The document discusses various teaching methods used in nursing education including lecture methods, demonstration methods, group discussion, seminar, panel discussion, role play, and project method. It provides definitions, purposes, advantages and disadvantages of each method. Lecture methods are used to provide knowledge to students but keep them passive. Demonstration methods help students understand concepts and apply knowledge. Group discussion fosters problem solving skills but can be time consuming. Seminars, panel discussions, and role plays promote critical thinking and understanding different perspectives. The project method encourages independent learning through practical projects.

1. METHODS OF
TEACHING
MRS. P. CHRISTENA,
M.SC-OBG NURSING
LECTURER

2. INTRODUCTION
• Students have different ways of absorbing information &
demonstrating their knowledge.
• So teachers often use techniques which cater to multiple
learning styles to help students from retain information &
strengthen understanding .
• So the methods accepted by the teachers must link the
teacher& her pupils into an organic relationship with constant
mutual interaction

3. DEFINITION:
The method of teaching is which approaches most
likely to the method of investigation.
---BURKE
A device implies the external mode orformin which
teaching may take from time to time .
Teaching methods is the stimulation, guidance ,direction,
& encouragement for learning.
----- BURTON

4. •CLASSROOM
TEACHING
METHOD
•CLINICAL
TEACHING
METHOD

5. LECTURE METHODS

6. PURPOSES
• To provide relevant knowledge
• To motivate the students to gain knowledge
• To arouse students interest in a subject
• To clarify difficult concepts
• To promote critical thinking

7. TECHNIQUE OF LECTURE METHOD
Voice
Gesture
Eye contact
Lecture outline and
students notes
Enthusiasm
EXAMPLES

8. advantages
Apparent saving of time and
resources
Presence of the teacher
Covers a large group of students
Gives a feeling of security
Dis-advantages
Keep the student in a passive situation
Does not facilitate learning how to solve
problem
Offers hardly any possibility of checking
learning progress
Does not allow for individual pace of
learning
Low receptivity

9. DEMONSTRATION METHOD

10. PHASES OF
DEMOSTRATION
PLANNING AND
PREPARATION
PERFORMANCE EVALUATION

11. GUIDELINES FOR GOOD DEMONSTRATION
 It should be planned
 Equipment should be visible to the whole class
 All equipment should be placed in order before starting the demonstration
 Purpose of demonstration should be defined before the procedure
 Demonstration should be quick and slick
 Demonstration should be interesting
 Students should be actively participate in the demonstration method

12. ADVANTAGES
• co-ordination
• Interested to see application
• understand and clarify the scientific principles
• observation skills
• return demonstration
• apply it immediately
DIS-
ADVANTAGES
• teacher-centerd
• small group teaching
• return demonstration-
student centred

13. LECTURE CUM DEMONSTRATION
METHOD

14. STEPS OF LECTURE-CUM-DEMONSTRATION METHOD
Planning and preparation
Introduction of the lesson
Presentation
Performance of procedure
Blackboard summary and
supervision

15. GROUP
DISCUSSION

16. DEFINITION
• GROUP
It is a collection of individual
in a face to face setting
working on a task that
requires co-operations
Heidgerken
• DISCUSSION
It is the process where by
two or more people express,
clarify and pool their
knowledge, experiences,
opinions and feelings
Dr.S.K.Nanda

17. PURPOSES
• To teach context specific interpretation and application of principles, theories, and concepts
• Assist students to develop, express and validate their opinions or beliefs regarding legal, ethical and
controversial issues in nursing
• To clarify information and concepts
• To share information
• To foster democratic values
• To develop team building and social skills
• To develop problem solving skills as a group
• To arouse students interest

18. Forms of
discussion
Formal
discussion
Informal
discussion

19. DISCUSSION TECHNIQUES
Small group
1. The individual conferences
2. Informal class group
discussion
3. Seminar
4. Clinical conference
5. Ward clinic
6. Case method
7. Role play
8. Temporary subgroups(i.e.
committee)
Large group
1. Multiple group discussion
2. Symposium
3. Panel discussion
4. Role playing demonstration
5. Workshop
6. Colloquy
7. Debate

20. compositio
n
Group
leader-1
Group
observer-1
Group
recorder-1
Group
member-
15-25

