Competencia interpersonal del docente de enfermería: génesis e influencias mutuas en la formación del estudiante de enfermería / Interpersonal competence of the nursing teacher: genesis and mutual influences in the training of the nursing student

Objetivo: Comprender la competencia interpersonal del docente de enfermería y su influencia en el proceso de formación de esta en el estudiante durante la práctica. Metodología: Estudio cualitativo e interpretativo con aproximación epistemológica desde el constructivismo, teniendo como perspectiva teórica el interaccionismo simbólico y como perspectiva metodológica la teoría fundamentada constructivista. Se incluyeron tanto a enfermeros/as docentes reconocidos/as por sus habilidades interpersonales como a los estudiantes que acompañaron en la práctica. En total, se observaron y entrevistaron a 7 docentes y 17 estudiantes. El análisis se realizó a través de Atlas.ti, siguiendo la codificación inicial, enfocada, axial y teórica hasta llegar a la saturación teórica. Resultados: Se obtuvieron cuatro categorías: 1) Afrontando los desafíos e inseguridades de la práctica; 2) Aprendiendo a reconocer la dimensión interpersonal del cuidado de enfermería; 3) Influencia pedagógica: promoviendo procesos de (de)construcción para el aprendizaje y el cuidado, y 4) Transformando mi ser enfermero/a con las relaciones interpersonales. Se desarrolló un proceso compuesto por tres momentos: Momento I: encontrándose con cada ser en un contexto de incertidumbre relacional; Momento II: interactuando en un entorno reflexivo de la práctica ­ reconfigurando las relaciones, y Momento III: desarrollando la sensibilidad interpersonal y el ser en enfermería. De lo anterior surgió el planteamiento teórico denominado De la incertidumbre relacional a la sensibilidad interpersonal: una transición del ser de enfermería dentro de los entornos reflexivos de la práctica. Conclusiones: Del planteamiento teórico, surgieron los conceptos de transición, incertidumbre relacional, entorno reflexivo y sensibilidad interpersonal, de los cuales se derivaron proposiciones relacionales. Se destaca que la transición del estudiante entre la incertidumbre relacional y la sensibilidad interpersonal está mediada por el reconocimiento del ser de enfermería a través del acompañamiento docente dentro de entornos reflexivos.

Objective: To understand the interpersonal competence of the nursing teacher and his/her influence on the student's training process during practice. Methodology: A qualitative and interpretive study with an epistemological approach from constructivism was carried out, taking symbolic interactionism as a theoretical perspective and constructivist grounded theory as a methodological perspective. Nurses recognized for their interpersonal skills and the students they accompanied to the practice were included: 7 professors and 17 students were observed and interviewed. The analysis was carried out in Atlas.ti, following the initial, focused, axial and theoretical coding until theoretical saturation. Results: Four categories were obtained: 1) Facing the challenges and insecurities of the practice; 2) Learning to recognize the interpersonal dimension of nursing care; 3) Pedagogical influence: promoting (de)construction processes for learning and care, and 4) Transforming my being a nurse with interpersonal relationships. These categories are presented in a process that consists of three moments: Moment I: Meeting each being in a context of relational uncertainty; Moment II: Interacting in a reflective practice environment ­ reconfiguring relationships, and Moment III: Developing interpersonal sensitivity and being in nursing, from which emerged the theoretical approach called "From relational uncertainty to interpersonal sensitivity: a transition of nursing being within the reflective environments of practice". Conclusions: From the theoretical approach, the concepts of transition, relational uncertainty, reflective environment and interpersonal sensitivity arose, from which relational propositions were derived, highlighting that the student's transition from relational uncertainty to interpersonal sensitivity is mediated by the recognition of being a nurse through teaching support within reflective environments.

