Nursing Education, Unit-3

Methods of teaching

Mrs. Priya.V.k
Professor(Psychiatric Nursing)
Learning objective
 Demonstrate skill in teaching in all
settings using various methods and
medias.
Introduction
A teaching method comprises the
principles and methods used by teachers to
enable student learning.
 These strategies are determined partly on
subject matter to be taught and partly by
the nature of the learner.
 For a particular teaching method to be
appropriate and efficient it has to be in
relation with the characteristic of the
learner and the type of learning it is
supposed to bring about.
Definition
 Teaching method refers to the orderly,
logical course of action taken to
accomplish a particular educational goal.
Classification
1.Teacher centred:
- Teacher talks, students listen
- Instructor monitors and corrects every
student
2. Learner centred:
- Student interact with instructor and one
another
- Students work in pairs, in groups, or alone
depending on the purpose of the activity
 Classification of methods of
teaching
 Inspirational methods – based on high
activity on the part of teacher.
Eg: Simulation
 Expository method – Cognitive emphasis is
high, while student activity and emphasis on
experience is low.
Eg: Lecture method
 Natural learning – learning takes place in a
natural way.
Eg: Field trips
Guidelines for selection and
practice of teaching methods
 Methods should be suited to objectives and
contents of the subject matter
 Methods should suit to the level of students
 Methods should be based on sound
psychological principle
 Methods should be used creatively
 Methods should address the challenges
1. Lecture method
 Lecture method is the most widely used
form of presentation.
 Teacher is more active while students are
passive listeners
 The main focus of this method is on the
presentation of content as a whole.
Definition
 Lecture method is the teaching procedure
comprising the presentation of content,
clarification of doubts and explanation of
facts, principles and relationships.
Purposes of lecture method
 To provide structured knowledge
 To motivate and guide in hunting knowledge
 To arouse students interest in a subject
 Introduce students to new areas of learning
 To clarify difficult concepts
 To assist in preparing students for a
discussion
 To promote critical thinking
 Factors influencing planning lecture
Learner factors Subject matter Environmental Psychological
factors factors factors
Educational Content matter AV aids Emotion
background
Previous Domain of the Seating Concept
knowledge objective arrangements formation
Learning styles Nature of Infrastructure Memory, abstract
content(simple/ facilities thinking
complex)
Lecturing techniques
 Voluntary dissemination of information
 Voice gradation and voice quality
 Adequate pacing
 Proper language
 Control annoying mannerisms
 Judicious use of AV aids
Lecturing techniques
 Simple plans and key points
 Elicit feedback from students
 Providing further clarifications
 Time management
Kinds of Lecture(Types)
 Ideal lecture
 Classical lecture
 Experiential lecture
Advantages and disadvantages of
lecture method

Advantages Disadvantages
1. Most economical method of Neglecting the importance of
teaching adequate preparation
2. Promote thinking process Less attention is given to problem
solving, critical thinking and decision
making
3. Enhances listening capacity of Not conducive for meeting the
students students individual learning needs
4. Meets learning needs of students Does not provide opportunities in
continuing dialogue with the lecturer
5. Preferred method
 Strategies to overcome the
disadvantages
 Emphasise high level of intellectual skills
- Encouraged by challenging questions
throughout the lecture
 Signposting for clear directions
- By giving summaries, reviews, statements
 Make lectures more interactive
- Provide opportunity to interact each other to
explore issues, discuss, analyse and report back
 Less memorizing of facts and more construction of
meaning
- Helping learners to understand and use basic
principles, rather than memorising facts.
Interactive lecture
 Interactive lecture is a combination of
lecture, discussion, and questioning.

 ‘The techniques of lecture, discussion and

questioning can be effectively blended
together into an interactive lecture,
utilizing the advantages of all methods and
reducing their disadvantages’
(Sandra De Young)
Interactive lecture
 Class timing can be efficiently divided into
sections for lecture, informal discussion
and questioning
 Changing tactics every 15-20 minitues
2. Demonstration
 Visualized explanation of facts, concepts
and procedures
 Possession of psychomotor skill is very
essential for good nursing practice.
 Demonstration possess dominant
position among teaching methods in
teaching nursing
Definition
‘ Demonstration is a method of teaching by
exhibition and explanation combined to
illustrate a procedure or experiments’
Purposes of demonstration
 It may be used to provide a model of a
skill
 It shows the learner ‘ how’ to perform
certain psychomotor skill
 It arouses interest and motivates the
learner
 It shows a verbal explanation of a
principle of physical process
 It shows a process of action
Phases of demonstration
1. Planning and preparation phase
2. Performance phase
3. Evaluation phase
Planning and preparation
 Teacher prepares herself, arranges
necessary articles and creates a conducive
environment suitable to number of
students.
Steps
1. Set well defined objectives
2. Review related knowledge
3. Split demonstration into appropriate
steps based on scientific principles
4.Do rehearsals to attain proficiency
5. Create conducive environment by
providing adequate facilities
6.Ensure adequacy and good working
condition of equipments
7. Prepare a checklist (articles and steps)
8. If demonstration involves patient, ensure
their comfort and safety.
9.Plan for return demonstration
Performance phase
 Teacher performs demonstration
 Exhibit a fine co-ordination of head, heart
and hand
 Following steps will helps to perform
demonstration in an impressive way
Steps:
 Based on principle of proceeding from
whole to parts, briefly explain the whole
procedure.
 Explain the name and use of articles
 Start demonstration slowly
 Explain the purpose and scientific principles
 Wherever possible involve the students in
the performance phase
 Show the way of recording the procedure
 Conclude with a discussion
Evaluation phase
 Done mainly through return
demonstration and asking thought
provoking questions
 Advantages and disadvantages of
demonstration
Advantages Disadvantages
Reduce the gap between theory and Learners negatively motivated, as
practice they are unable to perform the skill

Activates more than one sense(Visual, Time consuming

aural, and kinesthetic) which enhances
learning
Accompanying explanation helps the Demonstrations are usually best with
students to understand and clarify small groups
scientific principles
Return demonstration helps the teacher Even most skilled teacher find it
to evaluate knowledge and skill difficult to provide a timely feedback

