SEMINAR

ON
LECTURE,DEMONSTRATION,DISCUSSION AND
SIMULATION

SUBMITTED BY
Mrs. Jyothi. Karal
1st Year M.sc Nsg. SUBMITTED TO
Adventist College of Nsg. Mrs. Sangeetha

Bangalore. Lecturer Child Health

Dept.

Adventist College of Nsg.

SUBMITTED ON - 07/02/12
 Lecture
Introduction

Lecture method is the oldest method of teaching. The term lecture was derived
from the Latin word ‘lecture’ which means to ‘read aloud’. Despite severe
criticisms levelled against it, lecture still continues as most preferred teaching
method.
Definition:

Lecture is a teaching activity where by the teacher presents the content in a

comprehensible manner by explaining the facts, principles and relationship,
during which the teacher is expected to elicit the student participation by
employing the appropriate techniques.
Purposes:

Delivered lecture can serve following purposes

 To provide structured knowledge:
It is done by integrating and synthesizes knowledge from different fields or
sources are the prime function of lecture. Through lecture it is easy of the
teacher to provide relevant knowledge by selecting and organising the content
in a learner centred way.
 To motivate and guide in hunting knowledge:
Electrifying lecture motivates the students to collect more information
and guide them properly throughout their sessions.
 To arouse students interest in the subject:
By following the lecture students understand the need for and ways of
learning a particular subject they will be motivated naturally.
 Introduce students to new areas of learning:
 Lecture method will help a teacher to introduce these areas to students
before resorting to the most suitable method.
 To clarify difficult concepts:
Lecture method is highly suitable for clarifying concepts with illustrations.
 To assist in preparing students for a discussion:
Before discussion teacher has to provide a concrete idea to the students
regarding the topic of discussion.

 To promote critical thinking:

This can be encouraged through incorporating challenging questions
throughout the lecture and it is essential for finding solutions to various
problems.

PREPARATION OF LECTURE;

Based on learning theory these procedures provide guidelines for preparing a

lecture.
An effective lecture is composed of three components.
 Introduction
 Body
 Conclusion

Body of lecture:
The body of lecture covers content in an organized way. It includes more
teaching procedure than introduction and conclusion. Lecture material is
combination of facts, concepts, principles and generalization. Concepts
represent a class of terms, and principles communication relationship among
concepts. Generalization is the relationship between or among concepts
expressed at a higher level; of abstraction than a principle.

Conclusion:
The conclusion should be used to reinforce students learning of the information
as well as to clarify any misconception regarding their understanding of the
concepts presented. Repeat and emphasis the main points. Encourage questions
from students.

Techniques of lecture:
Lecture is a method of effective learning and viewed as a means of presenting
information. It requires the teacher not only to talk but also work with the
students. The teacher establishes the contact with the students to place her
delivery to follow her lecture. The teacher will make sure that important points
in her class are made clear before advance to the next point .it is a teacher
centred and it should provide internals for clarification of thought ,assimilation
of ideas.

Following are the guides helpful in delivering lecture:

 Rapport :
Teacher should establish her rapport with her students, by the
conversational tone. Begin the lecture with a review of previous lectures,
merge the students into learning group and direct the question.

 Voice:
The lecture should be presented in a clear, natural tone of voice. The
teacher should speak to her to students, not at them, nor above or below
them. She can use her voice to emphasising her lecture by pausing at
appropriate points. Keep the student alert and get across her ideas, talk
twice, fast repeat often, even speak indistinctly, by keeping students alert.

 Gesture:
Gesture should be a natural part of the total expression of what she
communicating. The teacher action should be blend with the speech and
spontaneous and a apart of natural style of the individual.

 Eye contact:

The teacher should address her students with eyes. The eyes have unique
power of transmitting the mood of teacher to the student. The eyes can
convey eager, enthusiasm to the students who usually adopt a similar
attitude.

 Lecture outline and students notes:

The lecture should be prepared and delivered in block or units each unit
should be present not more than fifteen minutes. Briefly summarized or
punctuated with the discussion. Lecture should be presented from written
notes.