Evaluation of a Psychoeducational Intervention in the Development of Social and Communication Skills for Incoming Medical Students at a Bilingual University / Avaliação de uma Intervenção Psicoeducacional para o Desenvolvimento de Habilidades Sociais e Comunicação em Ingressantes de Medicina em uma Universidade Bilíngue / Evaluación de una Intervención Psicoeducativa para el Desarrollo de Habilidades Sociales y de Comunicación Estudiantes que Ingresan a Carrera de Medicina en una Universidad Bilingüe

Abstract Concerns about social skills in academic and professional settings are rarely considered. Undergraduate students and professionals without social and communication skills lead to an increase in the incidence of malpractice claims and interpersonal conflicts. The study is aimed at evaluating a psychoeducational intervention focused on improving social skills for incoming medical students at a bilingual university. A psychoeducational intervention was conducted in a required course from first academic term with 57 incoming medical students from Brazil and other Latin America Countries whose average age was 21.28 (SD = 4.04). The psychoeducational intervention occurred fortnightly for seven sessions which aimed to develop theoretical knowledge about communication and interpersonal relationships in academic and professional settings, interpersonal patterns, teamwork, and interpersonal problem solving. Prior and after the intervention, the students answered two self-report instruments to identify social skills and their academic experience. After the intervention, there was a significant average increase in scores related to social skills and academic experience. These increases were evident in the dimension/factor scores, as well as the total scores. The results demonstrated the importance of early and short-term interventions as a way to develop social and communication skills.

Resumo A preocupação com o desenvolvimento de habilidades sociais no contexto acadêmico e profissional não é algo frequente. Acadêmicos e profissionais sem habilidades sociais tendem a apresentar elevadas frequências de conflitos interpessoais e negligência na realização de tarefas. O objetivo do presente estudo foi avaliar uma intervenção psicoeducacional focada no desenvolvimento de habilidades sociais em acadêmicos ingressantes do curso de medicina em uma instituição de ensino superior bilíngue. A intervenção psicoeducacional foi realizada em uma disciplina obrigatória do primeiro período, com a participação de 57 acadêmicos do Brasil e de outros países da América Latina. A idade média dos estudantes era 21,28 anos (DP = 4,04). A intervenção foi realizada durante sete sessões com frequência quinzenal, cujos objetivos envolveram o conhecimento teórico sobre a comunicação e o relacionamento interpessoal no contexto profissional e acadêmico, padrões de relacionamento interpessoal, trabalho em equipe e resolução de conflitos interpessoais. Antes e após a intervenção os estudantes responderam a instrumentos para avaliar o repertório de habilidades sociais e interpessoais e as vivências acadêmicas. Após a intervenção, foi identificado aumento significativo nos escores médios totais em relação a habilidades sociais, comunicação e vivências acadêmicas. O estudo demonstrou a importância de intervenções curtas e precoces como meio de desenvolver habilidades sociais e de comunicação.

Resumen La preocupación con las habilidades sociales en los contextos profesional y académico no es algo frecuente. Estudiantes de pregrado y profesionales con pocas habilidades sociales tienen mayor probabilidad de conflictos interpersonales y problemas en la ejecución de tareas. El objetivo del presente estudio fue evaluar una intervención psicoeducativa con foco en el desarrollo de las habilidades sociales en estudiantes que ingresan a carera de medicina en una universidad bilingüe. La intervención psicoeducativa fue conducida en una disciplina obligatoria en el primer período académico. Participaron 57 estudiantes de Brasil y otros países de América Latina. La edad media de los estudiantes fue 21,28 años (DE = 4.04). La intervención fue conducida durante siete sesiones con frecuencia quincenal que objetivaron desarrollar el conocimiento teórico sobre comunicación y relacionamiento interpersonal en el contexto profesional y académico, patrones de relaciones interpersonal, trabajo en equipo, y resolución de conflictos interpersonales. Antes y después de la intervención los estudiantes respondieron instrumentos para evaluar el repertorio de habilidades sociales y vivencias académicas. Al fin de la intervención fue identificado un crecimiento significativo en los puntajes medios en relación con las habilidades sociales, comunicación y vivencias académicas. Los resultados del estudio demuestran la importancia de las intervenciones cortas y tempranas como un medio para el desarrollo de habilidades sociales y comunicativas.

