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Journal articles on the topic 'Physical assessment skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Morrell, Sherry, Jody Ralph, Natalie Giannotti, Debbie Dayus, Susan Dennison, and Judy Bornais. "Physical assessment skills in nursing curricula." JBI Database of Systematic Reviews and Implementation Reports 17, no. 6 (2019): 1086–91. http://dx.doi.org/10.11124/jbisrir-2017-003981.

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2

Touger-Decker, Riva. "Physical Assessment Skills for Dietetics Practice." Topics in Clinical Nutrition 21, no. 3 (2006): 190–98. http://dx.doi.org/10.1097/00008486-200607000-00006.

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3

Robinson, Marylou V. "Pilot for Learning Interprofessional Physical Assessment Skills." Journal for Nurse Practitioners 10, no. 9 (2014): e45-e49. http://dx.doi.org/10.1016/j.nurpra.2014.07.038.

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4

Chen, Jun, Xiaozan Wang, Zhanjia Zhang, and Weiyun Chen. "Assessing Elementary School Students’ Manipulative Skill Competency in China." International Journal of Environmental Research and Public Health 18, no. 6 (2021): 3150. http://dx.doi.org/10.3390/ijerph18063150.

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This study aimed to test the validity and reliability of the Physical Education (PE) Metric Assessment Rubrics for assessing 4th-grade students’ manipulative skill competency and examine how well they demonstrated manipulative skill competency. Participants were 4th-grade students at six elementary schools in China. A total of 535 4th-grade students were assessed their soccer skills and 819 4th-grade students were assessed their basketball skills using the PE-Metric Assessment Rubrics. The results found that the soccer and basketball skill assessments had a high degree of internal consistency.

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Leong, Christine, Christopher Louizos, Grace Frankel, et al. "A Physical Assessment Skills Module on Vital Signs." American Journal of Pharmaceutical Education 78, no. 7 (2014): 137. http://dx.doi.org/10.5688/ajpe787137.

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6

Kausar, Shaista, Muhammad Hussain, and Muhammad Afzal. "Physical Assessment Skills Performing Hurdles Among Nursing Students." Vol.3, No.2 3, no. 2 (2020): 44–65. http://dx.doi.org/10.32441/aajms.3.2.5.

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7

Khoran, Mohammad, Fatemeh Alhani, and Ebrahim Hajizadeh. "Nurses Self- Assessment in Pediatric Physical Examination skills." Journal of Pediatric Nursing 3, no. 2 (2016): 1–9. http://dx.doi.org/10.21859/jpen-03021.

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8

Rushforth, Helen, John Warner, David Burge, and Edward Alan Glasper. "Nursing physical assessment skills: implications for UK practice." British Journal of Nursing 7, no. 16 (1998): 965–70. http://dx.doi.org/10.12968/bjon.1998.7.16.5611.

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9

Aldridge-Bent, Sharon. "Advanced physical assessment skills: implementation of a module." British Journal of Community Nursing 16, no. 2 (2011): 84–88. http://dx.doi.org/10.12968/bjcn.2011.16.2.84.

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10

Rosch, Dieter, Roy Hodgson, Lars Peterson, et al. "Assessment and Evaluation of Football Performance." American Journal of Sports Medicine 28, no. 5_suppl (2000): 29–39. http://dx.doi.org/10.1177/28.suppl_5.s-29.

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The most important variables for measuring performance in team sports such as football are physical condition and technical and tactical performance. However, because of the complexity of the game of football it is difficult to ascertain the relative importance of each of these variables. The aim of the present study was to develop a standardized test battery to evaluate physical performance in football players. The F-MARC test battery was designed to closely relate to the football player's normal activity and comprised a functional, structured training session of approximately 2.5 hours. It i

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11

Aparicio-Herguedas, José Luis, Jairo Rodríguez-Medina, Juan Carlos González-Hernández, and Antonio Fraile-Aranda. "Teaching Skills Assessment in Initial Teacher Training in Physical Education." Sustainability 12, no. 22 (2020): 9668. http://dx.doi.org/10.3390/su12229668.

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This paper assessed the impact of two teacher training degrees in Physical Education, one focusing on primary school teaching and the other one concerning secondary school teaching. Data from students of both degrees were statistically compared and contrasted taking into account four training scopes from the Questionnaire of Perception of Teaching Skills in Physical Education. A three-stage analysis was carried out: (i) a descriptive stage, (ii) an invariance analysis, and (iii) a comparison of latent means across the degrees. The results show significant statistical differences between the tw

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12

Burton, Allen W., and Richard W. Rodgerson. "New Perspectives on the Assessment of Movement Skills and Motor Abilities." Adapted Physical Activity Quarterly 18, no. 4 (2001): 347–65. http://dx.doi.org/10.1123/apaq.18.4.347.