Demonstration trains the learner in the If teacher cannot possess mastery

art of careful observation level of skill, it may confuse and
discourage the learner
Discussion
 Discussion is a student centred teaching
method
‘ Discussion involves an interchange of
informed opinions and reactions, group
consideration of a problem or issue,
sharing of ideas and information and
exchange of questions and answers’.
(Sandra De Young)
Types
 Formal : Pre planned and guided by preset
rules to achieve pre determined goals.
 Informal : Free verbal exchanges between
the participants in the absence of preset
rules
Purposes
1. To teach context specific interpretation
and application of principles, theories
and concepts.
2. Assist students to develop, express and
validate their opinions of beliefs
regarding legal, ethical and controversial
issues in nursing
3. To clarify information and concepts
4. To share information
Purposes
5.To foster democratic values
6. To develop team building and social skills
7. Development of right attitude
8. To develop problem solving skills as a
group
9. To arouse student’s interest
 Classroom discussion techniques
1. Proper planning: concerned with
- Selection of apt topic
- Formulation of objectives
- Setting guideline
2.Preparing the students for discussion:
preparation starts one or 2wks before the date
of discussion
- Providing some basic information related to the
topic to be discussed
- Clearly stating the objectives and guidelines.
- Clarifying the role of the teacher, students and
student leaders.(Teachers role is limited)
 Classroom discussion techniques
3. Discussion guiding techniques:
- Teacher can open the discussion session
with a keynote address and introduction.
- Invite the students to express their ideas/
view points
- Students actively involved in the
discussion, teacher has to assume the role
of facilitator.
 Appropriate use of positive reinforcement is
essential to motivate the students
 Teacher has to ensure that the opinions are
exchanged between the group members
 Emphasise the importance of assertive style
of communication and restrict aggressive
style.
 If subgroups are involved, group leaders have
to summarize the viewpoints
 Discussion ends with concluding note
delivered by the teacher
Discussion skills
 A reflective teacher may find it useful to
consider the following points:
- Do the participants take turns or do they
frequently interrupt?
- Do they listen to each other?
- Is conflicts positively handled?
- Do they elaborate rather than answer in
monosyllables?
- Do they explore suggestions by asking for
alternatives
- Do they evaluate?
Advantages and disadvantages
Advantages Disadvantages

Discussion is an excellent student Its time consuming in nature

centred method

Acceptance of student’s opinion and Success depends on the preparation

suggestions and enhances their self of students
esteem

Helps the students to develop If teacher and students prepared

problem solving skills, critical inadequately nothing good can be
thinking, self confidence, proper achieved.
attitude and self expression skills
Seminar & Symposium
 Two common forms of discussion
employed in teaching Nursing
 Teaching higher level of students like Post
Graduates, research scholars
Seminar
 Classified into four types
1. Mini seminar
2. Main seminar
3. National and
4. International seminar
Meaning
 A seminar as an instructional technique
involves generating a situation for a group
to have guided interaction among
themselves in different aspects or
components of a topic which is generally
presented by one or more members.
Meaning
 The person who guides the seminar is the
chairperson, experts who present the
information are speakers and the group
members who are benefited from the
seminar are the participants.
Role of different personnel
 Personnel involved in the seminar can be
categorized into
 Organizers
 Chairperson
 Speakers
 Participants
Role of organizers
 Organizer decides the topic of seminar
 Topics are related to the current trends
or recent developments in the clinical
practice or nursing education
 Searching for a suitable chairperson
 In case of national or international
seminars large scale preparation is
needed & organizers have to form various
committees. (Invitation, finance, academic
etc.)
Role of chairperson
 Should possess in-depth knowledge regarding the
topic
 Begins with introductory speech by the
chairperson, and justifies the topic selection
 After introductory speech, chairperson invites
speakers according to order.
 After completion of each speech, he gives
summary of it and invites next speaker
 When all speakers completes their presentations,
chair person opens the discussion session by
inviting participants to come out with doubts,
clarification and contributions
Role of speakers
 Success of the seminar is largely determined
by the performance of the speakers.
 Speakers have to prepare and handover the
study materials to the organizers in advance
 Speakers have a direct role in preparing the
participants for the discussion session
 They are expected to present the relevant
information in an interesting and
comprehensible manner.
Role of participants
 Objectives of the seminars are framed in
accordance with the learning needs of the
participants
 Participants make the seminar very live
and interesting
 They have to utilize the discussion session
by asking questions, seeking clarifications
and expressing their view points.
Seminar technique
 Distribute the study material to the
participants one or two hours before the
seminar
 Introductory speech by the chairperson
 Chairperson invites the speakers to
present the latest information different
aspects of seminar topic
 Summarize each topic, before inviting
next speaker.
Seminar technique
 Questions and clarifications should be
addressed to chairperson instead of
addressing directly to the speakers.
 Seminar will come to an end after the
discussion session with a concluding note
by the chairperson
 Chair person summarizes the whole
information exchanged in the seminar and
congratulate organizers, speakers and
participants
Symposium
 Symposium is a form of discussion in
which different view points or opinions
regarding the single aspect or component
of a topic is discussed under the guidance
of a chairperson
Symposium
 Most preferred method to discuss
controversial issues
 Like seminar, personnel involved in
symposium can also be categorized into
organizers, chairperson and participants
Role of different personnel
 In symposium, chairperson has to exert
more control over the speakers.
 In order to make the symposium a
success, chairperson has to maintain a
non judgemental attitude and provide
equal opportunities to all speakers to
express their feelings.
Symposium techniques
 Begins with the introductory speech of
the chairperson
 Then invite the speakers to present their
viewpoints
 Once speakers complete their
presentation, chairperson opens the
discussion session by inviting participants
to express their view points
Symposium techniques
 In addition to exchanging their opinions
with chairperson to a certain extent
participants can also converse directly
with the speakers
 In symposium more time is allotted for
the discussion involving participants,
compared to the time allotted for
speakers
 Difference between seminar and
symposium
Seminar Symposium
Topics are related to recent trends Topics related to controversial issues
and development in nursing in nursing
Multiple aspects of the topic under Single aspect of the topic is discussed
consideration is discussed
Chairperson has to exert less control Chairperson has to exert more
control

Less time for discussion involving More time for discussion involving
participants participants