The Moderating Effect of Interpersonal Skills on the Relationship between Childhood Emotional Trauma and Depression in Nursing Students / 한국간호교육학회지

PURPOSE: The purpose of this study was to identify the moderating effect of interpersonal skills on the relationship between childhood emotional trauma and depression. METHODS: From June to July, 2017, a convenience sample of 226 nursing students was recruited. Research data were collected through self-report questionnaires and analyzed using SPSS version 22.0. RESULTS: 68.1% (154) respondents experienced emotional abuse, and 48.1% (110) emotional neglect in childhood emotional trauma. The average depression score was 10.76. There were 54.4% (123), 34.5% (78), 12.8% (29), and 7.1% (16) of respondents with mild, moderate, and severe depression, respectively. The average interpersonal skills score was 3.59. There was a significant correlation between childhood emotional trauma (emotional abuse, emotional neglect), interpersonal skills and depression. And the moderating effect of interpersonal skills on the relationship between childhood emotional neglect and depression was significant. CONCLUSION: Interpersonal skills play a role as a moderating variable influencing the relationship between emotional neglect of childhood emotional trauma and depression, and also reduce the effects of childhood emotional trauma on depression. When developing a depression prevention program for nursing college students, such programs should consider strategies to reduce the negative effects of childhood emotional trauma and to improve interpersonal skills.

Estudo qualitativo sobre o Autoconceito Escolar na perspectiva de crianças do Ensino Fundamental / A qualitative study on school self-concept in the perspective of elementary school children

O presente estudo teve como objetivo analisar a forma pela qual o autoconceito infantil influencia os fatores e variáveis, como desempenho acadêmico e relacionamento interpessoal, dentro do ambiente escolar. Para tanto foram entrevistados 15 alunos do 6º ano do ensino fundamental de uma escola pública no interior do estado de São Paulo, Brasil. O estudo analisou o autoconceito dos estudantes em categorias especificas. Os dados revelaram que a variável com maior influência sobre este construto foi o envolvimento nas atividades escolares. As relações interpessoais com os pares e os afetos e emoções vivenciados pelos alunos dentro do ambiente escolar também aparecem como fatores relacionados ao autoconceito escolar.

The present study aimed to analyze and understand how child self-concept influences factors and variables such as academic performance and interpersonal relationships with in the school environment. The participants consisted of 15 grade 6 elementary school students in the country side of São Paulo State, Brazil. The study analyzed the students' self-concept in specific categories. Data revealed that the variable with the greatest influence on this construct was the involvement within the school activities. Interpersonal relationships with peers and affect and emotions experienced by students within the school environment also appear as factors related to school selfconcept

Resolución de problemas interpersonales en niños en exclusión social: Valoración de un programa de entrenamiento / Resolution of interpersonal problems in children in social exclusion: Assessment of a training program

Resumen La exclusión social es uno de los mayores desafíos de las sociedades modernas especialmente para una de las poblaciones más afectadas: la infancia. Crecer en ambientes desfavorecidos tiene un impacto negativo en la salud, la educación o el desarrollo cognitivo, emocional y social. Una de las áreas especialmente afectadas en estos niños es la competencia social, entendida como la habilidad del sujeto para enfrentarse a situaciones sociales problemáticas de forma exitosa. Este trabajo se centra en las habilidades de resolución de problemas interpersonales, consideradas componentes fundamentales de la competencia social. El objetivo del estudio ha consistido en determinar si la implementación de un programa de entrenamiento en habilidades de resolución de problemas interpersonales consigue mejorar dichas habilidades en niños en situación de exclusión social a través de un diseño cuasi-experimental pre-post-tratamiento. Los participantes han sido 61 niños de 7 a 12 años de los cuales 34 se sitúan en situación de exclusión. Los resultados muestran mejoras en la habilidad de generar soluciones a los conflictos y en solución de problemas interpersonales. De los resultados se concluye que el programa genera mejoras en las habilidades entrenadas en niños en situación de exclusión. No obstante, se hace necesario seguir investigando el impacto de las intervenciones breves en esta población.