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The practice of adapted physical education should be consistent with a theoretical model of motor behavior. We believe that the dominant view of movement skills, motor abilities, and general motor ability, as expressed in the current literature, often is not congruent with assessment instruments currently used in adapted physical education. The purpose of this paper is to review the dominant conceptualization of skills, abilities, and general motor ability; present four problems with the dominant view related to assessment in adapted physical education; and then offer a new perspective based o

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13

Dugan, Mary. "Improving Physical Assessment Observational Skills in the Community Setting: An Experiential Exercise." Creative Nursing 22, no. 1 (2016): 24–28. http://dx.doi.org/10.1891/1078-4535.22.1.24.

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To become skilled providers, nurse practitioner students are required to expand observational skills and develop acumen in differential diagnosis. Good observational skills are essential for developing differential diagnoses, which are narrowed through diagnostic reasoning to reach an accurate final diagnosis. Teaching observational skills and differential diagnosis methods to nurse practitioner students can be challenging for nurse educators. The goal of an experiential assessment exercise (EAE) was to breathe life into an online course and have fun while learning to gather data about the hea

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14

Mitoma, Rika, and Toyoaki Yamauchi. "Effect of a physical assessment educational program on clinical practice." Journal of Nursing Education and Practice 8, no. 8 (2018): 96. http://dx.doi.org/10.5430/jnep.v8n8p96.

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Objective: This study aimed to investigate the effect of an educational program on physical assessment skills for registered nurses focusing on respiratory and cardiovascular systems.Methods: Design: Survey research using a self-administered questionnaire was used. Methods: The study was conducted in the physical assessment education program and the clinical settings. The study involved 104 registered nurses who completed a self-administered questionnaire, distributed immediately and 2 months after the physical assessment education program. The data were analyzed using the Wilcoxon signed-rank

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15

Taggart, Patricia. "Assessment of Motor Skills." Physical Therapy 66, no. 7 (1986): 1148–51. http://dx.doi.org/10.1093/ptj/66.7.1148.

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16

Vayer, Joshua S., John H. Hagmann, and Craig H. Llewellyn. "Refining Prehospital Physical Assessment Skills: A New Teaching Technique." Annals of Emergency Medicine 23, no. 4 (1994): 786–90. http://dx.doi.org/10.1016/s0196-0644(94)70315-9.

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17

Jones, Ann. "Role expansion of renal nurses: utilizing physical assessment skills." Journal of Renal Nursing 2, no. 5 (2010): 226–30. http://dx.doi.org/10.12968/jorn.2010.2.5.78483.

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18

Richardson, Andy. "Enhancing physical assessment skills in the preregistration nursing curriculum." British Journal of Cardiac Nursing 15, no. 2 (2020): 1–3. http://dx.doi.org/10.12968/bjca.2020.0013.

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19

Shi, Guang, Guan-Fei He, Li-Li Zhang, Mary R. Morrow, and Yang Zhao. "Barriers to Physical Assessment: Registered Nurses in Mainland China." Nursing Science Quarterly 33, no. 1 (2019): 65–72. http://dx.doi.org/10.1177/0894318419881809.

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The authors focus on discussing the barriers in the use of physical assessment skills by RNs (Registered Nurses) in mainland China. This study was a multicenter, cross-sectional survey conducted in 6 cities with 1,115 RNs in mainland China. The results indicated that 15.36% of the skills were used regularly, where general and skin condition assessment skills are used most frequently. Lack of training and a unified documentation form were the top two barriers RNs faced. In conclusion, RNs are not performing assessment skills with required proficiency in mainland China and still need managerial

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20

Suomi, Rory, and Joanne Suomi. "Effectiveness of a Training Program with Physical Education Students and Experienced Physical Education Teachers in Scoring the Test of Gross Motor Development." Perceptual and Motor Skills 84, no. 3 (1997): 771–78. http://dx.doi.org/10.2466/pms.1997.84.3.771.

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Recently there has been an increase in the need for instruction and assessment of motor skills of students with disabilities for the regular physical education teacher; however, research has indicated that training of physical educators in assessment of motor skills for students with disabilities is often inadequate. Models of teaching preparation such as the infusion approach stress the need to integrate teaching and assessment techniques applicable to students with and without disabilities. In this study, the effectiveness of assessment training on the accuracy of scoring the Test of Gross M

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21

Persson, Erika, Christina Haines, and Mia Lang. "Parent assessment of medical student skills in ambulatory pediatrics." Canadian Medical Education Journal 4, no. 2 (2013): e18-e27. http://dx.doi.org/10.36834/cmej.36608.

