Teaching Learning Methods B.Sc. N 11th Batch.pptx

1
B.Sc. Nursing 11thBatch,LMCTH

Interview
Presented by:
Bhumika Bhari
Sushma Thapa
B.Sc. Nursing 1st Year
11th Batch LMCTH

Contents
❏ Introduction
❏ Purposes and principles of Interview
❏ Types of interview
❏ Techniques and process of interview
❏ Factors affecting interview
❏ Advantages and disadvantages

Introduction
Interview means to
meet and talk with
each other and collect
information and ideas
and provide suggestions
tactfully.

Contd..
Facial expression, gesture, body talk, eye
contact, and other non verbal forms should
equally important as verbal responses.
Interview is a method of providing health
education through the means of questions and
answers between the health educator and the
learner.

Contd..
In this process of interviewee’s knowledge,
attitude , feeling and health behavior are
studied and necessary suggestion are
provided to bring change in behavior. It could
occur in doctor’s consultation room, in the
home, in the school, etc.

Purpose of Interview
● Interview gives an opportunity
interviewer to know about the client.
● To gather information , and
information.
to the
to offer
● To obtain comprehensive information about
patient to provide effective patient-centered
care.

Contd..
● To establish a trusting and supportive
relationship.
● To learn about patient-specific problems.

Principles of interview
1. Active listening
2. Adaptive questioning
3. Nonverbal communication
4. Facilitation
5. Echoing

Contd..
6. Empathetic responses
7. Validation
8. Reassurance
9. Summarization
10.Highlighting transition

Active listening
Active listening is the process of fully
attending to what the patient is
communicating, being aware of the patient's
emotional state, and using verbal and
nonverbal skills to encourage the speaker to
continue and expand .

Adaptive questioning
There are several ways you can ask questions
that add detail to the patient's story yet
facilitate the flow of the interview.

Nonverbal communication
Communication that does not involve speech
occurs continuously and provides important
clues to feelings and emotions.

Contd..
sensitive to nonverbal
Becoming
messages
more
allows you to both
patient" more
"read the
effectively and to send
messages of your own.
Pay close
expression,
movement.
attention to
posture,
facial
and
head
eye contact,
position

Nonverbal communication

Facilitation
You use facilitation when, by posture, actions,
or words, you encourage the patient to say
more but do not specify the topic.
Pausing with a nod of the head or remaining
silent, yet attentive and relaxed, is a cue for the
patient to continue.

Echoing
Simple repetition of the patient's words
encourages the patient to express both factual
details and feelings, as in the following
example:

Contd..
Patient: The pain got worse and began to
spread. (Pause) ……
Response: Spread? (Pause) ……
Patient: Yes, it went to my shoulder and down
my left arm to the fingers. It was so bad that I
thought I was going to die (Pause) ……
Response: Going to die?

Empathetic responses
Conveying empathy is part of establishing and
strengthening rapport with patients.
As patients talk with you, they may express
with or without words feelings they have not
consciously acknowledged.

Contd..
These feelings are crucial to understanding
their illnesses and to establishing a trusting
relationship

Validation
Another important way to make a patient feel
accepted is to legitimize or validate his or her
emotional experience.
A patient who has been in a car accident but
has no significant physical injury may still be
experiencing distress.

Reassurance
When you are talking with patients who are
anxious or upset, it is tempting to reassure
them.
You may- find yourself saying "Don't worry.
Everything is going to be alright."

Summarization
Giving a capsule summary of the patient's
story in the course of the interview can serve
several different functions.
It indicates to the patient that you have been
listening carefully.

Contd..
• It can also identify what you know and what
you don't know.
• "Now, let me make sure that I have the full
story. You said you've had a cough for 3
days, it's especially bad at night, and you
have started to bring up yellow phlegm.

Highlighting transition
Patients have many reasons to feel worried and
vulnerable.
To put them more at ease, tell them when you
are changing.

Types of Interview
There are two types of interview.
1. Planned or Structured interview
2. Spontaneous or Unstructured interview

Planned or Structured interview
This interview is organized and preplanned.
It is also viewed as formal type of interview.
Questionnaire is used as the tool of interview.

Contd..
It contains a set of predetermined questions,
which are structured in a written form to
collect information on the knowledge, attitudes
and practices of the individual concerned and
also on the factors affecting them.

Spontaneous or Unstructured
interview
It is also known as informal type of interview.
In this interview no predetermined questions
are asked. The interviewer collects the
information by free discussion on existing
health problems. Here, questions will be
spontaneous based on the faced problems.

Contd..
It is a free-flowing conversation. The questions
can change according to the responses the
candidate gives. An unstructured interview
does not follow any formal rules and
procedures.

