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Telehealth and Virtual Care
Published in Connie White Delaney, Charlotte A. Weaver, Joyce Sensmeier, Lisiane Pruinelli, Patrick Weber, Nursing and Informatics for the 21st Century – Embracing a Digital World, 3rd Edition, Book 3, 2022
Elizabeth A. Krupinski, Kimberly D. Shea
There are a number of groups developing telehealth competencies for nursing. Carius et al. (2016) developed a holistic competency model for telenursing practice that identified four categories: social (e.g., soft skills like friendliness and empathy), personal (e.g., reliability and willingness to learn), methodological (e.g., anamnesis skills, analytical thinking, coping with abstraction) and professional competencies (e.g., medical knowledge and experience). Social competencies were viewed as especially important, particularly with respect to having strong communication skills and those skills related to establishing effective relationships with patients in a virtual environment. Being able to convey empathy and sensitivity and having good active listening skills are important attributes as they contribute to a nurse's ability to make solid clinical decisions backed by clear critical thinking skills that are necessary when trying to understand the patient's needs, which may not be expressed well virtually.
Professional identity and competence to practise in medicine
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Over the past 20 years, there has been considerable interest in social skills training and research (Argyle, 1981; Furnham, 1985, 2008). The underlying message of this approach is that the ability to communicate efficiently and effectively is a skill that can (and must) be taught and learnt. Many individual skills make up social competence, which is thought of as the ability to produce the desired effects on other people in social situations. Much of the research in this field has concentrated on groups who, for one reason or another, do not possess these skills such as mental patients (schizophrenics and neurotics), addicts (particularly alcoholics), criminal offenders (recidivists, delinquents), disturbed adolescents and handicapped people.
Maladaptive Coping in Functional Somatic Syndromes
Published in Peter Manu, The Psychopathology of Functional Somatic Syndromes, 2020
Subjects with chronic fatigue syndrome were significantly more depressed than healthy subjects and teens with juvenile rheumatoid arthritis. As assessed by structured interviews, the difference remained highly significant (p < 0.0001) after the somatic symptoms were excluded from the calculation of the severity of depression. The illness behavior encouragement scores were significantly higher for patients with chronic fatigue syndrome. Other measures of the family contribution to illness behavior indicated no significant differences for family type, adaptability, and cohesion. Psychosocial functioning was the poorest among teenagers with chronic fatigue syndrome, as reflected by the fact that they had missed an average of 40 days of school during the previous six months, as compared with ten days for the juvenile arthritis group. The healthy control group subjects missed an average of three days of school. Similar differences were observed in the area of social competence. The authors’ interpretation of the findings highlighted the fact that the families of teenagers with juvenile rheumatoid arthritis “expected symptoms to be a normal part of the teen’s life and expected the teen to cope when symptoms occurred” (Brace et al., 2000, p. 336). In contrast, family members of teens with chronic fatigue syndrome appeared to be more concerned and encouraged maladaptive coping with illness.
Do online workshops using active teaching methods improve self-rated social skills of future physiotherapists?
Published in European Journal of Physiotherapy, 2023
Joanna Femiak, Marcin Czechowski
The behavioural aspect of social competences has also been emphasised by Grasham and Elliott, who define social competences as socially acceptable learned behaviours that enable an individual to interact effectively and establish relations with others [7]. According to Elliott, social interactions between people are evident in many aspects of daily life such as playing, learning and working [8]. Social competences include self-awareness (the ability to accurately assess personal feelings), self-management (the ability to productively manage emotions and use self-soothing), social awareness (the ability to adopt others’ perspective), empathy, relationships and social skills (the ability to have positive and effective exchanges with others) and responsible decision making (analysing social situations and problems and taking into account the goals of the environment) [9]. It is through social competences that a person is able to interact with other people, which includes behaviour such as helping, sharing, initiating and responding to other people’s communication, asking for another person’s help, or giving positive feedback to other people [8].
Exploring the communication needs and challenges of adults with autism spectrum disorders: Communication partners’ perspectives
Published in International Journal of Speech-Language Pathology, 2022
Kathleen E. Denney, Kate L. Anderson, Joanne M. Watson
However, the results of the present study show that communication partners actually use a wide range of strategies in order to enhance their own communicative competence within each of Light’s four domains. Participants enhanced their own linguistic competence in a variety of ways including the use of plain language, and supplementing speech with other forms of communication such as texting, typing or writing in order to enhance understanding. There were clear barriers to the use of AAC by communication partners including a tendency to privilege speech, lack of confidence or lack of time. These results highlight the importance of ensuring that communication partners achieve operational competence in order to ensure effective communication with adults who have ASD and CCN who use AAC. Social competence represented a complex idea for communication partners within the present study. This seemed to be linked to the ability of communication partners to facilitate interactions between adults with ASD and CCN and others. Communication partners demonstrated skills in both interpretation and translation within the social competence domain. Finally, the findings of the present study reveal that communication partners utilise a variety of strategies in order to enhance their communication, to avoid communication breakdown and to adapt to the specific needs of individuals with ASD and CCN.
Improving Social Anxiety and Social Responsiveness in Autism Spectrum Disorder through PEERS®
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2022
Reina S. Factor, Christine T. Moody, Katherine Y. Sung, Elizabeth A. Laugeson
If social anxiety is a sequela of autism-related social differences, a more effective route to produce benefits across both constructs may be to primarily target social skills. Indeed, limited research has suggested evidence-based social skills treatments are effective in reducing anxiety symptoms in autistic individuals (Hillier et al., 2011; Schohl et al., 2014; Spain et al., 2017), yet prior studies have not directly tested whether changes in social skills following such treatments are associated with changes in social anxiety. Therefore, it remains unclear whether benefits from social skills intervention may be related to improved social competence, or to any number of other treatment processes (e.g., participating in a group therapy modality, which might be a type of exposure). Additionally, many autistic individuals experience sub-clinical levels of anxiety (Adams et al., 2019), often unrecognized, misdiagnosed, or overshadowed by the broader ASD diagnosis (MacNeil et al., 2009). Thus, social skills interventions may be particularly helpful for individuals for whom anxiety-focused treatment may not be indicated.