SAMBALPUR NURSING COLLEGE

A V AIDS RECORDS

SUBJECT- NURSING EDUCATION

M.SC. NURSING, 1st YEAR

Submitted to. Submitted by.

Ms Jyoti Dhali Sonali Patra
Lecturer at college of nursing 1st year MSc nursing student
Sambalpur, Jayantpur college of nursing
Odisha. Sambalpur, Jayantpur,
Odisha
 A V AIDS RECORDS

SUBJECT- NURSING EDUCATION

M.Sc. NURSING - 1st YEAR

SIGNATURE OF EXTERNAL EXAMINAR. SIGNATURE OF INTERNAL EXAMINAR

SIGNATURE OF TEACHER. SIGNATURE OF PRINCIPAL

ROLL NO-

AUDIO VISUAL AIDS

 DEFINATION

According to Burton, “Audiovisual aids are those sensory objects or image which initiate stimulate or
reinforce learning.”
According to Edger Dale,” Audiovisual aids are those devices by the use of which communication of
ideas between person and group is various teaching and training situations is helped. These are also
termed as multisensory materials.”

TYPES OF AV AIDS

Classification AV AIDS

Non-Projected AV Projected AV
Aids

Non-Projected AV Aids

Graphic Display 3D Aids Activity Aids Audio Aids Printed Audio-

Aids Boards Aids visual
 Charts  Chalk  Models  Dramatics  Radio  Booklets  TV
 Posters Board  Objects  Field Trips  Recordings  Pamphlets  Computers
 Flash  Magnetic  Specimen  Demonstrations  Type  Leaflets
 Cards Board  Puppet  Aquarium Recorder  Hand Outs
 Pictures  Bulletin  Dioramas  Museum  Cassette
 Flip Board  Mock-  Program Recorders
 Charts  Flannel ups Instructions  Gramophones
 Maps Board  Globes  Exhibitions
 Graphs

Projected AV Aids
 Overhead Projector
 Epidiascope
 Slide Projector
 Power Point
 Film Projector
 LCD Projectors

PURPOSES OF AV AIDS

1. Best motivation.
 Clear image.
 Save energy and time.
 Antidote of the disease of verbal instructions.
 Capture attention.
 reinforcement to learner.
 Positive transfer of learning.
 Gain & hold student interest.
 Increase understanding and retention.
 Stimulate the development of understanding and attitudes.

FUNCTIONS OF AUDIO VISUAL AIDS:

 They supply a concrete basis for conceptual thinking and hence, reduce meaningless word
response of students.
 They have high degree of interest for students.
 They make learning more permanent.
 They offer a reality of experience which stimulate self-activity on the part of pupil.
 Develop continuity of though; this is especially true of motion pictures.
 They provide experience not easily obtained through other materials and contribute to the
efficiency, depth and variety of learning.

PRINCIPLES IN THE USE OF AUDIOVISUAL AIDS

 Principle of selection: Teaching aids prove effective only when suit the teaching objectives
and unique characteristics of the special group of learners. The aids must be adapted to the
intellectual maturity of the pupils and to the nature and extent of their previous experience.
There is no best aid which has all the advantages, so the teacher should be familiar with the
advantages and disadvantages of the different aids in order to select the appropriate one. In
all cases, the time and effort on the use of a particular aid in preference to others must be
 justified. Teaching aids should have specific educational value besides being interesting and
motivating, Above all, they should be the true representatives of the real things. For
example, a chart showing the picture of gas exchange between alveoli and capillaries is the
vital one among visual aids used for teaching respiration and without this particular chart
the purposes of visual aids cannot be achieved fully while teaching respiration,
 Audiovisual aids are means to an end, not the end in themselves: Teaching aids should not
be considered as substitutes for oral and written methods of acquiring knowledge; instead,
they should be used to supplement the classroom teaching.
 Principle of presentation: This principal deals with the cost-effective ways of preparing aids.
In addition to purchasing commercially available aids teacher should try to prepare teaching
aids by using locally available materials with the help of students.
 Principle of proper presentation: This principle suggests the following points for the
effective use of an aid:
I. The instructional program should be so organized and administered that the
audiovisual aid material must function as an integral part of the teaching activity,
i.e., teacher has to plan well in advance.
II. Visual instruction in the classroom should not be confused with entertainment.
III. Teacher should check the adequacy or working condition of an aid before using it so
that she can conduct teaching properly.
IV. Teacher should be confident in handling the aid. - Adequate care should be taken
while handling
V. the aid in order to prevent any damage.
VI. The aid should be displayed properly the students are able to see it, observe it and
de- rive maximum benefit out of it.
VII. so that all
VIII. As far as possible, distraction of all kinds should be avoided so that full attention
maybe paid to the aid.
 Principle of physical control: This principle is related to the arrangement of keeping aids
safely and also to facilitate their lending to the teachers for use.
 Principle of response: This principle demands that the teachers have to guide the students
to respond actively to the audiovisual stimuli so that they can achieve learning objectives in
a better way.
 Principle of evaluation This principle stipulates that there should be continua evaluation of
both the audiovisual aids and accompanying techniques in the light of the realization of the
desired objectives.

