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Communication plays a pivotal role in fostering successful leadership and collaboration within educational setting, with preschools being no exception. This essay delves into the communication of preschool principals during meetings with staff. The study seeks to enhance our understanding of how preschool principals utilize communication and conversation skills in their interactions with employees, placing particular emphasis on their role as a direct link to effective leadership. The theoretical foundation of the essay primarily rests on Habermas (1996) notions of communication reason and contextual understanding, supplemented by Ärlestig (2008) insights into multidimensional communication.   Five participants were observed across a total of three meetings, as well as one fundamental interviewed each. The objective was to comprehend their practical use of communication and conversation skills, coupled with their conceptualization of conversation in general, in context of their role as principals. All data collection for this study was conducted in a digital way due to the covid-19 pandemic. Analyzing the data Gladding’s (2020) 34 conversation skills was essential buttress, which include various actions, as Kaminska (2016) describes as verbal and non-verbal in communication  The result indicates a considerable variation in the application of conversational skills among principals, though there is a tendency for the use of certain skills to be prevalent across the participant group. Active Listening, Clarifying and Summarizing emerged as the top three conversation skills consistently used by all principals. While individual variations were discernible based on personal styles, these three skills remained prominent across the board. During interviews, principals emphasized the need for adaptability and active listening in their professional roles for optimal success. This was supported by a number of researches, including Höög and Johansson (2005) and Kaminska (2016). Principals  often related their professional roles to experiences from their private lives, aligning with Habermas (1996) theory of the system of the private sphere. The interviews highlighted the evolving of the principal’s role over time, emphasizing the diverse and dynamic nature of the missions, reinforcing the necessity for diverse conversational skills and adaptability. Pedagogic leadership, views as an avenue for enhancing pedagogy and organized learning development, emerges as a critical and evolving area of responsibility.

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The purpose of this dissertation is first to provide an overview of professional competency development and teaching in veterinary education, and then to address the dearth of research in this area by examining students' motivational perceptions of their courses, how these perceptions compare and contrast across courses, and how their perceptions relate to their effort levels and course ratings. Professional competencies encompass cognitive, social, and personal resource skills such as interpersonal communication skills, collaboration, management, promotion of public health, lifelong learning, ethics, diversity competence, and adaptability to changing environments. The inclusion of professional competencies as a requisite portion of the veterinary curriculum has evolved substantially over the past 20 years. In this dissertation, two manuscripts are presented. The first (Chapter 2) is a literature review exploring the past 20 years of professional competency teaching and its development within, and inclusion into, the veterinary curriculum. The first manuscript concludes by describing recommendations from the literature for effective methods of inclusion of professional competencies into the veterinary curriculum. The second manuscript (Chapter 3) details a study conducted in a veterinary college with the aim of determining the extent to which students' motivational perceptions of their courses affect their effort and course ratings in veterinary courses. A second purpose of this study was to identify teaching strategies that can be used to improve the quality of teaching in professional competency courses. Results indicated that perceptions of empowerment, usefulness, and interest have the strongest relationship with effort and course ratings. Based on student responses to open-ended items, suggestions were made that instructors can use to improve student perceptions in their courses as a means to potentially increase student effort levels and overall course ratings. Together, these manuscripts contribute to current motivational theories and offer instructional design ideas to curriculum designers and educators who wish to improve students' motivation and engagement in professional competency development. / Doctor of Philosophy / The overall purpose of this dissertation was to explore student motivation within veterinary education with the goal of identifying ways to improve veterinary courses as well as students' willingness to put effort into their coursework. This study focused primarily on the teaching of professional competencies, which refers to skills in communication, collaboration, management, promotion of public health, lifelong learning, ethics, diversity competence, and adaptability to changing environments. The importance of mastering these skillsets has steadily increased in importance over the past two decades and continues to be an underdeveloped area of many veterinary curricula. There are two manuscripts included in this dissertation. Manuscript 1 (Chapter 2) is a literature review exploring the development of professional competency teaching over the past 20 years and its inclusion into the curriculum at most veterinary colleges. The first manuscript concludes by describing recommendations from the literature for effective methods of inclusion of professional competencies into the veterinary curriculum. Manuscript 2 (Chapter 3) details a study conducted in a veterinary college in which students were surveyed and asked about multiple aspects of their veterinary courses. The purpose of this study was to identify teaching strategies that can be used to improve the quality of teaching in professional competency courses, with the hope of improving students' motivation and effort levels as well. Together, these manuscripts contribute to current motivational theories and offer instructional design ideas to curriculum designers and educators who wish to improve students' motivation and engagement in professional competency development.