Less preparation from the side of Demands more preparation from the
participants side of participants
 Disadvantages of seminar and
symposium
 Shortage of resource personnel
 Autocratic attitude of chairperson
 Inadequate preparation of resource
personnel
 Simulation
 Simulation is a teaching technique used
particularly in management education and
training in which ‘real life simulation’ and
values are simulated by substitute
displaying similar characteristic.
Types of simulation
1. Simulation exercise: A controlled
representation of a piece of reality that
learners can manipulate to better
understand the corresponding real life
situation.
Eg: Simulation training for nursing orientation
1. Simulation game: A game that represents
real life situations in which learners
compete according to a set of rules in
order to win or achieve an objective
Types of simulation
3. Role playing:
A form of drama in which learners
spontaneously act out roles in an
interaction involving problems or
challenges in human relations.
Purposes
 Help the students to practice decision
making and problem solving skills
 Students achieve cognitive, affective and
psychomotor outcomes
 Application of principles and theories
students have learned
Purposes
 Through simulation students can learn
how to learn and test various approaches
where patient cannot hurt.
 Knowledge gained through simulation can
be easily transferred to the real patient
care settings.
Types of simulation equipments
 Many types of simulation equipment are
available to nurse educators.
 Models range from equipment that
teaches a simple, single skill(Eg: inserting
an intravenous access into an arm
 Very advanced equipment that can
simulate reality based scenarios in clinical
setting, such intensive care unit.
 Types of simulation equipments
1. Low fidelity simulators:
- Introducing and practicing psychomotor
skill
- Lacks the realism
- Eg: Foam intramuscular injection lator
Types of simulation equipments
2. Moderate fidelity simulators
- Offers more realism than low fidelity
model
- They offer breath sounds, heart sounds
and pulse but may lack corresponding
chest movements
- Useful as introduction tools for
understanding deeper complex subject
matter and competencies
Types of simulation equipments
3. High fidelity simulators
- Produce the most realistic simulated
patient experiences
- React in realistic way to student
interventions
- Eg: life size mannequins with features such
as palpable pulses, visible respirations,
measurable BP, all programmed by
computer.
Value of simulation
1. Simulation ensures safe nursing practice
by nursing students through bridging the
gap between theory and practice.
2. Simulation is an effective technique to
learn psychomotor skills
3. Simulation helps the students to develop
critical thinking abilities and problem
solving skills
Value of simulation
4. Simulation not only the students to learn
the decision making process but also
provides feedback regarding the
consequences of the decision made
5. Simulation, especially the role play
enables students to empathize with the
real life situations
Value of simulation
6. By way of simulation teacher can easily
inculcate proper attitude among nursing
students.
7. Simulation can also be used to evaluate
students.
Role of the teacher
 Three facets
1. Planning
2. Facilitating
3. Debriefing
Planning
 While planning teacher has to purchase a
simulation package or develop an
appropriate simulation capable of
achieving course objective
 Teacher can co-operate with other faculty
members in the development and use of
simulations
Facilitating
 Once the simulation progresses as
desired, teacher adopts her role as
facilitator
 She has to observe carefully the
behaviour of students and take down the
important pieces of conversation among
them.
 As a facilitator, teacher has to maintain a
non-judgemental attitude.
Debriefing
 Purposes of simulation are mainly
achieved in the debriefing session
 Conducted immediately after the
simulation
 Teacher summarizes the whole event and
encourages the participant to do self
analysis and give their opinion regarding
the role played.
Advantages and disadvantages of
simulation
Advantage Disadvantage
Simulation simplifies the complexity of Whole process is time consuming and
real life for beginners of high cost
Eg: Simulated environment in
fundamental lab
Simulation is highly student centred Must be realistic enough for transfer
of learning to real situation
Facilitates peer learning, considered as Teachers may feel that they have lost
an excellent way of learning. Eg: Role control of learning environment
play
Offers an excellent opportunity to The technique must be structured
learn from mistakes
Fosters critical thinking and problem There is a need of many simulators
solving skills.
Role play
 Role playing is a form of drama in which
learners spontaneously act out roles in an
interaction involving problems or
challenges in human relations for
subsequent discussion by the whole class.
Techniques
 Based on the written or verbal
explanation of the simulated situation,
participants spontaneously act out the
roles with out a script.
 Role playing is advised only when the
learners have a background knowledge
regarding the context or situation and
roles assigned to the participants
Techniques
 Giving written or verbal explanation of the
context and assigning roles
 Select the students
 Then the participants will act out the roles
according to the situation.
 Remaining students observe and crtically
analyse the characters
 Once finish acting teacher opens the
discussion session
 Time duration – 5-10mts.
Uses
 Very useful to nursing students as it helps
them to acquire skills in matters related
to human behaviour and human relations
like conflict resolution, interpersonal
relationship.
 Through role play students develops
empathy
Panel discussion
 ‘A small group discussion for the benefit of
larger group’.
 A discussion in which a few person, the
panel who are qualified to talk about the
topic carry over a conversation and discuss
the given problem in front of an audience
Purposes
 Reproduce the features of a larger group
 It is a socialized group conversation in
which difficult points of view are
produced
 Panel stimulates the thought and
discussion and clarifies thinking.
 Does not try to solve a problem
Technique
 3 components
1. Members of the panel
2. The chairman
3. The audience
Technique
 The panel consists of 4-8 members, all
seated in a semi circle facing the audience
 The members of the panel should be
prepared by knowing the limits of the
topic to be discussed
 Members should be quick thinkers and
facile talkers and represent different
points of view
Technique
 The chairman does not contribute any
ideas of information, serves as a neutral
referee and controls the discussion
 Chairman should be a person with wide
mental flexibility
 Chairman must see that all members of
the panel get an equal opportunity to
express their view
Technique
 The chairman begins the discussion by
exploring the whole proceeding
 Members of the panel are introduced
 The topic is announced and the limits of
the discussion are stated
 Chairman may start the discussion by
making a comment or by directing a
question to a particular person
Technique
 He keeps the conversation to the topic,
encourages expression of the difference
of the opinion and organizes the
discussion with occasional summaries
 A general summary before discussion is
opened to the audience
Uses and limitations
uses limitations
Very effective group learning Limited in its usefulness a teaching
technique tool
Encourages social learning Makes no attempt to arrive a solution
Aids in attaining higher cognitive and Chances of deviation from the theme
affective objectives
Develops ability of logical thinking and Some members may dominate the
analysing discussion reducing others
opportunity
Helps to approach a problem in
different point of view
Workshop
 DEFINITION
‘ Workshop is defined as an assembled
group of people group of 10 to 25
persons who share a common interest or
problem. They meet together to improve
their skill of a subject through intensive
study, research, practice and discussion"
Workshop
ESSENTIAL FEATURES
• There is a complete and an active
involvement by the participants.
• The whole point of attention is to work
and learn from practical experiences.
• Participants are expected to work as
reporters or a leader.
 Workshop offers each member an
opportunity to make his or her own
contribution.
PURPOSES
 Workshop method increases the
learner's motivation as it allows the
learners to prepare and select objectives.
 Offering an opportunity to the
participant to play an active role makes
teaching more effective.
 Improve a person's attitude towards
other people.
PURPOSES
 Every learner has a worth and
contributes to the common goals.
 Cooperation is a technique and way and
is the primary way in the workshop
method of teaching
OBJECTIVES OF A WORKSHOP
 To achieve a higher cognitive objectives
and develop psychomotor skills.
Objectives
Cognitive objective Psychomotor objectives
To learn the new innovations and To put people in situation where they
practices of education will evaluate their own efforts.

To provide a broad understanding of a To provide an opportunity for

topic and theme personal growth through accepting
and working towards a goal held in
common with others
To provide a rationalized and To develop the proficiency for
philosophical background for planning and organizing teaching
instructional and teaching situation teaching and instructional activities.

