OBJETIVO: 1- Avaliar e comparar o tempo de frenagem medido no simulador de direção virtual entre motoristas com e sem paraplegia; 2- Identificar e descrever as variáveis preditoras do tempo de frenagem no simulador de direção para os motoristas com paraplegia. METODOLOGIA: Motoristas do sexo masculino com paraplegia (n = 20 com idade média de 38,1 ± 3,6 anos) e motoristas sem paraplegia (n = 20 com idade média de 38,0 ± 5,8) com carteira de habilitação válida tiveram o tempo de frenagem medido no simulador de direção virtual. Os motoristas sem paraplegia foram avaliados com controles convencionais de pedais de freio e aceleração e os motoristas com paraplegia usaram controles manuais. O teste t de Student comparou os resultados do entre os grupos. A correlação do tempo de frenagem foi realizada com as variáveis selecionadas para o estudo nos motoristas com paraplegia. RESULTADOS: As diferenças do tempo de frenagem do simulador entre os grupos não foram estatisticamente significativas (motoristas sem paraplegia = 0,90 segundos; motoristas com paraplegia 0,92 segundos, p > 0,05). A experiência de dirigir correlaciona-se significativamente com o tempo de frenagem dos motoristas com paraplegia (r = -58, p = 0,009). Análises de regressão linear indicaram que anos de escolaridade, experiência de direção e o teste neuropsicológico MOCA (variáveis explicativas) explicaram 60,2% da resposta do tempo de frenagem do simulador de direção para os motoristas com paraplegia. CONCLUSÃO: A experiência de condução, anos de escolaridade e o teste neuropsicológico MOCA foram identificadas como preditoras do tempo de frenagem do simulador de direção para motoristas com paraplegia / Objective: (1) To identify differences in driving simulator braking time response between paraplegic and able-bodied drivers (2) To determine the contributions of age, driving experience, length of disability, handgrip strength and, neuropsychological tests, as selected factors, to driving simulator braking time response of drivers with paraplegia. Design: Two groups of male able-bodied and paraplegic drivers had their braking time response evaluated in an automatic transmission car simulator. Able-bodied drivers were tested with conventional controls and paraplegic drivers used hand controls. Drivers with paraplegia performed simple, choice and go-no-go reaction time tests as neuropsychological evaluation. Student\'s t test compared results of driving simulator braking time response between groups. Persons\' correlation verified the association between driving simulator braking time responses and selected variables of the drivers with paraplegia. Subjects: Able-bodied drivers (n=20 mean age 38.0±5.8) and paraplegic drivers (n=20 mean age 38.1±3.6) with valid driver license accepted to be part of this study. Results: Differences of simulator braking time response between groups were not statistically significant (able-bodied=0.90 seconds; paraplegic drivers 0.92 seconds, p>0.05). Driving experience significantly correlates with braking time response of the drivers with paraplegia (r= -58, p=0.009). Linear regression analyses indicated that years of education and driving experience (explanatory variables) explained 60.2% of driving simulator braking time response for the drivers with paraplegia. Conclusion: Driving experience, years of education and MOCA neuropsychological test were predictors variables of driving simulator braking time for paraplegic drivers

Diss. (sammanfattning) Umeå : Umeå universitet, 2009. / Härtill 3 uppsatser. Även tryckt utgåva.