No / This paper describes the evaluation of a short training course in solution-focused brief therapy (SFBT) skills. This evaluation examined the relevance of SFBT skills to nursing and the extent to which a short training course affected nurses¿ communication skills. Nurses¿ communication skills have been criticized for many years, as has the training in communication skills that nurses receive. The absence of a coherent theoretical or practical framework for communication skills training led us to consider the utility of SFBT as a framework for a short training course for qualified nurses, the majority of them are registered nurses working with adults. Quantitative and qualitative data were collected: the former using pre- and post-training scales, the latter using a focus group conducted 6 months after the training. Data were analysed using the Wilcoxon signed-rank test and content analysis. Quantitative data indicated positive changes in nurses¿ practice following the training on four dimensions, and changes in nurses¿ willingness to communicate with people who are troubled reached levels of significance. Qualitative data uncovered changes to practice, centred on the rejection of problem-orientated discourses and reduced feelings of inadequacy and emotional stress in the nurses. There are indications that SFBT techniques may be relevant to nursing and a useful, cost-effective approach to the training of communication skills. Solution focused brief therapy provides a framework and easily understood tool-kit that are harmonious with nursing values.

Die vorliegende Arbeit beschäftigt sich mit der Durchführung von Diskussionen im Geographieunterricht und den in ihnen gezeigten Leistungen der Teilnehmer. Dafür werden die Ergebnisse einer quantitativen Beobachtungsstudie sowie einer qualitativen videobasierten Unterrichtsanalyse präsentiert. Die Auswertung der erhobenen Daten erfolgt auf der Grundlage der geforderten Kommunikationskompetenzstandards der DGfG (2012) sowie geeigneter Richtlinien und Modelle zum Aufbau von Argumenten und Diskussionen aus der Fachliteratur. Hinsichtlich der Häufigkeit von Diskussionen im Geographieunterricht zeigt die systematische Beobachtung von 1414 Geographiestunden in Berlin und Brandenburg die Seltenheit solcher Gesprächsereignisse im Unterricht. Die qualitative Inhaltsanalyse von neun videographierten Unterrichtsdiskussionen in der Sekundarstufe I und II offenbart wenig fachspezifische Argumentationen sowie eine defizitäre Beachtung wichtiger Diskussionsschritte. Die Schüler haben Schwierigkeiten bei der Einhaltung bestimmter Diskussionsregeln und der Formulierung komplexer, gültiger oder wissensbasierter Argumentationen sowie angemessener Argumentationskritik und Reaktion auf sie. Die Lehrkräfte weisen die Schüler nur begrenzt auf diese Defizite hin bzw. unterstützen sie nur bedingt bei ihrer Überwindung. Als Erklärung für die Forschungsergebnisse scheinen Zeitdruck im Unterricht, Orientierung an Rahmenlehrplänen und eine eingeschränkte Lehrerprofessionalität bedeutend zu sein. Letztere beruht vermutlich verstärkt auf Versäumnissen der Lehramtsausbildung hinsichtlich der Vermittlung von Kenntnissen bezüglich der Führung erfolgreicher Unterrichtsdiskussionen, der Hilfestellungen für die Schüler bei der Gestaltung dieser komplexen Kommunikationsform und einer spezifisch geographischen Fachidentität. Abschließend soll ein exemplarischer Vorschlag zeigen, wie erfolgreiche Diskussionen im Geographieunterricht unter den Bedingungen eines Einstundenfaches aussehen könnten. / The present work deals with the implementation of classroom discussions in geography lessons and the performance of the participants observed in their framework. Thus, the results of a quantitative observational study and a qualitative video-based classroom analysis are presented. The analysis of the data collected is carried out on the basis of communication skills required by the standards formulated by the DGfG (2012) and relevant guidelines and models for the composition of arguments and discussions. The systematic observation of 1414 geography lessons in Berlin and Brandenburg shows that discussions rarely take place in the classroom. The qualitative content analysis of nine videotaped classroom discussions in the secondary level I and II reveals little subject-specific argument and a deficient realisation of important discussion steps. Students show difficulties in complying with certain rules for discussions and the formulation of complex, valid or knowledge-based argumentations, as well as the formulation of appropriate criticism and reactions to it. The teachers refer to these problems only in a limited way and give students little support in overcoming them. As an explanation for these results time constraints in the classroom, focus on core curricula and limited teacher professionalism seem to be significant. The latter is probably largely based on shortcomings in teacher education, especially with regard to the transfer of knowledge concerning the management of successful classroom discussions, giving advice to students in the design of this complex form of communication and a specific geographical identity. Finally, an exemplary proposal shall demonstrate the course of a successful classroom discussion in geography lessons under the conditions of only one lesson per week.

