DEMONSTRATION and simulation

DEMONTRATION
INTRODUCTION:-

The demonstration method is based on the principal of “learning by doing” the demonstration is of at
most important in teaching of nursing. The demonstration method teaches by exhibition and explanation.
It is an explanation of a process. It rains explains students in the art of the careful observation which is
essential for a good nurse.

DEFINITION:-

 Demonstration can be defined as visualized explanation of facts, concept, and procedure.

 “Demonstration is a method of teaching by exhibition and explanation or experiments”.
 Demonstration is method of presentation of skills which shows how a particular procedure is
performed.
 Demonstration increases interest of students and procedures then adopt recommended practiced.

PURPOSES OF DEMONSTRATION:-

To demonstrate experiment or procedure.

To introduce a new procedure.
To teach the patient about procedure or treatment.
To acquire knowledge and skills.
To develop attitude.
To retain and able to use the achieved skill.
To demonstrate a procedure at the bedside or in the ward conference room.

USES OF DEMONSTRATION:-

 It is useful in demonstrating scientific experiments, procedures and application of equipment.

 To teach the patient a procedure or treatment which one has to perform in the room.
 To review or revise procedure to meet a special situation or introduce a new topic.
 To demonstrate a procedure at the bedside or in the ward.
 Showing procedure in its natural setting has more meaning than when carried in an artificial
environment such as classroom.
 It makes nurses and patient relationship more effective.

CHARACTERSTICS OF GOOD DEMONSTRATION

Understandable and explanary.

Time for reflective and critical thought.
Pre-preparation.

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 Equipment should be assembled and pretested.
Advance knowledge.
Positive approach.
Explains the uses of materials used.
Setting should be true to life.
A discussion period.
Opportunity to practice.

STEPS OF DEMONSTRATION

The demonstration involves three steps as follows:-

1. Planning and preparation phase
2. Performing phase
3. Evaluation(after demonstration phase)
1) Planning and preparation phase
The instructor prepares herself for:-
 Article and steps of demonstration
 Conductive learning environment.
 Objective based on the need of the students.
 Steps of demonstration on rational basis.
 Rehearsals to attain proficiency in doing procedure.
 Learning environment such as facility to observe demonstration and to do demonstration.
 Student participation in demonstration of procedure.
 Checklist related to steps of demonstration, so that it can be checked that procedure is
performed in a proper way.
 Free opportunity for students to practice the skills.
2) Performing phase:-
Performance techniques means performance of demonstration by teacher during performing or
implementing the demonstration, teacher should use positive approach and should exhibit a
coordination of head, heart and hand.
Steps of performing demonstration:-
 The teacher should proceed from whole to parts, by briefly explaining the whole procedure,
then to individual steps.
 Explain about each article in relation to its name, purpose and how to use in the procedures.
 Make sure that each step in performed in a way, which is understandable by the student and
also explain the scientific principles associated with each steps.
 In between the demonstration procedure, ask questions and encourage the students to seek the
clarification.
 On completion of procedure, talk about summary then replace articles and wash hands.
3) Evaluation:-
 The teacher should adopt evaluation techniques to ensure that student have learned the
skill appropriately.
 This is done by taking return demonstration and comparing the steps of procedures with
the planned set criteria of procedure.

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POINTS TO BE KEPT IN MIND FOR EFFECTIVE DEMONSTRATION:-

 Proper planning of demonstration.

 Prepare lesson plan –to carry out an effective demonstration.
 Suitable time and place for demonstration.
 Rehearsals time and place for demonstration.
 Proper lighting arrangements.
 Active participation of students.

ADVANTAGES OF DEMONSTRATION:-

Provide an opportunity for the observation learning.

It activates several senses.
It commands interest by the use of concrete illustration not only by hearing but also students can
see the procedure.
It is a universal.
This method is adoptable to the both group and individuals teaching.
It clarifies the principles.
It should correlate theory and practice.
It gives teacher an opportunity to evaluate the student knowledge of a procedure and determine
whether teaching is necessary.
It serves a strong motivational force for the student.

