Demo stration

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Demo stration

  1. 1. DEMONSTRATION THE TEACHING METHOD IN NURSING
  2. 2. INTRODUCTION Possession of psychomotor skills is very essential for good nursing practice . By virtue of its effectiveness in teaching psychomotor skills, demonstration enjoy a dominant position among teaching method employed in teaching nursing. In nursing education, it is used for the teaching in various areaclinic, conference, laboratory classes, symposia, autopsies and teaching of health to patients
  3. 3. DEFINITION Demonstration can be defined as visualized explanation of facts , concepts and procedure . Demonstration is a method of teaching by exhibition and explanation combined to illustrate a procedure or experiments.
  4. 4. PURPOSE OF DEMONSTRATION  Gullibert purpose of demonstration :  Acquire , retain and be able to use knowledge.  Understand, analyze, synthesize and evaluate.  Achieve skill.  Establish habits.  Develop attitudes.
  5. 5. USES OF DEMONSTRATION METHOD 1) 2) 3) To demonstrate experiments and the use of experimental equipment in the science laboratory , medical , nursing etc. To demonstrate procedure in the classroom and the ward to review or revise procedure to meet a special situation or to introduce a new procedure. To teach the patient / client a procedure to treatment which he must carry out in the home.
  6. 6. (Contd) 4) To demonstrate a procedure at the bedside or in the ward conference room, demonstrate of a procedure in natural setting has more meaning. 5) To demonstrate different approaches in establishing support with client, the more effective nurse- patient relationship may be established.
  7. 7. CHARACTERISTICS OF DEMONSTRATION  The demonstrator should understand the entire procedure before attempting to perform.  All equipment needed should be assembled and pretest before demonstration.  Knowledge(theoretical aspects) above the procedure should be given to the student before starting procedure / demonstration.  A positive approach should be used.
  8. 8. (contd)  Everybody should have a good view of the demonstration.  The person incharge of the demonstration should accompany it with running comments relative to material used, amount necessary, process taking place and anticipated results.  The setting for the demonstration should be as true to life as possible wherever possible live model cost area.  A discussion period should always follow the demonstration.  The students should be provided with opportunities for prompt practice of the procedure(demonstration).
  9. 9. PHASES OF DEMONSTRATION i)Planning and preparation phase : Set well defined obective based on the theoretical knowledge and need of the students. b) Review related knowledge a) c) Based on scientific principles or rational basis split the demonstration into appropriate steps so that the student can easily follow the demonstration. d) Do rehearsal as needed for attaining the proficiency required for conducting demonstration.
  10. 10. (contd) e) If demonstration involves patient, obtain permission and plan for their comfort and safety. f) Create a conductive learning environment by providing adequate facilities. g) Plan for maximum student participation. h) Ensure adequacy and good working of equipment, assemble equipment in a convenient order.
  11. 11. (contd) i)Plan for return demonstration. j) Give necessary guidance to the student for achieving the objective of demonstration. k) Prepare a checklist regarding the articles and steps so that the teacher can avoid shortcoming in the performance phase. l) In planning phase, foresee the importance of providing opportunities for student to practice the skill and make arrangements for the same. m) Preparation of procedure manual at the institution level with other institution not only bring uniformity to procedures but also reduce workload in preparation
  12. 12. ii. Performance phase: a) Based on the principle of proceeding from whole to parts, briefly narrate before explaining the individual step in detail. b) Explain the name and use of articles kept ready for performing demonstration. c) Start the demonstration slowly so that student can follow easily. d) Explain the purpose and scientific principle associated with each step. e) Pace the step and verbal explanation in a student friendly manner. f) Make sure that students have understood each step, repeat if they have not understood it.
  13. 13. g) Wherever possible involve students in performance phase. h) In between ask question and encourage to seek clarification in order to get feedback, complete the procedure with a summary. i)Replace the articles and demonstrate after care and wash hands. j) Show the way of recording the procedure. k) Conclude the performance phase with discussion , as discussion will provide help in further clarification.