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Background: Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods: Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent and student responses in 8 areas: communication, respect, knowledge, listening, history taking, physical exam

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22

Williams, Nicki. "Consulting in the Clinical Skills Assessment." InnovAiT: Education and inspiration for general practice 12, no. 1 (2018): 13–17. http://dx.doi.org/10.1177/1755738018804277.

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The aim of the Clinical Skills Assessment (CSA) is to test a doctor’s ability to gather information, apply learned understanding of disease processes, and offer appropriate person-centred care. Effective integration of these skills is a key element in the exam, and not commonly tested in other disciplines. The CSA is a type of Objective Structured Clinical Examination (OSCE). Most medical OSCEs have stations each relating to one skill set, such as ‘communication’ or ‘physical examination’. Although that may be more relevant in secondary care, where patients arrive already partly sifted, the pr

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23

Coombs, Maureen A., and Sue E. Moorse. "Physical assessment skills: a developing dimension of clinical nursing practice." Intensive and Critical Care Nursing 18, no. 4 (2002): 200–210. http://dx.doi.org/10.1016/s0964339702000447.

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24

Geist, Rebecca, Ruth Ann Bridges, Valerie Kiper, Deborah Sikes, Patricia Allen, and Melinda Mitchell Jones. "Evaluating Physical Assessment Skills in an Online RN-BSN Program." Journal of Professional Nursing 35, no. 5 (2019): 365–68. http://dx.doi.org/10.1016/j.profnurs.2019.03.003.

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25

Eliason, Anne H., William McKinley, and Carolyn W. Graham. "Poster 121 Musculoskeletal Physical Exam Skills Assessment in Physiatry Residents." PM&R 8, no. 9 (2016): S201. http://dx.doi.org/10.1016/j.pmrj.2016.07.163.

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26

Li, J. T. "Assessment of basic physical examination skills of internal medicine residents." Academic Medicine 69, no. 4 (1994): 296–9. http://dx.doi.org/10.1097/00001888-199404000-00013.

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27

Mangione, Salvatore, William P. Burdick, and Steven J. Peitzman. "Physical Diagnosis Skills of Physicians in Training: A Focused Assessment." Academic Emergency Medicine 2, no. 7 (1995): 622–29. http://dx.doi.org/10.1111/j.1553-2712.1995.tb03601.x.

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28

Anderson, Marjorie C., D. Lynn Skillen, and Cheryl L. Knight. "Continuing Care Nurses' Perceptions of Need for Physical Assessment Skills." Journal of Gerontological Nursing 27, no. 7 (2001): 23–29. http://dx.doi.org/10.3928/0098-9134-20010701-09.

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29

Edmunds, Linda, Susan Ward, and Rhian Barnes. "The use of advanced physical assessment skills by cardiac nurses." British Journal of Nursing 19, no. 5 (2010): 282–87. http://dx.doi.org/10.12968/bjon.2010.19.5.47058.

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30

Rechtik, Zdeněk. "Assesment of Gross Motor Skills as a Part of Child’s Physical Readiness for Compulsory School Attenadance." Journal of Education and Training Studies 6, no. 11a (2018): 127. http://dx.doi.org/10.11114/jets.v6i11a.3809.

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Children in the Czech Republic before the beginning of compulsory school attendance undergo assessment evaluating so called school readiness. The part of this evaluation is assessment of children’s biological, mental, social and emotional readiness for the demands of school education. The assessment of gross motor skills is an important part of this evaluation. But motor skills are also connected not only with academic achievement but also with physical activity in future lifestyle. Therefore is the aim of the research analysis of gross motor skills in pre-school children. The research group c

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31

Button, Jeanne H., Brian M. Bruel, and Gerard E. Francisco. "Assessment of Musculoskeletal Examination Skills." American Journal of Physical Medicine & Rehabilitation 86, no. 11 (2007): 926–34. http://dx.doi.org/10.1097/phm.0b013e318152027b.

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32

Kinyon, Kathryn, Shannon D’Alton, Kristen Poston, and Sarah Navarrete. "Improving Physical Assessment and Clinical Judgment Skills without Increasing Content in a Prelicensure Nursing Health Assessment Course." Nursing Reports 11, no. 3 (2021): 600–607. http://dx.doi.org/10.3390/nursrep11030057.

