ZODIAC ACADEMY

Nursing tutor
Advanced Subject : Nursing Education
Mr. Arun Mangattu. MSc N
 Education
• Imparting , receiving and acquiring knowledge is education
• Education is a means to bring desirable changes in behavior of
an individual
 Definitons
• Education is the creation of sound mind in the sound body ( Aristotle)
• Education is the all-round drawing of the best in child and man-body-mind
and spirit. (M.K. Gandhi)
• Education is the manifestation of divine perfection already existing in man.
(Vivekananda)
• Education is the natural harmonious and progressive development of
man’s innate powers ( Pestalozzi)
• Education is not a preparation for life education is life itself ( John Dewey)
• Education is the process through which child makes his internal and
external make up ( Froebel)
 Evolution of Nursing education in the world
• 13th October 1836 : Theodor Fliedner opened the hospital & deaconess
( Sisterhood dedicated to the care of sick)
• First school of nursing was established by Theodor Fliedner
• 1862: Florence Nightingale established school of nursing at St. Thomas
hospital, London
• 1874: Mrs. Melinda Ann Richard becomes America’s first trained nurse
• 1914: College of Nursing was started at London
• 1934: Ph.D in Nursing started at Newyork university
• 1980: Nursing diagnosis evolved as a separate component of Nursing
practice
 Evolution of Nursing education in India
• 1871: School of Nursing in General Hospital Madras
• 1908: TNAI Established
• 1926: First Nurses Registration act passed in Madras
• 1935: Madras & Bombay Nursing councils established
• 1942: ANM programme started
• 1943: School of Nursing RAK College , Newdelhi
• 1943: DNA ( Diploma in Nursing Administration, Newdelhi)
• 1946: 4 year BSc Nursing programme started at RAK college and
CMC Vellore.
• 1947: INC Act was passed
Evolution of Nursing education in India….
 Evolution of Nursing education in India…
• 1988: MSc Nursing in NIMHANS
• 1992: PhD in NIMHANS
• 1992: PhD in RAK College , Newdelhi
• 1994: Post Basic BSc Nursing by IGNOU, Newdelhi
• 2001: PhD at NIMHANS , Bangalore
• 2005: National consortium for PhD Nursing by INC
collaboration with RGUHS
• 2009: IGNOU started PhD in Nuring
 Education as a process

• Bipolar process- Adams & Ross

Education as a tripolar process
Types of Education
Agencies of education

1 2
 Active Agencies:

• Active agencies are those where both educator and educant

are active participants.
• The action and reactions are entertained.
• Learning is a two-way process.
• Interaction is lively.
• The school, home, family are considered as the active agencies
of education.
  Passive agencies:

• Passive agencies are those which influence the learners but

they are not influenced in return.
• The teaching-learning process is one way.
• These create public opinion and public control.
• If the leaner is interested he may learn.
• Radio, TV, press, Library are the examples of passive agencies.
 Formal agencies
• Formal agencies are more or less deliberately set up by the
society.
• It has specific objectives, curriculum, examination system, etc.
These are formal because they are pre-planned.
• The place and time are fixed.
• School, college, university are the examples of formal agencies
of education.
 Informal agencies:

• There are agencies which grow up spontaneously and also

dissolve in the same way.
• They observe no formalities.
• They indirectly impart education
• . If one is interested one can learn.
• They include family, society, playground, professional
organizations, youth activity groups, etc.
  Non-formal agencies:

• It is the recent concept used in India.

• Those who are not getting chance in formal agencies of
education like schools, colleges and universities may go
through the non-formal agencies of education.
• The programmes are meant for out of school youths, adults,
and women.
• Correspondence course, Open University and adult education
include in the non-formal agencies of education.
 Nursing education
• Nurse education consists of the theoretical and practical
training provided to nurses with the purpose to prepare them
for their duties as nursing care professionals.
 Current Trends in Nursing education
• Curriculum changes
• Technological reliance, Translational acceptance
• Rewarding career
• Educational quality assurance
• New specialities emergence
• Others
Diminishing government role Coping with impacts of globalization
• Shortage of nurse educators Preference to shortterem clinical
• & performance
• Innovations in teaching and learning
• Shortage of fund-privatization
• Service side- talented nurses
• Uniformity and standardization
• Enhanced study status
• Student nurses- Nursing students
 Principles of Education
• Education is goal oriented
• Education is pervasive
• Education for all age groups
• Education is science and art
• Education is for behavior modification
• Education is socioeconomic process
• Education is flexible
• Education is group activity
• Education is dynamic