Στην προσχολική παιδαγωγική, το σώμα του παιδιού αποτελεί το μέσο για την ολοκλήρωση της ολόπλευρης και ισόρροπης ανάπτυξής του. Το παιδί ολοκληρώνει τη συνολική ανάπτυξή του, καθώς εξελίσσεται το σώμα του· εξέλιξη που επηρεάζει και τη μαθησιακή και κοινωνικο- συναισθηματική ζωή του και, εν συνεχεία, κατά πολύ την ακαδημαϊκή του πορεία (Ευαγγελινού & Παππά, 2002). Σε κάθε κινητική δραστηριότητα, άλλωστε, συμμετέχει πάντα ολόκληρο το άτομο με αποτέλεσμα οι κινήσεις του να έχουν συναισθηματικές, νοητικές και κοινωνικές προεκτάσεις (Zimmer, 2007). Η διδασκαλία της ψυχοκινητικής αγωγής (ΨΑ) στηρίζει τις βάσεις της στα γενικά αναλυτικά προγράμματα του Νηπιαγωγείου, δίνοντας έμφαση στην ολόπλευρη ανάπτυξη των νηπίων, μέσα από τις ιδιαίτερες εκπαιδευτικές ανάγκες τους. Από τα αποτελέσματα της μέχρι σήμερα ερευνητικής δραστηριότητας, η ψυχοκινητική αγωγή έχει ευεργετική επίδραση στις κινητικές δεξιότητες των μαθητών και υποστηρίζει σημαντικά εκείνους που παρουσιάζουν φτωχή κινητική απόδοση ή αναπτυξιακές διαταραχές (Cooley, Oakman, McNaughton & Ryska, 1997; Hamilton, Goodway & Haubensticker, 1999; Karabourniotis, Evaggelinou, Tzetzis & Kourtessis, 2002; Rintala, Pienimäki, Ahonen, Cantell & Kooistra, 1998; Σπανάκη, 2008; Σπανάκη, Σκορδίλης & Βενετσάνου, 2010; Zimmer, Christoforidis, Xanthi, Aggeloussis & Kambas, 2008; Venetsanou, Kambas, Sagioti, Giannakidou, 2009). Παράλληλα, στο χώρο του Νηπιαγωγείου, μεγάλη αξία έχουν οι δραστηριότητες που εμπεριέχουν τεχνικές θεατρικών δράσεων, καθώς υποστηρίζουν την ομαλή ένταξη του νηπίου στην ομάδα του Νηπιαγωγείου και την κοινωνικοποίησή του και αναπτύσσουν τις δεξιότητές του, που εξελίσσονται σε αυτήν την ηλικία (Μπουρνέλη, 2002). Σημαντικός, όμως, είναι ο ρόλος τους όσον αφορά την αντιμετώπιση μαθητών με κοινωνικο- συναισθηματικές και μαθησιακές δυσκολίες (Κουρετζής, 2008), με δυσκολίες προσαρμογής ακόμα και άτομα με ειδικές εκπαιδευτικές ανάγκες (Κουρκούτας, 2007; Λενακάκης, 2001). Η παρούσα διδακτορική διατριβή εξέτασε την επίδραση ενός παρεμβατικού προγράμματος ΨΑ με στοιχεία θεατρικού παιχνιδιού στην κινητική, γνωστική και συναισθηματική ανάπτυξη μαθητών/τριών προσχολικής ηλικίας με ή χωρίς ειδικές εκπαιδευτικές ανάγκες. Η επίδραση του παραπάνω προγράμματος εξετάστηκε σε μαθητές γενικού σχολείου, σε μαθητές με κώφωση/ βαρηκοΐα, αλλά και σε μαθητές που φοιτούσαν σε τμήματα ένταξης ‘γενικού’ Νηπιαγωγείου. Το δείγμα της έρευνας αποτέλεσαν 63 μαθητές/ τριες που φοιτούσαν σε Νηπιαγωγεία, Αθήνας και Ηρακλείου Κρήτης. Συγκεκριμένα: α) Ν = 13 από 2 Νηπιαγωγεία με μαθητές με κώφωση β) Ν = 41 από 2 Νηπιαγωγεία με μαθητές ‘γενικού’ πληθυσμού και γ) Ν = 9 από 2 Νηπιαγωγεία με μαθητές που φοιτούσαν σε τμήματα ένταξης. Με τυχαία δειγματοληψία, το ένα τμήμα Νηπιαγωγείου από κάθε ομάδα πληθυσμού αποτέλεσε την πειραματική ομάδα και το άλλο τμήμα την ομάδα ελέγχου, αντίστοιχα (Thomas & Nelson, 2003). Η αρχική αξιολόγηση συμπεριλάμβανε δοκιμασίες που αξιολογούσαν την κινητική, γνωστική και συναισθηματική ανάπτυξη όλων των συμμετεχόντων, με τη χρήση των ‘Bruininks- Oseretsky Test of Motor Proficiency’ (Bruininks, 1978), ‘ΑΘΗΝΑ τεστ’ (Παρασκευόπουλος & Παρασκευοπούλου, 2011), και το ‘Ερωτηματολόγιο Δια- προσωπικής και Ενδο- προσωπικής Προσαρμογής’ (ΕΔΕΠ) (Παρασκευόπουλος & Γιαννίτσας, 1999), για κάθε μία από τις παραπάνω αξιολογήσεις, αντίστοιχα. Στη συνέχεια, σχεδιάστηκε το παρεμβατικό πρόγραμμα ΨΑ με στοιχεία θεατρικού παιχνιδιού, σε συνεργασία με τους εκπαιδευτικούς των επιλεγμένων τμημάτων, για τις πειραματικές ομάδες. Το πρόγραμμα ΨΑ βασιζόταν στις εξατομικευμένες ανάγκες και δυνατότητες του κάθε μαθητή ξεχωριστά και εμπεριείχε δραστηριότητες προσαρμοσμένες στις αρχές ΨΑ της Zimmer (2007) σε συνδυασμό με στοιχεία θεατρικού παιχνιδιού και πραγματοποιήθηκε η υλοποίησή του στις πειραματικές ομάδες. Οι ομάδες ελέγχου ακολούθησαν το ημερήσιο πρόγραμμα του κάθε Νηπ/είου. Η πειραματική παρέμβαση είχε