PRESENYED BY -------

DEBJANI DASGUPTA
SUSMITA GUPTA
4TH YR B.SC
NURSING STUDENT
 INTRODUCTION
Students have different ways of absorbing
information & demonstrating their knowledge.
so teachers often use techniques which cater
to multiple learning styles to help students
from retain information & strengthen
understanding . so the methods accepted by
the teachers must link the teacher & her
pupils into an organic relationship with
constant mutual interaction.
 The method of teaching is which approaches
most likely to the method of investigation.
---BURKE
 A device implies the external mode or form in
which teaching may take from time to time .
Teaching methods is the stimulation
,guidance ,direction, & encouragement for learning.
----- BURTON
MEANING
 The procedural dimension like sustentative ,
environmental , & human relations are interrelated.
In the educative process it refers to the methods &
techniques , which may be used by the teacher or
learner to achieve the desired educational
objectives.
OBJECTIVES
 Aim at developing love for work.
 Inculcates the desire to do work with maximum
efficiency which one is capable of.
 Develops the capacity for clear thinking.
 Provides adequate opportunities for participation.
 Expands students interest.
 Provides opportunities to pupil to apply practically
the knowledge & skill acquired by them.
 Adaption of 3 As ---age , ability ,& aptitude.
 General support of the profession.
 Teamwork & sense of security.
 Mastery of the subject matter.
 Provision for a good library & teaching learning
material.
 Cooperation of the parents.
 Role of the teachers training institutes.
CHARACTERISTICS
PRINCIPLES FOR SELECTION
 Methods should be suited to objectives & the
content of the course.
 Should be adopted to the capacity of the
student.
 Should be in accord with sound
psychological principles.
 Should suit the teacher personally & capitalize
on her special assets.
 Methods can be used creatively.
METHODS EXAMPLES

1. Inspirational: based on 1. Simulation, micro

high activity of teaching
teachers.
2. Expository : cognitive 2. Lecture method
emphasis is high,
student activity &
emphasis on
experience is low.
3. Natural-learning : learning 3. Field trip
takes place in
natural way.
CONTD….
METHODS EXAMPLES

4. Individualized : emphasis 4. Programmed

on each learner to instruction, self study ,
learn at his own case method,
place. computer oriented
instruction.
5. Encounter : providing
experience through
5. Role play, simulation
confrontation.
6. Discovery : high on all
6. Problem solving
dimensions. techniques.
7. Group 7. Project , socialised
classroom method.
LECTURE METHOD
TECHNIQUE OF LECTURE
METHOD

 Rapport

 Voice

 Gesture

 Eye contact
 Lecture outline and students notes

 Enthusiasm

 examples
DEMONSTRATION
METHOD
GUIDELINES FOR GOOD
DEMONSTRATION
 It should be planned
 Equipment should be visible to the whole class

 All equipment should be placed in order before

starting the demonstration
 Purpose of demonstration should be defined
before the procedure
 Demonstration should be quick and slick

 Demonstration should be interesting

 Students should be actively participate in the

demonstration method
STEPS OF LECTURE-CUM-DEMONSTRATION
METHOD
 Planning and preparation
 Introduction of the lesson

 Presentation

 Performance of procedure

 Blackboard summery

 supervision
DISCUSSION METHOD
PRINCIPLES OF DISCUSSION METHOD
 There should be a leader
 there should be participants

 Every person should feel free to

participate
 Discussion should keep to the point

 The discussion should be closed with a

report,decision,recommendation or
summing up of the matters discussed.
 All group members should come to the
discussion with a basic knowledge of the
topic.
TYPES OF DISCUSSION
 1.CLOSED GROUP DISCUSSION
 Study group

 Work shop

 Staff meating

 Briefing sessions

 Round table
CONT….
2.DECISION MAKING
 Public discussion or discussion techniques for
large groups
 Pannel discussion

 Symposium

 Discussion techniques for small group

 Individual conference

 Seminar

 Role play

 Case analysis

 Group discussion
MAIN APPROACHES OF SEMINER
METHOD
 To give students the opportunity to participate.
 The teacher should help the students to select,
formulate and organize the most significant
student problems.
 The participants talk to one another,not just the
teacher alone
 Group should be 10-15 students,duration is 1-2
hours
 The leader does not offer his/her own opinions.
 The group should be heterogeneous.
 Evaluation of seminer done by participants.
SYMPOSIUM METHOD OF TEACHING
TECHNIQUES OF SYMPOSIUM
METHOD
 All members should know the objectives of symposium.

