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INDEX
CONTENT PAGE
S I NO
NO
I. INTRODUCTION 3
II. DEFINITION 3
VI. 5
PHASES OF DEMONSTRATION
VII. 7
ADVANTAGES
VIII 8
DISADVANTAGES
IX. 8
CONCLUSION
X. 9
BIBLIOGRAPHY
DEMONSTRATION
INTRODUCTION
Possession of psychomotor skills is very essential for good nursing practice and by virtue
of its effectiveness in teaching psychomotor skills; demonstration enjoys a dominant position
among teaching methods employed in teaching nursing. The demonstration method teaches by
exhibition and explanation.
DEFINITION
(R. Pramilaa )
USES OF DEMONSTRATION
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ESSENTIAL CHARACTERISTICS
2. It should allow sufficient time for reflective and critical thought as the demonstration
proceeds.
3. Applied principles in demonstration method performed by both the teacher and the student
a. The demonstration should understand the entire procedures before attempting to perform
for others.
b. All equipment should be assembled and pretested before the demonstration takes place.
c. Advance knowledge- the group as well as the demonstrator should have advance
knowledge of the general procedures to be followed in the demonstration, its relation to
the unit and purposes.
d. A positive approach should be used; emphasis should be placed on what to do, rather than
what not to do.
e. Everybody should have a good view of demonstration; precautions should be taken to
ensure all round comfort.
7. Prompt practice- If the purpose of the demonstration is to teach for skills, the student should
be given an opportunity to practice the procedure as soon as possible after the demonstration.
PHASES OF DEMONSTRATION
In the planning and preparation phase, teacher prepares herself, arranges necessary
articles and creates a conducive learning environment suitable to the number of students. During
this phase the teacher has to
(a) Set well defined objectives based on the theoretical knowledge and need of students.
(c) Based on scientific principles or rational basis split the demonstration into appropriate steps
so that students can easily follow the demonstration.
(d) Do rehearsals as needed for attaining the proficiency required for conducting demonstration.
(f) Create a conducive learning environment by providing adequate facilities, especially the
facility to observe the demonstration.
(h) Ensure adequacy and good working condition of equipments; assemble equipments in a
convenient order.
(j) Give necessary guidance to the students for achieving the objectives of demonstration. This
can be done by listing the objectives and explaining what is expected from the student in order to
achieve them.
(k) Prepare a check list regarding the articles and steps so that teacher can avoid shortcomings in
the performance phase.
(l) In the planning phase itself teacher should foresee the importance of providing opportunities
for students to practice the skills and make arrangements for the same.
(m) Preparation of procedure manual at the institutional level by the faculty or at the regional
level by collaborating with other institutions not only brings uniformity to procedures but also
reduces the workload of teachers in the preparation phase.
Performance Phase
In this phase, teacher performs the demonstration. Throughout this phase she has to
maintain a positive approach by telling “what to do” rather than “what not to do ”. She should
also exhibit a fine co-ordination of head, heart and hand than simply repeating as per the
procedure manual. Following steps will help to perform demonstration in an impressive way.
(a) Based on the principle of proceeding from whole to parts, briefly narrate the whole procedure
before explaining the individual steps in detail. This can be done either by asking few questions
or by briefing yourself.
(b) Explain the name and use of articles kept ready for performing demonstration.
(c) Start the demonstration slowly so that students can follow easily.
(d) Explain the purposes and scientific principles associated with each step.
(e) Pace the steps and verbal explanations in a student friendly manner.
(f) Make sure that students have understood each step, repeat if they have not understood it.
(h) In between ask questions and encourage seeking clarifications in order to get a feedback from
students, complete the procedure with a summary.
(i) Replace the articles, demonstrate the after care of them and wash hands.
(l) Conclude the performance phase with a discussion. Discussion will help to provide any
further clarifications.
Evaluation Phase
Evaluation is done mainly through return demonstration and asking thought provoking
questions.
1. Through demonstration teacher illustrates the co-ordination of head, heart, and hands,
which is essential for the development and refining of psychomotor skills.
2. Students are very much interested to see the application of the theory which they have
learned in the previous classes. This interest along with the use of multiple senses
promotes learning and brings out the correlation between theory and practice.
3. Amount learned and retained is directly proportional to the students’ interest and senses
involved so the amount learnt and retained is high in demonstration compared to other
methods.
4. Accompanying explanation helps the students to understand and clarify the scientific
principles involved in each step of the procedure.
5. Observational skill is important in assessing patient’s condition and demonstration is a
good means for developing the same.
6. Return demonstration helps the teacher to evaluate the knowledge and skills acquired by
the student. If she is not satisfied with the return demonstration, she can redemonstrate
the procedure for making it more clear to students. This provision for immediate
evaluation and rectification of noted shortcomings by employing appropriate remedial
measures is considered as the greatest advantage of demonstration. In fact, through return
demonstration teacher can correct students then and there as needed.
7. Gratification gained through the application of theory motivates the students to attend
demonstration classes.
8. Demonstration demands adequate preparation from the side of nurse educator and
immediate feedback from the students through return demonstration will serve as a means
to critically evaluate her competency in handling this teaching method.
9. Exploring the scientific principles underlying the steps in demonstration foster critical
thinking.
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