χρονική διάρκεια δυόμιση μήνες (10 εβδομάδες) συνολικά, με συχνότητα δύο φορές την εβδομάδα. Στο τέλος της παρέμβασης ακολούθησε η επαναξιολόγηση των συμμετεχόντων των δύο ομάδων, ως προς την κινητική, γνωστική και ψυχοκοινωνική τους ανάπτυξη, με τα ίδια ερευνητικά εργαλεία που χρησιμοποιήθηκαν για την αρχική αξιολόγηση. To Στατιστικό Πρόγραμμα των Κοινωνικών Επιστημών (Statistical Package for the Social Sciences, SPSS) (Norusis, 1993) χρησιμοποιήθηκε για τις ανάγκες της έρευνας. Συγκεκριμένα, τρεις ομάδες από παραγοντικές αναλύσεις διασποράς (2 x 2 ANOVAs) αξιολόγησαν την επίδραση του παρεμβατικού προγράμματος ΨΑ, στην κινητική, γνωστική και συναισθηματική ανάπτυξη μαθητών Νηπιαγωγείου. Στα αποτελέσματα της έρευνας υπήρξαν σημαντικές αλληλεπιδράσεις παρεμβατικού προγράμματος και χρονικού σημείου μέτρησης σχετικά με τις κινητικές ικανότητες των τριών ομάδων μαθητών/τριών (‘γενικό’, κωφών και φοιτούντων σε τμήματα ένταξης). Επίσης, υπήρχαν σημαντικές αλληλεπιδράσεις αναφορικά με τις γνωστικές δεξιότητες. Τα αποτελέσματα έδειξαν, επίσης, σημαντική αλληλεπίδραση στις ψυχοκοινωνικές δεξιότητες των συμμετεχόντων στην ομάδα του ‘γενικού’ πληθυσμού, ενώ δεν υπήρχε αντίστοιχη σημαντική αλληλεπίδραση για την ομάδα των κωφών και των μαθητών/τριών σε τμήματα ένταξης. Τα αποτελέσματα της παρούσας έρευνας παρουσιάζουν τη σημαντικότητα ψυχοκινητικών προγραμμάτων μέσα στην εκπαιδευτική διαδικασία, προκειμένου να υποστηριχτεί ο μαθητής αναφορικά με την κινητική αλλά και τη γνωστική και την ψυχοκοινωνική του ανάπτυξη. Σύγχρονοι παιδαγωγοί οφείλουν να ενημερώνονται και να αξιοποιούν προγράμματα σαν το παρόν παρεμβατικό προκειμένου να στοχεύουν στην περαιτέρω βελτίωση των δυνατοτήτων των μαθητών/τριών τους. Το κατάλληλο πρόγραμμα παρέμβασης στηριζόμενο στην ψυχοκινητική εκπαίδευση μπορεί να επηρεάσει την ανάπτυξη και εξέλιξη του ατόμου συνολικά. Σημαντική, εξάλλου, είναι η πρώιμη ανίχνευση δυσκολιών και ο προσδιορισμός των ιδιαίτερων εκπαιδευτικών αναγκών του κάθε μαθητή, και, εν συνεχεία, ο σχεδιασμός παρεμβατικών προγραμμάτων κατάλληλων για την αντιμετώπιση των προαναφερόμενων και την κατάλληλη υποστήριξη. / In preschool pedagogy, child's body is the instrument for the integration of comprehensive and balanced development. Children complete their overall development, as their body evolves; this development affects their learning and socio-emotional life and, subsequently, to a large extent, their academic course. However, in several motor activities, the whole person is always involved and the movements have an emotional, cognitive and social implication. The teaching of psychomotor bases its foundation on the general curricula of kindergarten, emphasing in all-round growth of infants, through their specific educational needs. From the results of research activity up to now, psychomotor therapy has a beneficial effect on motor skills of students and supports significantly those who have poor motor performance or developmental disorders (Cooley, Oakman, McNaughton & Ryska, 1997; Hamilton, Goodway & Haubensticker, 1999; Karabourniotis, Evaggelinou, Tzetzis & Kourtessis, 2002; Rintala, Pienimäki, Ahonen, Cantell & Kooistra, 1998; Σπανάκη, 2008; Spanaki, Skordilis & Venetsanou, 2010; Zimmer, Christoforidis, Xanthi, Aggeloussis & Kambas, 2008; Venetsanou, Kambas, Sagioti, Giannakidou, 2009). Simultaneously, in the space of kindergarten, the activities with some technical theatrical actions have high value , as they support the smooth integration of infants in the nursery team and their socialization as well as develop their skills, which evolve in this age. However, their role as far as dealing with students facing socio- emotional or learning difficulties difficulties in adapting, even people with special educational needs can be considered really important. This thesis examined the effect of the intervention psychomotor program with elements