 Chairman should ensure that the members have clear

guidelines to follow in preparing their papers.

 The group may meet together before hand and discuss how
each will present his/her particular topic.

 The chairman opens the symposium and introduce the topic.

 Speakers invite questions from the floor and directs the

discussion.

 All speakers should have an equal opportunity for

participation before summing up or closing the session.
PANEL DICUSSIONS
TECHNIQUES OF PANEL
DISCUSIONS
 The panel consists of 4-8 members seated in a semicircle
facing the audience.

 The members should be quick thinker,facile talkers,and

represents different poins of view
.
 The members should be prepared by knowing the limits
of the topic to be discussed

 The chairman should be selected carefully

 Chairman must keep the discussion to the subject.

 All members have an equal opportunity to express their

views.
CONT…
 The chairman begins the pannel
discussion.

A general summary before discussion is

opened to the audience.

o Audiece have an opportunity to ask

questions,evaluate replies and make
constructive contributions.
GROUP DISCUSSION
ESSENTIALS OF A GOOD GROUP
DISCUSSION
 Clear formulation of realistic goals.

 A permissive atmosphere conductive to full participation.

 Work on specific problems rather than broad general

problem area.

 Participation by each group members.

 All participants accept responsibility for the smooth conduct

of the group activities.

 The participants have same educational standard.

 The candidates must be flexible and open to change.

CONFERENCE METHOD
 TYPES OF CONFERENCE
 Individual conference

 Group conference
GROUP CONFERENCE
 SUBJECT SUITABLE FOR GROUP
CONFERENCE
 Individualized nursing care.

 Gaps in nursing care.

 An unusual drug or a treatment method.

 New hospital or ward routines.

 Change in nursing procedures.

 TIME FOR GROUP CONFERENCE

CONT..
 PLACE FOR GROUP CONFERENCE

 Seating arrangements are essential.

 Patient signals must register in the conference
room
 The place for conference should be one where
interruption will be minimal.
 The patients must not be able to hear any part
of the discussion.
WORKSHOP
FEATURES OF WORKSHOP
 Complete active involvement by each
participants.
 The size of the group being small enough to
encourage full participation by each members.
 Time is limited.

 Strong group cohesiveness.

 One of the commonest methods in the

workshop is group discussion.
 Objectives must be clearly defined before
starting the workshop.
PROBLEM-BASED-LEARNING
CHARACTARISTICS OF PROBLEM-
BASED LEARNING
 Learning is student centered.

 Student work in small collaborative group.

 Teacher takes part as a guide of learning.

 New information is acquired through self-

directed learning.

 Learning is driven by challenging open-ended

problems.
ROLE OF TEACHER IN PBL
 Teacher listens actively.

 Teacherensures equal participation of all

students.

 Teacher remains as guide to resources.

 Teacher will NOT teach,act as an expert.

ROLE PLAYING
TYPES OF ROLE PLAYING
 SOCIODRAMA

 PSYCHODRAMA
GUIDELINES FOR AN EFFECTIVE ROLE
PLAY
 Faculty should plan meticulously for the role
play.
 Good scenario can be created by incorporating
situations.
 Three stages of role play are:
 1.Briefing
 2.Running
 3.Debriefing
 This method works best with small group of
students.
 Students should be encouraged to respond
naturally to the roleplay.
SELF – INSTRUCTING ACTIVITIES
EACH SIM NEDDS TO CONTAIN THE
FOLLOWING ELEMENTS
 An introduction and statement of purpose.

 A list of pre-requisite skills.

 An identification of resources and learning

activities.

 Periodic self-assessment which provide feed

back to learner.

 A post test to evaluate the learners level of

mastery in achieving the objectives.
SIMULATED TEACHING
SIMULATION TECHNIQUES
 The participants is introduced into the situation.

 The participants is provided with information and

opportunities to solve the problem.

 The participants is also given the opportunity of

observing the results of his activities.

 After presentation of problem the participants

respond to an incident response sheet.

 Small group discussion follow which consider the

analysis and action taken.
PROJECT METHOD
TYPES OF PROJECT
 Projector type

 Consumer type

 Problem type

 Drill type
CHARACTARISTICS OF GOOD
PROJECT METHOD
 The project method gives an opportunity for self-
expression.

