Demonstration is an teaching method for nurses in communication and education subject , How it help for nurses and student to understand the procedure and also help them to improve their Psychomotor skill .
Lecture method is the most commonly used method of teaching science. It is a teacher- controlled & information centered approach in which the teacher works as a sole-resource in classroom instruction.
Lecture method is the most commonly used method of teaching science. It is a teacher- controlled & information centered approach in which the teacher works as a sole-resource in classroom instruction.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
This slides include evalutive tools used in assessment of skills in nursing students.
practical examination (traditional)
observational checklist
anecdotal records
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
the lecture method is a most perfect method to essay understand the topic. the lecture method is the usually to used in education and demonstration, its help to modify the difficult information in essay.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Assessment is part of the everyday activities of nursing professionals. Assessment is the only way by which a teacher can know how successful his teaching was and what areas in teaching need improvement.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
This slides include evalutive tools used in assessment of skills in nursing students.
practical examination (traditional)
observational checklist
anecdotal records
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
the lecture method is a most perfect method to essay understand the topic. the lecture method is the usually to used in education and demonstration, its help to modify the difficult information in essay.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Assessment is part of the everyday activities of nursing professionals. Assessment is the only way by which a teacher can know how successful his teaching was and what areas in teaching need improvement.
This presentation discusses about different approaches and methods in teaching. It explain the teaching approaches, which define as a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom.
It also discusses the teaching strategy It is a long term plan of action designed to achieve a particular goal. Also, it provides information about teaching method that explain about a systematic way of doing something. It implies an orderly logical arrangement of steps. It is more procedural. While teaching techniques provide information about certain technique. It is a well-defined procedure used to accomplish a specific activity or task.
teaching clinical skills in a classroom is essential, considering the fact that medical schools are getting larger and larger number of students. Patients, students, and teachers too are getting uncomfortable with having students practice skills for the first time using real patients. Hence the need for students first learning the skill in a classroom before applying the skills to real patients
Struggling with intense fears that disrupt your life? At Renew Life Hypnosis, we offer specialized hypnosis to overcome fear. Phobias are exaggerated fears, often stemming from past traumas or learned behaviors. Hypnotherapy addresses these deep-seated fears by accessing the subconscious mind, helping you change your reactions to phobic triggers. Our expert therapists guide you into a state of deep relaxation, allowing you to transform your responses and reduce anxiety. Experience increased confidence and freedom from phobias with our personalized approach. Ready to live a fear-free life? Visit us at Renew Life Hypnosis..
CRISPR-Cas9, a revolutionary gene-editing tool, holds immense potential to reshape medicine, agriculture, and our understanding of life. But like any powerful tool, it comes with ethical considerations.
Unveiling CRISPR: This naturally occurring bacterial defense system (crRNA & Cas9 protein) fights viruses. Scientists repurposed it for precise gene editing (correction, deletion, insertion) by targeting specific DNA sequences.
The Promise: CRISPR offers exciting possibilities:
Gene Therapy: Correcting genetic diseases like cystic fibrosis.
Agriculture: Engineering crops resistant to pests and harsh environments.
Research: Studying gene function to unlock new knowledge.
The Peril: Ethical concerns demand attention:
Off-target Effects: Unintended DNA edits can have unforeseen consequences.
Eugenics: Misusing CRISPR for designer babies raises social and ethical questions.
Equity: High costs could limit access to this potentially life-saving technology.
The Path Forward: Responsible development is crucial:
International Collaboration: Clear guidelines are needed for research and human trials.
Public Education: Open discussions ensure informed decisions about CRISPR.
Prioritize Safety and Ethics: Safety and ethical principles must be paramount.
CRISPR offers a powerful tool for a better future, but responsible development and addressing ethical concerns are essential. By prioritizing safety, fostering open dialogue, and ensuring equitable access, we can harness CRISPR's power for the benefit of all. (2998 characters)
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Antibiotic Stewardship by Anushri Srivastava.pptxAnushriSrivastav
Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
WHO launched the Global Antimicrobial Resistance and Use Surveillance System (GLASS) in 2015 to fill knowledge gaps and inform strategies at all levels.
ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
Antibiotic stewardship refers to efforts in doctors’ offices, hospitals, long term care facilities, and other health care settings to ensure that antibiotics are used only when necessary and appropriate
According to WHO,
Antimicrobial stewardship is a systematic approach to educate and support health care professionals to follow evidence-based guidelines for prescribing and administering antimicrobials
In 1996, John McGowan and Dale Gerding first applied the term antimicrobial stewardship, where they suggested a causal association between antimicrobial agent use and resistance. They also focused on the urgency of large-scale controlled trials of antimicrobial-use regulation employing sophisticated epidemiologic methods, molecular typing, and precise resistance mechanism analysis.
Antimicrobial Stewardship(AMS) refers to the optimal selection, dosing, and duration of antimicrobial treatment resulting in the best clinical outcome with minimal side effects to the patients and minimal impact on subsequent resistance.
