Dissertations / Theses on the topic 'Clinical assessment'
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Claridge, Martin Walton Charles. "Clinical assessment of arterial stiffness." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/638/.
Full textLillie, Patrick. "Influenza vaccinology and clinical assessment." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6949/.
Full textAkin, Faith W. "Best Practice: Clinical Vestibular Assessment." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2441.
Full textMaart, Ronel. "Aligning the clinical assessment practices with the assessment practices." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17888.
Full textENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark.
AFRIKAANSE OPSOMMING: "Removable Prosthetic Dentistry (PRO400)" is 'n vierdejaar-module in die voorgraadse tandheelkundeprogram wat 'n groot kliniese komponent bevat. Na 'n oorsig gedoen is van die relevante literatuur, en nadat die module-evaluering afgehandel is, is kliniese toetse in 2008 ingevoer en geimplementeer as 'n bykomende metode van kliniese assessering. Die kliniese toetse is ingestel in 'n poging om te verseker dat studente se teoretiese kennis en hul vermoe om dit klinies toe te pas op . regverdige wyse geassesseer word en om terugvoer te kan gee oor die studente se kliniese prestasie. Die doel van hierdie studie, waarin gelyktydige gemengde metodes gebruik is, was om die verband tussen die studente se prestasie in die kliniese toetse, asook hul daaglikse kliniese punte en hul teoretiese prestasie in die PRO400-module vas te stel. Die tweede deel van die studie het ondersoek ingestel na die akademiese personeel se persepsies van die kliniese toets as 'n instrument vir kliniese assessering in die PRO400-module. 'n Dwarssnit-gevallestudie-ontwerp is gebruik en 'n gemengdemetode-benadering was nuttig om sowel kwalitatiewe as kwantitatiewe data in te samel. Vir die kwantitatiewe data-insamelingverslae is die uitslae van 109 vierdejaar-tandeheelkundestudente in die PRO400-module aan die einde van 2007 gebruik. Vir die kwalitatiewe data-insameling is onderhoude gevoer met drie voltydse dosente in die Prostetiese Tandheelkunde-departement. Die kliniese toetspunte en die kliniese sessiepunte van al die studente (n=109) in die PRO400-module is met hul teoriepunte van daardie jaar vergelyk. Die toetspunte is op 'n sigblad in Microsoft Excel ingevoer en die data-analise is met die hulp van 'n statistikus gedoen. Die analitiese abstraksiemetode is vir die analise van die kwalitatiewe data gebruik. Die basiese vlak van data-analise in die narratiewe vorm is eerste gedoen. Dit is gevolg deur 'n tweede, hoervlak-data-analise. Die basiese en hoer vlakke van analise is onder die volgende temas bespreek: kliniese toetse, studenteprestasie, ooreenstemming van teorie en kliniese assessering, en persoonlike invloed op studieleiers se assesseringspraktyke en houding. Rol-aanneming en die studieleiers se persepsies, asook kwessies rakende die studente is as ontluikende temas ondersoek. Die resultate van hierdie studie het aangetoon dat die kliniese punte van 45 studente 10% hoër was as hul teoriepunte, en dat slegs agt studente se teoriepunte 10% hoër as hul kliniese toetspunte was. Dit het geblyk dat daar feitlik geen verband was tussen die studente se kliniese daaglikse assesseringspunte en hul teoriepunte nie. Die gemiddelde teoriepunt was 47%, die gemiddelde kliniese toetspunt was 55% en die gemiddelde daaglikse kliniese punt was 63%. Al die studieleiers het die kliniese toets as assesseringsinstrument goed aanvaar en hulle het saamgestem dat dit meer betroubaar en akkuraat is as die daaglikse kliniese assesseringsmetode. Die kwantitatiewe bevindings hou goed verband met dié van soortgelyke studies waarin daar bevind is dat die daaglikse prestasie swak gekorreleer het met die bevoegdheidseksamen (ʼn soortgelyke beginsel as die kliniese toets van die Pro400). Dit het ook uit die bevindings van hierdie navorsing geblyk dat daar ʼn beter korrelasie is tussen die kliniese toetspunt en die teoriepunt as tussen die daaglikse kliniese punt en die teoriepunt. Hierdie bevinding het ʼn duidelike verband getoon met die dosente se siening dat die kliniese toetse as ʼn kliniese assesseringsinstrument meer betroubaar is as die daaglikse kliniese punt in die PRO400-module in die Tandheelkunde-program.