Abstract Social exclusion is one of the biggest challenges of modern societies especially for one of the most affected populations: children. Growing up in disadvantaged environments has a negative impact on health, education or cognitive, emotional and social development. One area particularly affected in these children is social competence - the subject's ability to deal with problematic social situations successfully. This work focuses on interpersonal problem-solving skills, which are deemed as being quintessential components of social competence. This paper sought to determine whether the implementation of a training program for solving interpersonal problems improves these skills in children in situation of social exclusion, through a quasi-experimental pre-post-treatment design. Participants were 61 children aged 7-12, of which 34 were situation of exclusion. The results show improvements in the ability to generate solutions to conflicts and in interpersonal problem-solving skills. Based on the results, it can be concluded that the program generates improvements in the skills trained in children in situation of exclusion. Nevertheless, it is necessary to conduct further research on the impact of brief interventions in this population.

Teaching and Assessing Communication Skills in Medical Undergraduate Training.

Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The "Vision 2015" document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.

Valoración de un programa de habilidades interpersonales en niños superdotados / Evaluation of an interpersonal skills program in gifted children

Algunos trabajos de investigación informan que cierto número de niños superdotados muestran problemas de adaptación social y habilidades sociales e interpersonales, mientras que otros consideran que esto no ocurre. Partiendo de lo anterior, Neihart, Reis, Robinson y Moon (2002) hablan de enfoque de resiliencia versus enfoque de riesgo. En este trabajo se considera el beneficio de aplicar programas de entrenamiento en habilidades interpersonales en niños superdotados para prevenir posibles problemas. Por ello, se pretende valorar la eficacia de un programa de entrenamiento en resolución de problemas interpersonales en esta población. En esta investigación participaron 40 niños superdotados de edades comprendidas entre 7 y 13 años, divididos en un grupo tratamiento y un grupo control de lista de espera. Los resultados mostraron diferencias significativas en las medidas de valoración directa en el grupo tratamiento tras la aplicación del programa. También se detectaron diferencias significativas entre el grupo tratamiento y el grupo control en las medidas postratamiento a favor del primero, y se confirmó la relación del potencial de aprendizaje de los niños con los beneficios obtenidos. En definitiva, el programa de entrenamiento se muestra eficaz en la mejora de las habilidades de solución de problemas interpersonales evaluadas en niños superdotados.

Certain research studies report that a number of gifted children show social adaptation issues, as well as problems with social and interpersonal skills, while others consider that this does not occur. In this regard, Neihart, Reis, Robinson and Moon (2002) speaks of a resilience approach versus a risk approach. From the risk viewpoint, this paper presents the benefits of applying training programs in interpersonal skills as to prevent potential problems in gifted children. For this reason, we aim to evaluate the effectiveness of a training program for solving interpersonal problems in this population. Participants include 40 gifted children aged 7 to 13, divided into a treatment group and a control - waitlisted - group. Program application results show significant differences in direct assessment measurements in the treatment group. An increase in effect sizes between the treatment group and the control group is also detected, in favor of the former, and a relationship between the children's learning potential and the benefits obtained is also confirmed. In short, the training program proves effective in interpersonal problem-solving skill improvement in children with high intellectual capacity.

Interpersonal competence and sex risk behaviours among Jamaican adolescents / Competencia interpersonal y comportamientos de riesgo sexual entre los adolescentes Jamaicanos

