Measurement, evaluation, and assessment are related concepts aimed at judging student performance and progress. Measurement refers to obtaining quantitative data about a student's abilities or skills, such as a test score. Evaluation involves making qualitative judgments about a student's performance based on criteria. The purpose of evaluation and assessment includes student placement, certification, improving teaching, and providing feedback. Key principles of effective evaluation are that it should be planned, guided by learning outcomes, use multiple strategies, and help students by providing feedback.
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Formative and Summative Assessment
Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Formative and Summative Assessment
Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
Basic Concept in Assessment. There are four basic concept in assessment such as measurement, Evaluation, Assessment and also the Non-tests. It is being used as a guide to the teacher for them to be effective in their Assessment.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
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5th edition of the Diagnostic and Statistical Manual of Mental Disorders
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In the DSM-5, all types of substance abuse and dependence have been
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the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
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Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
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Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...
Concept and nature of measurment and evaluation (1)
1. CONCEPT AND NATURE OF MEASURMENT AND
EVALUATION, MEANING, PROCESS, PURPOSE,
PROBLEMS IN EVALUATION AND MEASUMENT
CONCEPT
1) TEST:-
Meaning- It will be used in narrowest and restricted means.
Definition- It is a device of procedure for conforming a subject to a standard set of question
or tests to which the student is to respond independently and the result of without can be
treated as a quantitative comparison of the performance of students.
2) Measurement :-
Meaning – Any device e.g. rating scale, observation without allow to obtain information in a
quantitative form.
Definition – It is an act or processes that involve the assignment of a number in order to
whatever is being assessed. It is a process of determining to what extent the education
objectives are being realized.
3) Evaluation:-
Meaning – To evaluate means to ascertain the valve or amount of apprise careful.
Definition – It is a process by means of which changes in the behaviour of student sought by
a school.
Definition:-
TEST:-An instrument or systematic procedure for measuring a sample of behaviour
(answer the question, ‘’ How well does the individual perform either in comparison with
others or in comparison with a domain of performance tasks?”
Measurement:-The process of obtaining numerical description of the degree to which an
individual possesses a particular characteristic. (Answer the question, “How much?”)
Evaluation:-“From the stand point of classroom evaluation, it is the systematic process of
collecting; analyzing and interpreting information to determine the extent to which pupils are
achieving instructional objectives” (answer the question, “How good?”)
According to Thorpe (1993) evaluation is the collection analysis and interpretation of
information about training as part of a recognized process of judging its effectiveness, its
efficiency and any other outcomes it may have.
2. According to Thorpe (1993) Evaluation is the collection analysis and interpretation of
information about training as part of a recognized process of judging its effectiveness, its
efficiency, and any other outcomes it may have.
Characteristicsofgoodevaluation
Validity: A valid evaluation is one which actually tests what is sets out to test i.e.,
one which actually measures that behaviour described by the objective(s), under
scrutiny. Obviously, no one would deliberately. Construct an evaluation item to test
irrelevant material but very often non-valid test items are in fact used e.g., questions
that are intended to test recall of factual material but which actually test the
candidate’s powers of reasoning, or questions which assume a level of pre-knowledge
that the candidates do not necessarily possess.
Reliability: The reliability is a measure of the consistency with which the question,
test or examination produces the same result under different but comparable
conditions. A reliable evaluation item gives reproducible scores with similar
populations of students. It is therefore, independent of the characteristics of individual
evaluations. In order to maintain reliability, one evaluative question should test only
one thing at a time and give the candidates no other option. The evaluation should
also adequately reflect the objectives of the teaching unit.
Practicability: Evaluation procedure should be realistic, practical and efficient in
terms of their cost, time taken and case of application. It may be an ideal procedure of
evaluation but may not be put into practice,
Fairness: Evaluation must be fair to all students. This can be possible by accurate
reflecting of range of expected behaviours as desired by the course objectives. To
keep fairness in evaluation, it is also desired that students should know exactly how
they are to be evaluated. This means that students should be provided information
about evaluation such as nature of the materials on which they are to be examined
(i.e., Context and Objectives), the form and structure of the examination, length of the
examination and the value (in terms of marks) of each component of the course.
Usefulness: Evaluation should also be useful for students. Feedback from
evaluation must be made available to the students and weakness. By knowing their
strength and weakness, Students can think of further improvement. Evaluation should
suggest all the needful requirements for their improvement.
Evaluation is continuous. It is not confined to one particular class or stage of
education. It is to be conducted continuously as the student passes from one stage to
another, from one class to other, from one school to the other. It starts at the time the
child seeks admission in a particular grade in the form of placement evaluation; it
continues as the child proceeds, from one unit to another unit of instruction in the
3. form of formative and diagnostic evaluation and ends in summative evaluation at the
end of instruction in a particular grade.