Este é um estudo descritivo e correlacional que teve, como objetivo, identificar e descrever classes de comportamentos da conversa de idosos institucionalizados, medir suas frequências de ocorrência e verificar suas relações com a estrutura da rede social e com o tipo de apoio que eles recebiam. Inicialmente, foi feita uma revisão da literatura científica para identificar os comportamentos envolvidos na conversa. Com base nesses comportamentos, foi elaborado um primeiro roteiro de observação sistemática, constituído por 19 comportamentos, e o teste de interação real planejada para coletar uma amostra da conversa com os idosos. Participaram da pesquisa 30 idosos institucionalizados que tinham, em média, 74 anos. Esses idosos fornecerem seus consentimentos livre e esclarecido para a coleta de dados. Durante dois encontros com cada idoso foram aplicados quatro instrumentos: entrevista, diagrama de escolta, teste de interação real planejada e escala de apoio social. A aplicação dos instrumentos foi gravada em vídeo. Utilizou-se o primeiro roteiro de observação para observar os comportamentos da conversa dos idosos, gravados nos vídeos do teste de interação real planejada. Este roteiro foi modificado com inserção de novos comportamentos. O segundo roteiro passou a conter 26 comportamentos (18 verbais e oito não-verbais). Este foi utilizado para verificar a frequência dos comportamentos identificados. Foram observados 343 minutos de conversa. Os comportamentos foram redefinidos e apresentados a seis juízes para avaliar a fidedignidade das definições e observações. Os juízes avaliaram, também, três tipos globais de habilidades comunicativas dos idosos. Os índices de concordância oscilaram entre 83% e 100%. As habilidades comunicativas foram avaliadas como boas, com algumas variações. A frequência dos comportamentos verbais e não-verbais variou entre os idosos e interferiram na duração da conversa com a pesquisadora. Por isso, eles foram classificados como idosos que dominaram o turno da fala, idosos que fizeram comentários amplos e idosos que fizeram pequenos comentários. Foram calculadas as correlações entre os tempos de duração das conversas e as habilidades comunicativas dos idosos. Os idosos que fizeram pequenos comentários foram menos expressivos não-verbalmente e apresentaram menos informações gratuitas. De maneira geral, a maioria dos idosos fez poucas perguntas e demonstrou excessivo interesse em falar de si e desinteresse pelas autorrevelações da pesquisadora, sugerindo dificuldades comunicativas. Os idosos possuíam, em média, 6,2 pessoas na rede, quantidade pequena quando comparada com as redes sociais relatadas em estudos da literatura científica. Ocorreram variações na quantidade de pessoas da rede social, no número de pessoas que os idosos trocavam apoio e no tipo e quantidade de apoio recebido. Os idosos que fizeram pequenos comentários, além de serem mal avaliados pelos juízes, tinham, em média, menos pessoas nas suas redes e recebiam menos apoio de interação positiva. Os coeficientes de correlação sustentam esta afirmação. As análises comparativas entre os grupos e as tendências desses coeficientes indicam que boas habilidades comunicativas estão relacionadas com uma maior quantidade de pessoas na rede social e mais apoio afetivo e de interação positiva. Portanto, estes resultados indicam a necessidade de programas de desenvolvimento de habilidades comunicativas para auxiliarem os idosos institucionalizados a conquistarem e a manterem uma boa rede social de apoio / This is a descriptive and correlational study that aimed to identify and describe the categories of behavioral speech patterns of the elderly who have been institutionalized, with its focus on measuring said behavioral speech and its frequency in relation to the social care networks and the type of care the institutionalized receive. A review of the scientific literature was initially carried out to indentify the behavioral patterns involved in the conversational abilites of the institutionalized. With this information, a systematic report of observations was made, including 19 behavioral patterns, and a planned interactive test to collect a sample conversation of the subjects. Thirty people participated in the research with a median age of 74. All thirty gave their full consent to take part in the research and release any information that might have been needed for the researchers. Two meetings were conducted with each person, where four types of analytical instruments were applied: interviews, the convoy of social support, interactive tests and also the social support scale (SSS). These tests were video recorded. The first reported video observations were used to identify the speech behavior of the institutionalized. This report has been modified by inserting newly observed behavioral patterns of the institutionalized. The second report contained twenty-six types of behavioral patterns eighteen verbal and eight nonverbal and was utilized to verify the