Verhagen, Arianne Petra. "Quality assessment of randomised clinical trials." [Maastricht] : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1999. http://arno.unimaas.nl/show.cgi?fid=6863.
Full textWright, Mark P. J. "The clinical assessment of laser prostatectomy." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341512.
Full textEager, Rachel A. "Clinical pain assessment in the horse." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/29743.
Full textMurnane, Owen D. "Clinical Assessment of Otolith Organ Function." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1930.
Full textJackson, Bridgett Alveta. "Nursing Students' and Novice Clinical Instructors' Experiences With Clinical Instruction and Assessment." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1264.
Full textKUSIAK, ROBERT, and PETER L. PELMEAR. "CLINICAL ASSESSMENT OF HAND-ARM VIBRATION SYNDROME." Nagoya University School of Medicine, 1994. http://hdl.handle.net/2237/16052.
Full textWarburg, Richard. "Assessment of memory problems by clinical neuropsychologists." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390999.
Full textWu, Xi Vivien. "Holistic clinical assessment for undergraduate nursing students." Doctoral thesis, Högskolan i Jönköping, Hälsohögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29937.
Full textTaylor, Demetra T. "Investigation of a Clinical Suicide Risk Assessment." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408981316.
Full textShenoy, Ravikiran. "Novel methods for clinical assessment of nociception." Thesis, Imperial College London, 2011. http://hdl.handle.net/10044/1/9039.
Full textAkin, Faith W., and Owen D. Murnane. "ASHA Perspectives: Clinical Assessment of Otolith Function." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1794.
Full textRosenberg, Mariam. "The development of a clinical practice assessment portfolio for the clinical nursing science, health assessment, treatment and care programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86651.
Full textENGLISH ABSTRACT: The support for portfolio-based learning as an authentic assessment method is increasing globally. However, there are no guidelines in South Africa for a clinical practice assessment portfolio (CPAP) for primary clinical practitioner training. The study set out to develop a CPAP for the Clinical Nursing Science, Health Assessment Treatment and Care programme. An exploratory, descriptive design was used that developed over three phases. In phase one, a CPAP was developed based on an extensive review of the literature. The CPAP was validated in phase two by experts and finally, student primary clinical practitioners assessed the possible contribution of the developed CPAP to their learning in phase three. The study sample for the three phases comprised of selected relevant studies published on portfolio development (n=15); experts in the field of primary health care and education in the Cape Metropole (n=11); and student primary clinical practitioners of one higher education institution in the Cape Metropole (n=45). Structured questionnaires were used for data collection from expert and student participants after they reviewed the CPAP. Ethical approval was obtained from the Health Research Ethics Committee of the Faculty of Health Sciences (N09/09/233), Stellenbosch University. Permission to conduct the research was obtained from the higher education institution. The content validity index for items (I-CVI) was used to determine the degree to which expert participants agreed with the content of the CPAP. Results identified an I-CVI of between 0.91 and 1.00, indicating that the contents and technical format of the CPAP constitute a suitable learning tool for student practitioners. Experts suggested minor revisions regarding the clarity of items, and those were included in the final CPAP. The data analysis of the student’s responses showed that adequate guidance was provided to complete the activities in the CPAP and that the CPAP would have a positive contribution to learning. Portfolio-based learning is an important teaching and learning strategy in the Clinical Nursing Science, Health Assessment Treatment and Care programme, whereby students can demonstrate their acquired clinical competencies. Recommendations include the use of a competency framework and consensus amongst stakeholders when developing the contents of a portfolio.
