WELCOME

TO THE
CLASS
 SRI DEVARAJ URS COLLEGE
OF NURSING

SUBJECT: NURSING EDUCATION

TOPIC: INSTRUCTIONAL
STRATEGIES (Lecture, Discussion,
Demonstration, Simulation)

Here is where your presentation begins

Ms. Divya G.A
1st Year Msc (N)
INSTRUCTIONAL STRATEGIES
Instructional strategies also known as teaching
strategies , are techniques educators use to
convey course content and helps students learn.
These strategies encourage independent
learning, and critical thinking and enhance
problem solving
An Instructional strategy is a domain-
independent plan or recommendation used by
MEANING OF INSTRUCTIONAL STRATEGY

Instructional strategy is also known as teaching strategies

that teachers use to deliver course material in ways that
keep students engaged and practicing different skill sets

An Instructor may select

different teaching strategies
according to unit, topic,
grade level, class size and
INSTRUCTIONAL STRATEGIES
DIRECT INSTRUCTION

INDIRECT INSTRUCTION

INTERACTIVE
INSTRUCTION

INDEPENDENT
INSTRUCTION

EXPERIENTIAL
INSTRUCTION
DIRECT INSTRUCTION

• Teacher centered instructional

approach
• lessons are structured
• teacher disseminating to
students in a unidirectional path
INDIRECT INSTRUCTION

• concept patterns
• abstractions are taught
• emphasize concept
learning
INTERACTIVE INSTRUCTION

Active participation
INDEPENDENT INSTRUCTION

• Independent practice occurs

when the teacher
demonstrates a task and
then gives students the
opportunity to practice and
perform
EXPERIENTIAL INSTRUCTION

Students learn by
experiences that is by
performing a task
 INNOVATIVE CLINICAL METHOD
CAI & CAL
TEACHING

PROBLEM BASED
SELF-DIRECTED LECTURE LEARNING
LEARNING

PROBLEM SYMPOSIUM
MICRO TEACHING SOLVING

PROGRAMMED WORKSHOP
DISCUSSION INSTRUCTION

PANNEL PROJECT
SIMULATION DISCUSSION

SEMINAR ROLE PLAY

LABORATORY
LECTURE METHOD
(The oldest method of teaching)

DEFINITION:

According to James Micheal lee lecture is

defined as a pedagogical method where by the
teacher formally delivers a carefully planned
expository address on some particular topic
 It is the prime
PURPOSES function of lecture
by integrating and
Provide structured synthesizing
knowledge knowledge from
different fields or
sources
It is difficult for the
students to locate
all sources of
knowledge through
teacher it is easy
for the student to
get relevant
PURPOSES
Teacher alone
cannot satisfy the
knowledge
Motivate and
requirement of
guide in hunting
students,
knowledge
The teacher has to
explain various
sources so that
student haunts the
knowledge from
various references
and sources
PURPOSES
AROUSE
INTEREST By this method,
teacher can
orient the
students to a
subject by
explaining the
need for
studying it
PURPOSES

Creates more new

INTRODUCE learning areas
STUDENTS TO NEW and lecture
AREAS OF method will help
LEARNING the teacher to
introduce those
areas to students
PURPOSES
LECTURE is
highly suitable
for clarifying the
CLARIFY concepts,
DIFFICULT teacher should
CONCEPTS use enough
examples and
illustrations to
clarify the
concepts
PURPOSES
Compare to other
methods lectures
usually give less
emphasis to critical
ASSIST AND thinking
PROMOTE Critical thinking can
CRITICAL be encouraged
THINKING through
incorporating
challenging
questions through
out the letter
ORGANIZING A LECTURE
AIM

INTERACTION

BODY

QUESTIONS CONCLUSIONS
Factors in planning a lecture

SUBJECT
LEARNER
MATTER

FACTORS

ENVIRONMENTAL
PSYCHOLOGI
CAL
Learning Factor
The most obvious factor to be consider is the type of course, the
class is pursuing as this will dictate to a large extent the level of
objectives E.g.. ANM. GNM, etc.