of theatrical play in motor, cognitive and emotional development of preschoolers with and without special educational needs. The effect of this program was examined in public school students, students with deafness / hearing loss, but also in students attending integration classes in 'general' kindergarten. The sample consisted of two parts, from: a) 2 kindergartens with deaf students (N = 13), b) two kindergartens with pupils 'general' population (N = 41) and c) two kindergartens with students attending rehabilitation classes (N = 9). Through random sampling, the one part of each population group formed the experimental group and the other part the control group, respectively (random selection) (Thomas, & Nelson, 2003). The initial assessment included tests evaluating motor, cognitive and emotional development of all participants, using the ‘Bruininks-Oseretsky Test of Motor Proficiency’ (Bruininks, 1978), ‘Athena test’ (Paraskevopoulos & Paraskevopoulou, 2011), and ‘Questionnaire inter-personal and intra-personal adjustment’ (ALCO) (Paraskevopoulos & Giannitsas, 1999), each of the above evaluations, respectively. The design of the intervention program Psychomotor Education with signs of dramatic play was done in collaboration with the teachers of the selected sections, attended the experimental groups proceeded to execution. The psychomotor program was based on the individual needs and abilities of each student and included activities well adapted to the principles of PsA, according to Zimmer (2007), in combination with elements of theatrical game and was held in the groups that were selected as experimental groups randomly (Thomas, & Nelson, 2003). The groups remained as control groups OE followed the normal daily schedule of every kindergarten. The experimental intervention period lasted two and a half months (10 weeks) in total, with a frequency of two times a week. At the end of the experimental intervention, the reassessment of participants regarding kinetic, cognitive and emotional development, for all groups (experimental and control) followed, with the same research tools used for the initial evaluation. To Statistical Program of Social Sciences (Statistical Package for the Social Sciences, SPSS 13) was used for the purposes of research. Specifically, three 2x2 ANOVA analyses evaluated the effect of the intervention program on kinetics, cognitive and emotional development of kindergarten students. The survey results showed significant interactions existing between the experimental group and the time of assessment regarding the motor skills of all populations ('general', deaf and those attending inclusive classes). Moreover, there were significant interactions of the intervention program for the experimental group compared with the control group of all populations on cognitive skills. The results of the research also showed significant interaction to the psychosocial skills of participants in the group of 'general' population, while there was no significant interaction for the group of deaf and those attending inclusive classes, regarding psychosocial skills. The results of this study highlight the importance of psychomotor programs in the educational process in order to support students with respect to their motor, cognitive and psychosocial development. Modern educators should be informed and take advantage of programs like this intrusive one, in order to aim at further improvement of the capabilities of their students. The appropriate intervention program based on psychomotor education can affect the growth and development of the whole person. Besides, the early detection and identification of the difficulties as well as the special educational needs of each student, and, subsequently, the design of appropriate intervention programs to address the above with the appropriate support is a very important issue.

