Question

What are psychomotor skills needed by patients in order to do Tinetti’s Performance Oriented Mobility Assessment, abbreviated as POMA and TMT

Answer 1

In the literature, it is stated that performing a psychomotor skill has two components, one of which is to perform the skill steps correctly and the other is communication with the patient in this process. Nursingeducation aims to developpsychomotor skills as well as sensorial skills.

PURPOSE-

To measure a n older adult s gait and balance ability..desgn des t measure abilities and gait in elderly but has also been used for patience with various other conditions.

ACRONYM-

POMA : TMT

Area Of Asseament-

Balamce-- vestibular

Balance-- non bestvestib

Gait

ASSESMENT TYPE - performance measure

Cost -- free

Diagnosis--- pain management,

Parkinson's disease+ neurology

Rehabilitation

Strok recovery

Key description- tinetti aimed to develop a measure to screen olde4 adults for baoance and gait impairment tha5 was feasible for use, was reliabke and senstive to s8fnificant changes and reflect position charges and fait measure 7sed due8ng daily alternatives.

Psychomotor learning is the relationship between cognitive functions and physical movement. Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed—actions which demonstrate the fine or gross motor skills, such as use of precision instruments or tools, and walking.

COGNITIVE, AFFECTIVE, PSYCHOMOTOR SKILLS

Through this unit the value of physical education within the curriculum is enhanced by aligning practical components with theoretical tasks. Blooms taxonomy focusses on merging cognitive, affective and psychomotor elements to promote active and academic learning. Teachers can fulfill this component through questioning and written worksheets in practical lessons. Encouraging students to think through self and peer reflection based on the tactical problems presented through games is how teachers can approach cognitive, affective and psychomotor domains

Through this unit the value of physical education within the curriculum is enhanced by aligning practical componsses on merging cognitive, affective and psychomotor elements to promote active and academic learning. Teachers can fulfill this component through questioning and written worksheets in practical lessons. Encouraging students to think through self and peer reflection based on the tactical problems presented through games is how teachers can approach cognitive, affective and psychomotor domains.