To solve problems in the area of

teaching education
Steps in preparation of a workshop
 Opening a file
 Formulation of aims and objectives
 Arrangement of funds
 Selection of participants
 Selection of experts
 Date and place of workshop
 Committee of sponsors
 Working language
 Invitation of participants
OPENING A FILE
 A file is opened which contains
information on budget, sitting
arrangements, selection of participants,
documentation and equipment checklist,
publicity press and evaluation.
FORMULATION OF AIMS &
OBJECTIVES
 Aims & objectives are formulated both
for the organizers and the participants.
 At first stage of the workshop theoretical
aspects are discussed by experts on the
theme of the workshop.
ARRANGEMENT OF FUNDS
 The organizer has to arrange funds
boarding & lodging both for the experts
and the participants. The whole
programme schedule is prepared by the
organizer.
CHOOSING THE DATE & PLACE
 A non working day is usually chosen for
the first day of workshop. ( Ensure that at
least one working day precedes the
opening of the workshop.)
 The place of workshop is selected
keeping in mind the feasibility of the
participants to reach the venue.
IDENTIFICATION OF RESOURCE
PERSONS
 The success of the workshop depends on
the quality of the resource persons
chosen, hence utmost care & importance
should be given while selecting the
resource persons.
IDENTIFICATION OF SPONSORS
 Sponsoring agencies and individuals are
to be identified and contacted so as to aid
in the organization of the workshop and
in managing it's funds.
WORKING LANGUAGE
 The workshop is usually carried out in a
national language or preferred official
language.
INVITATION TO PARTICIPANTS
 A personal letters should be sent to the
participants selected with the following
points :
1. Aims of the workshop.
2. What is implied by the workshop.
3. Working methods of the workshop.
4. Theme of the workshop.
ROLES IN WORKSHOP
 Organizer
 Convenor
 Resource persons
 Participants
ROLE OF AN ORGANIZER
The program and schedule is prepared by
the organizer.
 He has to arrange for boarding and
lodging facilities for participants as well as
for the experts.
ROLE OF A CONVENOR
 At first stage of the workshop, the
theoretical aspects are discussed by the
experts on the theme of the workshop.
 Therefore, a convener is nominated or
invited who is well acquainted with the
theme or the workshop.
 He has to conduct workshop at this stage
and he has to observe the formalities and
key note of the workshop.
ROLE OF EXPERTS
 In organizing a workshop, resources
persons play an important role in
providing theoretical and practical aspects
of the theme.
 They provide guidance to participants at
every stage and train them to perform
the task effectively
ROLE OF A TRAINEE
 The participants should be keen or
interested in the theme of the workshop.
 At the first stage, they have to acquire
understanding of the theme.
 At the second stage, they have to
practice and perform the task with great
interest and seek proper guidance from
the experts.
OUTCOMES OF THE WORKSHOP

 Workshop widens specified knowledge.

 Results in personal and professional
growth.
 Results team spirit and human relations.
Advantages and disadvantages
Advantages Disadvantages
Develops knowledge along with the Generally follow up are not organized
psychomotor skills. in workshop technique. • It requires a
lot of time for participant and staff.
Retention of the knowledge and skills A large number of staff members are
by the learners are better than the needed to handle participation. It
other methods. demands special facilities or materials.
Facilitates learning by doing. Participants do not take interest in
practical work or to do something in
productive form
Suits disciplines that are practice The workshop cannot be organized
oriented. for large group, so large number of
persons cannot be not trained.
Problem based learning
 ‘Learning by resolution of a problem’

 PBL uses approaches to teaching and

learning that develops meaningful links
between theory and practice.
Definition
“Problem based learning is the basic human
learning process that allowed primitive
man to survive in his environment”.
Barrows and Tamblyn (1980)
Definition
 Problem based learning can be explained
as “The learning that results from the
process of working toward the
understanding and resolution of a
problem.” – Barrows (1980)
Goals
 Construct an extensive & flexible
knowledge base.
• Foster increased retention of knowledge.
• Develop effective problem solving skills.
*Develop self-direction, lifelong learning
skills.
• Become effective collaborators.
Goals
 Develop an ability to identify relevant
health problems.
 Acquire the knowledge base necessary to
define the health problem of the pts.
 Reinforce the development of effective
clinical reasoning process.
 Recognize, develop & maintain the
personal characteristics and attitude.
CHARACTERISTICS

 In this students work in small groups to
increase knowledge by identifying
learning objectives, engaging in self-
directed work & participating in
discussion.
Characteristics
 In PBL teacher describes the problem, the
scenario or situation that the students are
asked to investigate and then the students
work out what they need to learn and
how to apply their new knowledge as
solutions to the problem.
Characteristics
 The teacher’s role is as a facilitator of the
student group, keeping them on track and
helping them identify resources.
 It is based on small groups, self directed
learning strategies with written
objectives.
PRINCIPLES
 The student is the focus of the
educational program, the curriculum or
the curriculum contents.
 The development of his/her learning
capacities is emphasized.
 The problem presented in the
curriculum trigger the student’s abilities
to analyze to understand and to solve
PRINCIPLES
 Co-operation with other and the
importance of communication is
emphasized.
 Much attention is paid to the
development of practical skills, the
development of analytical & creative
thinking skills.
 The development of self-directed learning
ability.
Problem solving requires
 Self directed learning
 Small group learning
 Critical thinking skills
 Integration of different parts of the
curriculum
Process of PBL
 Problem – situation, scenario
 Hypothesis – identifying issues, clarifying
learning needs
 Resources – planning what to use
 Reporting back – learning from study and
modifying information
 Action plan – resolution via care/ action
plan
Process of PBL
 Problems presented to a small group of
students
 Problems consists of a description of a
set of real life phenomena
 Task of the student is to discuss these
problems and find intelligent explanations
 During the analysis of a problem,
dilemmas arise and questions come up
Process of PBL
 Based on the problems, the learners
develop a plausible set of hypothesis
 Learners identify the cause the problem
by a process known as strategic enquiry
 Assessing quality of care and outcomes
(Clinical reasoning)
STUDENT’S ROLE
Students have to assume a high degree
of responsibility for their own education
through effective self learning, working
with others and setting relevant goals for
themselves & the group as a whole.
 Students be able to present
demonstrations of their learning
achievements
GROUP MEMBERS ROLE
 Active participation
 Active listening
 Asking questions
 Answering
 Giving information
 Make decisions
TUTOR’S/FACILITATOR’S ROLE