  14. 14. iii. Evaluation phase:  Done through return- demonstration.  Asking about thought provoking question.
  15. 15. DEMONSTRATION METHOD IN NURSING EDUCATION DIRECT IN ROUTE DIRECT ROUT
  16. 16. AREA IN WHICH DEMONSTRATION IS USED IN CLINICAL NURSING SETTING i. ii. iii. iv. To teach new procedure either at the bedside or in the ward-teaching center. To illustrate modification of basic procedure to meet the immediate nursing situation. To make application of the knowledge of underlying scientific principles to nursing care situation. To teach the use and care of new equipment.
  17. 17. v. To teach application of observation technique and skills to nursing situations. vi. To teach ways of establishing effective nurse- patient communication and interpersonal relationship. vii. To teach health maintenance and preventive health care measures to patient and family.
  18. 18. RESPONSIBILITY OF TEACHER FOR EFFECTIVE DEMONSTRATION Time demonstration is accorded with student background of knowledge and readiness for practice of new knowledge. 2. Arrange for demonstration to be as much like actual situation as possible. 3. Select patient or other to serve as model requiring nursing activity to be demonstrated; explain purpose of demonstration and obtain necessary legal clearance prior to demonstration. 4. Obtain necessary equipments and test to make certain it is in proper working place. 1.
  19. 19. (contd) 5. Study direction and practice demonstration exactly as it would be performed before observer. 6. Provide student with advance information regarding activity to be demonstrated. 7. Arrange physical setting for demonstration so that all observer are comfortably located to hear and see, repeated demonstration may be needed to accommodate a large group. 8. Explain purpose of activity, result desired, equipments to be used. 9. Proceeds with each step of activity in logical sequence. 10. Coordinate each step with running comments, explaining exactly what is being donemake clear, definite and complete sentence.
  20. 20. 11. Show how various aspect of activity could be modified to meet immediate needs of patient. 12. Provide discussion period immediately after demonstration, repeat portion needing clarification. 13. Provide opportunities for prompt , supervised practice periods in accord with objectives of demonstration and needs of individual students. 14. Evaluate individual students progress in accord with expected level of ability in development of desired skill. 15. Plan follow up experience needed to assist students in learning activity and in applying it to other situation.
  21. 21. STUDENT RESPONSIBILITIES IN DEMONSTRATION METHOD Familiarize self with objectives for demonstration. 2. Study written material and suggested references. 3. Observe patient and equipment in use as example for planned demonstration. 4. Follow steps being demonstrated along with written information. 5. Contribute to the follow up discussion. 6. Translate observation of demonstration into return performance. 1.
  22. 22. 7. Seek opportunities to practice activity until needed skill is reached. 8. Evaluate self regarding growth and areas of help needed to perfect desired skill. 9. Seek opportunities to build on newly gained knowledge and skill in making application to there areas. 10. Demonstrate learned activities to other needing assistance. 11. Recognize patient’s needs for learning procedure and proceed with necessary arrangement for demonstration. 12. Request demonstration of unfamiliar procedures on equiptment.
  23. 23. ADVANTAGE OF DEMONSTRATION AS TEACHING METHOD  There are so many advantages of demonstration, few of them are; It help student acquire knowledge, skill and attitude. It stimulate all the sense organs. It motivate the learner. It help student to form mental image and the lesson learnt. Its help in critical thinking.
  24. 24. DISADVANTAGE 1. Demonstration is teacher centered, small group teaching method but return demonstration is student centered. 1. Good explanation and theoretical background is needed. 2. Its needs repition as for better knowledge and for developing psychomotor skill.
  25. 25. CONCLUSION  The creative teacher know hoe to use the demonstration method to modify concept and skill and to maximize the possibilities for transfer of learning so that the student can use previously acquired knowledge in new context.  Demonstration is the apt method for developing psychomotor skill and realizing the importance of psychomotor skill in clinical practice, students are less likely to remain inattentive while attending demonstration.

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