سبک مدیریت تعارض دانشجویی و نگرش ها
ترجمه نشده

سبک مدیریت تعارض دانشجویی و نگرش ها

عنوان فارسی مقاله: ارتباط بین سبک مدیریت تعارض دانشجویی و نگرش ها نسبت به همدلی
عنوان انگلیسی مقاله: Associations among student conflict management style and attitudes toward empathy
مجله/کنفرانس: جریانات در آموزش و یادگیری داروسازی - Currents In Pharmacy Teaching And Learning
رشته های تحصیلی مرتبط: مدیریت
گرایش های تحصیلی مرتبط: مدیریت منابع انسانی، مدیریت استراتژیک، مدیریت استراتژیک منابع انسانی
کلمات کلیدی فارسی: مدیریت تعارض، همدلی، ارتباطات بیمار محور
کلمات کلیدی انگلیسی: Conflict management، Empathy، Patient-centered communication
نوع نگارش مقاله: مقاله کوتاه (Short Communication)
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.cptl.2018.09.019
دانشگاه: Department of Health Outcomes Research and Policy, Harrison School of Pharmacy, 020 James E. Foy Hall, Auburn University, AL 36849, United States
صفحات مقاله انگلیسی: 8
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 0/667 در سال 2018
شاخص H_index: 14 در سال 2019
شاخص SJR: 0/358 در سال 2018
شناسه ISSN: 1877-1297
شاخص Quartile (چارک): Q2 در سال 2018
فرمت مقاله انگلیسی: PDF
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
کد محصول: E12741
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست مطالب (انگلیسی)

Abstract

Introduction

Rationale and objectives

Methods

Results

Discussion

Conclusion

References

بخشی از مقاله (انگلیسی)

Abstract

Introduction: Pharmacy education standards include a focus on interprofessional education and communication skills, specifically naming conflict management and patient-centered communication as key areas. This study aimed to explore the association between conflict management style and attitudes toward empathy among first year pharmacy students (P1s) in professional encounters.

Methods: A cross-sectional design was implemented among two cohorts of P1s who completed an online survey including the Thomas–Kilmann Conflict Mode Instrument professional version (TKCI-P) and the Kiersma–Chen Empathy Scale (KCES).

Results: Those scoring higher on the competing mode reported significantly lower attitudes toward empathy (p < 0.05). Those scoring higher on the accommodating mode reported significantly higher attitudes toward empathy (p < 0.05). Some student characteristics, including gender and race, were significantly associated with KCES score and/or TKCI-P mode.

Conclusions: These results suggest that awareness and training in empathy and conflict management should be incorporated in curricular content to support the likelihood of future pharmacists to be effective in their future patient and interprofessional interactions.

Introduction

The Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes 20131 and the Accreditation Council for Pharmacy Education (ACPE) 2016 Accreditation Standards,2 incorporate a focus on patient-centered and interprofessional communication for pharmacy students. The ACPE Interprofessional Education Standard includes a communication skills component that outlines patient-centered communication and conflict management as key skill areas needed to be prepared for future practice contexts that include advanced care services and interprofessional care teams.2,3 Within patient-centered communication, empathy is an essential component in building trust and relationships between patients and providers.4,5 While empathy is an ambiguous concept that has multiple recognized definitions, a generally accepted definition is the ability to see the world as others see it, understand another's current feelings, be non-judgmental, and communicate understanding.6–10 Empathy results in stronger patient–provider relationships and has been shown to significantly improve adherence to recommendations,11–15 patient satisfaction,16,17 and clinical outcomes.18 Empathic communication has also led to more accurate diagnosis,19,20 fewer medical errors,21 and greater provider well-being.