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dc.contributor.authorRomero Ayuso, Dulce Nombre de Mari 
dc.contributor.authorOrtiz Rubio, Araceli 
dc.contributor.authorMoreno Ramírez
dc.contributor.authorMartín Martín, Lydia María 
dc.contributor.authorTriviño Juárez, José Matías 
dc.contributor.authorSerrano Guzmán, María 
dc.contributor.authorCano Detell, Enrique
dc.contributor.authorNovoa Casasola, Erika
dc.contributor.authorGea Mejías, Miguel 
dc.contributor.authorAriza Vega, María Patrocinio 
dc.date.accessioned2021-10-14T12:21:26Z
dc.date.available2021-10-14T12:21:26Z
dc.date.issued2021
dc.identifier.citationRomero-Ayuso, D.; Ortiz-Rubio, A.; Moreno-Ramírez, P.; Martín-Martín, L.; Triviño-Juárez, J.M.; Serrano-Guzmán, M.; Cano-Detell, E.; Novoa-Casasola, E.; Gea, M.; Ariza-Vega, P. A New Tool for Assessment of Professional Skills of Occupational Therapy Students. Healthcare 2021, 9, 1243. https:// doi.org/10.3390/healthcare9101243es_ES
dc.identifier.urihttp://hdl.handle.net/10481/70854
dc.description.abstractThe assessment of the acquisition of professional skills is an essential process in occupational therapy students. Until now, there has been no standardized and validated instrument for evaluating these skills in Spanish occupational therapy students. This study reports the development and testing of the psychometric properties of the professional skills in students of occupational therapy during their practical training. Methods: A new instrument was developed to assess the professional skills of occupational therapy students, called CPTO. A total of 69 occupational therapists participated in evaluating 295 occupational therapy students from the University of Granada, between the 2018 and 2021 academic years. Results: Of a total of 79 items, the factor analysis yielded a final solution of 33 items, which explains 70.22% of the variance with the following three dimensions: (1) self-appraisal and professional responsibility (α = 0.951); (2) communication skills and delivering intervention (α = 0.944); and (3) clinical reasoning for assessing and planning the intervention (α = 0.947). The instrument allows students with low, medium, high and excellent clinical skills to be differentiated according to the cutting points established by the quartiles. Conclusion: the instrument has good psychometric properties, and is a useful tool to assess professional competencies in occupational therapy students during their practice placement education.es_ES
dc.description.sponsorshipUnidad de Calidad Docente from University of Granadaes_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectClinical reasoninges_ES
dc.subjectFieldworkes_ES
dc.subjectPlacement educationes_ES
dc.subjectOccupational therapy es_ES
dc.subjectCommunication Skills of Trainerses_ES
dc.subjectAssessmentes_ES
dc.subjectEducation es_ES
dc.titleA New Tool for Assessment of Professional Skills of Occupational Therapy Studentses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/healthcare9101243


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Atribución 3.0 España
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