Tutor play a crucial role in helping the

group to establish itself, setting norms for
the group function, ensuring group trust,
attending to the group dynamics & unique
characteristics of the group.
Advantages and disadvantages
Advantage Disadvantage
PBL Method is active and cooperative It is very difficult and expensive to use
learning, the ability to think critically as a teaching technique, when the
and clinical reasoning class size is large.
It increases ability to apply knowledge Evaluation is quite difficult and
in clinical situations sometimes may be subjective.
It encourages students to work in Resources - expensive
teams or groups, there by facilitating
group dynamics.
Development of effective self directed Measurement of learning outcome is
learning skills and increased student difficult.
faculty interaction is facilitated.
Self instructional module
 SIM is an accepted strategy for self
learning and enhancing the knowledge.
 It refers to self contained written material
which can be used by the students for self
learning.
Characteristics
 Self explanatory – Clear in concept
 Self contained – self sufficient
 Self directional – guides, instructs and
regulates the instructional process
 Self motivating – arouses curiosity
 Self evaluating – provides questions,
exercise and other activities for
evaluating
 Self learning – gives directions, hints and
references
Phases
 Preparatory phase: refers to input
- Collection of data regarding target groups,
their characteristics, and learning needs
- The information serves as a baseline
information for construction of learning
materials.
Phases
 Implementation phase
- Refers to program definition, preparation,
production, dissemination, assessment,
monitoring of activity and utilization of
instructional material
Phases
 Evaluation phase
- Process of arriving at judgment and
decisions based on a careful appraisal of
all aspects of trained performance.
- This information provides concrete and
precise ideas of developing SIM
Project method
 Modern method of teaching based on the
philosophy of pragmatism.
 Project method is one of the modern
method of teaching in which, the students
point of view is given importance in
designing the curricula and content of
studies.
Project method
 This method is based on the philosophy
of Pragmatism and the principle of
‘Learning by doing’.
 In this strategy pupils perform
constructive activities in natural condition.
 A project is a list of real life that has been
imparted into the school. It demands
work from the pupils.
DEFINITION
 According to W.H. Kilpatrick, “A project
is a wholehearted purposeful activity
proceeding in a social environment”.
 According to Ballord, “A project is a bit
of real life that has been imparted into
school.”
DEFINITION
 According to Thomas & Long, “It is a
voluntary undertaking which involves
constructive effort or thought and
eventuates into objective results”.
 CHARACTERISTICS OF PROJECT
METHOD
 It takes the student beyond the walls of
the class room. It is carried out in a
natural setting, thus making learning
realistic and experiential.
 It encourages investigative learning and
solution of practical problems.
 It is focused on the student as it enlists
his/her active involvement in the task set.
 CHARACTERISTICS OF PROJECT
METHOD
 It encourages the spirit of scientific enquiry
as it involves validation of hypotheses based
on evidence gathered from the field through
investigation.
 It promotes a better knowledge of the
practical aspects of knowledge gained from
books.
 It enhances the student’s social skills, as it
requires interaction with the social
environment
Role of teacher
 Teacher plays a facilitative role rather
than the role of an expert.
 It allows the students a great degree of
freedom to choose from among the
options given to them; hence it provides a
psychological boost.
 It encourages the spirit of research in the
student
TYPES OF PROJECT
 Project may generally belong to forms
1.Individual
2.Group
 In individual project every student solve
the problem in their own way, according
to interest, capacity, attitude and needs.
Group projects
 Group projects the problem is solved by
the group of pupil in the class.
 Its more valuable and usually called as
the socialized activities.
 Providing rich experience in cooperation
 Classification-purposes and
objectives
 Projects calling for the production of
some physical or material object – Eg:
making a model
 Learning projects, where the chief
concern is the acquisition of some ability.
Eg: research project
 Intellectual or problem projects.
 Eg: design an app, hands on activity
Stages of a project method
 Providing a situation
 Choosing and purposing
 Planning of the project
 Executing the project
 Evaluating the project
Providing a situation
 The teacher has to be alert to recognize
or create situations that are suitable for a
project .
 Opportunity should be given for the to
express their own ideas
Choosing and purposing
 The aim of the project method is to teach
students to think for themselves and
have the ability to select, choose and to
carry out the project.
Planning of the project
 The students themselves should plan out
the project under guidance of teachers
 Success of the project depends on the
care with which the details of the
procedures have been worked out.
Executing the project
 Execution is the most interesting and vital
phase of the project.
 The teacher should provide the students
opportunity for creative expression and
self activity.
Evaluating the project
 The students should be given necessary
standards for evaluation of the project.
 The students review their work, and try
to see what mistakes they have made in
planning/carrying out
 The project may be said to be success if
judged by following criteria.
1. Quality of the experience
2. Activities of the students
3. Useful and practicable experience
4. Experience must be fruitful
5. Economy
Field trip
DEFINITION
 Field trip is an educational procedure by
which the learners obtain first hand
information by observing places, objects,
phenomena and processes in their natural
setting.
PURPOSES
 To provide real life situations for first hand
information.
 To supplement class room instructions.
 To serve as a pre view of a lesson and gather
instructional material.
 To verify previous information, class discussion &
to conclude individual experience.
 To create situational teaching for cultivating
observation, keenness and discovery.
 To serve as a means to develop positive attitudes,
values and specific skills.
 GUIDELINES FOR USING FIELD TRIP AS A
TEACHING METHOLOGY

