Changes in Emotional-Social Intelligence, Caring, Leadership and Moral Judgment during Health Science Education Programs

In addition to having academic knowledge and clinical skills, health professionals need to be caring, ethical practitioners able to understand the emotional concerns of their patients and to effect change. The purpose of this study was to determine whether emotional-social intelligence, caring, leadership and moral judgment of health science students change from the beginning to the end of their programs. Students from nursing, bachelor of health science and two physical therapy programs completed self-report questionnaires to evaluate emotional-social intelligence [BarOn Emotional Quotient Inventory: Short (EQ-i:S)], caring [Caring Ability Inventory (CAI)] and leadership [Self-Assessment Leadership Inventory] at the beginning and end of their programs. Students in three of the programs also completed a test of moral decision-making [Defining Issues Test (DIT-2)] at both time points. Two-way analyses of variance (program versus time) demonstrated significant time effects for the total score of EQ-i:S, the Knowing subscale of CAI and the N2 score of the DIT-2. There were no major differences between programs. It can be concluded that health science students show small improvements in emotional-social intelligence, caring and moral judgment from the beginning to the end of their educational programs.

Emotional-Social Intelligence of Physical Therapy Students during the Initial Academic Component of Their First Professional Year

Purpose: To describe and compare the development of emotional-social intelligence (ESI) of physical therapy students from a traditional education program and a problem-based learning (PBL) program during the initial academic component of their first professional year of studies. Methods: At the beginning of their first professional year (time 1), sixty students (39 from the traditional program, 21 from the PBL program) completed the Bar-On Emotional Quotient Inventory Short (EQ-i:S) for ESI. The EQ-i:S provides a total score and five subscale scores (Intrapersonal, Interpersonal, Stress Management, Adaptability, and General Mood). Higher scores mean higher levels of ESI. The students completed the EQ-i:S again at the end of their first academic year, just prior to commencing their first full-time clinical placement (time 2). Results: A two-way ANOVA with repeated measures (group versus time) revealed significant group by time interaction effects (p\u3c .001) for the total EQ-i:S score and the intrapersonal, Stress Management and General Mood subscale scores. This interaction was a result of a decrease in scores for students from the traditional education program [Total Score: 105.0 (9.3) to 100.0 (11.3)], and an increase for those from the PBL program [Total Score: 98.3 (11.4) to 101.9 (13.1)] from time 1 to time 2. Conclusion: Although the observed changes in ESI were small in both groups, the patterns of change were different in students from traditional and PBL programs. More research is required to determine the reason for these differences

Sleep issues in children with physical disabilities and their families

Sleep has a significant impact on the daily functioning of children and their parents. The purpose of this study was to describe the sleep patterns, issues, and strategies used to facilitate sleep in children with and without physical disabilities and their families. Data were collected from questionnaires completed by caregivers and siblings. Caregivers of children with physical disabilities reported significantly greater concerns regarding general sleep problems, safety, and discomfort at night, night wakening, daytime irritability, interference with daytime activities and sleep-related health concerns in children with physical disabilities than in their counterparts. Caregivers, but not siblings, in families of children with physical disabilities experienced an increased prevalence of sleep issues. The most frequently cited strategies to alleviate problems were the establishment of consistent routines and provision of calming, supportive sleep environments. Pediatric therapists need to assess and address sleep issues to promote the well-being of children and their families. © by The Haworth Press, Inc. All rights reserved

Emotional-Social Intelligence in Health Science Students and its Relation to Leadership, Caring and Moral Judgment

The purposes of this study were to describe and compare the emotional-social intelligence (ESI) of students in nursing, physical therapy and health science programs, and to determine the relationship between ESI and each of leadership, caring and moral judgment. Subjects were 154 students from nursing, physical therapy and bachelor of health science (BHSc) programs in a Canadian university and a physical therapy program in an American college. Data were collected by means of self-report measures of ESI, leadership, caring, and moral judgment. The measures included the Bar-On Emotional Quotient Inventory Short (EQ-i:S), the Self-Assessment Leadership Inventory (SALI), the Caring Ability Inventory (CAI), the Caring Dimensions Inventory - 35 (CDI-35) [for nursing only] and the Defining Issues Test (DIT-2) [for physical therapy and BHSc only]. One-way analyses of variance (ANOVA ) revealed no differences between groups for the EQ-i:S, SALI, or DIT-2. There were significant differences for the Courage subscale of the CAI between students in the American physical therapy program and in the Canadian nursing program (p=.025). Pearson correlation coefficients were significant for EQ-i:S and each of SALI (r=.53), CAI-Knowledge (r=.59) and CAI-Courage (r=.60). The EQ-i:S scores were not related to the CDI (r=.15) or the DIT-2 (r=-.06). The results of this study confirmed the positive relationship between ESI and leadership and suggested that ESI may be an important construct in caring. There were no major differences between students in different health science programs, and ESI was not related to moral judgment

Review of Particle Physics

This biennial review summarizes much of Particle Physics. Using data from previous editions, plus 1900 new measurements from 700 papers, we list, evaluate, and average measured properties of gauge bosons, leptons, quarks, mesons, and baryons. We also summarize searches for hypothetical particles such as Higgs bosons, heavy neutrinos, and supersymmetric particles. All the particle properties and search limits are listed in Summary Tables. We also give numerous tables, figures, formulae, and reviews of topics such as the Standard Model, particle detectors, probability, and statistics. A booklet is available containing the Summary Tables and abbreviated versions of some of the other sections of this full Review. © 1996 The American Physical Society