Diss. (sammanfattning) Uppsala : Univ., 2004. / Härtill 5 uppsatser.

Made available in DSpace on 2016-06-02T20:44:18Z (GMT). No. of bitstreams: 1 6818.pdf: 1252035 bytes, checksum: 52e42522856cc051b44d586e98122cfb (MD5) Previous issue date: 2015-04-27 / The Developmental Coordination Disorder (DCD) happens because of delay of development of children motor skills, which bring forth difficulties to do their daily activities. Therefore, it is necessary assume a number of diagnostic criteria to identify this disorder, to this end, we have adopted in this work, the identification criteria proposed by the American Psychiatric Association (APA) in DSM-5. These criteria have started from empirical observation of researcher by instruments of patterns tests, targeted questionnaires to parents and direct observation of children. The main purpose of this thesis is identify the prevalence of Developmental Coordination Disorder In 7 Years Old Children Enrolled in Public Schools From Itirapina-Sp. Furthermore, the specific purposes of this thesis are: characterize the motor development of these children by application of instruments MABC-2 and DCDQ-Brasil; identify evidences of DCD in these children by application of instrument SNAP-IV and compare differences in motor development between genres. Sixty-three children enrolled in four public schools from Itirapina-Sp were assessed by application of the instrument MABC-2. The instrument DCDQ-Brasil was applied by interviews with parents or guardians. Likewise, the instrument SNAP-IV was applied by interviews with parents and guardians to identify children with ADHD. The prevalence of DCD in Itirapina was 7,93% of children, despite the fact of there was no statistic correlation between instruments. It is important highlight the necessity of instruments association in order to comply with criteria A and B, once there is no reports of a unique instrument able to comply with the proposition of DSM-5. Considering the criteria A and B, there was applied instruments MABC-2 and DCDQBrazil. Considering the criteria C and D, the researcher analyzed interviews with parents, guardians and schoolteachers to conclude about the necessity of a multidisciplinary research team to comply with this criteria in a properly. The group analyzed reveal a bigger rate of children with difficulty in handedness (61,1%). There was identified seven children with evidences of ADHD, however there was not possible to observe statistic correlation between instruments or ADHD comorbidity in DCD identified children. Moreover, there was no significant difference between genres. In conclusion, new multidisciplinary researches should be done in Brazil in order to comply with the four DCD identifying criteria proposed by DSM in them current version, once this research was the first identified study about this subject in Brazilian literacy until this date. / O Transtorno do Desenvolvimento da Coordenação (TDC) decorre do atraso no desenvolvimento das habilidades motoras da criança, o que gera uma série de dificuldades para que ela possa desempenhar suas atividades diárias. Diante disto, há a necessidade de adotar uma série de critérios para o diagnóstico do transtorno, para tanto, adotamos, neste trabalho, os critérios de identificação propostos pela Associação Americana de Psiquiatria (APA) no DSM-5. Esses critérios partiram da observação empírica da pesquisadora por meio de instrumentos de avaliação padronizados, de questionários direcionados aos pais e, também, da observação direta das crianças. O objetivo geral do trabalho foi identificar a prevalência do TDC em crianças de 7 anos matriculadas em escolas públicas do município de Itirapina (SP). Especificadamente, o trabalho pretende dar uma caracterização do desempenho motor dessas crianças por meio dos instrumentos MABC-2 e DCDQ-Brasil, além de identificar os indícios de TDAH nas crianças por meio do instrumento SNAP-IV e de comparar o desempenho motor entre os sexos. Foram avaliadas 63 (sessenta e três) crianças matriculadas em quatro escolas públicas, por meio do instrumento MABC-2, com a aplicação do DCDQ-Brasil por meio de entrevistas realizadas com os pais ou responsáveis. Ainda em entrevista com os