USE OF AUDIO VISUAL MATERIALS IN EDUCATION:

 Students will gain knowledge of the latest in evolving theoretical and practical application in
the communication field utilizing various resources and methods of inquiry.
 Students will grow intellectually in their oral and written communication and critical thinking
skills.
 Student will become aware of the ethical and spiritual implications of communication on a
diverse and global level.
 Student will be knowledgeable of the latest in technology, software applications, and visual
communication skills with the ability to demonstrate the skills in using technology.

MODELS
 Model of house

Models are concrete object, some considerably larger than the real objects, some small replicas of
objects which are too large to be seen as a whole, mostly three dimensional or sectional to explain
clearly the structure or function of an original. In many cases, working scale models of an original are
used where the specific action of an original is duplicated and could be explained easily. Models a
kind of shortcut or substitute for the real things. It cannot be used for teaching due to one or more of
the following reasons such as:
 Too small to be observable
 Too large to be available
 Too concealed to be observable
 Too fast to be perceived

The very purpose of a model is to incorporate observability, to aid perception and to be easily
available. A model is the best aid if it is desired to proceed ‘from concrete to abstract’ while teaching.
Models simplify reality and as they are three dimensional, they evoke greater interest.
A model is a recognizable representation of a real thing three-dimensional, i.e., heigh, width and
depth are felt as a reality. This makes the understanding of the things easy and better. It is true that a
model provides a knowledge of the internal and external parts of a thing properly which is not
possible with two dimensional diagrams and charts. Also, models of small things can make its
structure and working easily comprehensible to a large number of students.
2. Examples of the models often used by teachers are: clay models of heart, eye, tooth etc.
globe and planetarium; crystal structure; miniature budling; motor generator, etc. The use of
models become necessary because of the following reasons:
- The real thing may not be available in that season or maybe far away from the
school.
- The real thing may be too big to be brought to the school.
- The real thing maybe dangerous to be felt or handheld the students.
- The real things maybe too expensive.
- The real things maybe too small to be seen at all or properly
TYPE OF MODELS:

There are three main types of models.

These are:
1. Solid models.
2. Cut-away, cross-sectional or X-ray models.
3. Working models.

ADVANTAGES OF MODELS:

Some of the advantages of models as instructional aides are as fallows;

 Models heighten reality of things and make learning direct and meaningful as they are three-
dimensional.
 Model illustrates the application of certain principal and laws.
 Models explain the complex and intricate operational in a simplified way and thus make
comprehension easier
 Model are lasting and ultimately work out to be cheaper teaching aids.
 Still models are easy to make with the help of discarded material like empty boxes, pins, clip,
nails, rag and clay, etc.

LIMITATIONS OF MODELS:

Not all the models can be made in the educational institutional as they require expertize to make them
properly. Also models at the time can give a wrong impression.

CHARTS
Flow chart

Chain chart

Charts are visual symbols. It is one of the learning processes in teaching and learning. In the
curriculum system so many methods are used likewise Audio-Visual aids charts are one of the
methods in educational system. Teacher has to prepare charts by incorporating his own ideas

DEFINITION:
Edgar Dale defines chart as, “a visual symbol summarizing, comparing, contrasting or performing
other helpful services in explaining subject matter.'

PURPOSES OF CHARTS

1. For showing relationship by facts and figures.

2. For presenting the materials symbolically.
3. To show continuity in process.
4. For presenting abstract ideas in visual form.
5. For showing development of structure. For creating problems and stimulating thinking.

