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Titre : | Evaluating Students' Use of Therapeutic Communication in Entry-Level Education: The Observer Version of the Clinical Assessment of Modes (CAMObserver) (2020) |
Auteurs : | Evguenia S. Popova ; Renée R. Taylor |
Type de document : | Article |
Dans : | American journal of occupational therapy (Vol. 74, n° 5, September/October 2020) |
Article en page(s) : | p. 1-7 |
Note générale : | doi:10.5014/ajot.2020.039396 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Compétence professionnelle ; Enseignement professionnel ; Ergothérapie ; Etudes de validation ; Étudiants des professions de santé |
Résumé : |
Importance: The Intentional Relationship Model (IRM) guides learning about therapeutic use of self. The observer version of the Clinical Assessment of Modes (CAMObserver) may be used to evaluate students' therapeutic communication as the process is defined in the IRM.
Objective: To assess the structural validity of the CAMObserver. Design: Cross-sectional, psychometric study. Setting: Master's in occupational therapy program. Participants: One hundred thirty-four entry-level students. Outcomes and Measures: The overall CAMObserver and the individual subscales (Advocating, Collaborating, Empathizing, Encouraging, Instructing, Problem-Solving) were used to assess students' communication from the instructor's perspective. Results: The overall CAMObserver and six subscales demonstrated appropriate rating scale functioning and dimensionality. The Advocating subscale demonstrated poor item fit, floor effects, and low person separation. One Collaborating item demonstrated poor fit to the overall CAMObserver and the Collaborating subscale, requiring revision. Instructing and Encouraging items were most likely to be endorsed by the instructorobservers, resulting in a ceiling effect for the Instructing and Encouraging subscales. The Advocating and Problem-Solving items were least likely to be endorsed by the instructorobservers. Except for the Problem-Solving subscale, the overall CAMObserver and the individual subscales could reliably separate items according to difficulty. Except for the Advocating subscale, the overall CAMObserver and the individual subscales could reliably separate people into high- and low-performance groups. Conclusions and Relevance: The CAMObserver offers a structurally valid and theoretically grounded assessment of students' therapeutic communication as the process is defined in the IRM. The CAMObserver can be integrated into occupational therapy education to guide students' critical reflection on their interpersonal communication. What This Article Adds: The CAMObserver offers a means of evaluating students' therapeutic use of self. |
Disponible en ligne : | Oui |
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