Evaluation is comprehensive-It is not simply concerned with the academic
status of the student but with all aspects of his grow i.e. which includes both cognitive
and non-cognitive aspects.
Objectivity: A tool is said to be objective if it is free from personal bias of
interpreting its scope as well as in scoring the responses. Objectivity is one of the
most primary pre-requisites required for maintaining all other qualities of a good too.
Measurement Evaluation
1. Measurement is a objective. 1. Evaluation is subjective.
2. Refers to quantity describing in terms 2. It is terms of quality and
Of pupils attainment in a subject. Value, judgment, e.g. goods
bad normal e.g. How good an
Individual performance has
Taken place.
3. For example, how much an individual 3.Evaluation judges its work
Performance has taken place I.e. since and values it as average.
In 1 subject.
4. It describes a situation e.g. 50 out of 4. Includes measurement and
100 marks in nursing education. Signifies wider process of
Judging students’ progress.
Purposes of evaluation:-
1. Placement of students, which involves bringing students appropriately in the learning
sequence and classification or streaming of students according to ability or subjects.
2. Selecting the students for courses – general, professional, technical, commercial etc.
4. 3. Certification: This helps to certify that a student has achieved a particular level of
performance.
4. Stimulating learning: this can be motivation of the student or teacher, providing feedback,
suggesting suitable practice etc.
5. Improving teaching: by helping to review the effectiveness of teaching arrangements.
6. for research purposes.
7. for guidance and counselling services.
8. for modification of the curriculum purposes.
9. for the purpose of selecting students for employment.
10. for modification of teaching of teaching methods.
11. for the purposes of promotions to the students.
12. for reporting students’ progress to their parents.
13. for the awards of scholarship and merit awards.
14. for the admission of students into educational institutions.
15. for the maintenance of students.
Principal of evaluation
Determining and clarifying what to be evaluated always has priority in evaluation
process.
Evaluation techniques should be selected according to purpose to be served.
Comprehensive evaluation requires a variety of evaluation technique.
Proper use of evaluation technique requires an awareness of both limitation and
strength.
Evaluation is means to end, and not an end in itself.
GUIDING PRINCIPLES:-
Nine guiding principle are presented in the final report of the Minister’ s Advisory
Committee on evaluation and monitoring, entitled, evaluation in education (1989).The
purpose of these principle is to provide guidance on educational evaluation in several areas.
One of these areas is student evaluation.
Five general guiding principle provide a framework to assist teachers in planning for student
evaluation-
1. It should be a planned, continuous activity
5. 2. It should be guided by the intended learning outcomes of the curriculum and a
variety of assessment strategies should be used.
3. Should be communicated in advance.
4. Evaluation should be fair and equitable.
5. Evaluation should help students. It should provide positive feedback and encourage
students to participate actively in their own learning.
Assessmentstrategies
Student classroom performance
Anecdotal records
Observation checklist
Rating scale
Contract
Laboratory report
Test station
Peer and self-assessment
Major project and written reports
Discussion groups
Teacher developed test formats
Matching items
Multiple choice
Oral, Short answer
True/false
Essay, performance test
Phase of the evaluation
Preparation
Phase
Assessment
Phase
Evaluation
Phase
Reflection
Phase
6. 1.Preparationphase:- Decision are made which identify what is to be evaluated the type
of evaluation ( formative, summative or diagnostic) to be used, the criteria against which
student learning outcomes will be judged, and the most appropriate assessment strategies
with which to gather information on student progress. The teachers decision in this phase
form the basis for the remaining phase.
2. Assessmentphase: - the teacher identifies information –gathering strategies, collects
student products, constructs or selects instruments, administers them to the student and
collects the information on student learning progress. The teacher continues to make decision
in this phase. The identification and elimination of bias (such as gender and culture bias)
from the assessment strategies and instruments, and determining where, and how assessment
will be conducted are examples of important considerations for the teacher in this phase of
evaluation.
3. Evaluation phase:- the teacher interprets the assessment information and makes
judgments about student progress. Based on the judgments or evaluations, teacher makes
decision about students learning programs and report on progress to student, parents and
appropriate school personnel.
4. Reflectionphase:-allow the teacher to consider the extent to which the previous phase
in the evaluation process has been successful. Specifically, the teacher evaluates the utility
and appropriateness of the assessment strategies used. Such retlection assists the teacher in
making decision concerning improvements or modifications to subsequent teaching and
evaluation.