DISADVANTAGES OF DEMONSTRATION:-

Practice may be limited due to cost of supplies and equipments.

Increased faculty workload involved in supervision of students practice time.
Limited to small groups.
Teacher and student ratio requires 10:1.
May limit audience/client input.
Require pre-preparation.

TEACHER RESPONSIBILITY:-

 Arrange demonstration to be as much like actual situation as possible.

 Get the consent from the patient or patient party.
 Obtain necessary equipment.
 Provide the student with advance information regarding the activity to be demonstrated.

STUDENT RESPONSIBILITY:-

 Familiarize self with the objectives for demonstration.

 Study the written material and the suggested materials.
 Observe patient and equipment and equipment in use as example for planned demonstration.
 Follow the steps being demonstrated along with the written information.

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CONCLUSION:-

The demonstration method is based on the principal of “learning by doing”. It is useful in demonstrating
scientific experiments, procedures and application of equipment.

SIMULATION
INTRODUCTION:-

Simulation is basis of sensitive training, socio drama, role playing and psychodrama. It is not actual
training. IT helps the student to practice and gain experience as in real life situation.

Simulation is a useful teaching strategy for illustrating a complex and changing situation. Simulation is
less complex than the situations they represent.

MEANING:-

“Simulation is the reproduction of the essential features of a real life situation”.

According to international dictionary of education, “simulation is a teaching technique used particularly

in management education and in training in which a real life situation and value are stimulated by
substitute displaying similar characteristics.”

DEFINITION:-

According to “Barton”1970- Simulation has been defined “as an attempt to give appearance and/or to
give the effect of something else”.

ACCO. To B.T Basavanthappa 2003- Simulation has been defined as an operating representation of
central features of reality.

Role playing in which the processes of teaching is displayed artificially and an effort is made to practice
some important skills of communication through the technique. The pupil-teacher and the students
simulate the particular role of person or actual life situation. The whole programme becomes training in
role perception and role playing.

-K P Neeraja, 2003

PURPOSE OF SIMULATION:-

 To helps students practice decision making and problem solving skills.

 To develop human interaction abilities in a controlled and safes setting.
 Through an active involvement in a simulation exercise a game or a role playing situation, the
student achieves cognitive, affective and psychomotor outcomes.
 It provides a chance to apply principles and theories student have learned and to see how and
when the principles work.

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VALUES OF SIMULATION:-

 Simulation ensures safe nursing practice by nursing students through the gap between theory
and practice.
 In the simulated environment of the fundamental lab student learn safe practice of nursing
through the perfect application of learned theory under the guidance of teacher. Thus simulation
bridges the gap between theory and practice.
 Simulation is an effective technique to learn psychomotor skills- for ex. Student learns in
fundamental lab by the use of equipment and uses this skill for giving nursing care in clinical
situation.
 It helps the students to develop critical abilities and problem solving.
 It helps the student to apply the nursing process by gathering.
 They also get the feedback from teacher and classmates.
 By way of simulation teacher can easily inculcate proper attitude among nursing students.
 It can also be used to evaluate students-
 Question in the simulated from are very useful in assessing the knowledge related to the practical
aspects of a subject.

CHARACTERSTICS OF SIMULATION:-

 Provide a mix of experiences that can be replicated for successive learners.

 Provide a safe environment in which learning has priority over patient care or system demands.
 Focus on application rather than uncertain recall of knowledge.
 Provide immediate feedback on performance.
 This technique requires a very systematic planning in advance. Whatever is go on during the
training process is decided well in advance.
 Proper involvement of the students in the training programme of this technique guarantees its
success.
 The training is provided in artificial situation. So there is no risk for real situation.

TYPES OF SIMULATION:-

1. Written simulation
2. Audio Visual simulation
3. Live simulated simulations

Written simulation-

Individual uses either paper and pencil latent image formate

Problem solving .
To evaluate students ability to apply the skill.
Decision making.