Subject Matter Factor

The domain of the objects will expect profound

influence over the planning of lecture
Environmental Factor
The domain of the objects will expect profound
influence over the planning of lecture

Psychological Factor
The organization & the content must be logical and
meaningful and the sequence should Progress from
simple to Complex from Concrete to abstract and from
known to unknown
 TYPES OF
LECTURE

IDEAL EXPERENTIA
LECTURE L LECTURE

CLASSICAL
LECTURE
 Ideal Lecture
The hallmark of the ideal lecture is its Voluntary
nature, participants attend the lecture & their
own volition and this implies Commitment to
their Past eg: Political lecture
Classical Lecture

In the public education System attendance at

lecture is Seen being largely compulsory in
Contrast to ideal lectures. This method tends
towards a Performance Centered focus with
students
Experiential Lecture
This form of lecture is used Before experiential
learning activities and is intended to give
participants basic Concepts and explanations
about the issue in question
 Voluntary dissemination of
information
Voice Gradation and Voice
Quality
Adequate pacing and use
LECTURING Proper body language
TECHNIQUE Control annoying mannerism

S Judicious use of audio-visual

aid
Simple plans and key points

Elicit feedback from students

Providing further clarification &
Time management
ADVANTAGES….

It is an efficient method of
learning where one teacher Can
Communicate with a large
number of student

Helps to apparent time saving

and resources

The teacher Can plan exactly

presentation in advance
ADVANTAGES….

It provides better opportunity to

classification of important things

A well presented lecture may

increase student motivation

It enables to present large

amount of information in a short
time
ADVANTAGES….

New knowledge may be

presented which is not yet in the
text book

It is good fa introducing a new

topic, supplementing information
and introducing important
incidental information
ADVANTAGES….

Since presence of teacher in the

class, he has Complete Control
over the content and can develop
presentation according to the
plan. and also avoids
interpretation & disturbance and
also gives a feeling of security
DISADVANTAGES….
Keeps the student in a passive
situation, provides only limited
participation
It does not facilitate learning
problem-solving
student’s attention may need to
suit the material presented to the
level of understanding of all
students
In this method more Content may
be Covered by a teacher, but less
DISADVANTAGES….

There is no way to know the real

reaction of a pupil
It may be difficult for students to take
Complete and accurate notes

pace of lecture does not suit all students

DISCUSSION METHOD

Discussion is a cooperative problem-solving activity

seeks a consensus regarding the solution of a problem.

A discussion is a Conversation with a focal point such

as a specific topic question, Concept, or problem in
which there in a sincere desire to arrive at a decision
 General Principles
These should be clearly defined objectives
which is understood by all the participants
There should be a leader to guide and
Coordinate Proceedings
The main points in the discussion should be
recorded
Everyone should feel free to participate
All points of view should be fairly Considered
The discussion should be properly closed
with a report decision, recommendation, or
summing up of the matter discussed.
ADVANTAGES
Development & skill in reflective
thinking
Development of Special attitudes and
personality traits
Active participation not only results in
better learning but also promotes
retention and recalling ability of student

Development of still in discussion

DISADVANTAGES
It is time Consuming
Success of discussion depends mainly on
the preparations of student Teacher has his
or her own limitations in preparing the
student
Discussion is less efficient if the number of
students Exceeds twenty
 Application of the
LEVELS OF generalization and
DISCUSSION decision in action.
Synthesis of data and
generalization
Examination of the
soundness of generalization
Opening up a new area of study
FORMS OF DISCUSSION
The individual
Conference

Class group
discussion
Seminar

Clinical Conference

Role play
 COMPOSITION OF DISCUSSION
The Group leader

The Group
The Group
members - 15 to
Recorder-one
20 members

The Group observer-One

DEMONSTRATION METHOD

The demonstration can be referred to as a

visualized explanation of facts, Concepts,
and procedures.
PURPOSES

It is designed to show the learners "how” to

perform Certain psychomotor skill. Here the
learner must reproduce exactly the behaviour
of the demonstration and show the learner
"why" Certain things occur. Here the behaviour
is intended to the concepts of principles
Advantages
Provide an opportunity for the
observation learning
It activates several Senses

It Commands interest by the use of Concrete

illustration on not only by learning but also
students can See the procedure
The demonstration method has a
universal approach
This method of teaching is adaptable
for grouping and Individud teaching
Advantages

Correlates theory and practical

It allows teacher to evaluate the
students
points out that students must have
knowledge and must be able to apply it
immediately.
.It serves strong motivational force of

the student
 USES/PURPOSES
To demonstrate the experiment or
procedures and the use the experimental
equipment in the laboratory, classroom
and ward.
To review or revise procedure to meet a
special situation or reintroduce a new
topic. special situation

To teach the patient a new procedure

or treatment Carry out at home
setting
USES/PURPOSES

To demonstrate procedure at the bed

side or ward room.