AFRIKAANSE OPSOMMING: Die ondersteuning vir portefeulje-gebaseerde leer as ’n outentieke assesseringsmetode is besig om globaal te verhoog. In Suid-Afrika is daar egter nie riglyne vir ’n kliniese praktyk-assesseringsportefeulje (KPAP) vir primêre kliniese praktisynsopleiding nie. Hierdie studie het ten doel om ’n kliniese praktyk-assesseringsportefeulje vir die Kliniese Verpleegkunde-, Gesondheidsassesseringbehandeling- en Sorgprogram te ontwikkel. ’n Verkennende, beskrywende ontwerp wat oor drie fases ontwikkel het, is gebruik. In fase een is ’n KPAP ontwikkel gebaseer op ’n ekstensiewe literatuurstudie. Die geldigheid van die KPAP is in fase twee deur kundiges verklaar en in fase drie is die moontlike bydrae van die KPAP tot die leerproses deur primêre kliniese praktisynstudente geassesseer. Die studiegroep vir die drie fases het bestaan uit geselekteerde relevante studies wat handel oor portefeulje ontwikkeling (n=15), kenners op die gebied van primêre gesondheidsorg en opvoeding in die Kaapse Metropool (n=11); en primêre gesondheidsorg studentpraktisyns van een van die tersiêre instansies in die Kaapse Metropool (n=45). Gestruktureerde vraelyste is gebruik vir data-insameling van kenners en studentedeelnemers nadat hulle die KPAP ondersoek het. Etiese toestemming is verkry van die Gesondheidsnavorsingsetiekkomitee van die Fakulteit Gesondheidswetenskappe (N09/09/233), Stellenbosch Universiteit. Toestemming om die navorsing uit te voer, is van die tersiêre instansie verkry. Die inhoud van die item-geldigheidsindeks is gebruik om die mate waarmee kenner-deelnemers met die inhoud van die KPAP saamstem, te bepaal. Resultate van die inhoud van die item-geldigheidsindeks van tussen 0.91 en 1.00 is geïdentifiseer, wat ’n aanduiding is dat die inhoud en tegniese formaat van die KPAP ’n toepaslike leerinstrument vir studentpraktisyns is. Kenners het klein veranderings vir die duidelikheid van items voorgestel en dit is ingesluit in die finale KPAP. Die data-analise van die studente se antwoorde het aangedui dat genoegsame leiding voorsien was om die aktiwiteite in die KPAP te voltooi en dat die bydrae van die KPAP positief is tot die bevordering van die leerproses. Portefeulje-gebaseerde leer is ’n belangrike onderrig- en leerinstrument vir die Kliniese Verpleegkunde-, Gesondheidsassesseringbehandeling- en Sorgprogram, waardeur studente kan demonstreer dat hulle die kliniese bevoegdhede bekom het. Aanbevelings sluit in die gebruik van ’n bevoegdheidsraamwerk en konsensus onder belanghebbendes wanneer die inhoud van ’n portefeulje ontwikkel word.
Clounch, Kristopher L. "Sex offender assessment clinical utility and predictive validity /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3221.
Full textCao, Xinyuan. "Assessment of Clinical Engineering Departments in developing countries." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26594.
Full textSchiller, Catharine-Joanne. "Clinical utility of two neonatal pain assessment measures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0005/MQ45414.pdf.
Full textHellgren, Laila. "Heart Valve Surgery : Preoperative Assessment and Clinical Outcome." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5929.
Full textQuinn, Terence J. "Improving outcome assessment for clinical trials in stroke." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/1648/.
Full textThompson, Simon. "Advancing knowledge into the clinical assessment of dementia." Thesis, Bournemouth University, 2010. http://eprints.bournemouth.ac.uk/16247/.
Full textJudge, Joseph Gerard. "Clinical practice of risk assessment of sexual violence." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7775.
Full textEdwards, Lucy. "Clinical psychologists' decision-making processes during therapy assessment." Thesis, Canterbury Christ Church University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744235.