frequency of these identified behavioral patterns. A total of three hundred and forty-three minutes of observed conversations were conducted. The behavioral patterns were defined and then presented to six analysts to evaluate the accuracy of the reported observations. The analysts also verified three general types of communicative abilities of the institutionalized. The rates of agreement concerning their communicative abilities varied between eighty-three percent and a hundred percent. The frequency of their communicative abilities was evaluated as good, with few variations. The frequency of verbal behavior patterns and nonverbal patterns varied between the institutionalized and interfered in the conversation between the researcher and the subject. Because of this they were classified into the following three groups: the subjects who dominated the conversation, the subjects who made considerable comments, and those who hardly participated. The length of the conversation and the communicative abilities of the subjects were calculated in a correlational form. The subjects who made fewer comments were nonverbally less expressive and showed less information willingly. Generally speaking, the majority of the subjects asked few questions and showed extreme interest in talking about themselves and was uninterested in listening to the researcher, making communication difficult. In median, the subjects had 6,2 people in their social network, which is considered relatively small when compared to the scientific literature. There were variations in the quantity of people in the social networks, and the number of people that the subjects exchanged support with, as well as the quality and type of support received between the three subject groups. Besides being poorly assessed by the analysts, the subjects who made the fewest comments had in median, less people in their social network and received less positive interaction support. The correlation coefficients supported this fact. The comparative analysis between the groups and the correlation coefficient made evident that good communicative abilities are related to the number of people in the social networks and the amount of positive care and interaction exchanged. Therefore, these results indicate there is a need for developing programs which focus on improving communicative abilities to aid the institutionalized to achieve and maintain proper social support networks

Este é um estudo descritivo e correlacional que teve, como objetivo, identificar e descrever classes de comportamentos da conversa de idosos institucionalizados, medir suas frequências de ocorrência e verificar suas relações com a estrutura da rede social e com o tipo de apoio que eles recebiam. Inicialmente, foi feita uma revisão da literatura científica para identificar os comportamentos envolvidos na conversa. Com base nesses comportamentos, foi elaborado um primeiro roteiro de observação sistemática, constituído por 19 comportamentos, e o teste de interação real planejada para coletar uma amostra da conversa com os idosos. Participaram da pesquisa 30 idosos institucionalizados que tinham, em média, 74 anos. Esses idosos fornecerem seus consentimentos livre e esclarecido para a coleta de dados. Durante dois encontros com cada idoso foram aplicados quatro instrumentos: entrevista, diagrama de escolta, teste de interação real planejada e escala de apoio social. A aplicação dos instrumentos foi gravada em vídeo. Utilizou-se o primeiro roteiro de observação para observar os comportamentos da conversa dos idosos, gravados nos vídeos do teste de interação real planejada. Este roteiro foi modificado com inserção de novos comportamentos. O segundo roteiro passou a conter 26 comportamentos (18 verbais e oito não-verbais). Este foi utilizado para verificar a frequência dos comportamentos identificados. Foram observados 343 minutos de conversa. Os comportamentos foram redefinidos e apresentados a seis juízes para avaliar a fidedignidade das definições e observações. Os juízes avaliaram, também, três tipos globais de habilidades comunicativas dos idosos. Os índices de concordância oscilaram entre 83% e 100%. As habilidades comunicativas foram avaliadas como boas, com algumas variações. A frequência dos comportamentos verbais e não-verbais variou entre os idosos e interferiram na duração da conversa com a pesquisadora. Por isso, eles foram classificados como idosos que dominaram o turno da fala, idosos que fizeram comentários amplos e idosos que fizeram pequenos comentários. Foram calculadas as correlações entre os tempos de duração das conversas e as habilidades comunicativas dos idosos. Os idosos que fizeram pequenos comentários foram menos expressivos não-verbalmente e apresentaram menos informações gratuitas. De maneira geral, a maioria dos idosos fez poucas perguntas e demonstrou excessivo interesse em falar de si e desinteresse pelas autorrevelações da pesquisadora, sugerindo dificuldades comunicativas. Os idosos possuíam, em