To demonstrate different
approaches in establishing rapport
with the patient so that the most
effective nurse patient relationship
may be established
 STEPS IN DEMONSTRATING A SKILL
Planning andSKILL
shPSYCHOMOTOR
Preparation
Formulation of behavioural
objectives
Perform a skill analysis
Asses every behaviour of
learners
Formulate the lesson plan with
particular reference
 STEPS IN DEMONSTRATING A SKILL
PSYCHOMOTOR SKILL
Planning and
Preparation
state the objective to the learner

Motivate them by explaining why

the skill in important

Demonstrate the total skill at the

normal speed
 STEPS IN DEMONSTRATING A
PSYCHOMOTOR SKILL
Planning and
Preparation
Each part to be demonstrated slowly

obtain feedback by questioning and

observation of nonverbal behaviour

Avoid the use of negative examples

and variations in techniques
STEPS IN DEMONSTRATING A SKILL
PSYCHOMOTOR SKILL
After Demonstration

provide immediate supervised practice with

adequate time allowances
provide verbal, rather than physical
guidance.
Make the Environment physically
Comfortable and Safe
STEPS IN DEMONSTRATING A SKILL
AAPSYCHOMOTOR SKILL
After Demonstration

Remember that initial interest may provide

motivation and encouragement

Replace the articles

Discuss
 TEACHERS RESPONSIBILITY

Arrange the demonstration to be as much

like the actual Situation as possible

Get the Content from the patient party

Obtain the necessary equipment

TEACHERS RESPONSIBILITY
Provide the student with advanced
information regarding the activity to be
demonstrated
provide a discussion period immediately
after the demonstration and repeat the
portion needing clarification
Evaluate individual student progress in
accordance with expected levels of ability
in the development of desired skill
STUDENTS RESPONSIBILITY
familiarize self with the objectives for
demonstration
study the written material and the
suggested materials
observe patient and equipment, and the
equipment in use as examples for
planned demonstration
Translation observation of the
demonstration into the written
performance
STUDENTS RESPONSIBILITY
seek opportunities to practice activity
until the areas the needed skill is
reached.
Evaluate the self regarding the growth
and the areas of health need to perfect
desired skills.
Demonstrate the learned activity to the
other melting assistance

Request demonstration of unfamiliar

procedure and equipment
 SIMULATION
According to B.T Basavanthappa, 2003,
Simulation have been defined as an
operating representatives of Central features of
reality

According to K.P Neeraja (2003), Role playing in

which the process of techniques is displayed
artificially and an effort in made to practice some
important skills of Communication the technique.
The whole programme becomes training in role
perception and role playing.
 Types of Simulation
Simulation exercise

A Controlled
representation of a
piece of reality that
learners can manipulate
to better understand
and the Corresponding
real situation
 Types of Simulation

SIMULATION GAME

A game that represents

real life situation in
which learner compete
according to a set of
rules in order to win or
achieve an objective
Types of Simulation
Role playing

A form a drama in
which learner
spontaneously act out
rules in an interaction
involving problems of
challenges in human
relations
 Mechanism of Simulation
Players take
on roles which To “Monitor”
are The the results of
representative Experiences their actions
s of the real simulated au are brought to
world and Consequences reflect upon
then decide which relate the
on response to to their relationship
their decision and between their
assessment of then general own decisions
the setting in performance and the
which they resultant
find Consequences
Application of Simulation in Teacher Training
Cruikshank (1968) has developed a teacher training system
which
includes:
1. The participant is introduced into the situation (ie if he in
new
teacher in a school)
2. The participant is provided with information and
opportunities to
4. The participant is given the opportunity of observing th
results
of his chosen line action
5. The participant is introduced to the situation by film str
6. The participant is also given the materials example the
rules
regulations, Curriculum hand book and record Cards, to
familiarize to the topic
7. The participant is presented with role playing Situation,
written
and responds to the incident as a response sheet
8. The participant then identifies the factors influencing the
problem, locates the relevant information, suggests
Appropriate alternative course of action, and Communicate
and
implements a decision
 Simulators

It is deliberately designed to omit Certain parts of the

real operational Situations
1) For adjusting electronic representation of motor
skills
2) Identification of target
3) Emergence signals
4) Conceptual tasks involving reasoning
 The Procedure of Simulation
1.Selecting the Role player:
A small group 4 a 5 students teachers is
selected They are assigned a different letter in
an alphabetic order.
The role assignments are rotated within the
group to give chance to everyone
Every member of the group gets an
opportunity to be the actor and the observer
 The Procedure of Simulation

2. Selecting and Discussing the skills:

The skills to be practiced are discussed and the
topics that fit in the skills are suggested
One topic each is selected by the group
members for exercise
 The Procedure of Simulation

Planning:

It has to be decided who starts the

conversation who will top the interaction and
when
 The Procedure of Simulation

Deciding the procedure of evaluation:

How to record the interaction and how to
present it to actor has to be decided so that a
proper feedback on his performance could be
given
 The Procedure of Simulation

