicco, and J. Quentin Clemens Sara M. LenherrSara M. Lenherr Ann Arbor, MI More articles by this author , Allen N. HarawayAllen N. Haraway Jackson, MS More articles by this author , Anne P. CameronAnne P. Cameron Ann Arbor, MI More articles by this author , Ann L. OldendorfAnn L. Oldendorf Ann Arbor, MI More articles by this author , John T. StoffelJohn T. Stoffel Ann Arbor, MI More articles by this author , Edward M. KarlsEdward M. Karls Ann Arbor, MI More articles by this author , Barry R. De CiccoBarry R. De Cicco Ann Arbor, MI More articles by this author , and J. Quentin ClemensJ. Quentin Clemens Ann Arbor, MI More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2013.02.1449AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES The Consumer Assessment of Healthcare Providers and Systems (CAHPS) surveys are a family of surveys that can be used to measure the patient care experience in a variety of settings. A surgical care survey (Surgical CAHPS) was recently developed as a 45-question standardized tool that asks patients to report on their experience and satisfaction with care. Our aim was to describe the initial implementation results using the Surgical CAHPS in a subspecialty urology group. METHODS This was a prospective, IRB-approved observational study at a tertiary care academic medical center. Adult patients who underwent elective outpatient or 23-hour observation surgery over an 18-month period were mailed the Surgical CAHPS survey 1-3 weeks post-operatively along with an introductory letter and pre-addressed, stamped envelope. No additional contacts were attempted. Mean values were calculated for each question. The survey content was separated into 5 constructs: 1) Preoperative information, 2) Preoperative communication, 3) Post-operative information, 4) Post-operative office visit communication, 5) Reception staff interactions. Summary scores for each construct were then correlated with responses to a single summary item about “overall surgeon satisfaction”. RESULTS Between April 2011 and October 2012, 528 surveys were mailed and 174 were returned (33% response rate). Respondents were statistically older than non-responders (59.4 ± 14.4 vs. 54.6 ± 17.5 years, P<0.01) and replied an average of 27.5 ± 14.4 days after the date of their surgery. Patient satisfaction with the surgeons was very high with a mean score of 9.5 ± 0.9 (scale 0 worst-10 best). Overall satisfaction with the surgeon correlated most highly with the questions pertaining to post-operative office visit communication (construct 4, tau= 0.59, P<0.0001), followed by questions regarding immediate post-operative information (construct 3, tau=0.40, P<0.0001). Conversely, there was lower correlation with the questions regarding preoperative communication (construct 2, tau=0.25, P<0.0001). CONCLUSIONS The response rate of approximately 33% is consistent with other CAHPS studies which have utilized similar survey methods. Survey results suggest that patients' satisfaction with their surgeon is more influenced by post-operative communications than by preoperative counseling and decision-making processes. This underscores the importance of attention to continued post-operative care and utilization of good communication skills. We are now exploring different methods of survey administration to attempt to improve the response rate. © 2013 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 189Issue 4SApril 2013Page: e29-e30 Advertisement Copyright & Permissions© 2013 by American Urological Association Education and Research, Inc.MetricsAuthor Information Sara M. Lenherr Ann Arbor, MI More articles by this author Allen N. Haraway Jackson, MS More articles by this author Anne P. Cameron Ann Arbor, MI More articles by this author Ann L. Oldendorf Ann Arbor, MI More articles by this author John T. Stoffel Ann Arbor, MI More articles by this author Edward M. Karls Ann Arbor, MI More articles by this author Barry R. De Cicco Ann Arbor, MI More articles by this author J. Quentin Clemens Ann Arbor, MI More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

Age, Psychological Skills, and Golf Performance: A Prospective Investigation

This study explored the influence of age in understanding mental skills utilization in the context of performance at a major national golf competition. Participants, who ranged in age and in skill level, included 1150 male and 170 female amateur golfers competing in the Dupont World Amateur Golf Championship in Myrtle Beach, South Carolina. Measures targeted general mental skills used in competitions, golf-specific skills, and competitive trait anxiety. Hierarchical linear regression was utilized to explore the potential moderating role that chronological age may play in influencing the impact of psychological skills and anxiety on competitive tournament performance across the adult life span. Findings suggested no significant age-moderating effects and instead pointed to the importance of developing golf-specific psychological skills to enhance or maintain performance, irrespective of age. Although automaticity (performance feels "automatic") predicted performance for all golfers, commitment to the game and confidence in one's putting did so only for the men. These findings reinforce the age-irrelevant role of such skills in fostering the experience of peak performance in a competitive sport context and underscore the importance of interventions targeting older players to help maintain or facilitate the use of psychological skills in helping them manage their games.

Towards a competence-based evaluation framework: The personal growth of volunteers in a child injury prevention program

SummaryIn this study, the researchers created a development-oriented evaluation framework, which provides constructive feedback on the personal growth of volunteers. To assess the process by which a volunteer becomes a competent practitioner, a competence taxonomy with five levels of attainment was adopted.FindingsThe competence of volunteers could be measured by the volunteers' attainments in three areas: degree of commitment, acquisition of knowledge, and utilization of skills. A competence-based evaluation framework of volunteer progress ensures that volunteers receive structured and constructive feedback.ApplicationsThe proposed development-oriented evaluation tool will help keep track of volunteers' progress and encourage the development of personalized strategies according to each volunteer's needs. It will also be informative to the quality improvement of volunteer services.