 The field trip must be planned to meet

specific educational objectives rather than
merely a picnic activity.
 Plan field trip with a specific checklist
(permission, transport, booking boarding,
parental notification, safety & emergency
arrangements).
 Plan a schedule & route plan for the field
trip. Identify leaders & sub leaders.
Guidelines
 Assign responsibilities to individuals and
make them understand their role.
 Have list of all candidates, contact
numbers of people to be contacted in
case of emergency & special needs.
 Submit report on field visit and analyse.
POINTS TO BE CONSIDERED
BEFORE A FIELD TRIP
 DEVELOP A PLAN FOR LEARNING FROM
FIELD TRIPS
 What will be learned?
 What teaching method will be used?
 IDENTIFY POTENTIAL FIELD TRIPS
 Look for the places that match learning, its
relevance, affordability & feasibility.
 Places of visit could be sewage treatment
plant, pollution control board.
CONTACT WITH THE ADMINISTRATIVE
AUTHORITY
 Obtain written permission from relevant
authorities. ( Fee charges, guide for visits
& state visit objectives).
 Fix the visit dates well in advance &
include it in the time table.
 ARRANGE TRANSPORTATION
 Arrange bus or van or cars according to
the number of students.
 Fix and communicate the time for
departure from the college or the start
point & communicate the same to the
students.
PLANNING & ORGANIZING
 TAKE ESSENTIALS REQUIRED FOR
FIELD TRIP
 The student should have diary, pen to
record the observations made in the field
trip.
 Other resources like,camera,money,
clothing are to be planned.
Advantages& disadvantages
Advantages Disadvantages
Field trip enriches the classroom learning. If the field trip is not planned well
with specific learning objectives it will
result in wastage of teaching learning
resources.
Field trips provide an opportunity to the Field trips are expensive.
learners to get first hand information from
natural settings.
The monotony and boredom of classroom Safety and security of the students is a
teaching is eliminated through field trips. real concern.
It provides an opportunity to solve the Require proper planning to make
individual's problems by interacting with a them effective and meaningful
group in a natural setting.
Micro teaching
 A miniature teaching to practice teaching
skills.
 Microteaching is a procedure which
reduces the teaching situation to simpler
and more controlled encounter achieved
by limiting the practice teaching to a
specific skill and reducing teaching time
and class size.
(Clift et al)
Definition
“ Microteaching is a teacher education
technique which allow teachers to apply
well defined teaching skills to a carefully
prepared lesson in a planned series of 5-
10 minutes encounters with a small group
of real class room students, often with an
opportunity to observe the performance
on videotape.”
Characteristics
1.Microelement: Microteaching reduces
the complexities of the teaching situation
in terms of
- Number of students to be taught
- Duration of the lesson
- Subject matter to be taught
This enables the trainee of student
teacher to concentrate on a particular
skill at a time
2. Safe practice ground:
A microteaching laboratory possesses
all inherent features of the real class
room
3.Availability of teaching models
Trainee gets many teaching models like
demonstrations given by the supervisor,
or a tape or a film
4.Feedback:
 Oral feedback by the supervisor
 Observation schedules filled by the peer
group
 Audio and video tape recording
Microteaching process
 The complex art of teaching is broken
down into simple components
 Only one particular skill is developed
during one microteaching session
 Student teacher teaches a short lesson
for 5-8 minutes to a small group of
students usually less than ten.
 A single concept is taken in one lesson
 At the end of the session, the student
teacher discusses with the supervisor
regarding the performance of the skill and
gets feedback.
 She modifies her teaching accordingly and
re teaches her micro lesson with a different
group of students under the same
conditions in an attempt to improve her
previous lesson.
 The process can be repeated till the
desirable sill is developed.
 The success of microteaching depends on
the teach ret each cycle which can be
completed in about 30mts
Steps
 Defining the skill to be attained
 Demonstrating the skill
 Planning the lesson
 Teaching the micro lesson
 Discussion on the lesson
 Identification of drawbacks
 Re planning and re teaching the lesson
 Re discussion and re feedback
 Repeating the cycle
Role of supervisor
 To offer continuous consultation to
enable the student teacher to perfect her
performance in the particular teaching
skill.
Advantages &disadvantages

Advantages Disadvantages
Helps the students teachers to Skill oriented rather than content
perfect their performance oriented

Focuses on sharpening and developing Highly time consuming

specific teaching skills

Very effective in modifying teaching Emphasizes only on acquiring

behaviour independent skill

Provides repeated practice ground for Very narrow scope

the student teachers
Programmed instruction
 Programmed instruction is an autocratic
and individualized strategy
 The main focus is to bring desirable
change in the cognitive domain of the
learners behaviour.
 Besides instructional purpose, it can also
be employed as mechanism of feedback
device for improving teaching efficiency.
Definition
“ a progressively monitored step by step
method, employing small units of
information or leaning material and
frequent testing whereby the student
must complete or pass one stage before
moving on to the next, also called
programmed learning.
Definition
 A method of teaching in which the
information to be learned is presented in
discrete units with a correct response to
each unit required before the learner may
advance to the next unit.
Aim/objectives
 To help the student to learn by doing
 To provide the situation to learn at his
own pace
 To help the student to learn without the
presence of a teacher
 To present the content in a controlled
manner and in logically related steps
Elements
 3 importance elements
1.Stimulus: Which gives him information,
demands on his response or does both
2.Response: Continuous necessity for the
learner to utilize his information in
making him some response
3. Feedback: enables him to ascertain the
appropriateness of response
Concepts
 It attempts to provide effective
instruction without requiring the physical
presence of teacher.
 The learner can precede thorough the
instructional material in short steps at his
own pace
 The learner proceeds from known
principles to unknown through self
instruction
Characteristics
 The rate and depth of the learning is
maximized
 The subject matter of the program is
presented by breaking into small steps in
logical sequences.
 Programmed test provides for immediate
feedback information.
 Programmed learning provides consistent
evaluation through the record of learner’s
response.
Process of programmed instruction
 “ program” is the important aspect about
programmed instruction
 The subject matter to be programmed is
analyzed thoroughly and divided into
meaningful segments of information.
 The segment or piece of information is
called as a “frame”
Process
 At one time, only one single frame is
presented to the learner for which he is
asked to make a response.
 After writing his response to the frame
he can compare his response with the
correct response of the programmer.
 The items are so skilfully written and the
steps are so small that the student
practices mostly correct response.
Process
 The learner proceeds at his own pace

 Thus, programming by providing self

pacing, incorporate the principle of
individual difference in the teaching
learning process
Programmed instruction material
 Three types
 The teaching machine
 Programmed text book
 Scrambled textbook
Teaching machine
 Mechanical device that presents the
student, a sequential program of learning
activities comprised of instructional items
 It requires the student to follow the
instructions and make a response
 Immediately provides the student the
knowledge of the accuracy of his results
Programmed textbook
 The whole textbook is divided into four
or five panels and the student responds
to one by one.
Scrambled textbook
 Student is given the material to be learnt in
small logical units and is tested on each unit
immediately.
 If the student passed the test question, he is
automatically given the next unit of
information and next question.
 If he fails the preceding unit of information is
reviewed.
 The nature of error is explained and he is
retested.
Styles of programming
 2 types
1. Linear or extrinsic programming
2. Branching or intrinsic programming
Linear framing
 Frames are prepared and presented to
the student in small steps and actively
responds to each step.
 Immediate knowledge of the result is
given
 Self pacing of student is possible
 Such sequence of a programme is called
linear, because each student takes the
same path through the instruction.
Branching
 The frames are not kept before the
students in a numerical sequence
 The students answer determines which
frame he has to see next
 If he fails in a frame, he is withdrawn and
explained why he is wrong
 Depending on the answer he gives, the
student may branch ahead or branch
backward
 Unless he gives the correct answer, he
cannot proceed to the next frame.
Steps in program writing
 Preparation
 Actual writing
 Try out and revision
Preparation
 Teacher should analyse the suitability of
the topic for a program and prepare the
content outline.