According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
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4. WHOBROUGHT THIS CONCEPT OF DEMONSTRATION
• The construction propounded will be
possible too, and once more the
demonstration will correspond, in the
reverse order to the analysis; but if we
come upon something that is admitted is
impossible the problem will also be
impossible. It is quite possible to accept
that Plato 'discovered' the method of
Analysis, in the same sense as Aristotle
discovered the syllogism; that is to say, he
was the first to reflect upon the process of
thought involved and to describe it in
contrast with the process of Synthesis.
• The idea that the order of demonstrationwas
theorderof nature camefrom Plato.Aristotlesaid
that theorderof discoverywasthereverseof the
orderof demonstration.
WHOBROUGHT THIS CONCEPT OF DEMONSTRATION
PLATO átōn; c. 427 BC – c. 347 BC) was
an immensely influential classical
Greek philosopher, student of Socrates,
teacher of Aristotle, writer of
philosophical dialogues, and founder of
the Academy in Athens.
6. OBJECTIVES
SPECIFIC OBJECTIVES :-
At the end of the lecture students will be able to gain knowledge and understand the concept of “DEMONSTRATION” as a method of
teaching .
GENERAL OBJECTIVES :-
At the end of the teaching students will be able to
1. Understand the concept of “DEMONSTRATION” as a method of teaching .
2. Give meaning of Demonstration.
3. Define Demonstration.
4. Enlist its purposes.
5. Classify its types.
6. Elaborate the phases of demonstration.
7. Explain the characteristic of demonstration.
8. Enlist the pre-requisite of good demonstration.
9. Explain the steps of demonstration.
10. What are the common error occur during demonstration.
11. Enlist responsibilities of Teacher &Student.
12. Diagrammatic layout relations between the teacher &student in demonstration.
13. Explain advantages &disadvantages of demonstration.
14. Elaborates the method of demonstration in Nursing.
15. Describe limitation in demonstration lecture cum presentation.
16. Discuss the suggestion for stimulant for fostering creativity in use in demonstration.
7. INTRODUCTION
• Demonstration is a technique which is often
used by all teacher to teach various subjects.
• Demonstration is a type of “Group Teaching
Method”.
• An experienced and skilled teacher uses a
variety of technique & teaching Aids .
• It increases interest of student and persuades
them to adopt.
• It is simple method by Exhibition and
Explanation of procedure & Experiments.
8. MEANINGOF DEMONSTRATION
1. Verbal Explanation +Live
display/ Use of apparatus=
DEMONSTRATION
2. To show in correct way.
3. Activity that describe.
4. Illustrate by experiments.
5. Programme or intervention that
is tested.
6. Logically to prove the truth.
7. Proof provided by logic
argument.
8. Doing ;step-by-step
10. Purposes Of Demonstration
• To teach Psychomotor Skill.
• To Orient a new equipment/procedure.
• To render teacher loving care.
• To educate the patients.
• To promote learning by doing limitation.
• To utilise the sense of sight & touch.
• To present the procedure.
• To develop skill & attitude.
• Conducive learning environment.
• To retain and able to use the achievement skill.
• Technique of demonstration. To improve skill of the student
• Provide a vicarious learning experience
• Visual representation helps to memorize the content
• Observation skill will be improved
• Improves the confidence level
11. Special purpose in Nursing.
• Teaches new procedure either at bedside , ward
,nursing laboratory.
• Applies knowledge of underlying scientific
principal in NSG care situations.
• Teaches the uses, function & care of new
equipment.
• Teaches application on of observation
techniques.
• Teaches maintain of health & preventive health
care measures to patient & family.
13. PHASES OF DEMONSTRATION
• Planning & Preparation phase
• Framing the objectives.
• Planning the work
• Motivates the students
• Time plan
• Explanation phase :-
• Must be clear to the objectives
• The instructor must convey the students precise action they
are performing
• Instructor should describe the end result of these effort
• Befor leaving should encourage student to ask question of
any step of procedure.
14. PHASES OF DEMONSTRATION
• Performance phase
• Two phases
• A) student performance of physical and mental skill they
have been explain and demonstrated .
• B) Instructor supervision :-
• Students performance requires “ACT AND DO”.
• Learn skill student must practice.
• Instructor should allot enough time for meaningful students
activity.
15. PHASES OF DEMONSTRATION
1. Instructor judges students
performances
2. Students display what ever
competence has been attained and
the instructor discover how well skill
been learned
3. To test them allow them to work
independently
4. From this measurement teacher
detemines “EFFECTIVENESS OF
DEMONSTRATION”.
16. REQUIREMENT OF GOOD DEMONSTRATION
Success of any Demonstration following points should be kept in mind.
1. Planned & rehearsed.
2. Should be seen by the whole class.
3. Allow them to sit in benches to enable them a better view.
4. Lightning arrangement.
5. Pieces of apparatus should be placed on left hand side and to be arranged in the same order which is
likely to be used.