OBJECTIVE: Of particular public health concern to the Jamaican authorities is the consistently high numbers of new HIV infections among adolescents and young adults. The thrust in HIV/AIDS prevention campaigns has largely been toward an increase in knowledge and attitudes as opposed to personality variables. However, it is widely believed that persons with high interpersonal skills may be less likely to engage in sex risk behaviours. This study investigated interpersonal competence as a personality characteristic associated with sexual risk-taking among Jamaican adolescents. METHODS: A cross-sectional survey of 500 adolescents, ages 13−18 years (250 males and 250 females) from nine randomly selected secondary government schools within Kingston and St Andrew was used. The sample ensured maximum variation in age groups. The BarOn EQ-i:YV(S) was utilized to provide a measure of interpersonal competence and the Sex Risk Scale from the Adolescent Risk Inventory acted as a measure of sex risk behaviours. The Spearman's rho correlational statistic was used to investigate the hypothesis. RESULTS: Of the students surveyed, 58.6% reported that they were sexually active; 31.8% reported having multiple sexual partners and 28.2% reporting inconsistent condom use. A significant, inverse relationship was observed between interpersonal competence and sex risk behaviours (p < 0.05). CONCLUSION: This research provided evidence that adolescents with high interpersonal skills are less likely to participate in risky sexual behaviours. Therefore, interventions aimed at reducing risky adolescent sexual practices might benefit from the inclusion of strategies to build interpersonal skills.

OBJETIVO: De interés particular para las autoridades jamaicanas de la salud pública es el número consistentemente alto de nuevas infecciones de VIH entre adolescentes y adultos jóvenes. El desempeño principal de las campañas de prevención del VIH/SIDA ha estado dirigido en gran parte hacia el aumento de conocimientos y actitudes, en vez de a variables de la personalidad. Sin embargo, existe la creencia ampliamente extendida de que las personas con buen desarrollo de sus habilidades interpersonales, serán menos propensas a involucrarse en conductas de riesgo sexual. Este estudio investigó la competencia interpersonal como una característica de personalidad asociada con riesgos sexuales entre adolescentes jamaicanos. MÉTODOS: Se llevó a cabo un estudio transversal de 500 adolescentes, con edades entre 13−18 años (250 varones, y 250 hembras) de nueve escuelas secundarias del gobierno, seleccionadas al azar en las áreas de Kingston y Saint Andrew. La muestra garantizó una máxima variación en los grupos de edad. Se usó el test BarOn EQ-i:YV (S) para obtener una medida de la competencia interpersonal, en tanto que la Escala de Riesgo Sexual del Inventario de Riesgo Adolescente actuó como una medida de los comportamientos de riesgo sexual. Las estadísticas correlaciónales de Spearman fueron utilizadas para investigar la hipótesis. RESULTADOS: De los estudiantes encuestados, 58.6% informó estar sexualmente activos; 31.8% informó tener múltiples parejas sexuales, y el 28.2%, reportó un uso sistemático del condón. Se observó una relación inversa significativa entre la competencia interpersonal y las conductas de riesgo sexual (p < 0.05). CONCLUSIÓN: Esta investigación proporcionó evidencia de que los adolescentes con alto desarrollo de habilidades interpersonales son menos propensos a participar en conductas sexuales riesgosas. Por lo tanto, las intervenciones destinadas a reducir las prácticas sexuales adolescentes riesgosas, podrían beneficiarse con la inclusión de las estrategias para desarrollar las habilidades interpersonales.

Development of Medical Students Interpersonal Skills and Understanding of the Roles which Non-Faculty Hospital Personnel through an Experience-Based Learning Program / 한국의학교육

Gachon Medical School developed an "Experience-based Sharing Program" as a component of its "Patients, Doctors and Society" course. The program was designed to familiarize preclinical students with the various roles which patients and hospital personnel take on in the hospital setting by directly experiencing these roles and performing the same daily routines that these personnel perform. The unit was organized as a 6-day program for 2nd and 3rd year students during the winter recess. Distinguishing features of the course are that it encouraged (1) the active participation of students in the daily hospital activities which various hospital personnel perform other than providing direct medical care within the hospital setting, (2) non-faculty hospital personnel to function as educational facilitators, (3) the development of medical students interpersonal skills with various groups of hospital staff and patients, and (4) students to engage in self-evaluation by requiring them to report on their experience. We conclude that the program is useful and essential in motivating students to understand the roles of their future coworkers in medical practice, in developing students interpersonal skills with the goal that they will be better doctors, and in encouraging paramedical personnel to be facilitators in educating medical students.