GENERAL PRINCIPLES FOR CONSTRUCTING CHARTS:

The following rules should be followed while constructing charts:

1. Title: Every diagram must be given a suitable title. The title should convey in few words as
possible the main idea that the diagrams intend to portray.
2. Proportion between width and height: A proper proportion between the height and width
of the diagram should be maintained. If the height is too short or too long in proportion, the
diagram would give an ugly look.
3. Selection of scale: The scale showing the values should be in even numbers or in multiples
of 5 or 10, e.g., 25, 50, 75 or 20, 40, 60. Odd values like 1, 3, 5, 7, should be avoided.
4. Footnotes: In order of clarity of certain points about the diagram, footnote maybe given at
the bottom of the diagram.
5. Index: An index illustrating different types of lines or different shades colors should be given
so that the reader can easily make out the meaning of the diagram.
6. Neatness and cleanliness: Diagrams should be absolutely neat and clean.
7. Simplicity: Diagram should be as simple as possible so that the reader can understand their
meaning clearly and easily.

TYPES OF CHARTS
1. Narrative chart:
 Arrangement of facts and ideas for expressing the events in the process.
 Development of a significant issue to its point of resolution.
 We can show an improvement over a period of years.
2. The chain chart: Arrangements of facts and ideas for expressing in transitions or cycles.
3. The evolution chart: Facts and ideas for expressing changes in specific items from beginning
date and its projections into future.
4. Strip chart:
 The information covered with paper strips, applied either by wax, tape, pins, or tag
 It has a great suspense value, while building interest
 It enables the speaker to present information step by step
 It maintains the interest till the end of the presentation
 It increases the imagination of the audience. As the speaker wishes to visually
reinforce a point with words or symbols.
 It increases learning and aids recall
5. Pull chart: It consists of written messages through strips of thick paper. The messages shown
to the viewer one after by pulling out the concealing strips.
 6. Flow chart: Diagrams used to show organizational elements or administrative or functional
relationship. In this chart the lines, rectangles, circles, or other graphic representation are
connected by lines, showing the direction.
7. Tabulation chart: Here numerical data are presented in this chart The chart should be 50 X
75 cm or more in size and captioned in bold letters. Used for comparisons or listing
advantages and disadvantages of an organization.
8. Time or table chart: It shows the schedule of an activity, e.g. tour chart, class time table. It
provides a chronological framework within which events and development maybe recorded.
They develop time sense among pupil.
9. Genealogy chart: It presents historical facts or growth and development of the family. It has
taken an analogy from the tree, the origin is shown in single line, rectangle circle.
10. Job chart: Job charts are responsibilities of specific categories that will be listed out and
circulated among the members.
11. Tree charts: It shows the development or growth of specific phenomenon or organizations in
form of a tree, e.g., complications or types of specific disease.
12. Flip chart: It is related to specific topic that has been tagged together, and hanged on
supporting stand.
13. Overlay chart: It consists of illustrated sheets. Each sheet forms a part of the whole picture.
It helps the viewers to see not only different parts but also to see them against total
perspective when one is placed Disadvantages over the other.
14. Pie chart: A circle will be drawn and the division will make it into different sections. Each
section will be coded differently; code key will be given at right corner of the chart.
15. Bar chart: In this, facts are exhibited in bars. It has both length and width. But width is used
only for the good appearance. Bar diagrams can be exhibited by vertical or horizontal bars.
The bars should not be left empty but must be filled with color. This is used to compare
different data with same nature, e.g., incidence of HIV in antenatal cases in metro cities.

ADVANTAGES OF CHARTS

 The content and the aim of the exhibit is decided before, so it is more effective.
 It has minimum of text or words. So, it is easy to write and follow up.
 The message and communication are scientifically correct.
 The arrangements of charts are in a logical sequence. Teacher can build up presentation in a
stepwise fashion.
 Charts are useful for maintaining a continuity of thoughts.
 Charts are the pictures which show the relationship or changes.
 Charts are useful for teaching vital statistics and other teaching and learning purposes.
 Chart can be used to highlight the important health problems in the clinical and community
area.
 The caption or title of the poster or chart should be brief and specific.

DISADVANTAGES OF CHARTS

 Require sufficient space and facilities for display.