21. CLASSROOM DISCUSSION
TECHNIQUES
Proper planning
Preparing
students for
discussion
Discussion
guiding
techniques

22. advantages
• Excellent student centred
• Acceptance of students opinions
enhances self-esteem
• Helps students to develop
problem solving, critical thinking,
self confidence, etc.
disadvantages
• time-consuming (45min-1 hr)
• Sometime teacher feels helpless
• Ill-prepared for a discussion
nothing good can be achieved
• Incapable of controlling the group
, few talkative students can hijack
the discussion
• Less efficient if the number of
students exceeds twenty

23. SEMINA
R

24. DEFINITION
Seminar is an instructional technique involves generating a situation for
a group to have guided interaction among themselves on a theme which
is generally presented to the group by one or more members
R.A.Sharma

25. Seminar
Types
Mini
seminar
Main
seminar
National
seminar
International
seminar

26. PERSONNEL INVOLVED IN SEMINAR
ORGANISER
CHAIRPERSON
SPEAKERS
PARTICIPANTS

27. Advantages
• Different higher cognitive abilities like
analytical and critical thinking,
synthesizing and evaluating the ideas
• Tolerance for other’s view , openness to
ideas, co-operation with others,
emotional stability and respect
instructional techniques will be the
development of better learning habits
• Instruction learner centred
Dis-Advantages
• Organised exhaustively subject matter
• Cannot be used at all levels of education
• Do not provide opportunities to others to
take part in the discussion
• During the discussion groups are formed
into 2 ideas
• Anti-ideas on the theme
• Favourable ideas on the theme

28. • Topics are related to recent trends and developments in nursing
• Multiple aspects of the topics under consideration is discussed
• Chair person has to exert less control
• Less time for discussion involving participants
• Comparatively less preparation from the side of participants

29. SYMPOSIUM

30. • Topics are related to controversial issues in nursing
• Single aspects of the topics is discussed
• Chairperson ha to exert more control
• More time for discussion involving participants
• Demand more preparation from the side of participants

31. SEMINAR SYMPOSIUM
• Topics are related to recent trends and
developments in nursing
• Multiple aspects of the topics under
consideration is discussed
• Chair person has to exert less control
• Less time for discussion involving
participants
• Comparatively less preparation from the
side of participants
• Topics are related to controversial
issues in nursing
• Single aspects of the topics is
discussed
• Chairperson ha to exert more control
• More time for discussion involving
participants
• Demand more preparation from the side
of participants

32. PANEL
DISCUSSION

33. DEFINITION
Panel discussion is a discussion in which a few persons ( the
panel) carry on a conversation in front of an audience
Prof. Harry A

35. PRINCIPLE
S
Observe the
democratic
principles of
human
behaviour
Encourages
independent
active
participation
Involves the
social and
psychological
principles of
group work
Based on
modern
theory of
organization

36. CHARACTERISTICS
 It is used at college and university levels to organize teaching at reflective level
 It develops the ability of problem solving
 It provides an opportunity to understand the nature of the problem for discussion
 It develops the ability of presentation of theme and presenting one’s point of view logically
 It develops the right type of attitude and ability to tolerate the ideas of others
 It develop the ability of creative thinking and analysing the theme
 It develops the correct manners of putting questions and answering questions

37. PUBLIC PANEL
DISCUSSION
EDUCATIONAL
PANEL DISCUSSION

38. PUBLIC PANEL DISCUSSION
TO PROVIDE FACTUAL
INFORMATION REGRADING THE
CURRENT PROBLEMS
TO DETERMINE THE SOCIAL
VALUES
TO RECREATE THE COMMON
PUBLIC

39. EDUCATIONAL PANEL DISCUSSION
TO PROVIDE FACTUAL
INFORMATION AND
CONCEPTUAL KNOWLEDGE
TO CREATE AWARENESS OF
THEORIES AND PRINCIPLES
TO PROVIDE SOLUTIONS TO
CERTAIN PROBLEMS

