Development of a List of Affective Competencies and Behavioral Indicators for Physical and Occupational Therapy

Ma. Liezel Bumanglag
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Abstract

Background: Affective competencies, as demonstrated by behaviors acted upon by people, are essential components in providing optimal care and receiving trust from patients and clients of physical (PTs) and occupational therapists (OTs). These, along with knowledge and skills, have to be developed early on in the educational system. If these are generated, PT and OT schools will be guided on how to inculcate them in their respective outcomes-based education designs, from planning to assessment. Assessment of the manifestation of these affective competencies is a challenge to educators; thus, the need for behavioral indicators for each. This study developed a list of the necessary affective competencies and their behavioral indicators for PT and OT. Methodology: A sample of experts from different fields of practice in the PT and OT population groups underwent three rounds of generation and refinement to create a list of affective competencies and their consequent behavioral indicators. To come up with the final list, testing for group consistency was done using Cronbach’s alpha and mean ranks. Results: Forty-two PT and twenty-five OT experts generated the final list of affective competencies and their behavioral indicators. For the PTs, those competencies are accountability, adaptability/flexibility, altruism, compassion, creativity, diligence, effective communication, ethical reasoning, excellence, honesty, initiative, passion, patience, perseverance, professionalism, reliability, responsibility, self-reflection, and time management. For the OTs, these are altruism, compassion, conscientiousness, creativity, inquisitiveness, professionalism, and responsibility. Conclusion: The list of affective competencies and behavioral indicators generated by experts in this study were mostly reflective of the existing code of ethics of the professions, with some not stated explicitly but were reflected as such in the behavioral indicators of the other competencies.
物理和职业治疗的情感能力和行为指标清单的发展
背景:情感能力表现为人们的行为,是提供最佳护理和获得物理治疗师(PTs)和职业治疗师(OTs)患者和客户信任的重要组成部分。这些,连同知识和技能,必须在教育系统的早期发展。如果产生了这些,将指导PT和OT学校如何在各自的成果为本的教育设计中,从规划到评估,灌输这些理念。评估这些情感能力的表现对教育者来说是一个挑战;因此,需要为每一个行为指标。本研究开发了一份情感能力的清单及其行为指标的PT和OT。方法:来自PT和OT人群中不同实践领域的专家样本经历了三轮生成和改进,以创建情感能力及其相应的行为指标列表。为了得出最终的列表,使用Cronbach 's alpha和mean rank进行了组一致性测试。结果:42位PT专家和25位OT专家生成了情感能力及其行为指标的最终列表。对于PTs,这些能力是问责、适应性/灵活性、利他主义、同情心、创造力、勤奋、有效沟通、道德推理、卓越、诚实、主动性、激情、耐心、毅力、专业、可靠性、责任、自我反思和时间管理。对OTs来说,这些是利他主义、同情心、责任心、创造力、求知欲、专业精神和责任感。结论:本研究中专家生成的情感能力和行为指标清单大多反映了现有的职业道德规范,有些没有明确说明,但在其他能力的行为指标中得到了反映。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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