 Useful only for small audience teaching.
 Very limited information.
 Easily get damage, maintenance is costly.
 Consumes more time for preparation.
 May need frequent modifications.
PREPARATION OF CHARTS:

Usual materials required to prepare charts are sheets of thick white or light-colored paper, fiber tipped
round-point and chisel-point color markers, graphic materials, scissor, drawing aids and adhesives.
Before making a chart, one should plan the content in terms of the objectives and decide the layout.
The layout should be balanced and should use the space effectively. One should draft the plan on a
small sheet of paper with the aspect ratio, i.e., as is required for the chart. By done so, one may start
directly on the chart fixed on a drawing table by looking at the draft.
The following points maybe observed while preparing a chart:
 The size of the chart, the size of the letters and the contrast of the display material should be
such that it is readable by the farthest viewer, standard chart paper in sizes 90 * 60 cm and
70 * 55 cm in suitable for most purposes. The size of letters for the captions, labels and
keywords written on a chart should be between 2 and 3 cm for a classroom of depth 6 m.
The thickness of the lines should be between 2 and 3 mm. The display material should be
contrasted with the background so that it stands out. Light colored chart paper, e.g., yellow,
light green and white are better suited for dark colored pens, e.g. black, blue, red and
orange. Flat pictures and other material from books should be enlarged sufficiently before
placing on charts.
 Simple hand-drawn charts with non-decorative lettering are more effective than elaborately
drawn on machine-made charts.
 One chart should convey just one idea or one principle. Charts crowded with information are
less effective.
 Charts can be arranged to create one or more of the following visual effects:
1. Revelation: The whole chart can be covered with three or more paper strips from
top to bottom. During display, the strip maybe removed one by one in the desired
sequence. Alternatively, one may mask off some information when it is no more
required. Such techniques catch the attention of the students and maintain their
interest
2. Overlay effect: A part of the chart maybe overlaid by another chart or by a
cellophane paper chart. The former is useful for filling in details and the latter for
shading the desired area of a diagram or Graphs for labeling the components.
3. Flow effect: Single charts can be displayed one by one and so arranged on the board
as to make a pattern of flow diagram on the sequence of steps. For this, the charts
should be shown in quick succession.
4. Magical effects. A teacher may prepare the outlines of a complicated diagram in
advance by using monochromatic harmony. He can then trace the diagram quickly
with bright colors during the class
 Numerical data should be presented in the form of tables. Relationships between two or
more variables are better demonstrated by drawing graphs.
 Classification, organizations and processes are better represented by means of flow
diagrams.
 Colors should be used meaningfully, i.e., to simulate real colors, to highlight some items, etc.

FLASH CARDS
 Flash cards on hospital

Flash card is a series of cards each having a picture with a message which are arranged on top of one
another in the order of showing. These flash cards maybe used along with other graphic aids such as
posters, charts, etc. to make the lesson effective. Commonly used for 5-15 members.

ARTICLES NEEDED

 Card board
 Illustrations
 Colors
 Letterings
 Sketches
 Pencil
 Scale

PREPARATION OF FLASH CARDS

• Collect information.
• Select the essential points.
• Arrange the cards
• Sort them in logical sequence.
• Visualize one idea on one card.
HOW TO PREPARE FLASH CARDS

 Cut chart paper into 4 equal parts to get the card.

 Cut out pictures, photographs from the publication, printed charts, posters and can
be pasted. And also cartoon pictures can be drawn.
1.Coloring: Color creates interest in the human mind. So select colors to fit the background
to provide good contrast. But do not use too many colors.
2.Writing
 The best flash cards are those which need few or no words
 It is better to use capital letters.
 It is better to limit the caption to five or six words.
 Write the points on the right-hand corner of the backside.
 For the first card, write the talking points on the last one, for the second one, on the
back of the first Repeat until whole series is finished.
3.Size of the Cards: Size of the card depends on the number of audiences. The size should be
such that the person in the back row can see them clearly:
 15' x 20' for 15-20 audience
 20' x 22' for 20-30 audience.
4.Number of Cards in a Set: It is not worth to use too many flash cards in a set. Best to limit
the number of flash cards to 10-12 for one talk.
ordinary.
Remember the following while preparing flash cards
 For each card make a rough layout on an ordinary sheet of paper of the same size of
the card
 Remember that everyone who sees the card must be able to understand the
illustrations quickly and easily. So do not use complicated drawings.
 The idea on the flash card should be brief.
 It should be large enough for everyone to see.
 Be adapted to local condition.
 Each card presents only one idea.