Kinds of lecture:
 1) The ideal lecture:
Its voluntary nature, participant attend their lecture of their own volition
and this implies commitment on their
2) The classical lecture:
Its performance centred focus with students mainly concern with getting
good grades.
3) The experiential lecture:
This form of lecture is used to prior to experiential learning activities and
is intended to give participants basic concepts and explanation about the
in question.

Advantages of lecture:

 It is efficient method of teaching

 Can address large number of students
 Presence of teacher
 Well presented lecture may increase the students knowledge
 Enables to presents large amount of information in a short time
 It gives feeling of security
 New knowledge may be presented which is not yet in the textbooks
 It gives helping illustrations and inspirational talks and review of work
 Teacher can integrate the subject matter better than students
 It’s good for introducing new topics
 It is useful giving a frame work upon which students can build
Disadvantage of lecture:
 Keeps the students in passive situation
 Provides limited level of stimulation
 Students attention may want to present the material
 Lecture do not cater for individual student needs
 It’s difficult to distinguish difference in learning among the students
 It may be difficult for students to take complete and accurate notes
 Pace of lecture doesnot suit all the students
 Low receptivity seen among the students
 Teacher bias may be evident.
DEMONSTRATION

Meaning:

Demonstration is method of teaching by exhibition and explanation combined to

illustrate a procedure or experiment .it possess psychomotor skills which is
essential for good nursing practice and by virtue of effectiveness in teaching
psychomotor skills employed in teaching.

Definition:

Demonstration can be defined as visualised explanation of facts, concepts and

procedures.

Purpose:
Demonstration method of teaching helps the students
 To acquire retain and be able to use the knowledge
 To understand ,analysis, synthesis and evaluate
 To achieve the skills
 To establish habits
 Develops attitude
Uses:
 To demonstrate experiments and use of equipment in medical and nursing
 To demonstrate the procedure in class room and in the ward
 To teach the patient a procedure to treatment which he must carry out in
home
 To demonstrate a procedure at bedside or in the ward or conference room
  To demonstrate different approaches in establishing support with client
,the more effective nurse patient relationship may be established
Characteristics of demonstration:
 The demonstrate should understand the entire procedure before
attempting to perform
 All equipment need should be assembled and pretested before starting
demonstration
 Knowledge above the procedure should be given to the students before
starting the demonstration
 A positive approach should be used
 Everybody should have good view of the demonstration
 The person in charge of the demonstration should accompany it with
running comments
 The settings for the demonstration should be true as possible
 Discussion period should always follow the demonstration
 The students should be provided with opportunities for prompt practice of
the procedure

Phases of demonstration:
Entire demonstration can be divided into three phases
1. Planning phase
2. Performance phase
3. Evaluation phase
Planning phase:
In planning phase teacher prepares herself, arrange necessary articles and create
a conducive learning environment suitable to the number of students. During the
phase the teacher has to,
 Define objectives
 Review related knowledge
 Demonstrate based on scientific principles
 Do rehearsals before conducting demonstration
 If the demonstration includes patient ,plan for their comfort and safety
 Create conducive learning environment
 Provide adequate facility to observe demonstration
 Plan for maximum student participation
 Ensure adequacy and good working conditions of the equipments
  Plan for return demonstration
 Give necessary guidance to the students achieving objectives
 Prepare checklist regarding the articles and steps
 Prepare procedure manual at institutional level

Performance phase:
In this phase teacher performs the demonstrate. Following steps provide
information about performance phase
 Based on the principles proceed the demonstration
 Start demonstration slowly for easy understanding
 Explain the purpose and scientific principles associated with each step
 Make sure that students have understood each steps, if not repeat it.
 Wherever possible involves students in the performance phase
 In between ask questions and encourage too seek clarification in order to
get feedback
 Replace the articles after demonstration
 Show the way of recording the procedure
 Conclude the performance phase with discussion

Evaluation phase:
Evaluation is done mainly through return demonstration and asking thought
provoking questions.