Full textKonstantakopoulou, Evgenia. "Colour vision assessment : fundamental studies and clinical significance." Thesis, City University London, 2012. http://openaccess.city.ac.uk/1194/.
Full textCobb, Mark. "The clinical assessment of spirituality in palliative care." Thesis, University of Liverpool, 2013. http://livrepository.liverpool.ac.uk/14993/.
Full textZhu, Haogang. "Knowledge mining in the clinical assessment of glaucoma." Thesis, City, University of London, 2010. http://openaccess.city.ac.uk/17567/.
Full textPerez, Leon Andres Alfredo. "A Smartphone-based System for Clinical Gait Assessment." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6350.
Full textLouie, Tiffany M. "Clinical assessment of early demineralization using PS-OCT." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1465486.
Full textChen, Tzurei. "Clinical and Laboratory Balance Assessment in the Elderly." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12945.
Full textWilliams, A. Lynn, Jan Edwards, Benjamin Munson, Amy Glaspey, and Shelley Velleman. "Assessment of Speech Sound Disorders: Clinical Decision Making." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2055.
Full textJackson, Rebecca L. "Contextualized Risk Assessment in Clinical Practice: Utility of Actuarial, Clinical, and Structured Clinical Approaches to Predictions of Violence." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4603/.
Full textKalezic, Nebojsa. "Autonomic reactivity in muscle pain : clinical and experimental assessment." Doctoral thesis, Umeå universitet, Kirurgisk och perioperativ vetenskap, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-919.
Full textKalezić, Nebojša. "Autonomic reactivity in muscle pain : clinical and experimental assessment /." Umeå : Univ, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-919.
Full textNg, Quan Sing. "Therapeutic targeting and clinical assessment of the tumour vasculature." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444062/.
Full textLotz, Thomas Friedhelm. "High Resolution Clinical Model-Based Assessment of Insulin Sensitivity." Thesis, University of Canterbury. Mechanical Engineering, 2007. http://hdl.handle.net/10092/1571.
Full textBryant, Martyn John. "The long-term clinical assessment of the hip arthroplasty." Thesis, Queen's University Belfast, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334466.
Full textWilliams, Jarred. "A Biomechanical Assessment of Clinical Conditions in the Horse." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373972544.
Full textHurcomb, Peter G. "The clinical assessment of systemic hypertension in optometric practice." Thesis, Aston University, 2003. http://publications.aston.ac.uk/14559/.
Full textWilliams, A. Lynn. "Making Phonology Functional: Assessment and Intervention in Clinical Settings." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2024.
Full textWilliams, A. Lynn. "Models of Assessment and Intervention: Phonology in Clinical Settings." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/2090.
Full textWilliams, A. Lynn. "Making Phonology Functional: Assessment and Intervention in Clinical Settings." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/2025.
Full textLevy, Lisa-Ann. "Assessment of children for brief psychodynamic psychotherapy : training implications." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/13539.
Full textThe aim of this study is to develop a framework for the assessment of children for short-term psychodynamic psychotherapy, with a particular emphasis on the training of child therapists. For this purpose the literature on brief child psychotherapy is reviewed, and selection criteria mentioned in the literature are collated and summarized. These criteria are then applied to 5 cases seen by trainees or newly qualified clinicians in order to assess their usefulness in a training setting. Potential sources of difficulty for inexperienced clinicians in the assessment for and process of this specialized form of child psychotherapy are considered, and guidelines as to how this approach could be usefully employed in a training institute are suggested. On the basis of the literature and case discussions, a format for the assessment of children for brief psychotherapy is devised in order to assist the trainee.
Mirman, Jennifer Lauren. "AN ASSESSMENT OF CURRENT CLINICAL ORTHODONTICS: CLINICIAN KNOWLEDGE, IDENTIFICATION AND TREATMENT PLANNING OF RESTRICTED AIRWAY." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/580484.
Full textM.S.