Goal is to PASs BSC Final year and Get Distinciton

 Current Trends in Nursing education
• Curriculum changes : Pedocetric, Mathetic
principle - participatory approach, competency
based, flexible curriculum changes
• Technological reliance, Transnational acceptance  Trend- Change in specific
• Rewarding career direction
• Educational quality assurance : ( NAAC, NIRF)  Modern day nursing education
• New specialities emergence emphasize in learning by doing
• Diminishing government role
• Shortage of nurse educators
• & Others
• Innovations in teaching and learning Coping with impacts of globalization
• Increased opportunities for higher studies Preference to shortterem clinical
• Shortage of fund-privatization performance
• Service side- talented nurses
• Uniformity and standardization
• Enhanced study status
• Student nurses- Nursing students
UNIT 2: PHILOSOPHIES IN NURSING EDUCATION
Philosophies of Education
Philosophy = Philos + Sophia
Philos - ‘love’
Sophia – ‘wisdom’
 Idealism Naturalism Realism Pragmatism

Exponents Froebel Tagore Aristotle, Iramus, Rebellias, Milton, Lord Charles Saunders Pierce, William James, John
Kant Aristotle, Comte, Darwin, Bernard Shaw, Montaigne, Locke, Bacon, Commenius, White- Dewey
Plato Herbert head, Bertrand Russell Mulcaster, Rattle. Kilpatrick – Project method
Swami Vivekananda
Sri Arabindo
Mahatma Gandhi

Key principle  Ultimate reality is spiritual. Ultimate reality is physical. Fully scientific attitude Ultimate reality is utility.
Spiritual values are supreme and universal Universe is the natural creation. Physical world is real. It is anthropo-centric. Human experience at
Nature alone is entire reality. Cause-effect relation­ship is universal and the centre of reality.
universally accepted.

Aims of education The aim of education is self-realization The aim of education is self-expression.  Preparing the child for a real life. Harmonious development, Continuous
Self expression, self preservation, education experience , Social efficacy
according to nature Aims of education are not pre-determined

Curriculum Based on moral, spiritual and intellectual It is based on need, ability, aptitude and the Subjects concerning day-to-day life are  Emphasis on practical and utilitarian subjects.
values nature of the child, Child is the centre of included.
education

Methods of teaching Idealists prescribe the following methods of
teaching- Question-answer, Conversation,
Dialogue, Discussion, Lecture, Argumentation,
Intersection, Book study etc
Learning by doing, learning through
experience, play-way method, observation,
Dalton Plan, Direct method
Opposes bookish knowledge, justifies the use Learning by activity.
of appropriate AV aids in teaching I Learning through experience.
Inductive method, objective methods, learning Project method.
by walking and by experience, correlation Experimental method
teaching, experimental method and heuristic
method

Teacher Supreme and important place of teacher . The Teacher is behind the scene. He is a stage- He should provide opportunities for He is a friend, philosopher and guide. He helps
teacher as a gardener knows best as to how to setter, setting the stage, facilitator observation and experimentation. the child to solve his problems himself.
care and develop a child like a plant