40. PROCEDURE OF PANEL DISCUSSION
CHAIRMAN PANELISTS AUDIENCE

41. ADVANTAGES
• This techniques encourages social learning
• The higher cognitive and affective objectives are achieved
• It is used to develop the ability of problem solving and logistic thinking
• It develops the interest and right type of attitude towards the problems
• It develops the capacity to respect others, ideas and feelings and ability
of tolerance
• It can be used in large groups
• Develops team sprit and sharing of information

42. DIS-ADVANTAGES
• There are chances to deviate from the theme at the time of discussion
• Some members may dominate the discussion and may deprive the
other participants of the opportunity to discuss
• There is possibility of splitting the group into two small groups ie for
and against the theme
• It does not maintain the conductive situation of learning
• It is limited in its usefulness
• Panel may lead to a certain tenseness of feeling if the topic is difficult
to control
• Not suited for the entire topic

43. ROLE PLAY

44. DEFINITION
Role playing or social drama is a way of working out
problems concretely and of gaining more
understanding of oneself and others
EDGAR DALE

45. PURPOSES OF ROLE PLAY
• To convey information.
• To develop specific skills.
• To develop a situation for analysis.
• To develop understanding of points of view of others.
• To increase insight into typical way of dealing with a problem.
• Provides an opportunity for social interaction among
members.

46. PHASES OR STEPS INVOLVES IN ROLE
PLAY
1.Warming up
the group
2.Selecting
participants
3.Set the stage
4.Preparation of
observers
5.Enactment
6.Discussion
and evaluation
7.Re-enactment
8.Re-discussion
and Evaluation
9.Deriving
Generalizations

47. BENEFITS OF ROLE PLAYING
• Role-play strategies have shown their effectiveness in teaching English to
learners, as role play can increase students' enthusiasm, self- confidence, and
empathy, and encourage critical thinking (Alabsi, 2016)
• Some of the are that it creates a deeper understanding of the issues, it creates
greater empathy for those with different views, it allows for breaking up learning into
smaller steps, and it provides opportunities to assess knowledge mastery and
application of learning within a safe space
• Teachers can make their classes interesting by introducing role play sessions. It
can help students step out of their comfort zones and develop their interpersonal
skills. This method can be useful while teaching literature, history, or lessons on
current affairs.

48. • Role-play is a technique that allows students to explore realistic
situations by interacting with other people in a managed way in order to
develop experience and trial different strategies in a supported
environment.
• Depending on the intention of the activity, participants might be playing a
role similar to their own (or their likely one in the future) or could play the
opposite part of the conversation or interaction.
• Both options provide the possibility of significant learning, with the former
allowing experience to be gained and the latter encouraging the student
to develop an understanding of the situation from the ‘opposite’ point of

49. ROLE PLAY IN NURSING
Create awareness
Expression of feelings
Adjustments
Problem solving
Minimizes shyness
Gaining insight
Develops team spirit
Learner participation
Provides concreteness to learning
situation

50. PROJECT METHOD

51. DEFINITION
• A project is a whole-hearted purposeful activity proceeding in a
social environment
DR.WILLIAM KILPATRICK
• A project is a problematic act carried to completion in its natural
settings
J.A.STEVESON

52. TYPES OF PROJECTS
Individual project
Group project
The producer type
The consumer type
The problem type
The drill type

53. CHARACTERISTICS OF A GOOD PROJECT
• The method aims at teaching the child to get the best out of life
• An attempt to use experience- the trust and the best master-whose lessons are
unforgettable
• Project method gives an opportunity for self-expression; it gives an opportunity for
relating the self to the community
• The project methods purposes the whole sequences of activities involved in a
complete undertaking
• A project can be a large unit of appreciation learning or of attitude development that
increases motor skills and technical knowledge
• A project is a play-activity and children engaged in the carrying out of a project
• The project methods lends itself naturally to group work

54. ESSENTIALS OF A GOOD
PROJECT
The project should
stress present and
future values and
experience
The project must have
a bearing on a great
number of subjects and
the knowledge
timely challenging feasible

55. Advantages
• Follows the psychological laws of
learning
• Gives freedom to the pupils
• Suited to the psychological concepts
of maturation
• Social values derives
• Training for social adjustments
• Trains for a democratic way of life
• Learning through practical problem
solving
• Satisfaction of completing the whole
task
• Upholds the dignity of labour
Dis-advantages
• Time consuming and limited
by availability and cost of
materials
• Most valuable among pupils of
lesser academic ability
• Leaves gaps in the pupil’s
knowledge
• May be too ambitious and
beyond the pupil's capacity