média, 6,2 pessoas na rede, quantidade pequena quando comparada com as redes sociais relatadas em estudos da literatura científica. Ocorreram variações na quantidade de pessoas da rede social, no número de pessoas que os idosos trocavam apoio e no tipo e quantidade de apoio recebido. Os idosos que fizeram pequenos comentários, além de serem mal avaliados pelos juízes, tinham, em média, menos pessoas nas suas redes e recebiam menos apoio de interação positiva. Os coeficientes de correlação sustentam esta afirmação. As análises comparativas entre os grupos e as tendências desses coeficientes indicam que boas habilidades comunicativas estão relacionadas com uma maior quantidade de pessoas na rede social e mais apoio afetivo e de interação positiva. Portanto, estes resultados indicam a necessidade de programas de desenvolvimento de habilidades comunicativas para auxiliarem os idosos institucionalizados a conquistarem e a manterem uma boa rede social de apoio / This is a descriptive and correlational study that aimed to identify and describe the categories of behavioral speech patterns of the elderly who have been institutionalized, with its focus on measuring said behavioral speech and its frequency in relation to the social care networks and the type of care the institutionalized receive. A review of the scientific literature was initially carried out to indentify the behavioral patterns involved in the conversational abilites of the institutionalized. With this information, a systematic report of observations was made, including 19 behavioral patterns, and a planned interactive test to collect a sample conversation of the subjects. Thirty people participated in the research with a median age of 74. All thirty gave their full consent to take part in the research and release any information that might have been needed for the researchers. Two meetings were conducted with each person, where four types of analytical instruments were applied: interviews, the convoy of social support, interactive tests and also the social support scale (SSS). These tests were video recorded. The first reported video observations were used to identify the speech behavior of the institutionalized. This report has been modified by inserting newly observed behavioral patterns of the institutionalized. The second report contained twenty-six types of behavioral patterns eighteen verbal and eight nonverbal and was utilized to verify the frequency of these identified behavioral patterns. A total of three hundred and forty-three minutes of observed conversations were conducted. The behavioral patterns were defined and then presented to six analysts to evaluate the accuracy of the reported observations. The analysts also verified three general types of communicative abilities of the institutionalized. The rates of agreement concerning their communicative abilities varied between eighty-three percent and a hundred percent. The frequency of their communicative abilities was evaluated as good, with few variations. The frequency of verbal behavior patterns and nonverbal patterns varied between the institutionalized and interfered in the conversation between the researcher and the subject. Because of this they were classified into the following three groups: the subjects who dominated the conversation, the subjects who made considerable comments, and those who hardly participated. The length of the conversation and the communicative abilities of the subjects were calculated in a correlational form. The subjects who made fewer comments were nonverbally less expressive and showed less information willingly. Generally speaking, the majority of the subjects asked few questions and showed extreme interest in talking about themselves and was uninterested in listening to the researcher, making communication difficult. In median, the subjects had 6,2 people in their social network, which is considered relatively small when compared to the scientific literature. There were variations in the quantity of people in the social networks, and the number of people that the subjects exchanged support with, as well as the quality and type of support received between the three subject groups. Besides being poorly assessed by the analysts, the subjects who made the fewest comments had in median, less people in their social network and received less positive interaction support. The correlation coefficients supported this fact. The comparative analysis between the groups and the correlation coefficient made evident that good communicative abilities are related to the number of people in the social networks and the amount of positive care and interaction exchanged. Therefore, these results indicate there is a need for developing programs which focus on improving communicative abilities to aid the institutionalized to achieve and maintain proper social support networks

Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students’ patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.