Discipline Idealism advocates discipline at all cost Total freedom and oppose punishment Believes in self discipline Social discipline
Believes in self discipline
 Branches of philosophy
• Epistemology- origin and sources of knowledge
• Logic- systematic study of knowledge and its interrelationships
• Metaphysics- ultimate true nature of things
• Aesthetics- beauty and harmony in life
• Axiology- nature of morality and value
 Educational objectives
• Statements of those desired changes in behavior as a result of specific teaching- learning
activity.
Classification:
 Institutional/ General: Followed by all institutions offering the same educational programme
Eg: Student acquire knowledge and able to provide comprehensive care to the clients in
institution and society
 Intermediate: Derivatives of institutional objectives
Formulated by CC
Eg: Students acquire knowledge and able to provide comprehensive to the patients with eye,
ear, and nose conditions or diseases
 Instructional: Specific, precise, attainable, measurable, and corresponding to each specific
teaching-learning activity. SMART
 Central:
 Contributory: specific
 Indirect/Concomittent: byproduct of attainment of other objectives.eg: appreciate the value
of lecture method
Modern Contemporary Philosophies
Existentialism: Sore Kierkegaard, Karl Jaspers
Progressivism: John Dewey, William James
Students learn through their own experiences.
Behaviourism: Ivan Pavlov, Skinner, John Watson,
Edward Lee Throndike.
It believes that learning is a result of environmental
conditioning.
 ECLECTICISM
 Extracts of all philosophies of education
 It is the process of pulling out and putting together of the good ideas and
concepts of various philosophies of education.
 Philosophy of choices
 Aim of education to prepare good citizens
 Recommends broad and flexible curriculum
 Emphasis on coordination of various subjects
 Importance to co-curricular activities
 Education as a tool for social control
 Suggest scientific teaching methods
 Importance of self discipline
 Emphasis on adults and social education
 Harmonious relationship among school, home and society.
 Educational objectives
• Statements of those desired changes in behavior as a
result of specific teaching- learning activity.
• Educational objectives describe the goals toward
which the education process is directed–the learning
that is to result from instruction.
 Classification
1. Institutional/ General: These objectives are generally followed by all institutions offering the
same educational programme
Very broad and focuses on what the institution is aimed at.
Eg: Students acquire knowledge and able to provide comprehensive care to the clients in
institution and community; in health and sickness
2.Intermediate: Derivatives of institutional objectives and related to a particular learning
experience or subject matter. Formulated by CC
Eg: Students acquire knowledge and able to provide comprehensive care to patients with eye,
ear, and nose conditions or diseases
3. Instructional: SMART
Instructional objectives are specific, precise, attainable, measurable, and corresponding to each
specific teaching-learning activity.
1.Central:
2.Contributory: specific
3.Indirect/ Concomittent : by-product of attainment of other objectives.eg: appreciate the
value of lecture method
 Bloom’s taxonomy
• 1956 Benjamin Bloom divide educational objectives into 3
domains
According to the level of behavior , progressing from most simple to
the highly complex
1. Cognitive: knowledge
2. Affective: attitudes, values
3. Psychomotor: Conation - motor skills
Bloom- cognitive domain
Karath- affective
Harrow- psychomotor
 Psychomotor domain According to
Francis M Quinn
1. Perception
2. Set
3. Guided response
4. Mechanism
5. Complex overt response
6. Adaptation
7. Origination
Teaching
Definition
Teaching refers to activities that are designed and performed to
produce change in student behavior
- Clarke