Function of evaluation:-
1. Evaluation and educational program:
It helps to modify of curriculum or syllabus or courses.
It forms the basis introduction of experience to meet the students
To motivate the student towards better attainment for growth and development.
To pin point the areas where immediate measures are needed.
To diagnose the weakness and strengths of the pupil.
To improve the instructional activities and educational program.
To test the efficacy of the teacher improving the learning experience and effectiveness
of classroom teaching.
To achieve the educational goal
To bring out the capabilities of the student e.g. attitude their habits and skills.
To know the rate of progress in difficult areas of learning.
2. Evaluation and teacher
It provides her/him with knowledge concerning the students and their behaviour.
7. To know the efficacy of the instructional methods in teaching and learning experience
situation.
To diagnose strength and weakness of students and also where the grade it.
To provide the guidance and counselling to provide remedial measure.
3. Evaluation and administrate
To find whether the school has achieved educational objective.
To bring out the various activities in the school e.g. sports
It is basis of modification for the curriculum.
4. Evaluation and student
Communicating teacher’s objectives. If student clearly know the teachers objectives,
they can fulfil the objective.
Increasing motivation
Encourages good study habits, activities and skill.
Evaluation should be summarized and intimated to students.
8. Summary
TEST:-An instrument or systematic procedure for measuring a sample of behaviour (answer
the question, ‘’ How well does the individual perform either in comparison with others or in
comparison with a domain of performance tasks?”
Measurement: - The process of obtaining numerical description of the degree to which an
individual possesses a particular characteristic. (Answer the question, “How much?”)
Evaluation:-“From the stand point of classroom evaluation, it is the systematic process of
collecting; analysing and interpreting information to determine the extent to which pupils are
achieving instructional objectives” (answer the question, “How good)
Conclusion:- Evaluation becomes a necessary tool in the educational process. Emphasis
on teacher’s evaluation of their pupils, continuous assessment, introduction of grading in
place of numerical marking, use of evaluation as feedback for improvement of teaching and
learning emphasizes shift from external examination to internal assessment by teacher.
Abstract
Interpretive evaluation is an effective tool for the evaluation of higher learning outcomes, but
it is one of the least explored areas in nursing. The objective of the study was to find out the
opinion of B.Sc. nursing students about the usefulness of interpretive evaluation in nursing. A
descriptive survey design was used. Opinion was obtained from 64 B.Sc. nursing students
following administration of interpretive evaluation on cranial nerve assessment. The result
showed that 100% of the students agreed that interpretive evaluation stimulates critical
thinking and it makes them learn more actively. Majority (98.1%) of the students expressed
that they would prefer to have interpretive evaluation method of learning to improve their
clinical knowledge. Most of the students (96.6%) agreed that interpretive evaluation is
interesting to work on and 95.3% of the students recommended having this type of evaluation
for physical assessment of their patients. Interpretive evaluation can be implemented both in
theory and practicum to evaluate nursing students' performance. It improves the overall
knowledge and skills of the students so that the students can provide better care to the
patients and become competent nurses
Abstract
Nurses have a social responsibility to evaluate the effect of nursing practice on patient
outcomes in the areas of health promotion; injury and illness prevention; and alleviation of
suffering. Quality assessment initiatives are hindered by the paucity of available data related
to nursing processes and patient outcomes across these three domains of practice. Direct care
nurses are integral to self-regulation for the discipline as they are the best source of
information about nursing practice and patient outcomes. Evidence supports the assumption
that nurses do contribute to prevention of adverse events but there is insufficient evidence to
explain how nurses contribute to these and/or other patient outcomes. The purposes of this
article are to examine the imperatives, ideal conditions, history, and challenges related to
effective outcome measurement in nursing. The article concludes with recommendations for
action to move quality assessment forward, such as substantial investment to support
adequate documentation of nursing practice and patient outcomes.
9. Citation: Jones, T., (May 31, 2016) "Outcome Measurement in Nursing: Imperatives, Ideals,
History, and Challenges" OJIN: The Online Journal of Issues in Nursing Vol. 21, No. 2,
Manuscript 1.
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10. Nima Bhaskar, Text book of nursing education: 2nd edition: EMMESS Medical
Publishers 2015, page no 217-226.
KP Neerja, Textbook of Communication and Educational Technology for
nurses, jaypee publication.
BT Basavanthappa, Communication and Educational Technology for
Nurses, jaypee publication, 2015.
Suresh K. Sharma, Communication and educational technology: 2nd
edition: Relx india pvt. Ltd. Elsevier,2016, page no. .
Jaspreet kaur sodhi, comprehensive textbook of nursing education, UN:
jaypee.