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One hundred twenty-six assessment skills are taught in prelicensure nursing health assessment courses, yet 30 skills are used on a routine basis in practice. New nurses struggle to apply their acquired knowledge in clinical settings. Method: A literature review was completed. Based on the results, a first semester health assessment course in a southeastern accelerated baccalaureate nursing program was redesigned. Lectures and skills labs were adjusted to focus on the most critical assessment skills. To foster critical thinking and clinical judgement, a health assessment post conference was add

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33

Jaffe, Ashlee, Melissa Klein, Mary McMahon, and David Pruitt. "Quality Improvement Curriculum for Physical Medicine and Rehabilitation Residents: A Needs Assessment." American Journal of Medical Quality 32, no. 5 (2016): 541–46. http://dx.doi.org/10.1177/1062860616670977.

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This needs assessment survey of physical medicine and rehabilitation (PM&R) program directors (PDs) from Accreditation Council for Graduate Medical Education–accredited programs aimed to (1) describe current quality improvement (QI) training, (2) characterize PDs’ perceptions of their own and their faculty’s QI knowledge and skill, and (3) determine PDs’ opinions of optimal QI training to inform the development of a future QI curriculum. Descriptive statistics were used for data analysis. Forty-five percent of PDs (35/78) responded. All programs had QI education and required QI project par

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34

Porche, Demetrius J. "Male Infertility: Etiology, History, and Physical Assessment." Journal for Nurse Practitioners 2, no. 4 (2006): 226–28. http://dx.doi.org/10.1016/j.nurpra.2006.02.009.

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35

Reed, Karen Simon. "UTILIZATION OF A SOCIAL MEDIA PLATFORM TO DEVELOP CONTINUING EDUCATION PROGRAMMING FOR PROMOTING NURSING PRACTICE IN CAMBODIA." Belitung Nursing Journal 5, no. 2 (2019): 75–82. http://dx.doi.org/10.33546/bnj.714.

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Background: Cambodia’s nursing profession and nursing education system continue to progress 40 years after destruction by the Khmer Rouge. The author, who has a relationship with a hospital in southern Cambodia, was asked to teach physical assessment techniques to improve patient care.Objective: This study aimed to evaluate the impact of culturally congruent physical assessment media on the knowledge-base of Cambodian nurses.Methods: This article describes two years of an on-going project designed by the author who annually recruits US based BSN nursing students to use the ADDIE model to creat

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36

Colwell, Carolyn B., and Joyce Smith. "Determining the Use of Physical Assessment Skills in the Clinical Setting." Journal of Nursing Education 24, no. 8 (1985): 333–39. http://dx.doi.org/10.3928/0148-4834-19851001-07.

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37

Beran, Matthew C., Hisham Awan, David Rowley, Julie Balch Samora, Michael J. Griesser, and Julie Y. Bishop. "Assessment of Musculoskeletal Physical Examination Skills and Attitudes of Orthopaedic Residents." Journal of Bone and Joint Surgery-American Volume 94, no. 6 (2012): e36-1-8. http://dx.doi.org/10.2106/jbjs.k.00518.

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38

Salimin, Norkhalid, Mohd Izwan Shahril, Julismah Jani, et al. "Development Assessment Instrument for Basic Skills of Invasion in Physical Education." Advanced Science Letters 23, no. 1 (2017): 386–89. http://dx.doi.org/10.1166/asl.2017.7193.

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39

Meek, Gillianne. "Teaching Physical Assessment Skills to International Nursing Students in New Zealand." International Journal of Nursing Education 7, no. 1 (2015): 230. http://dx.doi.org/10.5958/0974-9357.2015.00047.1.

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40

Chen, Liling, Hong Chen, Di Xu, Yan Yang, Huiming Li, and Dong Hua. "Peer assessment platform of clinical skills in undergraduate medical education." Journal of International Medical Research 47, no. 11 (2019): 5526–35. http://dx.doi.org/10.1177/0300060519861025.

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Objective The study objective was to enhance clinical skills among undergraduate students majoring in clinical medicine in performing physical examination by establishing a novel platform for peer assessment of clinical skills. Methods A total 126 Year 2012 students majoring in medicine and receiving traditional training were assigned to the control group, and 126 Year 2013 students receiving instruction via the peer assessment platform of clinical skills were allocated to the study group. Scores of the physical examination, paper exam, and peer assessment were compared using a t-test, and we

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Piryani, Rano M., P. Ravi Shankar, Trilok P. Thapa, et al. "Introduction of structured physical examination skills to second year undergraduate medical students." F1000Research 2 (January 16, 2013): 16. http://dx.doi.org/10.12688/f1000research.2-16.v1.