pais, aplicamos o instrumento SNAP-IV, para que as crianças, com sinais de TDAH, fossem identificadas. A prevalência do TDC encontrada no Município de Itirapina foi de 7,93% das crianças, embora não tenha sido observada correlação estatística entre os instrumentos. Destaca-se a necessidade de associação de instrumentos para que os critérios A e B sejam cumpridos, uma vez que não há relatos na literatura de um único instrumento que cumpra o que é proposto pelo DSM-5. No presente estudo, visando atender aos critérios A e B do DSM-5, foram aplicados os instrumentos MABC-2 e DCDQ-Brasil. Os critérios C e D deram-se a partir da observação da pesquisadora e do relato dos pais e professores, apontando para a necessidade de uma equipe de pesquisa multidisciplinar que venha contemplá-los de forma mais adequada. Dentre as crianças avaliadas pelo MABC-2, foi possível observar maiores dificuldades com as atividades de Destreza Manual (61,1%). Foram identificadas 7 crianças com indicativos de TDAH, mas como não foi possível observar correlação estatística entre os instrumentos, não foi possível identificar comorbidade do TDAH nas crianças identificadas com TDC. Em relação aos sexos, não foram observadas diferenças significativas no desempenho motor. Conclui-se que novos estudos realizados por grupos multidisciplinares de pesquisa devam ser realizados no Brasil visando contemplar os quatro critérios de identificação do TDC propostos pelo DSM em sua versão mais recente, uma vez que o presente estudo foi o primeiro identificado na literatura nacional até o momento.

Title: Kinesiotherapy in the treatment of patients with eating disorders Summary: The aim of our experiment was evaluate the effect of kineziotherapy (psychomotor therapy) on body image in the treatemnet of the patiens with eating disorders in The Department of Psychiatry on General University Hospital in Prague. The study included 10 women divided into two groups according to the psychiatrist`s diagnosis of anorexia nervosa and bulimia nervosa. The effectiveness of kinesiotherapy was also evaluated about the type of treatment - inpatient of the department for eating disorders and outpatient of the day care institution for eating disorders. We used a validated questionnaire Body Attitude Test (BAT) which is used for negative evaluation of body size, lack of familiarity with one`s own body and general body dissatisfaction. Then we used Test of silhouette according to Stunkard and Test for the evaluation of sensory stimuli according to Petrie. Due to the small sample size, we supplemented the quantitative part with the qualitative interview with open questions. It allowed us to understand the interaction of individuals with their own body. Keywords: anorexia nervosa, bulimia nervosa, kinesiotherapy, psychomotor therapy, body image, Body Attitude Test, Petrie`s test, Stunkard`s test of silhouette, structured...

Mgr. Jan Siřínek, The Scenic Principle in Psychotherapy Abstract This dissertation explores the effectivity of a targeted application of body/drama- oriented therapy in the act of inducing a corrective emotional experience. The term scenic- symbolic principle is introduced and meant to 1) ascribe symbolic significance to people, objects, or parts intrinsic to the therapy room; 2) enable these as roles for dramatization; and 3) employ the symbolic significance of physical contact and body motion. Therapeutic schools that use the scenic-symbolic principle are summarized. Detailed attention is given to Pesso Boyden System Psychomotor (PBSP) therapy, in which the scenic-symbolic principle serves as the central instrument in achieving a corrective emotional experience. After examining the theoretical concepts and intervention procedures of PBSP, this paper describes an experiment, in which 40 persons were randomly distributed between experimental and control groups (N = 20 for each group). The goal of the experiment was to achieve a change in attitude towards a job, task, or duty that the subjects were facing, in an effort to reduce negative emotions. While intervention in the experimental group was enriched by using the scenic-symbolic principle, both groups demonstrated significant improvement (pe < 0.001; pc...