Objectives: The naso- and oropharyngeal airways are influenced by a myriad of factors: jaw shape and position, tongue shape and position, lymphoid tissue, sleep apnea, chronic mouth breathing, and swallowing patterns. It is unknown if the relationships of these factors are recognized and routinely assessed in clinical orthodontics. This cross-sectional study sought to determine the proportion of participating orthodontists whom: 1) Are knowledgeable about airway restriction and its etiology, 2) Learned about these topics in post-graduate orthodontic education, 3) Consider airway restrictions in orthodontic treatment planning. Methods: A survey was administered through an online survey management platform, and sent to the email listings of 2,084 active American Association of Orthodontists (AAO) members. Survey questions are evidence-based and developed from findings in current literature. The questionnaire results were analyzed by coding and cleaning data through SAS 9.3 software. Univariate and bivariate analyses were performed to assess responses. Results: The survey received responses from 117 orthodontists. Most received their orthodontic certification from a two-year program (71.82%). The majority were knowledgeable about tongue adaptations, swallowing mechanisms, mouth breathing, and sleep apnea. Respondents were less confident about the relationship airway patency has with lymphoid tissue and with jaw position. Only half (50.51%) were taught about restricted naso- and oropharyngeal airway in post-graduate orthodontic education. A low majority, 66.32%, reported that they refer for medical consultation to the appropriate clinician before they begin treatment if a patient presents with restricted airway. Conclusions: Although the majority of respondents are knowledgeable about factors that influence airway patency, the survey identified areas in which understanding of and education in certain topics (lymphoid tissue, jaw position) may be lacking. Further emphasis should be placed on these topics to improve patient care. Orthodontics nationwide would benefit from more thorough post graduate orthodontic residency curriculum and general guidelines for clinical management of patients that present with airway obstruction.
Temple University--Theses
Slade, Mike. "A model of needs assessment : why are there differences between assessments of need made by staff and by psychotic patients?" Thesis, University of Surrey, 1997. http://epubs.surrey.ac.uk/2753/.
Full textLewis, Sarah Elizabeth. "Assessment of mental health for looked after children." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10528.
Full textPauwels, J. B. "Thermal assessment of burn depth : An animal and clinical study." Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381702.
Full textViljoen, Gary. "Neuropsychological assessment of Zulu-speaking school children : some normative data." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/14400.
Full textThis study investigates the Bender Gestalt and the Draw-a-Bicycle tests in South Africa by evaluating the applicability of the existing norms (Koppitz, 1975; Kolb & Whishaw, 1985) and by exploring the variables age, sex, educational level, and geographical area as they affect test performances in Zulu-speaking school children. Zulu-speaking subjects (N = 882), ranging in age from 6 - 18 years, completed both tests. Tests were administered in group form and independently scored. The study sample's performances on both tests were compared to the respective foreign norms and some significant discrepancies were apparent in each case, thereby confirming the hypothesis that these foreign norms are inappropriate for use with Zulu-speaking children. Initial normative data 'are presented for both tests for Zulu-speaking children. Results indicated that age accounted for most of the variance in both. tests. For the Bender Gestalt test, sex and geographical area were also significantly correlated to performance but their respective effect sizes were small enough to warrant excluding them as significant variables from the normative data. For the Draw-A-Bicycle test, sex was highly correlated to performance, and was therefore included in the normative data, with geographical area's small effect size warranting exclusion. Performances per age group, on both tests were found to correlate highly, suggesting inter-test reliability. The implications of these findings for further clinical use of the Bender Gestalt and the Draw-a-Bicycle tests, are considered. Limitations of the present study, in conjunction with suggestions for further research, are discussed.
Collier, Angela. "Approachability of Nursing Clinical Instructors: Psychometric Assessment of a Scale Development." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3350.
Full textOlm-Madden, Tammie. "A reliable approach to psychological assessment using cognitive testing batteries." University of Southern Queensland, Faculty of Sciences, 2008. http://eprints.usq.edu.au/archive/00006240/.
Full text