Qualities of interview questions
1. It should be valid and reasonable.
2. It should be simple and understandable.
3. Respondents will be expected to know the
answer.
4. It should be culturally acceptable or should
not be offensive.

Stages or process of interview

Preparation for interview
● Gain adequate knowledge and information
on the topic.
● Decide the target group or individual.
● Develop the questionnaire to
information.
collect

Contd..
● Decide the place and time of interview.
● Inform the interviewee about the interview
and arrangements. other necessary

Beginning the interview
● Establish proper rapport to gain
interviewee's confidence and put him/her at
ease.
● It can be done by greeting and giving self
introduction to the interviewee before
putting actual question of questionnaire.

Contd..
● State the purpose and importance of the
interview.
● Ask the questions in polite manner.
● Listen to the interviewee and make sure that
he/ she has understood the questions.

Contd..
● Do not give any negative comments during
interview.
● Provide enough time to think and respond.
● Avoid disturbing activities like talking with
other person during interview.

Conclusion , suggestion and
report
● Discuss with interviewee and make conclusion
clear to him/her regarding the problem and
treatment plan but do not give instructions or
suggestions unless asked.

Contd..
● Close the interview in a friendly manner
with thanks and greetings.
● Make written report of the interview result,
which will help to plan the health education
programme.

Factors affecting interview
➔Personal factors of interviewer and
interviewee.
➔Time and place of interview.
➔Socio-cultural and communication factors.
➔Types or nature of interview.

Advantages of Interview
● Helpful to know individual’s knowledge,
attitudes, and behaviour.
● Helps for intensive and systematic teaching
with exchange of ideas and feelings.
● Meaning of questions can be clarified.

Contd..
● Easy to conduct with less cost and limited
facilities.
● Help to reach a better conclusion for
solution of a problem.
● Easy to make follow up with the client to
find out the impact of teaching.

Disadvantages of Interview
⮚ Time consuming
⮚ Difficult to cover wide range of target
people
⮚ Limited manpower
⮚ Tedious to repeat

Reference
• Prof. Hari Pradhan, Textbook of Health Education
5th
and Health Promotion, edition, 2014,
Educational Publishing House
• Prof. Hari Bhakta Pradhan, A textbook of Health
Education, 2009A.D, Education Publishing House
• Rama Devi Pahari, Comprehensive Textbook of
Community Health Nursing Part-I, 2nd
edition(2023 A.D), Samiksha Publication Pvt. Ltd
44.

Contd..
● https://www.slideshare.net/GulshanUmbreen2/inte
rview-skills-history-232064793
● https://www.getmyuni.com/articles/what-is-an-
interview

PANEL DISCUSSION
Presented By:
Binita K.C.
Priya Shrees Magar

Outlines
1. Introduction
2. Definition
3. Objectives
4. Principles
5. Types
6. How to perform effective panel
7. Procedure
8. Use of panel discussion
9. Advantages
10.Disadvantages
discussion

Introduction
● Panel is a discussion in which a few persons
carry on a conversation in front of an
audience.
● The discussion provides the equal
opportunities in the instructional situation
to every participant.

contd…
● In a panel discussion, 4 to 8 persons who
are qualified to talk about the topic sit and
discuss a given problem, or the topic in
front of a large group or audience.
● The panel comprises a chairman or
moderator and from 4 to 8 speakers.

contd…
● The panel members sit in semicircle facing
the audience.
● The chairman opens the meeting,
welcomes the group and introduces the
panel speakers.
● The panel comprises a chairman or
moderator and from 4 to 8 speakers.

contd…
● The panel members sit in semicircle facing
the audience.
● The chairman opens the meeting,
welcomes the group and introduces the
panel speakers.

Definition
● Panel discussion is a "discussion in which a
few person carry on a conversation in front
of the Audience"- R. Sudha
● A panel discussion is a group of an
individual arguing or expressing their
viewpoints of specialized topics.

Objectives
❏ To provide information & new facts.
❏ To analyse the current problem
different angle.
from
❏ To identify the values.
❏ To find out the solution of current
problem.
❏ To provide the full understanding of
significant topic.
❏ To organize for mental recreation.

Principle
1. It observes the democratic principles of
human behaviour.
2. Equal opportunities are provided to every
participant.
3. It encourages the active participation with
originality & independently.
4. To respect the ideas of others or each
other.

contd…
5. It organizes teaching at reflective level that
must be thoughtful.
6. It involves the social & psychological
principles of group work.
7. It involves the social & psychosocial
co-operation &
principles of group work.
8. It should be feeling,
sympathy.