Audiovisual simulations:-

 An entire simulation can be placed on videotape management vignette can be dramatized and
filmed.

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LIVE Simulated simulation:-

Lincon, Layton and Holdmen (1978) described their experiences with simulated patient. The patient were
healthy people, usually students, who were trained in the role play.

APPLICATION OF SIMULATION IN TEACHER TRAINING

Crruikshank (1968) has developed a teacher training system which includes-

 The participant is introduced into the situation i.e. if he is anew teacher in a school.
 The participant is provided with information and opportunities to solve the problems (for the
beginning teacher).
 The participant is exposed to a variety of potential solutions to a particular problem.
 The participant is introduced to the situation by film strips.
 The participant is also given the materials e.g.-rules, regulations, curriculum, and handbook and
record cards, to the topic.
 The participant is presented with role playing situations, written and responds to incident as a
response sheet.

SIMULATORS:-

 It is deliberately designed to omit certain part of real operational situations.

 Simulators are designed for procedures.
 Identification of targets.
 Emergence signals.
 Team function.
 For adjusting electronic representation of motor skills.

PROCEDURE OF SIMULATION:

A small group of 4 or 5 student teachers is selected.

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.

ACTIVITIES IN SIMULATION:-

In simulation it has three activities:-

1. Role playing
2. Socio-drama
3. Gaming
1. Role playing:- He will gain some perceptions of the actions, attitudes and persons of simulations.
2. Socio-drama:-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.
3. Gaming:- It is designed in a manner which enables chance to affect the outcomes.

ROLE OF THE TEACHER:-

PLANNING: - Planning begins with choosing or developing and appropriate simulation that will
meet course objectives. For Example, Teacher is responsible for preparing environment, it
include arrangements of chairs tables, ventilation and lighting.
FACILITATING: - Teacher should function as a facilitator during the actual process of
simulation.

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 DEBRIEFING: - Your role is the final discussion.

ADVANTAGAES OF SIMULATION:-

 It is useful in promoting transfer of learning from classroom to the clinical setting.

 Simulation techniques are fun and interesting; they can motivate people to learn.
 It is appears to both slow and fast learners and is effective for all types of students.
 Students also learn from the faculty member who is guiding the simulation and leading
discussion.
 It encourages creative and divergent thinking.
 Some can be made with local material.
 Students can learn without harming the patient.

DISADVANTAGES OF SIMULATION:-

 It is costly in terms of both time and money.

 Techniques also consume a lot of classroom time.
 This technique can be overused.
 It is possible that emotion may be aroused to an undesirable degree, especially with role playing.
 The process and outcomes of simulation methods are not always predictable.
 Models often easily damaged.
 Never same as performing techniques on a patient .beware of faulty learning.
 Need for many simulators.
 They are time consuming.

CONCLUSION:-

• Simulation is consider as a technique in teacher education in which student act out or role play
teaching situations in an attempt to make “theory “more practically oriented and realistic
simulation creates an environed resembling real life situation which helps the student to practice
and gain experience as in a real life situation so that they can practice con friendly when exposed
to real life situation.

BIBLIOGTRAPHY:
 Neeraja KP. Textbook of Nursing Education, 1st Edition. New Delhi:Jaypee Brother;
 Sudha R. Nursing Education. 1st Edition. New Delhi: Jaypee Brother;2014
 Basheer Shebeer P. Textbook of Nursing Education, 1st
Edition.Mahalakshimipuram,Banglore;2018,pg no-125-128.
 https://www.GinalynComendador/demonstration-method-73473533
 https://www.FIROZQURESHI/simulation-64022693

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 SEMINAR

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DEMONSTRATION AND SIMULATION

SUBMITTED TO: SUBMITTED BY:

Mrs.Sanjukta Dixit Anita Panigrahi

Tutor of KINS,KIIT UNIVERSITY msc.nursing 1st yr

Roll No-1988002