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From counting and pouring to caring:...

Lonie, John Michael.

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From counting and pouring to caring: How pharmacists learn empathic communication skills.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From counting and pouring to caring: How pharmacists learn empathic communication skills./
作者:	Lonie, John Michael.
面頁冊數:	280 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1595.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175707
ISBN:	0542147440

From counting and pouring to caring: How pharmacists learn empathic communication skills.
Lonie, John Michael.

From counting and pouring to caring: How pharmacists learn empathic communication skills. - 280 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1595.

Thesis (Ed.D.)--Columbia University Teachers College, 2005.

The purpose of this study was to better understand how community pharmacists learned and developed empathic communications skills. This study was guided by three primary research questions: (1) How did pharmacists learn to develop empathic attitudes and behaviors in practice? (2) Which social and/or contextual processes contributed to or hindered this learning? (3) What recommendations can be made to the fields of continuing education and entry-level professional education as a result of this study?

ISBN: 0542147440Subjects--Topical Terms:

626632
Education, Adult and Continuing.

From counting and pouring to caring: How pharmacists learn empathic communication skills.
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245 1 0 $a From counting and pouring to caring: How pharmacists learn empathic communication skills.
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500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1595.
500 $a Sponsor: Jeanne Bitterman.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2005.
520 $a The purpose of this study was to better understand how community pharmacists learned and developed empathic communications skills. This study was guided by three primary research questions: (1) How did pharmacists learn to develop empathic attitudes and behaviors in practice? (2) Which social and/or contextual processes contributed to or hindered this learning? (3) What recommendations can be made to the fields of continuing education and entry-level professional education as a result of this study?
520 $a The project was a multiple case study of peer-nominated highly empathic community pharmacists. The methodology utilized five data collection methods: demographic survey; La Monica Empathy Profile; written critical incidents; semi-structured interviews; and summative focus groups.
520 $a Data analysis consisted of an examination of the perceptions of how and what pharmacists learned which made them empathic as well as the facilitators and inhibitors of this learning process. Data were analyzed qualitatively through open coding and through computerized qualitative data analysis software.
520 $a The findings were analyzed through theoretical frameworks which combined experiential learning, social and observational learning, and reflection-in-action. The findings confirmed the use of several components of these theoretical frameworks, with particular emphasis on reflection-in-action and the social learning of professional empathic behaviors. Key themes which emerged in the findings included the following: (1) Pharmacists learned empathy by observing and modeling other pharmacists or through close interpersonal relationships. Pharmacists' empathic behaviors were triggered by a reflective process which occurred during encounters with patients. (2) Key facilitators of empathy in pharmacists included a positive general and occupational self-concept as well as adaptive anger management skills. (3) Significant barriers to pharmacists' empathic behaviors included feeling unappreciated or disrespected by patients.
520 $a The researcher concluded that community pharmacist's empathic behaviors are learned through a process which includes the observation of personally significant role models as well as highly adaptive self-reflective practices. Therefore the researcher recommends that the complexity of this learning process be conveyed to pharmacy continuing educators, entry-level educators, and practicing pharmacists in order to more effectively design educational programs which enhance this communicative skill.
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