HOW TO USE FLASH CARDS:

Orient in such a way that while showing a card the interest of the audience is aroused
and maintained:
 Rehearse the presentation several times before trying them on the audience.
 Do not allow anyone to sit more than 20 feet away from the teacher.
 Arrange the card logically or sequentially.
 Hold the cards to chest high so that audience can see well.
 Turn to different angles so that everyone can see clearly.
 Explain the first card with the aid of the talking points written on the back of the last
card.
 Slip no 1 card behind the stack flashing no 2 and explain no 2 with the aid of the
points written on the back of the no 1. Repeat until the whole series is finished.
 Be a good showman. Do not be clumsy while showing the cards.
 Summarize the main points at the end of the talk
 Stress important points. Do not hesitate to repeat the card when doubt arises on
that particular card.
 If necessary, present it again.
  Pass the whole stack of cards to a member of the audience at either end of a row.
Ask him to look at the top card and pass it on.
 After everyone has seen the cards individually invite questions and answer to them.
 Make sure that you know the answer.
 When larger cards are used, card maybe slipped behind the set or remove it and
place it face down on a nearby table. Use pointer. Do not cover the matter with
hands.

ADVANTAGES

 Inexpensive, can be home made.

 Very easy to transport.
 Good to give information in sequence to small way groups.
 Can be used to review a topic.
 Can work as useful supplementary aid and can be effectively used with other
materials.
 Maybe used to develop the cognitive abilities and to recall what has been studied.

DISADVANTAGES OF FLASH CARDS

 Limited to small group.

 Easy to get out of sequence.
 Some artistic ability is required if making homemade flash cards.
 Deteriorate with constant use.

OVERHEAD PROJECTOR (OHP)

 Transparency

OHP

 Overhead projector is a device for projecting a matter, which is written or drawn on

transparent sheet of acetate on to a screen. It is the cheapest projecting aid currently
available. The overhead projector is a very vital teaching aid which has made projections so
simple and easy that it has replaced a chalkboard completely in many classrooms. An
overhead projector produces images on screen behind or over the head of the teacher. In an
overhead projector, the large-sized transparency is kept horizontal which is intensely
illuminated by a condenser lens. The final image is produced on a vertical screen with a
highly polished tilted mirror and object lens capable of sliding on a vertical mast.
 An overhead projector consists of a metal box, a 1000-watt bulb and a concave reflector, a
condenser lens illuminates the transparency placed on the glass sheet on the top of the box.
There is a vertical rod by side of the box which carry an objective convex lens parallel to the
transparency and a plane mirror to reflect the image on the screen. The objective lens.
and mirror combination can be slided up and down the rod with rock and pinion
arrangement operated by a knob. The movement of the objective lens and mirror focuses
the image properly on the screen. There is also a small exhaust or cooling fan in the OHP to
blow out the excess heat produced by the bulb.
  The transparency size can be as big as 25 cm * 25 cm whereas the teacher can write with the
marker pens that will be projected on the screen simultaneously. Readymade transparencies
on acetate sheets are available these days.

USING AN OHP

 Place the OHP on a stable table with the objective lens facing the screen behind the teacher
 Put the cord plug into a power wall-socket. Switch on the blower first and then the bulb
 Place the acetate or cellophane transparency on the glass top
 Move the objective lens and mirror assembly up and down to get the image in focus on the
screen
 Explain about the material on the transparency sitting behind the overhead projector with a
small pointer.

ADVANTAGES

 It permits face to face interaction with the students all the time.
 It can be used in day light conditions
 The teacher can maintain complete class control and interest.
 OHP is very light and hence portable. The students see the
 Effective visuals can be made in a minimum of time and at a low cost.
 visualization from the same point of view as the communication teacher.
 It can present information in systematic developmental sequences simple to sue with
presentation rate controlled by the teacher.
 The surface area is limitless material (including illustrations) can be prepared well in
advance.
 The prepared transparencies can be preserved for future use.
 The services of a projectionist are not required.
 Material can be prepared at short notice by speaker himself.

LIMITATIONS

 This method requires special equipment, facilities and skill of more advance’s preparation
methods.
 Overhead transparencies are large compared to other projected aids such as slides.
 Projection lamps are costly keystone effect can be there.