56. FIELD TRIP
A VISIT FOR AN
EDUCATIONAL
PURPOSES

57. DEFINITION
A field trip, also called as an observational visit, is defined as an
educational procedure, by which the students obtain first – hand
information by observing places, objects, phenomena or activities and
processes in their natural setting to further learning

58. Types of field trips
Local school trips
Community trip
Educational trip

59. ORGANIZATION OF FIELD TRIPS

60. Knowledge of resource
Rapport with the personnel in institution to be visited
objectives
Time and transportation
Preparation of students
Supervision
Evaluation

61. ADVANTAGES
• Connects Students To the Real World. School field trips provide every student with real-world
experiences.
• Erases Classroom Boredom.
• Better Grades in Studies.
• Offers Different Cultural Experience and Creates a Social Bond.
• Meets Families Expectations.

62. WORKSHOP

63. DEFINITION
Workshop is a large number of people belonging to a particular discipline or allied
disciplines collect together to take up specific issues and problems for making
recommendation for future action
GUILBERT

64. PURPOSES
• Allows a group of individuals to meet over an extended period of time, in a variety of
sessions
• Gives individuals opportunity to receive help from other participants and resource people
• Provides learning situations based on interests and needs of participants
• Gives individuals in the group a chance to workout their own specific programs
• Provides group learning situations for the participants

65. PROCEDURE OF WORKSHOP TECHNIQUES
• Presentation of the theme for
creating awarenessFirst stage
• Practice the approach for its
applicabilitySecond stage
• Evaluation of the material
prepared by the participants and
follow-up programme
Third stage

66. ADVANTAGES
• Workshops are participative
• Participants identify their interest and needs and the learning situations are also based on
them
• Large members can be accommodated
• Workshops are flexible
• Emphasis is placed on improving individual understanding and proficiency
• Theory and practice may be combined
• Individuals are encouraged to formulate their ideas and tasks, and assistance is available

67. EXHIBITION

68. DEFINITION
Exhibits or exhibitions are planned display of models, specimens, charts, poster,
etc. presented to the public view for instruction, competition, advertising or
entertainment

69. types
Home made
exhibition
Nutrition
exhibition
Ready made
exhibition
Planetarium

70. Assessment
Planning or layout
Preparation
Selection of places
Display
Evaluation
STEPS IN ORGANIZING AN EXHIBITION

71. Advantages Disadvantages
• Can be used to stimulate competitive
spirit
• Can create market for certain products
• It gives a realistic touch to the learning
situation
• Makes the learning activity meaningful
• Various sense organs work jointly
• Reduce verbalism
• Requires much preparations and
investment
• Cannot be used frequently or widely
• Cannot lens itself to all topics
• Most visitors seek amusement in
competing events rather than
education

72. PROGRAMMED INSTRUCTION

73. DEFINITION
The arrangement of material to be learned into an orderly series of learning experiences, in
each of which material is presented to the learner, a response is elicited and feedback is
given
J.D.Williams

75. Styles/Types
Linear
or extrinsic
programming
Branching,
or intrinsic,
programming

76. • LINEAR PROGRAMMING immediately reinforces student responses that approach the learning goal.
Responses that do not lead toward the goal go unreinforced. Each bit of learning is presented in a “frame,” and
a student who has made a correct response proceeds to the next frame. All students work through the same
sequence, and a low rate of error is necessary to ensure continued positive reinforcement of correct responses.
• BRANCHING, OR INTRINSIC, PROGRAMMING, was initially developed in conjunction with the use of an
electronic training device for military personnel. This technique provides the student a piece of information,
presents a situation requiring a multiple choice or recognition response, and on the basis of that choice instructs
the student to proceed to another frame, where he or she learns if the choice was correct, and if not, why not. A
student who responded incorrectly will either be returned to the original frame, or routed through a subprogram
designed to remedy the deficiency indicated by the wrong choice. A student who selects correctly advances to
the next frame in the program. This process is repeated at each step throughout the program, and a student
may be exposed to differing amounts of material depending upon errors made

