Emotional intelligence and clinical performance across practice areas: Implications for health professions educators and practitioners

Authors

  • Lisa Gordon-Handler School of Health Professions,Occupational Therapy Program, Long IslandUniversity, Brooklyn Campus, Brooklyn, NY, USA
  • Michael Masaracchio Physical Therapy Program, Long Island University,Brooklyn Campus, Brooklyn, NY, USA
  • Lynn Hassan School of Humanities, Long Island University,Brooklyn Campus, Brooklyn, NY, USA
  • Amiya Waldman-Lev Long IslandUniversity, Brooklyn Campus, Brooklyn, NY, USA, and Fellow Researcher at the Research Institute for Healthand Medical Professions, Ono Academic College, Israel

DOI:

https://doi.org/10.21276/apjhs.2018.5.3.39

Keywords:

clinical education, emotional and social intelligence, health professions education

Abstract

Objective: The evaluation of student clinical competencies is multifactorial, with emotional intelligence (EI) considered as an essential component for success. Currently there is a lack of knowledge on whether distinct EI competencies are related to specific practice areas. This study purpose was to explore the relationship between supervisor’s perception of student EI and clinical performance across practice areas. Methods: This cross-sectional study utilized a sample of convenience to gather data from 52 full-time occupational therapy students and their respective supervisors at the completion of their clinical rotations. The Fieldwork Performance Evaluation (FWPE) and The Emotional and Social Competency Inventory-University version (ESCI-U) were used. A Pearson’s correlation coefficient analysis was used to explore the associations between EI competencies and clinical performance. Results: Higher EI scores were associated with higher scores on clinical performance during physical disability rotations. Findings show EI competencies of conflict management and self and organizational awareness to be associated with student ability to use clinical reasoning to deliver client-centered occupation-based goals, including proficiency of technical skills in a physical disabilities practice area. Conclusion: Findings provide additional support and suggestions for the context related role of EI in health profession clinical education.

Downloads

Download data is not yet available.

Author Biographies

Lisa Gordon-Handler, School of Health Professions,Occupational Therapy Program, Long IslandUniversity, Brooklyn Campus, Brooklyn, NY, USA

Assistant Professor 

Michael Masaracchio, Physical Therapy Program, Long Island University,Brooklyn Campus, Brooklyn, NY, USA

Associate Professor at the School of Health Professions

Lynn Hassan, School of Humanities, Long Island University,Brooklyn Campus, Brooklyn, NY, USA

Associate Director, Associate Professor, Writing Center

Amiya Waldman-Lev, Long IslandUniversity, Brooklyn Campus, Brooklyn, NY, USA, and Fellow Researcher at the Research Institute for Healthand Medical Professions, Ono Academic College, Israel

Associate Professor at the School of Health Professions, Occupational Therapy Program

Downloads

Published

2018-09-30

How to Cite

Lisa Gordon-Handler, Michael Masaracchio, Lynn Hassan, & Amiya Waldman-Lev. (2018). Emotional intelligence and clinical performance across practice areas: Implications for health professions educators and practitioners. Asian Pacific Journal of Health Sciences, 5(3), 271–279. https://doi.org/10.21276/apjhs.2018.5.3.39