6. Clear statement for the purpose to be made .
7. Make sure for student participation
8. It should be quick ,slick .
9. Must be interesting so that it captures the attention of the students .
10. It should be better if teacher demonstrate with the material or things that the children handle in
everyday life.
11. Teacher should write the summary and used blackboard for drawing necessary diagram .
17. Components /steps for demonstration.
BEFORE
DEMONSTRATION
• PSYCHOMOTOR
SKILL
• Formulate behavioural
objectives
• Perform skill analysis.
• Asses entry behaviour of
learner and determine
pre-requisites .
• Formulate the lesson plan
for demonstration
DURING
DEMONSTRATION
• State the objectives to
learner by explaining why the
skill is required.
• Demonstrate the complete
skill at a normal speed.
• Demonstrate each partial skill
slowly in correct sequence.
• Obtain feedback by
questioning and observation
of non verbal behaviour.
• Avoid use of negative
example and variation in
technique.
AFTER DEMONSTRATION
• Provide immediate
supervised practice with
adequate time allowance.
• Make the environment
psychologically safe by
providing a friendly
atmosphere and
constructive criticism.
• Discuss the points for
improvement and provide
constructive critic and
feed back.
18. Common
error
in
demonstration
Apparatus may not be ready for use
Their may be not an apparent relation between demonstration
experiment and the topic under discussion
Black board summary not up to the mark.
Teacher may be in hurry
Teacher may have not allowed sufficient time for recording of data.
Teacher may talk too much
which will loose the
enthusiasm of students
Teacher may fail to ask the right
type of question
19. RESPONSIBILITIES OF TEACHERS IN DEMONSTRATIONS
Students
background of
knowledge
• Readiness for practice of
new knowledge
Demonstration
should be
actual
situation as
possible
• Provide students with
advance as possible.
Arrange physical
setting so that
all observer will
feel comfortable
and see
• Purpose, result and
equipment proceed with
each step of activity in a
logical sequence
• State the scientific
principle underlying the
step of an activity.
20. Students responsibilities
1)
Familiarize self with
objectives for
demonstration
3)
---Ask for clarification of
points
---Translate the observation
of demonstration in return
performance
4)
---Identify the activity how can be
modified to meet patients needs .
---Evaluate self regarding growth
and areas where help is needed.
2)
Follow step being
demonstrated with
written information
22. Advantages
1} Activates several senses.
2} Teaches exhibition and explanation.
3} Helps students in art of careful observation .
4} Provides opportunity
5} Project mental image in students which
fortifies verbal knowledge .
6} Clarifies “WHY”
7} Adaptable for growth .
8} Return demonstration give opportunity for
well defined practice in ward.
9} Correlate with theory with practical.
10} Immediate gives strong motivation.
11} Questioning gives feedback of students and
interest is developed
Disadvantages
1} small group .
2}keep in passive situation.
3}poor demonstration yield poor learning.
4} involve high cost in term of time ,personnel,
energy skill.
5}need co-operation and participation.
6}difficult to repeat a demonstration.
6}individual differences
7}stressful for students.
8}faculty supervision, space and supplies.
9} increase work load to supervise.
23. Demonstration method in nursing education.
Direct routes eg
relationship
between theory
and practical
Indirect routes
Eg learned by
member of
health team and
witnessed by
student, eg OT
DEMONSTRATION
METHOD IN
NURSING
EDUCATION
Laboratory
method
Eg care of
new
equipment
Variation
method
Eg “live
teaching
field”
Traditional
method
Eg practice is
done by all but
would be safe
for patients.
24. LIMITATION OFDEMONSTRATION .
Just as an observer
and thus many
students may not
able to comprehend
the concept being
clarified
HEARING BY
DOING
It is not child
centred it makes
no provision for
individual
differences.
Fails to develop
laboratory skill in
students.
Fail to impart
training in
scientific
attitude.
Students many a
times fails to
observe many
finer details of
apparatus used
because they
observe it from
distances.
25. Suggestion for stimulantsfor fostering
1. Specific procedure prior orientation.
2. Scientific basis for practice of all procedure .
3. Responsibility is centre in students.
4. Wide range of freedom with thought provoking question.
5. Details step
6. Creativity is used in demonstration
7. Art of Inquiry
8. Opportunity for student to master the material
9. JOINT-TEACHER-STUDENT CONFERNCE regarding performance
achievements
10. Good listener to analysis student strength and weakness to gain in sight
into their problem
“CREATIVE TEACHER KNOW HOW TO USE THE DEMONSTRATION METHOD
TO MODIFY CONCEPT AND SKILL…
26. Summarizethetopic
• Today in the class ,I have discussed the
definition , meaning, purpose , types ,
characteristic, requirement ,steps ,
common error, responsibilities of student
and teacher ,role of teacher and student in
clinical demonstration , advantages and
disadvantages, demonstration method in
nursing education , limitation ,
suggestion.