 Define objectives in behavioural terms

and construct test for entering terminal
behavior expected from students.
Program writing
 The whole material is presented in frames
to the student and his response is
confirmed and corrected.
Try out and revision
 When the first draft is ready, it should be
tried out on several persons and re-
edited
 Frames are revised and final draft will be
prepared.
Principles
 A good programmed instruction is based
on the principles of learning
1. Principle of small steps
2. Principle of active responding
3. Principle of immediate confirmation
4. Principle of self pacing
5. Principle of student testing
Advantages and disadvantages
Advantages Disadvantages
Student is kept active and alert Preparation of programmed
instruction may be difficult and time
consuming
Student is allowed to work at his own Programmed material have been
pace severely criticized as a threat to
replacing the teacher
Helpful for teaching complex subject Programmed instruction materials are
matter into simple by breaking small very costly and only rich nations can
segments afford it
It makes learning interesting Development and use of programmed
instruction materials require
knowledge and training
Facilitates self evaluation of student Need special competence for
teachers to prepare the materials
 Computer assisted learning
"Computer Assisted Learning or
Computer Aided Learning is defined
as learning through computers with
subject wise learning
packages/materials"

(Mifflin).
Computer as a tool of learning
 Dense storage of data in an organized
form. Eg : large textbook could be stored
in a classified manner on a 9cm disk
 Quick access to the data base in
milliseconds.
 Multimedia capability: The new generation
multimedia computers add sound
animation,3D dimension and video to the
text.
Computer as a tool of learning
 Logic function which can compare
learner’s responses and gives appropriate
feedback and reinforcement.
 Ability to keep track of the learners
performance, award marks and give
instant feedback of evaluation
Process of CAL
 Choose a relevant topic
 Decide the cognitive level of the students
(knowledge, understanding or problem solving)
 Decide CAL mode to be used
 Develop CAL sequence in the form of “frames”.
I –introductory frame gives directions to the
learner
L- learning frame present the matter to be learnt
T- Test frame test the learners and gives
appropriate feedback
Process of CAL
 Prevalidate the CAL by sharing them with
peer and students and get feedback.
 Get the written CAL module converted
to a computer program
 Do post validation of the CAL program
and make corrections if needed.
 Release CAL unit for learners to use and
learn.
Modes of CAL
1.Drill and practice mode:
- Students learn fact and memorize them
by drill method,
- Eg: using MCQ bank for drill and practice,
useful for slow learners
Modes of CAL
2. Tutorial mode:
- Structured programmed learning unit/ CAL
module provides interactive leaning
- Presentation of content in a structured way
- Task prescription to elicit the learner’s response
- Instant feedback and reinforcement of the learner.
- If used well, could result in 90% of retention of
the content compared with 30% retention after
the best lecture.
Modes of CAL
3. Laboratory mode:
- Computer could be programmed to
simulate a variety of biological processes
to supplement or do away with
laboratory experiments.
- The learners explores various options
and learns by inference.
Modes of CAL
4.Case simulation mode:
- A variety of diagnostic and therapeutic
problems and the patient management
type could be effectively computerized.

- Useful in learning problem solving the

highest cognitive domain.
Modes of CAL
5. Consultant role
- Expert programs have been devised which
could bring the expertise of a consultant
within the easy reach of a primary care
nurse.
Modes of CAL
6.Manager or educational process:
- Computer based management information
system could keep track of student
performances and offer suitable advise to
make the educational process more
effective.

- Other than this, with the introduction of the

CD-ROM and the internet, computers have
become a store house of information
Limitations
 Inherent limitations
- CAL could be very effective on
developing cognitive domain alone.
 Content
- All topics and subjects are not suited for
CAL Eg : literatures
- Only topics that are logical or that could
be well structured are suitable
Limitations
 Program development
- Developing a CAL module is tedious and
time consuming process
- Faculty involvement is limited
- Evaluation of the use of CAL is not
standardized
 Cost effectiveness
- It involves high cost to develop and utilize
a program
Clinical teaching methods
 Clinical learning environment, meant for
practicum experiences, may be any place
where the students interact with patients
and their families for the purposes of
acquiring clinical skills, critical thinking,
clinical decision making and psychomotor
as well as affective skills
Various methods
 Nursing care study/ case method
 Bedside clinic
 Nursing rounds
 Conference
- individual and group
 Process recording
Nursing care study
 A study of breadth and depth of an
individual patient.
 Comprehensive study of an individual
patient to understand his needs and
problems and plan and implement nursing
care accordingly.
Purpose
 Nursing care study provides the student
opportunities to identify, gather and
process the information required to solve
the patient problems
Definition
 Nursing care study can be defined as the
blue print of nursing care rendered by the
students to selected patient, for a
particular period, by the nursing process
approach with an intention to develop
nursing care abilities
Phases
 Selection of a suitable patient under the
guidance of teacher.
 Collection of information and facts about
the patient
 With the required data in hand, prepare
nursing care plan.
 Complete, supportive and therapeutic
nursing care will be given to the patient
under the guidance of clinical instructor.
Phases
 All recordings and reporting has to be done and the nursing
care plan to be submitted in a written form for evaluation
 Through out the care study, emphasis should be on individual
needs of the patient an how they are met.

 Ideal care study contains

- Patient demographic information

- Health profile
- Details about disease condition
- Investigations
- Line of management
- Related literature
- Nursing care planned and implemented
 Advantages& disadvantages
Advantages Disadvantages
Opportunity for the student to solve If adequate guidance is not obtained, care study
nursing problems becomes a flop
Helps the student to apply theory into If the student may not have identified problems &
practice needs in patient leads to inexperience

Enables to view the patient more Requires great deal of time in an acceptable form
comprehensively
Enhances critical thinking, decision making Written case study provides no opportunity to
skills and reflective thinking branch out and incorporate new ideas once the
study is completed.

Promote group dynamics and enables to Oral case study leaves no record that may be
work as part of health team kept for future reference as it is used generally.

Contributes to build up specific Oral case study does not offer an opportunity
knowledge in nursing science for writing and other creative expressions, since
only notes are used for the presentation.
Bed side clinic
 An informal discussion about a patient
related problem.
 One of the most effective method of
clinical instruction and is mandatory that
it is conducted in the presence of the
patient
Definition
 Bedside clinic is defined as an informal
discussion about a patient related
problem and free exchange of knowledge
and experience about the same identifying
management strategies using problem
solving techniques
Planning a nursing clinic
 Clinics are necessarily pre planned to be
most effective
 The group of student goes to the bedside,
one of the student or staff who knows the
patient, describes the personal
characteristics, family background, his
physical and mental conditions
 After the initial phase, the group interacts
with the patient, asks questions for
clarification.
Planning a nursing clinic
 When patient is no longer needed, he is
returned to the bed
 The discussion follows, important points
emphasized and evaluation done.
Planning a bedside clinic
 Planning of bedside clinic consists of three phases
 Preparation phase
- Determining the purpose of clinic
- Selecting the patients for the clinic and determining
when they are going to be visited
- Getting consent from the patient
- Selecting the setting for conducting clinic(bedside/
conference room)
- Instructing the students what they have to be
observed
- Collecting all relevant and necessary, patient related
data well ahead
Planning a bedside clinic
 Conduction phase: consists of group
discussion
1. Introduction (Patient background, details
management, purpose of clinic, significant
observations)
2. Patient centred discussion
- Data collected should be analysed
- Needs and problems of the patient to be
identified
- Patient has to be given opportunity to
verbalize their problems
Planning a bedside clinic
3. Post clinical discussion
- Student have to discuss the various
strategies.
- Identify problem solving technique suitable
for the patient
- Design intervention strategies
4.Conclusion phase
- Student and the supervisor conjointly come
to a conclusion about the management of
the patient
- Prepare summary
 Advantages& disadvantages

Advantages Disadvantages

Enhances critical thinking and problem Conducts in front of the patient, all
solving communications should be carefully
made.