MATERIALS REQUIRED

Transparency
 Acetate sheet single/roll
 Washed X-ray plate.
Cellophane paper pens:
 Best is acetate
 Spirit based inks permanent use
 Water based ink (temporary use)
 Spirit based can be erased with methylated spirit and water based with clamp cloth
 Lined paper or grid sheet
chart paper/frame and masking tape
method of preparing
 Placed lined paper or 6 mm lined grid sheet beneath the acetate sheet before writing the
material.
 Use simple lettering style 6 mm for text and 9 mm for titles.
 Use capital letters for titles.
 Limit the written material to six lines in each transparency.
 Use only one lettering style and space it for regular and even look.
 Use thick chart framing the transparencies for better and neat looks.
 Use masking tape rather than cellulose tape to prevent from brittleness from heat.
 Store from flat, clean and interlocked with paper.

GUIDELINES FOR MAKING EFFECTIVE TRANSPARENCIES BEFORE TEACHING:

Before teaching
 Place the OHP on a stable stand with the objective lens facing the screen behind the teacher.
The projector-screen arrangement has to be such that every student in the class can see
every part of the projected image with ease.
 If available use lifting screen.
 To obtain correct image size by moving machine backwards and forwards in relation to the
screen. Focus image sharply.
 Ensure that the smallest letter on the screen can be real comfortably by the persons in the
last rows.
 Each letter or character on the transparency should be at least 8–10 mm high.
 There should be no more than six words in each line and no more than eight lines in each
transparency.
 Use diagrams in proportion to its lettering (the use of a template is strongly recommended).
 Keep transparencies in correct order.
 Place the marking sheet.
 Put off the OHP before adjusting includes only relevant figures and diagrams.
 Keep the message simple and clear. Emphasize the key messages use color and lettering
with discretion.
 It is best not to project the entire transparency at the very beginning, optimal 'progressive
disclosure of information achieves the same objective as the sequential presentation of
information on the blackboard.
 The best colors to use to write on transparency are black, blue and green, use red sparingly.
It is not a color that projects well.
 The pointer must be laid flat on the transparency not waved around.
 When using masks and layouts, they should look attractive and in logical sequence.
 Never leave a visual on the screen alter a point has been made and, equally important, turn
off the projector light, keeping the fan running, when you are not actually projecting a
transparency. The bright screen can be a distracter and the projector get overhead if the
light is left on for too long.

SLIDES
 Slides are small transparent visual aids which can be viewed with the help of a slide projector or
slide viewer. Slides can be effective promoters of discussion, can help to make abstractions
concrete and can lean realism to an otherwise academic discussion. Based on the method of
preparation they can be classified into:
 Slides made by photographic process.
 Computer made slides. . .
 Handmade sliders.
Based on the content they are classified into:
 Live slides and flat copy slides.
 Live slides give three dimensional images of specimens, organs, life events and
environmental conditions.
 Flat copy slides are made by taking pictures of graphics, artwork and visual drawn on
sheets.

GUIDELINES FOR USE OF SLIDES

  Slides are prepared in sets of ten, twenty or more for selected topics. At least five to six
slides should be there for a presentation.
 Based on the objectives of instruction, content may include written words, sketches,
cartoons, graphs, pictures of objects, etc. By combining different types of slides made by
different techniques, we can create a variety of projected visual in a set of slides.
 As a rule, only one concept or one sketch or one graph is adequate for one slide.
Descriptions accompanying the visual should be legible, simple and correct without any
spelling mistake. Preferably use keywords to convey the message. The size of the letter
should not be less than 6 mm. Six to nine lines can be included in a slide.
 It is often helpful to number the slides to keep them in order; the number itself can then
be used as an indicator of how slides should be positioned in the tray.
 Take care to position the slides correctly in the tray, to avoid the surprise of upside-
down or sideways shots or backward lettering.
 Before showing a set of slides to a class, teacher should carefully organize the slides of
fit into the lecture or discussion.
 The easiest way to organize a large group of slides is to place them on a table top slide
previewer. This will enable the teacher to see all the slides at once and select the order
in which she wants to show them.
 Switch off lights while showing slides. Slides must be shown, one by one, at a slow rate
taking care of the slow learners.
 A long pointer, i.e., a stick or a radio aerial or a light pointer should be used to point at
appropriate place on the screen.
 After the slide show, teacher has to summarize the presentation or ask questions or
request someone to summarize.