Provided practical session:

The role players should be provide

reinforcements on their performance to give
them training for playing their part well.
Activities of Simulation
Role playing
The role, false or actual is performed
in an artificial environment. This may
give the pupil, an understanding of a
situation or relationship among real
life participants of social process He
will gain some perception of the
actions, attitudes and insight of
persons or situations
 Activities of Simulation
Socio-drama:

It seeks to utilize role-playing as a

means of finding out the solution to a
problem situation assigned to the role-
player. The problem may be false or
based on real life situation, and the
actor is required to find out an
acceptable solution of the situation
Activities of Simulation
Gaming:

The situation involve outcomes

affected by decisions made by one or
more decisions. it is designed in a
manner which enables chance to
affect the outcome
Advantages of Simulation
1.Stimulation establishes a setting where theory and
practice Can be combined
2.Simulation requires the teacher to be an active
participants in the process
3.No risk involved. The decisions are made and
Carried out without physical or psychological harm
to children or school as a result of practice teaching
 Advantages of Simulation
4.Controlled teaching assignments are possible student,
teachers obtain experiences which are realistic and thus
they become Critical.
5.Simulation is a teaching device that motivates and
involves students. It changes teacher behavior. Introduces
novelty in the whole learning process level of freshness
and novelty is maintained throughout the learning session
Advantages of Simulation
6.Stimulates the students for the acquisition of
purposeful activities and they feel keenly interested
in role-playing socio drama and gaming activities
7. Removal of student-teacher polarization
simulation are self-monitoring participants
recognise their aim progress by various feedback
methods
Advantages of Simulation
8.Simulation as a universal behavioural mode
9.Gain related to relevance and learning
10. Decision-making skills into action, it develops
various skills in children in increasing difficulty
order
11. Role awareness- The individual when he plays
the role of others becomes conscious of that role
 Advantages of Simulation
12. An inter disciplinary view: It provides an integrated view as
well as a vehicle for free interdisciplinary communication
13. Dynamic framework
14. Bridging the gap to reality- Simulation works to bridge the gap
between unreal and real, students enact real situations and
learning becomes more interesting and lively than purely
theoretical
VALUES OF SIMULATION TECHNIQUES
1. Enables the learner to learn directly from
Experience
2. Promotes high level of Critical thinking
3. Develop in the students an understanding of
the decision-making process
4. Enables the individual to empathize with the
real life situation
VALUES OF SIMULATION TECHNIQUES
5. Provides feedback to the learners on the
Consequences of actions and decisions made
6. Motivates the students by making real life
situation Exciting and interesting
7. Enables teachers and learners to assess the
realism of the situation by uncovering
misconceptions
 LIMITATIONS IN SIMULATION
TECHNIQUE
Simulation cannot be made in all subjects of
the Curriculum

Simulation Cannot be conveniently used in

case of Small children because the
mechanism is too difficult for them to follow
 LIMITATIONS IN SIMULATION

It requires a lot of preparation on the part of

teachers very few teachers are prepared to
take up the extra work which is required to
make us of the techniques as a success

Learning is a serious activity which is

highly individual and needs
concentration on the part of the
learner, simulation reduces the
seriousness of learning
 LIMITATIONS IN SIMULATION
Minimum of feedback sequence to
choose

Time consuming

Need for many simulators

 RECAPTUALIZATION

• Introduction
• Definition of Instructional Strategies
• Types of Instructional Strategies
• Methods of Instructional Strategies
• Lecture Method
• Demonstration Method
• Discussion Method and
• Simulation Method
CONCLUSION

The effectiveness of teaching depends upon the

method of teaching which the teacher delivers to
the audience in different groups, different settings,
topics which are general and specific to improve
the knowledge at the optimum level
ASSIGNMENT

Write an Assignment on the Difference between

Simulation and Demonstration method of teaching

Student Reference:

Basheer P.S. Textbook of Nursing education. 1st

ed,India.EMMESS. Medical Publishers.2018
 REFERENCES

• Basheer P.S. Textbook of Nursing education. 1st ed,India.EMMESS.

Medical Publishers.2018.pg.130-140
• Sodhi.K.J. Comprehensive textbook of Nursing Education.1st ed.
NewDelhi-Jaypee brothers.Medical Publishers.(P) ltd.2017. Pg no 83-
84
• B.T Basavanthappa.Text Book of Nursing Education,JAPEE
publishers.2nd ed.2012.page no 245
• Sharma kumar,Dinesh.communication and educational
technology.lotus publishers.2nd ed.2012.pg no 175-177
• Elavakunna basakaraj. Textbook of Nursing Education:1st ed. Pg
no:373-375