 A project is a play activity and learners are engaged

in carrying out the activity.

 The project method lends itself naturally to group

work.

 It is a large unit plan of teaching.

 The method seeks to have individuals see and

understand life in its unity.
THE ROLE OF TEACHER IN THE PROJECT
METHOD

 The teacher has to skillfully guide in selection.

 The student has to be given help when required.

 The teacher is like a friend with rich mature

experience.

 The teacher act as a director.

 The teacher should be a store house of information

and knowledge.
MICRO TEACHING
CHARACTARISTICS OF MICRO-
TEACHING
 Micro element.

 Teaching skills and teaching strategies.

 Safe practice ground.

 The teaching models.

 The research laboratory.

BASIC PRINCIPLES OF MICRO-
TEACHING

 Enforcement

 Practice and drill

 Continuity

 Micro-scopic supervision
ROLE OF TEACHER-EDUCATOR IN
MICROTEACHING
 Teacher-educator assist student teachers in
relating component skills of teaching.

 He/she has to provide continuous consultation

to the student teacher.

 Initially he/she should provide demonstration of

particular skill.

 He/she supervises the lesson and gives feed

back.
FIELD TRIP
 A field trip is defined as any teaching and
learning excursion at outside of classroom.

 HEIDGERKEN has
defined it as an educational procedure by
which student studies 1st hand objects and
materials in their natural environment.
PROGRAMMED INSTRUCTION / LEARNING
 Definition : Edgar Dale : programmed
learning is a systematic ,step by step, self
instructional program aimed to ensure the
learning of stated behavior.
SALIENT CHARACTERISTICS :
 Objectives of this program are defined in
explicit & operational terms.
 Subject matter should be in the form of
breaking into small steps in a logical
sequence.
 Programmed learner emphasizes the
interaction between the learner & the
program.
 In this situation learner progress in his
own pace.
 Learner moves in every sp. way as opposed
to traditional procedures of teaching.
PRINCIPLES OF PROGRAMMED LEARNING
 Principles of :
 Small steps

 Active responding

 Reinforcement

 Self pacing

 Student – evaluation / student - testing

RULES
 Active responding
 Proper cueing
 Appropriate context
 Small steps
 Sequence of topic
 Frequent repetition
 Knowledge of subject matter & technical
accuracy
 Lecturing to be avoided
 Evoking a relative response
 Providing cues in adequate number
 Not assuming to much knowledge
 Presenting facts in frames
 Definition : a team teaching is a form of
organization , in which individual teachers
decide to pool resources , interest &
expertise , in order to devise & implement
scheme of work suitable to the needs of
pupils & the facilities of their school.
CHARACTERISTICS
 Instructionalarrangement.
 Two or more teachers conduct this
teaching.
 Calls for team spirit in teaching.

 Team spirit of teachers is bound to

benefit the students to the max.
 Economical in the sense as it results
in more work in less time.
OBJECTIVES
 Bring about improvement in
instruction.
 Make the best use of expertise &
talent of teachers.
 Develop the feeling of cooperation &
group work among teachers.
 Make the best use of resources of
the institution.
 Expand the scope of teaching to
students in the most effective
manner.
TYPES
 Team teaching with in a single
discipline.
 Different team experts related to
the course.
 Combined team teaching with
related innovation.
PRINCIPLES
 Allocations of duties teachers on the basis
of their interests , qualifications , &
personality characteristics.
 Having varying size of group according to
the purpose of team teaching.
 Allotment of time is in accord with topic.
 Provide appropriate learning environment.
 Provide appropriate learning behavior to
each learner with in the group.
 Exercising constructive supervision on the
activities of the group.
EXHIBITION
Many times in the school , a
department of the school or
a class puts up their work
for showing it to people
outside the school & such a
show is called exhibition.
CHARACTERISTICS
 Should have a central theme with many
subthemes to focus.
 It should be clean & clearly labeled.

 Concept of color & size should be used

for laying out the exhibition.
 Place of exhibition should be well
lighted.
 Exhibits should be placed visibly.