Types Of Panel Discussion
1. Public Panel Discussion
2. Educational Panel Discussion

Public Panel Discussion
These are organized for common men
problems.
Objectives:
➢To provide factual information regarding
current problems.
➢To determine social values.
➢To recreate the common men.
➢E.g. annual budget, educated
unemployment, increase in price of things.

Educational Panel Discussion
It is used in educational institutions.
I. To provide factual information and
conceptual knowledge
II. To give awareness of theories and
principles
III.To provide solution of certain problems
IV.This type of panel discussion mainly in - the
conferences,
V. Seminarand workshopsare commonly
organized.

contd…
Objectives of Educational Panel Discussion
➢To provide factual information and
conceptual knowledge.
➢To give awareness of theories and
principles.
➢To provide solution for certain problems.

How To Perform Effective Panel
Discussion

contd…
1. There should be a rehearsal before actual
panel discussions.
2. The moderator should be a mature person
and should have the full understanding or
theme / problem a should have full control
over the situation.

contd…
3. The seating arrangement should be such
that everyone should be of equal distance
& should observe each other.
4. Moderator should encourage constructive
discussion among panelists and audience.

Procedure Of Panel Discussion

Types of Panel Discussion
A panel discussion consists of four types of
persons. It means four roles are played in
organizing panel discussion:
1. Instructor
2. Moderator
3. Panelists and
4. Audience

Instructor
➔Plays an important role in panel discussion.
➔Plan how, where, and when the panel
discussion organized.
➔Prepares the schedule for panel discussion.
➔Sometimes rehearsals also planned.

Moderator
➔Keeps the interaction on the theme and
encourages interaction among members.
➔Summarizes and highlights the points.
➔Should have mastery over the theme or
problem of the discussion.

Panelists
➔There are 4-10 panelists in the discussion.
➔Members sits in the semi circle shape in
front of the audience.
➔The moderator sits in the middle of the
panelists.
➔All the panelists should have mastery over
subject matters.

Audience
➔Audience are allowed to put questions and
seek clarifications.
➔They can put forward their point of view
and their experiences regarding the theme.
➔In some situations the moderator also tries
to answer the questions.

Use of Panel Discussion
This instructional technique has the following
advantages:
1. This technique encourages social learning.
2. It is used to develop the ability of problem
solving and logical thinking
3. It develops the interests and right type of
attitude towards the problem.
4. It develops the capacity to respect others
ideas and feelings and ability of tolerance.

Advantages
❖ A well-conducted panel can have a
dramatic effect that stimulates interest and
promotes learning.
❖ Provides varied knowledge, ideas and
experiences about the subject of concern
to the learners.
❖ Interesting and can draw attention of the
audience or learners

contd…
❖ Learners get opportunities to ask questions
and pass comments, which help in
teaching-learning process.
❖ Used to develop ability of problem solving
and logical thinking.
❖ Develops capacity to respect others ideas
and feelings & ability to tolerate.

Disadvantage
❖ It might be difficult to get the right experts
❖ It is difficult to gather all experts at a time.
❖ Difficult to set definite time to suit the
experts.
❖ It is difficult to manage at panel discussion
❖ An irresponsible panel does not provide
benefit.

Reference
● Prof. Hari Bhakta Pradhan, Text book Of
Education And Promotion, 5th
2014, Educational Publishing
Health
Edition,
House.
● BT Basavanthappa, Nursing Education, 2nd
Edition, 2009 AD, JAYPEE BROTHERS
Medical Publishers (P) Ltd.

contd…
● Rama Devi Pahari, Comprehensive
Textbook Of (CHN) Community Health
Nursing Part-1, 2nd Edition(2023),
Samikshya Publication Pvt Ltd.
● http://www.slideshare.net/maheswarijaiku
mar/Panel-Discussion-92749665
● http://www.slideshare.net/NidhiChauhan1
7/panel-discussion-ppt

BRAINSTORMING
EXERCISE
Presented By:
Asmita Gurung
Anjila Chaudhary
B.Sc. Nursing 11th Batch
LMCTH

Contents
❏ Introduction
❏ Purpose
❏ Principle
❏ Procedure
❏ Technique for obtaining ideas
❏ Advantages and Disadvantages

Introduction
Brainstorming is also called “Creative
ideation”.
This method was developed by Alex F.
Osborn (1888-1966), who originally called it
“Think up”.

Contd…
A “Think up” is a technique for encouraging
creative thinking for problem solving or idea
generation.

Contd…
According to him this strategy can be used
with a group to explore a number of ideas
related to situation or solution of problem
without passing any judgement or censure.

Contd…
Brainstorming is a group creativity technique
by which efforts are made to find a conclusion
for a specific problems by gathering a list of
ideas spontaneously contributed by its
members.