77. CHARACTERISTICS
• It is a part of instructional technology and not an A.V.Aid
• It is a strategy of teaching and learning
• It is a strategy for modification of behaviour of learners and nor a
solution to educational problems

78. PROGRAMMED INSTRUCTION MATERIALS
1. The teaching machine
2. The programmed textbook
3. The scrambled textbook

79. STEPS IN PROGRAM WRITING
preparation
Actual
writing
Try out and
revision

80. ADVANTAGES DIS-ADVANTAGES
• Instruction is individualized so that each student
works at her own speed with concentration
• The device generates self reliance and self
confidence among the students
• It develops good study habits
• It ensures quality instruction in well formulated steps
presented in various manner
• Drilling exercises are presented in presentable and
interesting forms
• It saves a lot of time of the learner which is otherwise
wasted in mass learning in the conventional class
• The teacher-pupil contact which is so vital for the
development of the human personality and
relationship is completely lost
• On language learning, speech is an important as the
development of reading and comprehension skills.
But there is no scope provided by this experience.
• It does not eliminate competition or grades as often
examined
• It is costly when compared to the traditional method
of teaching

81. COMPUTER ASSISTED LEARNING

82. DEFINITION
Computer assisted instruction is also called computer based learning and
computer-based training , uses computers to aid in the delivery of multimedia
packages for learning and teaching

83. MODES OF COMPUTER ASSISTED
LEARNING (CAL)
Drill and
Practice
Mode
Tutorial
mode
Laboratory
mode
Case-
simulation
mode
Consultant
role
Manager of
educational
process

84. INSTRUCTIONAL USES OF COMPUTER
Drill and Practice
Tutorial program
simulations
Nursing Research

85. Advantages
It saves time in learning
It performs miracles in processing the performance
data
It helps to determine subsequent activities in the
learning situation
The large amount of information stored in the computer
is made available to the learner more rapidly
The dynamic interaction between the students and the
instructional programme is possible
Limitations
It is prohibitively expensive
Computer inject a non- human quality into educational
programmes
It may ‘dehumanise’ man

86. MICRO TEACHING

87. DEFINITION
Clift et al Bush (1968) Allen
Microteaching is a procedure
which reduces the teaching
situation simpler and more
controlled encounter achieved
by limiting the practice
teaching to as specific skill and
reducing teaching time and
class size
Microteaching as a teacher education
techniques which allows teachers to
apply well-defined teaching skills toa
carefully prepared lesson in a planned
series of five to ten minutes encounters
with a small group of real classroom
students, often with an opportunity to
observe the performance on videotape
Microteaching as a scaled
down teaching encounter in
class size and class time

88. • The number of students is
from 5-10 students
• The duration of period ranges
from 5-20 minutes

89. S.NO CHARACTERISTICS DESCRIPITION
1 MICRO-TEACHING
a) Number of students to be taught
b) Duration of lesson
c) Subject matter to be taught to enable the trainer
d) Number of instructional objectives and the content is kept low
e) Reduces the teaching skill and size of topics
f) Highly individualized training device to prepare effective teacher and
provides feedback for trainers performance
2
TEACHING SKILLS AND
TEACHING STRATEGIES
a) Pre-instructional skills
b) Instructional skills
c) Post-instructional skills
d) feedback
3 SAFE PRACTICE GROUND
Teaching is performed under simulated conditions with a small group, the
trainer is on a safe practice ground
4 THE TEACHING MODELS
The trainer gets many opportunities to study the desired pattern of
behaviour through demonstration given by the supervisor or tape guides,
the trainer can develop his own style
5
THE RESEARCH
LABORATORY
• To optimize the procedure
• Research in modelling and supervising techniques
• Task analysis of teaching act

90. PRINCIPLES
1.Enforcement
2.Practice and drill
3.Continuity
4.Microscopic supervision

91. PROBLEM BASED LEARNING
Problem-based learning (PBL) is a student-
centered approach in which
students learn about a subject by working in
groups to solve an open-ended problem.
This problem is what drives the motivation and
the learning.

