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References

  1. Agner, J. (2020). Moving from cultural competence to cultural humility in occupational therapy: A paradigm shift. American Journal of Occupational Therapy. 

  2. Andonian, L. (2013). Emotional intelligence, self-efficacy, and occupational therapy students' fieldwork performance. Occupational Therapy in Health Care.

  3. Brown, T., Williams, B., & Etherington, J. (2016). Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance. Occupational Therapy International. 

  4. Beauvais, A., Brady, N., O'Shea, E., & Quinn Griffin, M. (2011). Emotional Intelligence and nursing performance among nursing students. Nurse Education Today, 31, 396-401.

  5.  Brown, T., Williams, B., & Etherington, J. (2016). Emotional intelligence and personality traits as predictors of occupational therapy students' practice education performance: A cross鈥恠ectional study. Occupational Therapy International, 23(4), 412-424.

  6. Deepa, S., & Seth, M. (2013). Do Soft Skills Matter? 鈥� Implications for Educators Based on Recruiters' Perspective. IUP Journal Of Soft Skills, 7(1), 7-20.

  7. Deptula, P., & Chun, M. B. (2013). REVIEW: A Literature Review of Professionalism in Surgical Education: Suggested Components for Development of a Curriculum. Journal Of Surgical Education, 70408-422. doi:10.1016/j.jsurg.2012.11.007

  8. Gonzalez, M. G., Abu Kasim, N. H., & Naimie, Z. (2013). Soft skills and dental education. European Journal Of Dental Education, 17(2), 73. doi:10.1111/eje.12017

  9. James, K. L., & Musselman, L. (2006). Commonalities in level II fieldwork failure. Occupational Therapy in Health Care, 19(4), 67-81

  10. Kaiafas, K. N. (2021). Emotional Intelligence and Role-Modeling Nursing鈥檚 Soft Skills. Journal of Christian Nursing, 38(4), 240鈥�243.

  11. Naidoo, D., & Wyk, J. V. (2016). Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors. African Journal of Health Professions Education, 18(1), 37. doi:10.7196/ajhpe.2016.v8i1.536 

  12. Polonio-L贸pez, B., Trivi帽o-Ju谩rez, J. M., Corregidor-S谩nchez, A. I., Toledano-Gonz谩lez, A., Rodr铆guez-Mart铆nez, M. C., Cantero-Garlito, P., L贸pez-Mart铆n, O., Rodr铆guez-Hern谩ndez, M., Segura-Fragoso, A., & Romero-Ayuso, D. M. (2019). Improving Self-Perceived Emotional Intelligence in Occupational Therapy Students Through Practical Training. Frontiers in psychology, 10, 920.

  13. Reynolds, A. (2009). Patient-centered care. Radiologic Technology, 81(2), 133-147.

  14. Robles, M. M. (2012). Executive Perceptions of the Top 10 Soft Skills Needed in Today's Workplace. Business Communication Quarterly, 75(4), 453-465. doi:10.1177/1080569912460400. Emotional Intelligence: Developing Soft Skills in Occupational Therapy Students to Increase Success during Fieldwork Experience and as Practicing Clinicians.

  15. Roth, C. G., Eldin, K. W., Padmanabhan, V., & Friedman, E. M. (2019). Twelve tips for the introduction of emotional intelligence in medical education. Medical Teacher. 

  16. Thomas, J., Beyer, J., & Sealey , L. (2018). Emotional Intelligence: Developing Soft Skills to Increase Students鈥� Success during Fieldwork Experience and as Practicing Clinicians.
  17. Thomure, R. (2023). Use of formal and informal strategies to manage stress during Level II occupational therapy fieldwork. The Open Journal of Occupational Therapy, 11(4), 1鈥�9.