Teaching is the arrangement of contingencies of reinforcement

- Skinner

Teaching is based on intellectual capacity

 Maxims of teaching
• Proceed from known to unknown
• Proceed from concrete to abstract
• Proceed from simple to complex
• Proceed from easy to more difficult
• Proceed inductively
• Proceed from particular to general
• Proceed from indefinite to definite
• Proceed from empirical to rational
• Proceed from whole to parts
• Proceed from part to whole
• Proceed from analysis to
synthesis
• Proceed from overview to details
• From observation to reasoning
• Proceed from psychological to
logical
2. Content related factors
CURRICULUM
 Curriculum
– The subject matter, clinical experiences and practices that the faculty
plans to implements for a particular group of students is called
curriculum
( DSSB Nursing officer Aug 2019)
– A well planned curriculum helps to realize the educational
objectives
 4 C’s of curriculum
• Cooperative
Programme or curriculum should be prepared by group of persons,
to reduce chance of error.
• Continuous
Continuous revision of the curriculum should be essential
• Comprehensive
Interaction of the entire programme component must be defined
percisely
• Concrete
Concrete professional task must be constituting the essential
structure of a relevant programme
 Models of curriculum
1. Behavioral objective(product model): by Ralph Tyler. Output model.
Classic curriculum model which remains the foundation for a performance based nursing
curriculum
OBJECTIVES, CONTENTS , METHODS AND EVALUTION
2. Stenhouse’s process model: Input model, learning experiences/process
Model of curriculum which is more open ended and focuses on how learning develops
over a period of time
3. Lawton’s cultural analysis model:
4. Beattie’s four fold model:
 Curriculum as a map of key subjects
 Curriculum as schedule of basic skills
 Portfolio of meaningful personal experience
 Agenda of important cultural issues
 Types of curriculum
Olivia bevis
1. Legitimate curriculum: Written down curriculum, approved by accreditation bodies
curriculum is one that is agreed on by the faculty either implicitly or explicitly. 
2. Illegitimate curriculum:
The illegitimate curriculum, according to Bevis (2000), is one known and actively taught by
faculty yet not evaluated because descriptors of the behaviors are lacking. Such
behaviors include “caring, compassion, power, and its use”
Eg: insight, creativity.
3. Hidden curriculum: The hidden curriculum consists of values and beliefs taught through
verbal and nonverbal communication by the faculty
Here unaware of the messages given by the way we teach..values, perceptions etc
( Learning that takes place in the school /college of nursing which is not the designated
part of official curriculum )
4. Null curriculum: Exists only in the heart and minds of educators but seldom in reality.
 Core curriculum
• A set of course that is considered basic and essential for future
course or a study and which utilize to solve the problem of
common client called core curriculum
• The approach of nursing process of giving nursing care can be
regarded as core curriculum
• Standard curriculum was produced by the league of Nursing
education in 1917
 Basic types of curriculum designs
• Subject-centered design
Subject-centered curriculum design revolves around a particular subject
matter or discipline. 
• Learner-centered design
Learner-centered curriculum design takes each individual's needs,
interests, and goals into consideration.
• Problem-centered design
Like learner-centered curriculum design, problem-centered curriculum
design is also a form of student-centered design. Problem-centered
curricula focus on teaching students how to look at a problem and
come up with a solution to the problem
 Levels of curriculum planning
Good land
•Societal curriculum: Experts outside the educational institution
who are legally approved. Eg; INC
•Institutional curriculum: By faculty of the institute for a
particular group of students for a definite period of time
•Instructional curriculum: Individual Teacher at instructional level
 Steps in curriculum development
• Ralph Tyler
1.Formulation of educational objectives
2.Selection of learning experiences
3.Effective organization of learning experiences- continuity,
sequence, integration
4.Evaluation of the curriculum- Men, money, materials,
methods, minutes
Master rotation plan
•Master rotation plan is the overall plan of rotation of all students in a
particular educational institution, showing the placement of the students
belonging to total programme
•It is the plan of the whole year of one batch or all bathes of a class
•Overall plan of rotation of all students in particular educational
institution, showing the placement of students in the area like teaching,
clinical, community trip, and practical
•It includes clinical rotation plan , leaves , preparatory leaves, time for
examination
 Course plan
• Brief course description
• Total planning of an entire course
• Course is a combination of various but interrelated units
• Division of subject matter, time allocation for theory and
practical hours
Unit plan
•Large subdivision of the subject matter is called unit.
• Elements of unit plan- Selection and statement of objectives,
Selection of content, organization of the content, deciding up
on the time allotment, selection of teaching learning activities,
determining the teacher expertize, selection of methods of
evaluation, selection of references
 LESSON PLAN
• Lesson plan is a plan prepared by the teacher to teach lesson
in an organized manner
• Lesson plan is a core and heart of effective teaching
• Time , Specific objectives, content, Teaching learning activity,
AV aid, Evaluation
• Steps: Planning, preparation/ introduction, presentation,
recapitulation or closing stage
 Teaching system
• Complete block or teaching block system- Full theory/practical
block
• Partial block system – Both hand in hand
• Study day system – one day theory block
 Syllabus
• List of the content of a course or collection of courses which
may or may not be in logical order
• A syllabus generally list a series of topics which should be
covered and which may from the basis of examination
questions
Teaching methods
 Lecture method
• Oldest method of teaching
• Latin word- lectare- read aloud
• Most preferred teaching method, most commonly used method of teachibg
• Autocratic teaching strategy
• One way communication
• Group size < 30
• Talk duration < 15-20 minutes
• Advantage- Most economical , information transfer in a short time to large
group( 1:200) ( Economical, simplifies work, imparts factual information)
• Disadvantage- Learning is passive does not motivate , do not stimulate
thinking and problem solving
 Group discussion
• Group is an aggregation of people interacting in a face to face
situation
• Cooperative problem solving activity seeking consensus for
solution of a problem
• Group size 6-12 members
• Most effective teaching method in stimulating cognitive
domain
• Maximum participation of students is possible in discussion
method
 Panel discussion
• 4-8 expert person
• Chairman or moderator
• Small group discussion for the benefit of a large group
• Panelist may have preliminary meeting and prepare the
material on the subject
• Chairman act as a neutral referee
• Success of panel depends on chairman he make it going and
provides train of thoughts
 SYMPOSIUM
• Series of speeches/ lectures on a selected subject
• Each person or expert present on aspects briefly
• There is no discussion among symposium members
• Chairman make a comprehensive summary at the end of the
symposium
• Audience may raise questions at the end.
 Workshop
• Series of meeting usually >4
• Learning take place in friendly, happy and democratic
atmosphere under expert guidance
 Role play
• Sociodrama
• Ideal size of the group 25
• Dramatic approach of learning
• Learner spontaneously act out roles in an interaction involving
problems or challenges in human relations for subsequent
discussion by the whole class
• Best method to educate illiterate in community
• Useful to discuss problems of human relations
Eg: to increase awareness of rural population towards small family
norm
 Seminar
• It is exchange of ideas in a particular area
• In seminar under the leadership of a chairperson or teacher,
students exchange ideas by discussion on particular subject
matter
 Simulation