Advantages of demonstration:
 It activates several senses and develops psychomotor skills
 It provides opportunity for observational learning
 It clarify the underlying principle by demonstrating the ‘why’ of
procedure
 It commands interest by use of concrete illustrations.
 It correlates theory with practice.
 It gives the teacher an opportunity to evaluate the students knowledge of
procedure and to determine re teaching is necessary
 Return demonstration by the students provides an opportunity for well
directed practice.
  Presents reality not substitutes
 Is attention catching
 Enables logical step by step presentation.
 Make it possible to ask question.

Disadvantages of demonstration:
 Number of students is limited
 Keeps the students in a passive situation
 Offers little possibility of checking the learning process.
 Does not allow for the individual pace of learning.
 High cost in personnel and time.
 Difficulty in repeating demonstration in order to acquire competence.

Discussion
Meaning:
Discussion is a thoughtful consideration of relationship involved in a topic or
problem understudy. It involves an interchange of informed opinions and
reactions, group considerations of a problem or issue, sharing of ideas and
information and exchange of questions and answers.
 It may be formal or informal.
 Preplanned
 Guided by preset rules to achieve predetermined goals.
Definition:
It is a cooperative problem solving activity which seeks a consensus regarding
the solution of a problem rather than a decision by majority vote.
Purposes of discussion:
Discussion serves many educational purposes. The most obvious are the
following.
  To give students an opportunity to apply principles, concepts and theories
to transfer their learning to new and different situations.
 To clarify the information and concepts.
 To learn the process of group problem solving.
 To develop and evaluate their beliefs and positions.
 To change the students attitude.
 To raise the students interest and enthusiasm for a subject or a course.
 To motivate to class and to learn.
 To learn the value of contributions of others and to develop team spirit.
 To learn the individuals difference.

General principles:
1. There should be a clearly defined objective which is understood by all
the participants.
2. There should be a leader to guide the group and coordinating the
proceedings.
3. The main points in the discussion should be recorded
4. Everyone should feel free to participate.
5. Shy person should be encouraged to contribute.
6. All points of view should be fairly considered.
7. Discussion should keen to point.
8. The discussion should be properly closed with a report, decision,
recommendation or summing up of the matter discussed.
9. The member of the group should come to the conclusion with basic
knowledge of the topic to be discussed.
Group discussion:
Value of group discussion:
Group discussion encourages the students to think for her, to develop the critical
habits of study, to interpret problems of the past .to enrich her own conceptions.
Provides opportunity to learn how to adjust to social situations.
Composition of group:
 The group leader-1
 The group observer-1
 The group recorder-1
 The group members-15 to 25.
Group leader:
The leader of the group is the key person. Competent leadership is essential to
good group discussion. The functions of the group leader is, to regulate the
discussion, focussing and guiding the discussion. A good leader is keenly
interested in the personal and social development of each member and in their
contribution.

The group recorder:

The recorder makes a record of the salient features of the discussion and helps
the members to recapitulate or correlate with any pervious discussion.
The group observer:
The observer job is to use this record in analysing the behaviour of the group
and in making suggestion as to ways in which the group can act differently and
their by improve it effectively.
The group members:
It consists of about 15 to 25 members. It is not the leaders responsibility alone
nor is it the observer’s to create and maintain an atmosphere of freedom so that
all will feel free to participate ,to keep the discussion moving towards ,its goals,
to analyze the difficulties the group may encounter in attaining an attitude.
Types of discussion techniques:
 Small group:
(a) The individual conference.
(b) The informal class group discussion.
(c) The seminar.
(d) The clinical conference.
(e) Role play.
(f) Case analysis.
 Large group:
(a) Multiple discussion groups.
(b) Symposium.
(c) Panel discussion.
Techniques for group discussion:
1) Have knowledge and skill in use of group dynamics.
2) Know how to adapt principles of group discussion techniques to a variety of
kinds of learning situations.
3) Acquaint students with prerequisite skills of group discussion before
attempting it in a teaching –learning situation.
4) Provide informal atmosphere allowing for freedom of expression without
criticism.
5) Provide physical arrangements for discussion.
6) Provide for adequate introductions.
7) Be familiar with the students in order to draw on their knowledge and
experience in assisting them to contribute to discussion.
8) Be well informed about subject matter.
9) Begin discussion.
10) Help students to identify goals and procedure to follow to apply problem
solving techniques.
11) Keep goals before group.
12) Maintain atmosphere of group sharing.
13) Remain flexible as discussion proceeds.
14) Maintain leadership role.
15) Summarize discussion at intervals.
16) Admit own limitations of knowledge when asked question you cannot
answer.
17) Encourage group evaluation of progress made through discussion.

