This article reports on the development and testing of the Interpersonal Communication Assessment Scale (ICAS), which was designed to assess the communication competencies of students in undergraduate and graduate nursing programs.
In addition, psychosocial communication was positively related to interpersonal quality assessments.
A positive relation between personal remarks by the GP and the interpersonal quality assessments was found in both periods.
The variance on video level decreased for the psychosocial and interpersonal quality assessments, indicating more uniformity between consultations on these dimensions in the second period.
Advances in interpersonal theory and assessment are outlined to demonstrate that Criterion A's self (identity, self-direction) and interpersonal (empathy, intimacy) impairments are related to the interpersonal meta-constructs and agency and communion and are operationalized by perceptual, behavioral, and affective mechanisms of the interpersonal situation framework.
Interpersonal factors included assessment and handling aggression, perceived under-use of MDT meetings, and lack of support and access to specialist advice.
On an interpersonal level, resource assessment concerns the characteristics of existing social networks, in terms of their nature and extent (including formal and informal ties), the quality of their relationships, and the types of support exchanged (enacted/perceived support).
In each pamphlet, messages were also directed at intrapersonal (e.g., knowledge, self-assessment), interpersonal (e.g., social and family support), and environmental (e.g., supportive environments for healthy habits) factors (see Table 1).
Social problem-solving skills were assessed with a video-based test; the Assessment of Interpersonal Problem-Solving Skills (AIPSS).