• Imitation
• Reproduction of real life situation

Problems solving method

Used to prepare the student to face and get the solution of a
problem encountered by them
Major approaches
Inductive, deductive , analytical, synthetic
 Microteaching
• Miniature teaching to practice teaching skill in the trainee teacher
• Teacher training and faculty development technique , where teacher teaches 5-10 pupil for 5-
10 minutes
• Student teacher practices only one selected skill
• Knowledge acquisition phase, skill acquisition phase , transfer phase
• Preparation of micro lesson plan – Skill acquisition phase
• Number of pupils: 5-10
• Types of pupils: real pupils/peers
Time duration: 36 minutes
• Teach-6 mts
• Feed back-6 mts
• Replan-12 mts
• Re teach-6 mts
• Re feedback-6 mts
 Clinical teaching methods
• Demonstration
Carefully planned presentation to show how to perform a skill or a
procedure
Exhibition and explanation
 High motivational value
 Arouse interest
 Uphold the principle of seeing is believing and learning by doing
 Skill to nursing student can be best taught by demonstration
• Bed side clinic: organized clinical instruction in the presence of the patient.
• Nursing care conference: like bed side clinic except presence of the patient
• Nursing round : An extension of bedside clinic
• Nursing care study:
Most effective clinical teaching method
Blue print of nursing care rendered by a nursing student to a selected patient ,
for a particular period by following nursing process approach
Study of breadth and depth of an individual patient
Detailed study of single individual as bases for diagnostic/ remedial purpose
It gives total perspective of the patient and the care he requires and receive
Audio-Visual Aids
“AV aids are any devices which can be used to make
the learning more effective, more concrete, more
realistic and more dynamic.”
- Kinder

TO CLARIFY CONCPTS TO STUDENTS THE

TEACHER MUST USE TEACHING AIDS
 Smart class room
• Technologically enhanced and multimedia class rooms ,that
foster the opportunities for teaching and learning by
integrating technology, such as computers and AV aids.
Principles of A-V Aids
 Charts
 Charts are the means to provide written and pictorial information on important facts in a systematic way.
 All the charts are made up of locally available chart paper.
 90x60 cm and 70x55 cm
 6 m depth class room – labels and key words -2-3 cm
 Thickness of line 2 -3 mm
Advantages
 It is an effective tool for learning.
 It arouses interest of audience.
 It is portable, easy to make and cheap.
 It attracts attention of audience.
 Reduces the amount of verbal explanation and encourages action.
 Can be used and reused.
Disadvantages
 Can not be used for illiterate people. Can not be used for large group.
 Needs skill for preparation.
 Types of charts:

• Narrative chart: Arrangement of facts and ideas for expressing the

events in the process or development of a significant issue to its point of
resolution or we can show an improvement over a period of years.
 Types of charts:
• Strip tease chart: 
• it enables speaker to present the information step by step 
• It increases the interest and imagination of the audience.
• The information on the chart is covered with thin paper strips to
which it has been applied either by wax, tape or sticky
substance or pins.
• As the speaker wishes to visually reinforce a point with words or
symbols, he removes the appropriate strip or paper.
•  It produces interest.
• It increases learning and aids recall.
• Pull chart: it consists of written messages which are hidden by
strips of thick paper. The message can be shown to the viewer,
one after another by 6 pulling out the concealing strips.
• Flow chart: diagrams used to show organizational elements or
administrative or functional relationships. In this chart lines,
rectangles, circles, are connected by lines showing the
directional flow.
Tabulation chart: it shows the schedule of an activity or of an individual ex:
time-table of a class. These are very valuable aid in the teaching situation where
breakdown of a fact or a statement is to be listed.
Also it is a useful aid for showing points of comparison, distinction, and
contrasts between two or more things.
While making the table charts the following points must be kept in the mind.
The chart should be 50 X 75 cm or more in size.
The chart should be captioned in bold letters.
The vertical columns should be filled in short phrases rather than complete
sentences.
Flip chart: a set of charts related to specific topic have been tagged together
and hang on a supporting stand.
The individual charts will carry a series of related materials or messages in
sequence.
The silent points of specific topic will be presented.
 Types of charts:

• Pie chart: a circle will be drawn and divisions will be made into
different sections, each section will be coded differently and
code key will be given at right corner of the chart as legend.
 The circumference is divided into suitable sections.
 It is relevant for showing the component part
 Flash cards
• Flash cards are a set of pictures on compact paper cards flashed one by one in
logical, - sequence
• They can be self-made or commercially prepared and are made up of charts or
drawing paper using colors, ink for writing and drawing.
 Flash card and flip cards are a series pictures with script - that - tells the story.
  10” X 12” or 22” X 28” is commonly used size. ( 25’’x30’’)
 10-12 cards for one talk can be used.
 It should not be less than 3 and more than 20.
 Group 20-30
 Prepare a picture for each idea which will give visual impact to the idea.
 The height of writing on the flash card is to be approximately 5cm for better
visualization.
Advantages
That It can be carried to the field and explained to people.
It can be tailored to meet the target group and it is flexible.
Disadvantages
• I) It needs special skills for preparation. 2) 1t cannot be used
for large group.
Purpose Flash cards can be used for discussion and health
education, preferably for a single message to an audience of
15 people. ( not more than 30 people )
This can be used for giving important information
 Flip cards
• It is a collection of charts on one single topic organized in
sequence and fastened on the top (like calendar)
 It can be used step by step for teaching.
 Select the charts 20" x 20"
 Poster
• Poster is a message in illustrated form, the message is precise, suggestive
and expressive.
 It is a medium in which the message is given through pictorials and few
words
 The balance of visuals and the words is done in such a way that a person
looking at a poster can get the message at a glance.
 Size: 10’’x15’’, 15’’x20’’, 20’’x30’’
 The content of the poster should be eye catching.
• Purposes: Provide general motivation , Create awareness, Communicate
more general idea in the community , Thrust the' message for leading to
action.
 Features of a Good Poster
 Brevity-message should be concise and clear
 10’’x15’’, ’’, 15’’x20’’, or 20’’x30’’
 Simplicity-easily understandable
 Idea-Based on single idea
 Layout--Organization after try out (blue print)
 Colour-Suitable colour combination should be used to make
poster attractive and eye catching
 Slides
• Transparent pictures projected by shining light through them
• The slides are commonly used size 2’’x2’’
 SLIDE PROJECTOR

• Slides are a form of projected media that are easy to prepare.

• They are still pictures on positive film which you can process
and mount individually yourself or send to a film laboratory.
• The standard size of the slides is 2 “X 2 “
 LCD
• 6X6X6 rule
No more than
 6 lines per slide,
 6 words per line,
 6 slides without a graphic
 Pamphlets
• Pamphlets are short printed media on a specific subject for
specific target group for example school children, antenatal
mothers etc.
• It is made up of a single sheet with one, two or more folds and
unfold sheets are leaflets, hand bills, brochures, booklets
varying from 8 to 50 pages.
 TRANSPARENCIES
• A 10*10 inches ( 18 cmx 22.5 cm) sheet with printed, written or drawn
material is placed on the platform of the projector and a large image is
projected on a screen behind you.
• The projector is used from near to the front of the room with the teacher
standing or sitting beside, facing the student.
• Charts, maps and drawing that are copied on sheets of acetate
• To write transparencies the best colours are black, blue, green
• Letters – 8 mm size
• A transparency which can be clearly read from a distance of 2 m should
project well for a class room of 6 m deep
  Use double or 1.5 spacing between lines of text.
 Keep each sheet relatively short and to the point.
 Readability is best when there are no more than 10 – 12 lines of text on a
transparency.
 Flannel boards
• The type of AV aid , which is a cheap and easy to carry aid that
is covered with rough khadhi and cut outs , drawing and other
illustrations are placed
 Bulletin board
• Bulletin board is display board which shows the visual learning
material on a specific subject
• It is used an effective educational media for a large audience
 Graph
• Graphs are flat picture use to visualize numerical and statistical
date
• Line graph, bar graph, pie graph
 Model
• 3D AV aid
• Stimulating a real situation
• Ideal for rural community
 Epidiascope
• Projector for showing both transparent slides and opaque
objects

Diorama
 Is a model , representing a scene with natural setting
 Effective in biological and social sciences
 3D Non-projected av aid
 Moulage

