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PSTM > PSYCHOMOTOR SKILLS > Flashcards

PSYCHOMOTOR SKILLS Flashcards

1
Q

These are used to provide patient care and also to
ensure the safety of the members of the team.
“Activities primarily movement oriented”

A

Psychomotor Skills

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2
Q

Five levels of psychomotor skills

A
  1. Imitation
  2. Manipulation
  3. Precision
  4. Articulation
  5. Naturalization
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3
Q

Five levels of psychomotor skills:

Student repeats what is done by the instructor

A

Imitation

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4
Q

Five levels of psychomotor skills:
“See one, do one”

A

Imitation

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5
Q

Five levels of psychomotor skills:

  • Avoid modeling wrong behavior because the student will do
    as you do
A

Imitation

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6
Q

Five levels of psychomotor skills:

Some skills are learned entirely by observation, with no need for formal instruction

A

Imitation

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7
Q

Five levels of psychomotor skills:

Using guidelines as a basis or foundation for the skill (skill
sheets)

A

Manipulation

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8
Q

Five levels of psychomotor skills:

  • Making mistakes and thinking through corrective actions is a
    significant way to learn
A

Manipulation

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9
Q

Five levels of psychomotor skills:

Practice of a skill is not enough, students must perform the
skill correctly.

A

Manipulation

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10
Q

Five levels of psychomotor skills:

The student begins to develop his or her own style and
techniques. Ensure students are performing medically
acceptable behaviors

A

Manipulation

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11
Q

Five levels of psychomotor skills:

Guided via instruction to perform a skill

A

Manipulation

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12
Q

Five levels of psychomotor skills:

The student has practiced sufficiently to perform skill without
mistakes.

A

Precision

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13
Q

Five levels of psychomotor skills:

Accuracy and Exactness of Skills

A

Precision

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14
Q

Five levels of psychomotor skills:

Student generally can only perform the skill in a limited
setting

A

Precision

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15
Q

Five levels of psychomotor skills

The student is able to integrate cognitive and affective
components with skill performance. Understands why the
skill is done a certain way. Knows when the skill is indicated

A

Articulation

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16
Q

Five levels of psychomotor skills

Performs skill proficiently with style

A

Articulation

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17
Q

Five levels of psychomotor skills

Can perform skill in context

A

Articulation

18
Q

Five levels of psychomotor skills

Two or more skills combined, sequenced, and performed consistently
to achieve harmony and consistency

A

Articulation

19
Q

Five levels of psychomotor skills:

Mastery level skill performance without cognition

A

Naturalization

20
Q

Five levels of psychomotor skills

Also called “muscle memory”

A

Naturalization

21
Q

Five levels of psychomotor skills

Ability to multitask effectively

A

Naturalization

22
Q

Five levels of psychomotor skills

Can perform skill perfectly during scenario, simulation, or
actual patient situation

A

Naturalization

23
Q

Five levels of psychomotor skills

High level of performance is natural.
Automatic performance with little mental skills

A

Naturalization

24
Q

True or False

Phases of Skill Learning
Stage 1: Fixation/Diversification

A

False

Phases of Skill Learning
Stage One: Getting the Idea of the Movement

25
Q

Initial step in getting the idea of the movement is having a
goal; that is, the learner is confronted with a clear-cut need or
problem.

A

Stage One: Getting the Idea of the Movement

26
Q

Stage One: Getting the Idea of the Movement

External conditions that influence or regulate skill performance and to which the learner must pay attention.

A

Regulatory Stimuli

27
Q

Stage One: Getting the Idea of the Movement

External conditions that do not influence skill performance

A

Non-regulatory Stimuli

28
Q

Stage One: Getting the Idea of the Movement

Skill performed under stable environmental conditions and stimuli

A

Closed Skill

29
Q

Stage One: Getting the Idea of the Movement

Skills performed under changing environmental conditions and stimuli

A

Open Skill

30
Q

Stage One: Getting the Idea of the Movement

A general preconception of what movements will be required to perform a skill.

A

Motor Plan

31
Q

True or False

Phases of Skill Learning
Stage Two: Fixation/Diversification

A

True

32
Q

Stage Two: Fixation/Diversification

Practicing the skill in the same way each time to fix
a reproducible pattern in memory
-Requires learner to perform the action consistently and accurately. Closed condition or skill

A

Fixation

33
Q

Stage Two: Fixation/Diversification

Practicing the skill in a variety of ways so that it can be reproduced in a modified way to meet changing environments at any time.
-Requiring learner to adapt and modify behavior to changing environment. Open condition or skills

A

Diversification

34
Q

The _________________ of attention proposes that our
information processing system can handle a limited number
of stimuli at one time

A

Bottleneck Theory

35
Q

People learn to focus their attention in necessary stimuli through coaching or practice.
“Practice makes perfect”

A

Bottleneck Theory

36
Q

C. Practice

-continuously repeated practice sessions with very short or no rest periods between trials.
-Basic skills. Long study or practice sessions to encourage learning

A

Massed Practice

37
Q

C. Practice

-practice sessions interspersed with rest periods that are equal to or greater than the practice time.
-Has break time and sub-topics is divided into multiple sessions

A

Distributed Practice

38
Q

C. Practice
-a technique that has been widely studied in movement science and applied in physical education.
-Widely studied in movement science and physical education

A

Mental Practice

39
Q

D. Whole Versus Part Learning

-Used for skills that are extremely
complex with many parts
-Split the skills into smaller chunks.

A

Part Method

40
Q

D. Whole Versus Part Learning

-Used with skills of low complexity or where the parts are extremely
interrelated or organized
-Practice entire piece as a whole.

A

Whole Method

PSTM (10 decks)

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