The association between undergraduate occupational therapy students’ listening and interpersonal skills and performance on practice education placements

Abstract

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.

Keywords:

• Students
• practice education
• listening skills
• communication
• professional competencies

Disclosure statement

The authors alone are responsible for the content and writing of the paper. The authors report no conflicts of interest.

Additional information

Funding

This work was supported by the Monash Education Academy under Monash Education Academy Better Teaching, Better Learning Small Grants Scheme [number M53008-3249220].