• The art of applying mock injuries for the purpose of training emergency
response team or other medical or military personnel
• It is an emergency training simulation
• A variety of household products can be used to make the injuries appear
realistic:
• Bruises: Common drugstore makeup in shades of red, blue, purple, green
and yellow are blended to create discoloration.
• Burns: A mixture of school glue, Vaseline, red food coloring and charcoal
powder creates the skin damage and oozing associated with severe
burns.
• Blood: A blend of glycerin, corn syrup and red food coloring creates
realistic-looking blood.
• Vomit: A parmesan cheese, lemon juice and water mixture looks and
smells like vomit.
Evaluation
‘Valoir’- to be worth
Evaluation is the process of determining to what extent the
educational objectives are being realized
–Ralph Tyler
Evaluation: Pupil’s qualitative progress and behavioral
changes are tested.
E.g. Very good, good, bad, etc.
Measurement: Refers to quantitative description pupil’s
attainment in a subject.
E.g. Exam score in a specific subject.
Assessment:
“Assessment in education is the process of gathering ,
interpreting, recording and using information about
pupil’s responses to an educational task.”
Criterion referenced assessment
It determines whether each student has achieved
specific skills or concepts.
E.g.: Driving test
Norm referenced assessment
Compare students to what is normal for the age,
class and course.
Percentile rank is preferred.
 Measurement
• Process of obtaining numerical description of the degree to
which and individual process a particular characteristic is
measurement
Methods of Evaluation
 Principles of evaluation
1. It must be clearly stated what is to be evaluated
2. A variety of evaluation techniques should be used for a
comprehensive evaluation
3. An evaluator should know the limitations of dif­ferent
evaluation techniques
4. The technique of evaluation must be appropriate for the
characteristics or performance to be measured
5. Evaluation is a means to an end but not an end in itself
Formative assessment
E.g: Teacher’s assessment of
seminar presentation
Summative assessment
E.g: Final University exam.
 Techniques of evaluation
 Oral examinations
 Practical examinations
 Interviews
 Projective tests
 Soiciometric tests
 Tools of evaluation
• Test-
 Achievement test ( Written test, oral test and practical test or performance test
 Teacher made test or standardized tests)
 Diagnostic tests
 Intelligence tests
 Aptitude tests
• Anecdotal records- Factual descriptions of meaningful incidents (They
are descriptions of incidents or events that are important to the person .)
• Check lists
• Cumulative records - A Cumulative Record Card is that which contains the results of different
assessment and judgments held from time to time during the course of study of a student or
pupil.
• Interview schedules
• Inventories
• Questionnaires
• Rating scales
 Achievement tests

1. Oral test:
2. Written test:
a. Essay test: Long essay(extended response type)
Restricted response type-short essay, short answer, very short
answer
b. Objective test:
i. Selection type- True-false, MCQ, Matching type.
ii. Supply type- Short answer, completion type
3. Performance test(Practical exam)
 Essay Type Questions
• The individual answers the question put to him either
verbally or in writing in an essay form.
• Set of question for which student prepares its own answer
 Total number of questions are less as compared to other test.
 The individual is able to express his views independently in
which there is a clear impression of his personality.
 By means of this along with the achievement of the individual
his power of expression, writing ability and personality is also
evaluated.
 Short answer

 They are generally questions that require students to

construct a response.
 Short answer questions require a concise and focused
response that may be factual, interpretive or a
combination of the two.
 A series of SAQs can comprise a larger assessment task
that is completed over time.
 MCQ
• A multiple-choice question (MCQ) is composed of two parts: a
stem that identifies the question or problem, and a set of
alternatives or possible answers that contain a key that is the
best answer to the question, and a number of distractors that
are plausible but incorrect answers to the question. 
• Advantages
• Quick and easy to score, by hand or electronically
• Can be written so that they test a wide range of higher-order thinking
skills
• Can cover lots of content areas on a single exam and still be answered
in a class period

• Disadvantages
• Provide unprepared students the opportunity to guess, and with
guesses that are right, they get credit for things they don’t know
• Expose students to misinformation that can influence subsequent
thinking about the content
• Take time and skill to construct (especially good questions)
 Checklists
• Check lists are list of item or performance indicators requiring
dichotomous response like pass or fail, yes or no, present or
absent
• Suited to assess performance
• Also called behavior inventory
• Used for process and procedure evaluation
• Examiner only can classify the judgment not respondent
 Rating scale

“Excellent, Very good , Good, Average, Poor “

 The descriptive rating scale does not require numbers, instead offering
responders the choice of descriptive statements. 
 For example, the question “How happy were you with our
service?” could be answered by either Unhappy, Neutral, or Happy.

•Excellent
•Very good
•Good
•Both are the same
•Poor
•Very poor
 The attitude scale
• The attitude scale is a special type of questionnaire designed to
measure people opinion on any special issues or event
 we use attitude scale to measure the student feeling on education
and we try to understand student learning capacity.
 Attitude scale help the give rating of student according to their
performance.
 The word scale is come from latin word scala the meaning of scala
is a ladder of flight of steps, a scale.
 The use of attitude scale are used to rank of peoples judgments of
objects, event, or other.
Attitude scales
 Anecdotal records