The purpose of the present study was to determine the concurrent validity of learning potential and psychomotor ability measures for the prediction of haul truck operator (N=128) performance in an open-pit mine. Specific aims were to determine the nature of the relationship between learning potential and psychomotor ability; whether there are higher order cognitive or psychomotor factors present in the combined use of the TRAM 1 and Vienna Test System measures; and the relative contribution of learning potential and psychomotor ability in the prediction of haul truck operator performance. The validity of learning potential and psychomotor ability measures was partially supported. A positive correlation between general (cognitive) ability (g) and psychomotor ability was reported. Factor analysis provided relatively consistent evidence for a general (cognitive) ability factor (g) underlying performance on all measures. The relative contribution of learning potential and psychomotor ability in the prediction of performance could not be established. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Descriptive surveys were employed to investigate the competencies of newly qualified nurses (NQNs) as viewed by senior professional nurses (SPNs). The study used questionnaires for collecting data. Questionnaires were delivered by the researcher and also collected by the researcher after completion. SPNs working at thirteen hospitals, that is, six in the former Gazankulu, three in the fonner Venda, and four in the form.er Lebowa health services (falling within the Northern Province of the RSA since April 1994) constituted the subjects of this study. Scientific sampling techniques were not employed as the total population of 396 SPNs was studied. This study obtained responses from 259 SPNs. Findings indicated that specific cognitive, affective and psychomotor competencies were expected ofNQNs upon entering the work setting, as perceived by SPNs. NQNs were perceived to be competent in performing numerous, but not all, clinical competencies which were outlined in the four groups' questionnaires. Application of stages of the nursing process (problem solving and clinical judgement), research, management and administration of a clinical unit, nursing ethics and critical care were perceived by the SPNs to be the central focus ofNQNs' incompetency in all four clinical nursing units, namely community, psychiatric, midwifery and general units. Nevertheless, SPNs were aware that they should provide guidance and support to NQNs. An attempt to elicit SPNs' views on the competencies NQNs should have in the practical situation, could benefit NQNs at grassroots level. Such information could provide curriculum developers with realistic input which would assist in the delineation and refinement of the professional competencies expected of nurses trained in the comprehensive course leading to registration as a nurse (general, psychiatric, and community) and midwife. The identified competencies could improve the quality of care and the nursing standards if they could be mastered by NQNs in the health services included in this research. On the basis of these research findings, the expected competencies, which were perceived by the SPNs to be incompetently performed by NQNs, were used to compile an orientation list of competencies to be mastered by NQNs in their first professional position (Annexure D). / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)

The changing nature of work and its competitive characteristics are global phenomena and are mainly fuelled by ongoing technological advancement. This creates unique challenges for talent attraction and the retention of high performing individuals. In addition, the global workforce is becoming more diverse due to demographic, societal and cultural changes and companies are placing greater demands on employee competency and performance. Managing the human factor as a strategic asset in organisations remains a primary challenge in securing a competitive advantage. The road construction industry in South Africa is no different. There is growing competition between civil engineering contractors to secure tenders and to maximise profitability. This is only possible with a sufficient and sustainable labour force. Valid selection processes are therefore required to ensure that the most productive individuals are selected for the most suitable jobs. Reliable and valid performance predictors will assist employers in making appropriate selection decisions. Selecting high performing individuals will support and enhance overall organisational performance. ix In this study the investigation focused on whether psychomotor ability and learning potential are statistically significant predictors of work performance - with specific reference to drivers and machine operators in a road construction company. A quantitative approach was followed to investigate the relationships between variables, or then the prediction of one dependent variable (driver and machine operator performance) by means of two independent variables (psychomotor ability and learning potential). Results from the study did not indicate any statistically significant relationships between the variables. Only scientifically validated assessment instruments were used in the study - which means the findings led to a renewed focus on the importance of performance measurement and the psychometric quality (reliability and validity) of performance data. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)