Advantages of the discussion:

 It is an excellent student centred method and promotes retention and
recalling ability of students.
 Help the students to develop
 problem solving skills
 critical thinking ability
 self confidence
 ability to compare and contrast
 team building and social skills
 proper attitude
 awareness regarding group process
 self expression skills
 Comprehensive knowledge on a particular topic.
Disadvantage of the discussion:
 Time consuming nature.
 Success of discussion depends mainly on the preparation of students.
 If the teacher or student leader is incapable of controlling the group, the
discussion may be passive or inattentive.
 Discussion is less efficient if the number of the students exceed twenty.
Simulation:
Simulation creates environment resembling real life situation which helps the
students to practice and gain experience as in a real life situation so that they
can practice confidently when exposed to real life situation. It is the basis of
sensitivity training, socio drama, role-playing and psychodrama. It is not a
actual teaching.
Definition:
Simulation is defined as a gestalt communication mode, a future’s language
which combines a game-specific language and appropriate communication
technologies with the multilogue interaction pattern.
Origin:
Historically chess is believed to be the original war game. In Indian rajas and
nawabas used to play war games in their places and decide the fate of the
battles. By 18th century military games were in use for the analysis of possible
real world battle situations.
Purposes:
 To help the students practice decision making and problem solving skills
 To develop human interaction abilities in a controlled and safe setting
 By means of active involvement in a simulation exercise, a game, or role
playing situation, the student achieves cognitive, affective and
psychomotor outcomes.
 Students have chance to apply principles and theories they have learned
and to see how and when these principles work.
Uses:
 Simulation techniques can be used to achieve many learning objectives.
  Simulation can help the nursing student gain skill in applying the nursing
process
 Learn to solve problems efficiently with minimal wasting of time and
resources.
 In the acquisition of communication skills
 It is also avenue for attitude change.
 Decision making skills can be fostered via simulation
 Simulation technique can be applied to the learning of psychomotor
skills.
 Used to evaluate the student learning and competence.

Principles:
1. Players take on roles, which are representatives or the real world and then
make decision in response to their assessment of the setting in which they
find themselves.
2. The experiences simulated are consequences, which relate to their
decisions and their performance.
3. The monitor the results of their acting are brought to reflect upon the
relationship between their consequences

Factors to be considered when deciding whether to use simulation in particular

situations:
 Analyze the reality and the objectives
 Use for cognitive objectives
 Use of psychomotor objectives
 Use for attitude and values
 Use for interactive objectives
Steps in simulation:
Flanders has recommended the following procedural steps in simulated
teaching:
Step-1:
 Teacher should assign letter (A,B,C) designation to all the members of
the group
 Develop a system of rotating the role assignment by the letters so that
each individual has the opportunity to participate.
Step-2:
 It includes planning,prepration and deciding the topic of the skill to be
practiced
 Carefully select appropriate topic according to the knowledge and interest
in the subject