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Introduction: Effective learning of physical examination skills (PES) requires suitable teaching and learning techniques and assessment methods. The Tribhuvan University (Nepal) curriculum recommends involving the departments of Medicine and Surgery in PES training (PEST) for second year students as a part of early clinical exposure. The project was developed to make teaching/learning of PES structured, involving eight clinical sciences departments and using appropriate methods for teaching and assessment in KIST Medical College, Nepal.Methods: Irby’s three stages of clinical teaching model (P

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42

Barbarito, Colleen, Linda Carney, and Aine Lynch. "Refining a Physical Assessment Course." Nurse Educator 22, no. 3 (1997): 6. http://dx.doi.org/10.1097/00006223-199705000-00002.

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43

Peitzman, Steven J. "Clinical Skills Assessment Using Standardized Patients." American Journal of Physical Medicine & Rehabilitation 79, no. 5 (2000): 490–93. http://dx.doi.org/10.1097/00002060-200009000-00021.

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44

Schafer, D. Sue, Rosalie B. Lopopolo, and Kathleen A. Luedtke-Hoffmann. "Administration and Management Skills Needed by Physical Therapist Graduates in 2010: A National Survey." Physical Therapy 87, no. 3 (2007): 261–81. http://dx.doi.org/10.2522/ptj.20060003.

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Background and Purpose Administration and management (A&M) skills are essential to physical therapist practice. This study identified which A&M skills will be most critical for future Doctor of Physical Therapy (DPT) graduates to possess upon entry into clinical practice. Subjects and Methods Using a 7-point scale, 435 randomly selected American Physical Therapy Association members (physical therapists) rated 121 A&M skills based on expectation of the level of independence required by a new DPT graduate. Results No differences among respondents based on role, work setting, or exper

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45

Thiwanka Wijeratne, Don, Siddhartha Srivastava, Barry Chan, Wilma Hopman, and Benjamin Thomson. "Sustainability of physical exam skills in a resident-led curriculum in a large internal medicine program with competency based medical education." Canadian Medical Education Journal 9, no. 4 (2018): e78-92. http://dx.doi.org/10.36834/cmej.43273.

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Background: Competency Based Medical Education (CBME) designates physical examination competency as an Entrustable Professional Activity (EPA). Considerable concern persists regarding the increased time burden CBME may place on educators. We developed a novel physical examination curriculum that shifted the burden of physical examination case preparation and performance assessment from faculty to residents. Our first objective was to determine if participation led to sustainable improvements in physical examination skills. The second objective was to determine if resident peer assessment was c

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46

Ruscin>, J. Mark, and Todd P. Semla. "Assessment of Medication Management Skills in Older Outpatients." Annals of Pharmacotherapy 30, no. 10 (1996): 1083–88. http://dx.doi.org/10.1177/106002809603001003.

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OBJECTIVE: To identify risk factors for poor medication management skills in community-dwelling older adults by using a performance-based medication management assessment instrument. DESIGN: A cross-sectional investigation. SETTING: A university outpatient geriatric assessment clinic. PARTICIPANTS: Fifty-nine community-dwelling older adults aged 62–102 years. MEASUREMENTS: Patients were assessed on their ability to perform medication management tasks, including reading prescription labels, interpreting medication instructions, opening safety-capped vials, removing tablets from vials, and diffe

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47

Rano, Mal Piryani, Shankar P. Ravi, Piryani Suneel, et al. "Assessment of structured physical examination skills training using a retro-pre-questionnaire." Journal of Educational Evaluation for Health Professions 10 (December 4, 2012): 13. http://dx.doi.org/10.3352/jeehp.2013.10.13.

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48

Gardenier, Donald, Troy Spicer, and Jaibun K. Earp. "Should Nurse Practitioner Students be Prompted During Their Physical Assessment Skills Examination?" Journal for Nurse Practitioners 16, no. 2 (2020): 98–99. http://dx.doi.org/10.1016/j.nurpra.2019.10.011.

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49

Pickett, Stephanie. "Options for Teaching Physical Assessment Skills On-Line for Nurse Education Students." Teaching and Learning in Nursing 12, no. 1 (2017): 32–34. http://dx.doi.org/10.1016/j.teln.2016.09.001.

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50

Cohen, D. A., R. Touger-Decker, P. Matheson, L. Byham-Gray, and J. O’Sullivan-Maillet. "Physical Assessment Knowledge and Skills Taught in Dietetic Internships and Coordinated Programs." Journal of the American Dietetic Association 107, no. 8 (2007): A23. http://dx.doi.org/10.1016/j.jada.2007.05.315.

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