dc.contributor.author | Hussain, Ratna | |
dc.contributor.author | Carstensen, Tove | |
dc.contributor.author | Yazdani, Farzaneh | |
dc.contributor.author | Ellingham, Brian | |
dc.contributor.author | Bonsaksen, Tore | |
dc.date.accessioned | 2018-01-13T10:40:06Z | |
dc.date.accessioned | 2018-03-21T08:26:24Z | |
dc.date.available | 2018-01-13T10:40:06Z | |
dc.date.available | 2018-03-21T08:26:24Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | Hussain R, Carstensen T, Yazdani F, Ellingham B, Bonsaksen T. Short-term changes in occupational therapy students’ self-efficacy for therapeutic use of self. British Journal of Occupational Therapy. 2018 | en |
dc.identifier.issn | 0308-0226 | |
dc.identifier.issn | 1477-6006 | |
dc.identifier.uri | https://hdl.handle.net/10642/5773 | |
dc.description.abstract | Introduction
Self-efficacy concerned with the therapeutic use of self is important for occupational therapists, and students need to develop the skills and the self-efficacy required to meet interpersonal challenges in practice. This study examined short-term changes in occupational therapy students’ self-efficacy for using therapeutic modes, for recognizing clients’ interpersonal characteristics, and for managing interpersonal events. Factors associated with such changes were also examined.
Method
A sample of 89 Norwegian occupational therapy students from two universities was used, and the students completed three questionnaires 2–3 weeks after a workshop and at 3 months’ follow-up. Changes on the outcome measures were analyzed with t-tests for dependent samples, and factors associated with the outcome changes were analyzed with linear regression analyses.
Results
During the follow-up period, the students improved their self-efficacy scores on all three outcome measures. Higher age was associated with more improvement on two of the outcome measures.
Conclusion
The occupational therapy students improved their self-efficacy for therapeutic use of self during the brief follow-up period. Thus, the time in education, either university-based or practice-based, seems to add to students’ self-efficacy for clinical skills in this area. Higher age appears to be a resource for gaining more self-efficacy from attending educational courses. | en |
dc.language.iso | en | en |
dc.publisher | SAGE Publications | en |
dc.rights | Author's Post-print: green tick author can archive post-print (ie final draft post-refereeing)
Publisher's Version/PDF: cross author cannot archive publisher's version/PDF
Author's post-print on author's personal website, departmental website, institutional website or institutional repository
On other repositories including PubMed Central after 12 months embargo
First Published January 9, 2018
Frigis: 2019.01.09 | en |
dc.subject | Intentional relationship model | en |
dc.subject | Longitudinal study | en |
dc.subject | Self-efficacy | en |
dc.title | Short-term changes in occupational therapy students’ self-efficacy for therapeutic use of self | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2018-01-13T10:40:06Z | |
dc.description.version | acceptedVersion | en |
dc.identifier.doi | http://doi.org/10.1177/0308022617745007 | |
dc.identifier.cristin | 1510458 | |
dc.source.journal | British Journal of Occupational Therapy | |