THE ADVANTAGES OF SLIDES

The advantages of slides are as follow:

 They are compact.
 Slides are easy to carry.
 They are easy to store and can be preserved for a long period of time.
 Less eye soaring and increased visual impact.
 Speed of slide presentation can be controlled by the teacher so that each slide can be
discussed for the desired length of time.
 A remote-control extension allows the teacher to walk around or stand in front of the
class and still control the slides, it is also easy to back up the previous slides if a question
arises pertaining to them.
 Slide projectors are light weight and easy to carry.

DISADVANTAGES OF SLIDE

 They are expensive and can easily get dirty and smudged with finger prints.
 Projector bulbs do not last very long and are expensive to replace.
 Reduced room light is necessary to get a clear image on the screen.

POWERPOINT PRESENTATION
 PowerPoint uses slides with a horizontal or ‘Landscape' orientation. The software was
designed as a convenient way to display graphical information that would support the speaker
and supplement the presentation. The slides themselves were never meant to be the 'star of the
show'. PowerPoint can be an effective tool to present material in the classroom and encourage
student learning. PowerPoint, when effectively planned and used, can enhance instruction.

DESIGNING THE POWERPOINT PRESENTATION

1. Preparing for the Presentation

 Consider time and effort in preparing a PowerPoint presentation, teacher needs
plenty of lead time for design and development.
 Power Point is especially useful when providing course material online.
2. Student accessibility
 Visually impaired may not be able to fully access a PowerPoint presentation,
especially those with graphics and images.
 Copyrighted material - be sure to properly cite source material. This is especially
important when using visuals obtained from the internet or other sources.
 Message interpretation - will students be able understand material in a power point
presentation outside of the classroom? Will you need to provide notes and other
material to help students understand complex information, data, graphics?
 If Teacher must make sure the classroom is equipped with that the laptop proper
cables, drivers, and other means to display your presentation the way you have
intended.
3. Slide Content
 Remember rule of six. Six lines in slide and six words in each line.
 Avoid text-dense slides: It is better to have more slides than trying to place too much
text on one slide.
 Use brief points instead of long sentences or paragraphs.
  Use PowerPoint to cue and guide the presentation rather than project long and
complete sentences.
 Use the Notes pages feature to add content to your presentation which the
audience will not see.
 Relate PowerPoint material to course objectives to reinforce their purpose
4. Number of Slides
 As a rule of thumb, plan to show one slide per minute to account for discussion and
time and for students to absorb the material,
 Reduce redundant or text heavy sentences or bullets to ensure a more professional
appearance.
5. Emphasizing Content
 Use italics, bold and color for emphasizing content
 Use of a light background (white, beige, yellow) with dark typeface or a dark
background (blue, purple, brown, with a light typeface is easy to read in a large
room
 Consider using different color slide backgrounds to change the pace of the
presentation (or when you shift to new major content).
 Avoid using underlines for emphasis which typically signifies hypertext in digital
media.
6. Typeface
 Use a sans serif typeface such as Arial, Helvetica, or Tahoma
 Limit the number of typeface styles to no more than two per slide.
7. Point size
 Ensure the typeface is large enough to read from anywhere in the room titles and
headings should be no less than 36-40 points.
 The subtext should be no less than 32 points.
8. Clip Art and Graphics
 Use dip art and graphics sparingly. Research shows that it is best to use graphics only
when they support the content.
 Photographs can be effectively used to add realism
 Size and place graphics appropriately on the slide-consider wrapping text
 around a graphic. Use two-dimensional pie and bar graphs rather than 3-D styles
which can interfere with the intended message.
9. Animation and Sound
 Add motion, sound, or music only when necessary.
 Excessive movement within or between slides can interfere with the message and
can be annoying. Avoid or use only simple screen transitions.

POSITIVE FEATURES OF POWERPOINT

 once the PowerPoint saves time and energy presentation has been created, is easy to
update and can be modified for other courses.
 Power Point is portable and can be easily shared with students and colleagues.
 PowerPoint supports multimedia such as video, audio, images and animation.

BASIC COMPUTER APPLICATION

Computers can teach at any level of learning, from knowledge and comprehension up through
application, analysis and synthesis. They can be programmed to teach problem-solving and decision
making
Every computer and mobile device will come with some applications already built in, such as a web
browser and media player. However, you can also purchase and install new apps to add more
functionality.