A brief description of an observed behavior or

incident is known as anecdotal records
Document observed incident of a student’s
clinical behavior related to attainment of
clinical learning objectives
 Viva voce
• Viva voce is a form of oral assessment that helps students
develop valuable communication skills.
• Viva voce (derived from Medieval Latin) is defined as “an
examination conducted by speech or assessment in which a
student’s response to the assessment task is verbal, in the
sense of being expressed or conveyed by speech instead of
writing” (Pearce & Lee 2009).
• Assessment can be conducted by one or more assessors.
 Advantages
 Answering direct questions allows students to demonstrate
their achievement of learning outcomes.
 Enables students to read and revise a substantial amount of
content, as ‘anything can be asked’ is the usual case with viva.
 Often cited as an oral communication skill considered valuable
for employment.
 For a well-constructed viva examination, a series of candidates
can be asked the same questions and their answers can be
compared and evaluated.
 PRACTICAL EXAMS
• Practical exams are also known as Performance exams.
• As the name states, the exams test the candidates on the basis of their
performance and ability to apply the theoretical knowledge into the actual
practical state.
•   In a practical exam a work situation is replicated to test a candidate’s
ability and skill in performing critical and frequently performed job
duties.
• A candidate can expect to be evaluated by rater(s) who are experts in the
field.
• The experts will give identical instructions to all candidates and evaluate
all candidates according to the same set of rating standards.
 Delphi technique
• Delphi technique is a group communication method where
panels of experts active at a consensus over a series of
questions and discussions
• It is uses for estimating or forecasting
 Errors in rating

1. Personal bias:
a. Generosity error: high
b. Severity error: low
c. Central tendency error: average
2. Halo effect: when rater’s general
impression of a person influences
the rating of individual
characteristics.
 Qualities of an evaluation tool
 Validity- Measure what it intends to measure
 Reliability- Consistency
 Usability
 Practicability
 OSCE

 The objective structured clinical examination (OSCE), first

used in the 1970s, is an assessment of competence carried
out in a well-planned, structured and objective way
(Harden and Gleeson, 1979).
 It is well established within medicine and is used
increasingly in nurse education (Nulty et al, 2011).
 Performance station, response station, rest station
 OSPE
 Objective Structured Practical Examination

 CBE- Competency-based education (CBE) is an approach to teaching,

learning, and assessment that focuses on the student’s demonstration
of learning outcomes and attaining proficiency in particular
competencies in each subject.
 OBE-Outcome-based education or outcomes-based education (OBE)
is an educational theory that bases each part of an educational
system around goals (outcomes). By the end of the educational
experience, each student should have achieved the goal
Sociometry
Continuing Education
It provides the opportunity for working
professionals to continue their learning and
remain abreast of development which is in their
field.
 Guidance and Counseling
• Guidance: That aspect of educational programme which is concerned
especially with helping the people to become adjusted to his present
situation and to plan his future in line with his interest, abilities and social
needs ( Preventive and developmental)
• Counselling is a process of enabling the individual to know himself and his
present and possible future situations in order that he may make substantial
contributions to the society and to solve his own problems through a face to
face personal relationship with the counsellor ( Remedial)
• “An interaction process that facilitates meaningful understanding of the self
and environment and result in establishment and clarification of goals and
values for future behavior.” STONE AND SHERTZER
• Counselling is an enabling process
 Techniques/approaches of counseling

• Directive counseling (authoritarian or psychoanalytic

approach)
• Counselor centered counselling
– E.G. Williamson
– Counselor uses variety of techniques to suggest appropriate
solution
– Counselor plays a leading role.
– Counselor is active and directs the individuals in making decisions
and finding solutions to the problems.
– The solution has to be arrived by the counselee himself and is not
thrust on him by the counselor.
 Non-directive/ Permissive counseling
• Counselee- centered / client centered /humanistic approach
– Carl.E.Rogers – exponent
– In this approach the counselee is helped to help himself.
– Counselee plays a predominant role.
 Eclectic counseling

• Refers to selection and orderly

combination of best features from
various sources into harmonious whole.
• Eclectic counselor can adopt directive
or non-directive counseling depending
on the situation.
 Discipline
• Disciplus- pupil
• Discipere – to comprehend
 Review
• 1) Nurse helps the client to take his/her own decision for
particular problem by
• A) Motivation
• B) Counselling
• C) Advocacy
• D) Reinforcing
Indian Nursing Council
National autonomous regulatory body for nurses and
nursing education
INC act 1947 under section 3(1)
To maintain uniform standard of nursing education in
India, prescribe syllabus and regulations, recognize,
registration…, advise SNC
Teacher student ratio as per INC is 1: 10
State Nursing Councils in India
23 State Nursing Councils in India
Tamil Nadu Nursing and Midwives Council (TNMC) is
the earliest Nursing Council in South East Asia (1926)
Trained Nurses Association of India (TNAI)
Established in 1908
TNAI got affiliated with ICN in the year 1912
GOI recognized TNAI as service organization in 1950
Key office bearers
President : Dr . Roy K George
Secretary general : Mrs. Evelyn P Kannan
Indian postal department honored TNAI by releasing
stamp in the name of TNAI in 2011 .
International Council of Nurses (ICN)
Founded in 1899
It is a federation of more than 130 National Nurses
Associations
ICN CODE OF ETHICS -1953
One voting member from each member association.
International Nurses Day
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