 Should be able to relate various subject

areas to provide integrated learning.
PROBLEM SOLVING
 Problem solving is process of
overcoming difficulties that appears
to interfere with the attainment of
goal. It is a procedure of making
adjustment in spite of interferences.
PURPOSES
 To train the students in the act
of reasoning.
 To give practical knowledge.
 To discover new knowledge.
 To solve puzzling problem.
 To improve students knowledge.
 To help in an individual as well
as societies progress.
ESSENTIAL FEATURES
 Problem should be meaningful ,
interesting & worthwhile.
 Should have correlation with life.
 Should arise out of the real
needs of the students.
 Should be clearly defined.
 Student must possess some
background knowledge of the
problem.
STEPS
 Recognizing the problem
 Defining the problem
 Collection of relevant data &
information.
 Organization of conclusion
 Drawing & testing conclusion.
METHODS
Inductive
Deductive
Combination of both
ROLE OF TEACHER
 Get the students to define the
problem clearly.
 Get them to make suggestions by
encouraging them.
 Give them time to organize material.

 Set up an atmosphere of freedom in

the class.
 Give them time to evaluate each
suggestion carefully.
LABORATORY
It is considered as planned
learning activity dealing with
original or raw data in the
solution of the problems.
STEPS
Introductory phase
Work period
Culminating activities
TEACHER PREPARATION
 To solve a problem.
 To understand a process.

 To develop a skill.

 Teacher can give whatever instruction

may be necessary for the student .
 Teacher preparation consists in
thinking over what the students will
be doing.
STUDENT PREPARATION
 Orientation & motivation achieved through
proper instruction & guidance.
 When instruction are short they may be
given verbally .
 The teachers who stands at the students
elbow & prompt at every step, achieves the
same effect.
 The laboratory procedures should be
prepared in a manual , state the problem
to solved or the procedure to be
followed.
WORK PERIOD
Itis the period during which
the individual student or
groups of students do their
particular work under the
supervision of the teacher.
PERSONALIZED
SYSTEM OR INSTRUCTION
A system of instruction which is
person oriented . The instruction
is tailored to the need & ability
of the individual learner.
OBJECTIVES
 To establish better personal -social
relationship in the educational
process.
 To provide frequent reinforcement for
learning.
 To provide increased frequency &
quantity of feedback to the
instruction.
 Decreased reliance on the lecture for
presentation critical information.
CHARACTERISTICS
 Selfpacing
 Use of multi media
 Use of proctors
 Mastery learning
 Importance of written work
KINDERGARTEN
 It is a German word means the ‘
children’s garden ’
 The fundamental thought
of the kindergarten is to help the
child to express himself & thus
produce development.
METHODS
Song
Movement
construction
MONTESSORI
Dr. Maria Montessori discovered
that feeble mindedness is often due
to dullness of the senses , & that if
sense training given to these children
, it would help them to acquire some
knowledge & to learn something.
DALTON PLAN
 It is one of the most notable
attempts made to individualize
instruction in the middle & high
classes.
 It is a method of
organizing the work of a school
to promote purposive self -
activity.
HERUISTIC
 The GREEK letter HEURICO
means I DISCOVER or I FIND .
 The aim
of this method is to develop
the sc. Attitude & spirit in the
pupils.
PRINCIPLES
 Activity
 Logical thinking
 Proceeding from known to
unknown
 Purposeful experience
 Mental development
CLINICAL TEACHING
 It is a vehicle that provides
students with the opportunity to
translate the basic theoretical
knowledge into the learning of a
variety of intellectual &
psychomotor skills needed to
provide patient centered reality
nursing care.
METHODS
 Nursing clinic / bedside clinic.
 Nursing rounds
 Nursing assignments
 Nursing care conferences
 Morning & afternoon reports
 Health team conference
 Individual conferences
 Field visits
 Process recording
QUESTIONING
 Itis a very ancient method of
teaching.the key to successful
questioning is asking questions
at an appropriate cognitive level
that stimulates a response.
COMPUTER ASSISTED LEARNING
 The word computer is derived from the
word compute , meaning to calculate
justifying its usefulness.
 a computer is an electronic
device which works under/ the control of a
stored program , automatically accepting
processing of data to producing designed
results .
 computer – assisted learning is also
known as computer assisted instruction.
TYPES
Logo
Stimulation
Controlled learning
EXPERTS NEEDED HERE ARE :
Computer engineer
Lesson writer
System operator
APPLICATIONS OF COMPUTERS IN NURSING

 Education

 Administration

 Hospital

 Research work