DESKTOP APPLICATIONS

There are countless desktop applications, and they fall into several categories. Some are more full
featured (like Microsoft Word), while others may only do one or two things(like
a clock or calendar app). Below are just a few types of applications we use.

 Word processors: A word processor allows you to write a letter, design a flyer, and create
many other types of documents. The most well-known word processor is Microsoft Word.

 Web browsers: A web browser is the tool we use to access the Internet. Most computers
come with a web browser pre-installed, but we can also download a different one if we
prefer. Examples of browsers include Internet Explorer, Mozilla Firefox, Google Chrome,
and Safari.

 Media players: If you want to listen to MP3s or watch movies you've downloaded, we need
to use a media player. Windows Media Player and iTunes are popular media players.
  Games: There are many types of games you can play on your computer. They range from
card games like Solitaire to action games like Halo. Many action games require a lot
of computing power, so they may not work unless you have a newer computer.

 Gmail: You can use the Gmail app to easily view and send emails from your device. It's
available for Android and iOS devices.

 Instagram: You can use Instagram to quickly share photos with your friends and family. It's
available for Android and iOS.

APPLY OF TELEVISION AND VIDEO IN

NURSING EDUCATION
TELEVISION

Television is being acknowledged as a powerful medium of mass education. In India, television is

being used for imparting distance education through the UGC programs and other educational
programs. A television can bring the real world into the classroom in the real sense. It has the
ability to bring the events and happening to the viewer in action. For imparting education,
television is being described as an electronic chalkboard.
 Using a Television Program as Classroom Instructional Aid

 Procure in advance the information from the manual about the background and objectives
of program educational program.
 Collect other instructional material that relate to the program which you wish students to
watch in the classroom
 Discuss about the program, topic and build up a background of the students to have
meaning to the program
 Motivate students to watch the program critically and for specific details.
 During the program draw attention of students to certain important aspects with short
phrases.
 After the program, a follow-up session should be carried out and other instructional aids
should be used to reinforce the learning.
 The follow-up should be extended to certain related activities like panel discussion or
question-answer session.
 Finally, test the students on their learning gains after the program and its application.

ADVANTAGES OF EDUCATIONAL TELEVISION PROGRAM

 Television appeals to eye, ear and emotions. Because of this kind of almost total
involvement, it can induce effective learning.
 It can re-live with vividness the past events and happenings.
 It can directly show the current happening and live shows happening even in the remote
parts.
 The television can work as a powerful medium of mass education.
 It can impart experiences, which are out of physical reach. It can show other countries,
people, events, etc. which are far away from us.
 Television program can easily be made to include latest information and findings to update
the knowledge of students and teacher both.
VIDEO TELECONFERENCING

Definition

 A videoconference (also known as a video teleconference) is a set of interactive

telecommunication technology which allow two or more locations to interact via two-way
video and audio transmissions simultaneously.
 Videoconferencing allows two or more people at different locations to see and hear each
other at the same time.
 Videoconference is one of the methods of telenursing. Telenursing refers to the use of
telecommunications and information technology for providing nursing services and nursing
education in health care whenever a large physical distance exists between patient and
nurse, or between any numbers of nurses.
 Telenursing via videoconferencing is applicable in all the aspects of nursing, i.e., nursing
education, nursing practice and nursing administration.

NEED OF VIDEO TELECONFERENCING IN EDUCATIONAL SETTINGS

 Insufficient numbers of available faculty.

 Budget limitations.
 Limited access to live-patient clinical placements.
 Inconsistency and unpredictability of student clinical learning experiences in live clinical
settings.
Combining technological applications in support of classroom and clinical education can reduce these
barriers and increase efficiency, thus expanding educational capacity while conserving scarce
financial resources.

GOALS OF VIDEO TELECONFERENCING

 Use the increased adoption of telecommunications for nurses to collaborate across
disciplines (expert faculty members, physicians, therapists, and other health care team
members) and with students and patients.
 Export nursing knowledge and expertise using technology to those who need.
 Identify methods whereby nursing knowledge and expertise can be distributed and provided
to those countries/regions that are in need.
 Collaborate with the International Council of Nurses and other international professional
nursing organizations in order to advance the use
 of technologies and e-Health in healthcare and educational settings.
 Sound Equipment
 Collaborate and educate nurses globally via communication technology.