92. DEFINITION
• Problem based learning is a conception of knowledge, understanding and
education that is profoundly different from the more usual concept underlying
subject- based learning.
Margetson (1991)
• Problem based learning can be explained as ” the learning that results from
process of working towards the understanding or resolution of a problem”
Barrows (1980)

95. PROBLEM-SOLVING REQUIRES
• Self-directed learning
• Small group learning
• Critical thinking skills
• Integration of different parts
of the curriculum

96. SAVIN-BADEN 1996 LISTED 3 KEY REASONS FOR
PBL
First reason was
developing skills and more
specifically clinical
reasoning skills
Second reason was that
learning should take place
in ‘context’ for the students
Final reason was the
promotion of self- directed
learning

97. PROFESSIONAL BEHAVIOURS IN PBL
Respect
Responsibility
Self-awareness/ Self-evaluation
Communication skills

99. Self- instructional Module (SIM) is an accepted strategy for
self-learning and enhancing the knowledge. It refers to self-
contained written material which can be used by the students
for self-learning
SELF INSTRUCTIONAL MODULE-SIM

100. CHARACTERISTICS OF SIM
Self- explanatory Self- motivating
Self- contained Self- evaluating
Self- directional Self-learning

101. CONSTRUCTION OF SELF-LEARNING
MATERIALS
Preparatory Phase
Implementation Phase
Evaluation Phase

102. SIMULATION
Simulation is a teaching technique used in particularly in
management education and training in which real life situation and
values are simulated by substitute displaying similar characteristics

103. TYPES OF SIMULATION
Simulation exercise
Simulation game
Role playing

104. PURPOSES OF SIMULATION
• It is intended to help students practice decision making and problem solving skills
• It help the student to achieve cognitive, affective and psycho-motor outcomes
• Simulation provides a chance to apply principles and practice theories in learning
activity of the students
• Students can learn how to learn and test various approaches in a setting where
patents cannot be hurt and where wrong decisions can always be reminded

105. Advantages Dis – advantages
Simulation simplifies the complexity of real life to a level
that can manage by the beginners
Students may generalise the result of a single
simulation
It is highly student centred It is expensive in terms of time, money and energy
It offers an excellent opportunity to learn from mistakes It may cause mental trauma to the participating students
It help student to acquire concrete meaning for abstract
terms
It trains students in real life like situation, student may
undervalue the complexities
It fosters critical thinking and problem solving skills
If group dynamics is not good, simulation may fail to
attain objectives

106. CLINICAL TEACHING METHODS
CASE METHOD
NURSING ROUND & REPORTS
BEDSIDE CLINIC
CONFERENCE
(INDIVIDUAL & GROUP)
PROCESS RECORDING

107. CASE METHOD
• Case study method of teaching and learning originated many centuries
ago
• Case study method is probably has been used in the teaching of
nursing more extensively and for a longer time than any other method
• It describes the life history of an individual or all of the factors which
affect a situation

108. CASE STUDY METHOD USED IN 3 FORMS
1.Case study or case presentation
2.Case analysis
3.Case incident techniques

109. Case study or Case
presentation
Case Analysis Case Incident Technique
The student will be given
the opportunity to provide
nursing care for specific
client after 4 or 5 days of
careful study, the student
nurse will prepare case
study by companions,
general discussion about
the client will be dealt
A concrete case for
analysis and discussion by
a group of students under
the leadership of the
instructor. Sufficient
information is presented to
the students to make
judgement of problem or
situation in case
A critical incident technique which
requires immediate decision and
action from a case and presented to
the students for their analysis and
decision. No background
information is given to them
regrading details of the incident at
the time, it is presented. The
instructor will have facts about the
case, can be given as requested by
the students

110. NURSING ROUND & REPORTS
• Nursing rounds is concerned with judging the adequacy of nursing care received
by the patients and it is conducted under the leadership of senior nurses or
nursing administrations with the active participation of nursing teacher, staff
nurses and nursing students
• Nursing rounds is actually an extension of the bedside clinic
• The ideal duration of nursing rounds in a award is 45 minutes and this time is
sufficient to know about 20-25 patients
• In bedside clinic a detailed discussion regarding the nursing care of a single
patient is carried out by taking 30-40 minutes

111. IT MOTIVATES THE STUDENTS TO,
• Learn Nursing care in a real set-up, under the guidance of experienced and senior
personnel
• Learn more about the nursing management by referring related literature and through
discussion with experts
• Develop a positive attitude towards providing nursing care to patients
• Promote team spirit and professionalism among the members

112. BEDSIDE CLINIC
• The bedside clinic is defined, as informal discussion about a patient related
problem and free exchange of knowledge and experience about the same,
identifying management strategies using problem-solving techniques
• It can also be defined as a course of action discussion, focusing on assessing the
nursing problem, arriving at possible solutions, helping students to examine a
patient’s problems from his perspective.