Step-3:
 Decide the name of the person who starts the conversation.
 A detailed schedule for actor interaction should be drawn.
Step-4:
 Decide the procedure of evaluation and decide on what kind of data the
observers are record
Step-5:
 Conduct the practice session on the topic or skill you decide
 Provide the feedback for the actor for their performance
Step-6:
 The teacher should prepared to alert the procedure, change the topic and
move to next skill so as to prevent a significant challenge to each actor
and to keep interest as high as possible.
Role of teacher:
 Planning:
a) Choose appropriate simulation that will meet course objectives
b) Assign some reading before class.
c) Teacher is responsible for preparing the environment
 Facilitating :
a) Teacher should function as facilitator during the actual process.
b) Encourage the creative thinking
c) Teacher act as information resource.
d) Take the notes during the class.
 Debriefing :
a) Summarize what has taken place
b) Self analysis can help the students to gain the insight.
c) Ventilation should be a part of the debriefing.
 d) At the end of the discussion should point out how principles and concepts
have been applied and how the experience ties in to the learning
objectives.

Types of simulation:
1. Written simulation:
Individual uses either paper or pencil latent image format. It helps in
problem solving, decision making, to evaluate the students ability to
apply the skill
2. Audiovisual simulations:
An entire simulation can be placed on videotape. Management
vignettes can be dramatized and filmed. Question can be posed for the
viewer’s right on the screen.
3. Live stimulated simulations:
Simulated patients used their own history as much as possible but
memorized and added the elements of the history that had been
created for the simulation.
Different instruments, equipments and simulated patients used are,
 Video recording:
Can be used to help students to develop physical examination skills.
 Simulation devices:
These devices include those for cardiac auscultation, breast examination,
breast examination etc..
 Simulated patients:
These can also be used very much the same way as for history taking,
with the similar advantages.
Values of simulation:
1) It bridges gap between theory and practice
2) Students learn safe practices of nursing through the perfect application of
learned theory under the guidance of teacher.
3) It is an effective technique to learn psychomotor skills.
4) It helps the students to develop critical thinking abilities and problem
solving skills.
 5) Simulation not only helps the students to learn the decision making
process but also provide feedback regarding the consequences of the
decision.
6) The role play enables the students to empathize with real life situation.
7) By the way of simulation the teacher can easily inculcate proper attitude
among the nursing students.
8) It can also be used to evaluate students.

Properties of simulation:
 Simulation what we choose should be nearer to real life.
 Motivation of students
 Students should get a feed back
 The sequence of activity one performs in a simulation should be as
similar to the real
Advantages of simulation:
 It reduces the complexities of real life
 It can be dealt by beginners
 The techniques are fun and interesting
 Can motivate people to learn
 Its effective for all the type of students
 Everyone can learn from the people who are sucessfulin solving
simulated problems
 Students also learn from the faculty member who is guidening the
simulation
 The students may be able to transfer the learning to real clinical settings
 It encourage creative and divergent thinking
 Three-dimensional and concept of reality
 Size allows close examination
 Good for magnified situation
 Can be used to demonstrate functions as well as construction
 Can permit learning and practice of different technique
 Some can be made with local material
Disadvantages of simulation:
 It is costly in terms of both time and money
 Games applicable to nursing can cost hundreds of dollars
  It cannot be devised in a fraction of time
 It consumes a lot of class room time
 It can be overused
 Acquisition of necessary factual content would result in boredom
 It is possible that emotions may be aroused to an undesirable degree,
especially with role playing
 Not every instructor feels comfortable using simulation strategies
 The outcomes of the simulation methods are not always predictable
 Craftsmanship required for local construction
 Usable for small group
 Models often easily damaged
Conclusion:
Transferring or imparting knowledge is equally important as generaling
knowledge. Knowledge transferred in a down to earth manner will simplify the
learning process and help the students to retain what is taught and to recal
learned lesions as and when needed
Bibliography:
 Devi S.E, manipal manual of nursing education, 1st edtn, new delhi,
2006,page no- 189-6,305-9,320-8.
 Basavanthappa b.t, nursing education,2nd edition, newdelhi, jaypee
brother,2009,page no-472-4
 Sankaranarayan.B, learning and teaching nursing,3rd
edition,Calicut,2009,page 135-9
 NeerajaKP, textbook of nursing education,6th edition, new delhi, jaypee
brother ,2009,page-253-8.