Mandates all group members to Nothing should be explain which may

participate hurt his feelings

Develop skill in collecting relevant Time consuming

information Small number of participants(8-10)
Nursing rounds
 Nursing rounds concerned with judging
the adequacy of nursing care received by
the patients and it is conducted under the
leadership of senior nurses or nursing
administrators with the active
participation of nursing teachers staff
nurses and nursing students.
Nursing rounds
 Extension of the bedside clinic
 Ideal duration – 45 minutes, sufficient to
know about 20-25 patients.
 Head nurse/ ward sister lead the nursing
rounds and briefs the treatment details
and nursing care of patients to all
members of the group
 Group spends a period of 5-10mts with
each patients and discusses the nursing
care aspects
Nursing rounds
 The senior nursing personnel in the group
conclude the discussion by giving some
opinions, needed guidance and
suggestions
 She also assigns the responsibility of
recording all instructions to a student/
staff
 The group proceeds to all other patients
in the same manner.
Advantages
 Learns Nursing care in a real set up,
under the guidance of experienced and
senior personnel
 Learn about nursing management by
referring related literatures and through
discussion with experts
 Develop a positive attitude in nursing care
 Promote team spirit and professionalism
Conference
 It is a method of teaching a teacher meets
a small group of students for the purpose
of accomplishment of a clinical learning
objective.
 It is two way process, where teaching and
learning goes on spontaneously
Definition
 A conference is defined as the act of
consulting together.
 Conferences are necessary to the
practice of nursing to give and receive
information.
Types of conferences

 In relation with the purpose

1. Direction giving conference
2. Client centred
3. Content conferences
4. Reporting conference
5. General problems conference
6. Nursing care conference
Direction giving conferences
 Leader gives information and directions
specific to the assignment
 Communicating job assignments
 Delineating areas of responsibility
 Imparting information necessary for
members to care clients effectively
Client centred conferences
 Meeting in which problem orients care is
discussed and evaluated
 The focus of attention is usually on the
analysis of one client or family situation
 Client and significant people are included
in the discussion and client is the focal
point of discussion
Content conferences
 Participant assemble to acquire
knowledge about a specific subject
 Ensuring participants the opportunity to
increase their learning.
 Reporting conference: participants gives
progress reports
 General problem conference: individuals
express their impressions about the work
situation and try to resolve work or
personal problems
 Nursing care conferences:
- Participant collaborate for problem
oriented nursing care
Nursing care conferences
 Based on the number of participants, the
conference may be of
 Individual/ group
Individual conference
 Which focuses on comprehensive
development of the individual student
with special emphasis to the development
of clinical skills.
 It offers the teacher an excellent
opportunity to discover the interest, the
needs and the problems of the individual
student and to help to achieve a proper
balance.
Principles
 IC is a professional relationship between the
teacher and the student with the purpose of
educational guidance
 The teacher should display an attitude of
willingness to listen with sympathy, interest
and patience.
 She should have an attitude of concern for
the self development of the student and
solution of her problems
 She should have a proper attitude, and have
a desire to help the student
Principles
 She should be skill ful in observation
 She should be able to make constructive
criticism.
 Both the teacher and student should have
recognized the value& importance of the method
 Should take place in friendly and private
atmosphere
 The teacher should guide the progress of
conference and keep it foucsed on the problem
area.
 Rapport must be established between the two.
Advantages& disadvantages
Advantages Disadvantages
Aids in helping the student Time consuming
comprehend, associate or integrate
the knowledge
Valuable tool in evaluating the Some times the students may be
progress of the learner uncooperative, inattentive, lacks skill
or interest
Serves as a valuable interaction The teacher may lack the skill to
between the student and the teacher, conduct the conference to a scuccess
advantages for both
Used to clarify class material, to
supplement instructions
Group conference
 A meeting of professional persons for the
purpose of interchange of ideas and solve
the problems that are related to patients
and their surroundings
 All the members of the groups are
involved in accomplishing common,
patient centred goals.
Objective
 To assess the health needs of the patients
and to attain these needs through
comprehensives approaches by the
contributions of all the members of the
team.
Principles
 There must be a common objective or
patient centred goal to be accomplished
 The teacher in charge or a senior student
may serve as the leader of the group
 All the members of the foup and the
leader should e well prepared about the
topic of discussion
Principles
 The time, place, duration and purpose of the
conference are to be announced well ahead to
all concerned.
 All members should be encouraged to
contribute and participate in the discussion
 The leader should see that the discussion goes
in line with the clinical objectives to be
accomplished
 At the end of discussion, the points of
discussion are to be summarized by a student
or the leader and interactions recorded
promptly.
 Date for the review conference has to be
decided and announced.
Process recording
 “A written report of conversation” that
occurred between the patient and the
professional nurse, when they are working
together towards a common objective.
Definition
 A verbatim account of a visit for the
purposes of bringing out the interplay
between the nurse and patient in relation
to the objectives of the visit
(Walker)
Purposes
 To learn about interpersonal relationships
and to gain competence in related skills
 To improve interviewing and
conversational skills
 To recognize verbal and non verbal cues
to the patient needs
 Evaluate nurse patient interactions
 Increase observational skills of the
students
Phases
 Three phases
1.Preparing the students for process
recording.
2. Recording the nurse patient interactions.
3. Evaluating the interactions by the
instructor and the student
Preparing the students
 Students must be helped to define clearly
the appropriate objectives to be
accomplished.
 She should be motivated to use the to
accomplish the desired goals
 Later the student should also be helped
to write a process record
Recording nurse patient interactions
 Exact verbatim of nurse patient
conversation
 The students conscious feeling and her
interpretation of the patient feelings
 Analysis of meaning of clues to patients
needs
 The instructor and student evaluations of
the total process recording.
Evaluating the instructions by the
instructor and the student
 Data collected should be analysed.
 When analysing recordings, the objectives
of the learning experience should be
clearly kept in focus
Disadvantages
 This technique is highly time consuming
 Highly complex for an average student
 Require to have very good
communication skills
 The patient may not be cooperative for
the technique.
Summary
 Teaching learning methods helps the
teacher teaching in an agreeable, student
friendly and successful manner by
initiating and maintaining link between
subject matter and the student.
References
 R. Sudha, Nursing Education-Principles
and concepts
 B. Shankarnarayan, Teaching and learning in
Nursing Education