113. PLANNING OF A BEDSIDE CLINIC
Preparation Phase
Conduction Phase
Conclusion Phase

114. CONFERENCE (INDIVIDUAL & GROUP)

115. Individual conference Group conference
• Individual Conferences (IC), a critical tool of
supervision, is arranged to facilitate interaction, sharing
and feedback between supervisor and supervisee in a
systematic, planned and confidential setting.
• ICs are supposed to be held every week during the
assigned time
• Focuses on the overall development of the individual
student.
• The focus is more directed towards the development of
clinical skills.
• It mainly deals with the student nursing care ability,
level of performance achievements and assignments
related to the clinical experiences.
• GROUP CONFERENCE • Is a small group teaching
method.
• The students are allowed to participate actively in the
discussion, explaining their own experiences in the
clinical area.
• This helps the students to develop problem solving
skills, team building skills and the ability to express
themselves assertively.
• Group conference is a vital part of the field work
training, as it enables the students to develop some of
the basic skills to become an effective social work
professional.
• It provides the students a rare opportunity to get
exposure to a wide range of areas.

116. Individual conference Group conference
PURPOSE
• To focus on the overall development of the individual
student with a special emphasis to the clinical skills.
• To recognize the ability and limitation of various team
members.
• To help in communicating ideas and viewpoints of
students regarding problems pertaining to their clinical
posting.
• To provide opportunity to the students to refine their
clinical skills
• To encourage innovative and creative ideas among
students.
• Each student is supposed to assume the role of
Chairperson, Paper Presenter and Reporter at least
once in each Group Conference.
• It provides the student an opportunity to experience the
process of presentation of a formal academic and
practice oriented paper, to chair and moderate a formal
discussion, to record the proceedings of discussion in a
systematic, precise and formal manner, and to develop
understanding of various settings and opportunities
relevant to the field of healthcare.
• It is an evaluative component of Fieldwork. They
provide an indicative format for presentation and the
roles of a chairperson, reporter and presenter.

117. Individual conference Group conference
PHASES / STEPS
OPENING PHASE • The students are informed prior so
that discussion is meaningful. • Patients selected should
have typical signs and symptoms.
WORKING PHASE • Focus is made on patient information
such as bio data, family background, past and present
medical history, signs and symptoms, line of care and
nursing management. The teacher motivates the students
to come forward with innovative and creative ideas suiting
the problem or situation.
CLOSING PHASE • Suggestions derived from various
group conferences, relevant to the ward situation is put
into the notice of the staff working in the same area in a
friendly manner.
In a group conference, the faculty supervisor attempts to
educate students in a group with the objective of
achieving the following:
• To exchange ideas of each student within the group
and help each member of the group learn from the
experiences of the other
• To increase co-operation and mutual support between
members of the group
• To encourage students to speak their mind so as to
increase their confidence through group interaction

118. PROCESS
RECORDIN
G

119. MEANING
• It is a written report of the conversations that occurred between the
patient and the professional nurse, when they were working together
towards a common objective.
• It can be defined as a verbatim account of a visit for purposes of bringing
out the interplay between nurse and the patient in relation to the
objectives of the visit
Walker

120. PURPOSES
• To learn about the interpersonal relationship and to gain competence in related
skills
• To improve the interviewing and conversational skill of the student
• To recognize the verbal and non-verbal cues to the patient’s needs
• To evaluate nurse-patient interactions
• To increase observational skills of the students
• To identify thoughts and feelings related to self and others
• To improve the ability to identify problems and gain skills in solving them

121. PHASES
1.Preparing the student for process recording
2.Recording nurse-patient interactions
3.Evaluating the interaction by the instructor and the
student