Contd……
People are able to think more freely and
suggest as many spontaneous new ideas as
possible.

Contd…
All the ideas are noted down without
criticism and after the brainstorming session
the ideas are evaluated.

Contd…
In brainstorming ,the leader or health educator
briefly explains the specific health problems to
be solved and asks to make quick responses or
suggestions which would help to solve the
problems.

Contd…
There will be no chance to think , decide and
express. Expression of ideas will be quick like
bullet shots with no critical appraisal.

Contd…
The points of suggestion are noted by the
leader or by the secretary chosen by the
group.
Points are collected as many as possible
to the considerable quantity.

Contd…
Don't comment; don't alter by addition or
subtraction.
The 'collected ideas' are screened with
some critical thinking by the group
members themselves with the help of the
leader.

Contd…
In the process of screening, the ideas of
duplications are avoided. Also confusing
and irrelevant ideas are deleted.

Contd…
These filtered ideas will help to make quick
and useful decision or conclusion.
Brainstorming can be conducted by the health
educator to help his teaching session.

Purpose
• To focus student’s attention on a particular
topic.
• To generate a quantity of ideas.
• To teach acceptance and respect for
individual difference.
• To encourages learners to take risks in
sharing their ideas and opinions.

Contd…
• To demonstrate to students that their
knowledge and their language abilities are
valued and accepted.
• To introduce the practice of idea collection
prior to beginning tasks such as writing or
problem solving.

Contd…
• To provide opportunity for students to share
ideas and expand their existing knowledge
by building on each other's contributions.

Principle
• No criticism, evaluation, judgment or
defense of ideas during the session.
• Go for large quantities of ideas (Quantity
leads to quality).
• Encourage wild and exaggerated ideas.
• Build on each other’s ideas.
• Combination and transformation of ideas
are desirable.

Procedure
1. Explain that the purpose of brainstorming is
to come up with as many ideas as possible
in a short period of time, using the
following rules:

Contd…
• During the brainstorming no one says
whether the ideas are good or bad, sensible
or silly, workable or not workable.
• The point is simply to get out as many ideas
as they can.
• Tell students that after the brainstorm is
finished, they will evaluate the ideas.

Contd…
2. Set the object in front of the group.
3. Ask students to suggest all the things that
they could do with object.
4. Write their suggestions on the board.
5. After a few minutes, or after energy for
brainstorm runs down, end the brainstorm.

Contd…
6. Tell students they will be reviewing each
idea individually and voting whether they
think an idea is workable or unworkable.
7. Put a mark by each idea that the majority of
the group thinks could work.

Contd…
8. Allowing students to vote only once,
conduct a poll in which students give a
thumbs-up for their favourite idea.
9. Tally the marks to find the student’s
favourite.

A technique for obtaining ideas
from a group

Ask Ask for or provoke ideas. If necessary
wait 45 seconds before giving own.
Record Write all ideas on a flip chart don’t
evaluate till end.
Trigger Use “b” ing discussion leading
technique to encourage participants to
trigger ideas.
Summarize Summarize and/ or re-group to choose
the best.
Contd…

Advantages
★ It discourages spoon feeding and
information given tendency or role on the
part of the teachers. Students become active
and independent enquirer and discoverer of
the knowledge instead of remaining passive
partner in the teaching-learning process.

Contd…
★ Provide varieties of useful ideas in a short
time for quick group decision.
★ Enables individuals to think and response
quickly.
★ Decision made by group thinking is better
than by individual thinking.
★ Easy to conduct.

Contd…
★ Encourage and inspire the students for
developing their creative imagination and
problem-solving ability.
★ Opportunity to discuss openly without any
fear for criticism.

Disadvantages
❖ All the members of the group may not be
interested equally in the solution of the
problem.
❖ The group may not be homogenous with
knowledge and skills
respect to general mental
required
level or
for the
solution of the problem.

Contd…
❖ The group members may not come forward
for putting up their ideas.
❖ Ideas pulled out may not always be relevant
and helpful to make group decision. It may
happen especially with the new learner.

Contd…
❖ It might take some longer time and may not
be appropriate for packed programme.
❖ All ideas or suggestions should be
considered ,but it may be difficult to recall,
or record them all.

Conclusion
However, we must not get discouraged by the
above cited limitations and drawbacks of the
brainstorming strategy.
These are very poor barrier and if proper care
is taken by the teacher in making use of
brainstorming as a strategy, he may be able to
achieve the desired purpose and advantages
served by this strategy.

References
❑Pradhan H.B, “Text book of Health Education and
Health Promotion” , 5th Edition, 2014, Educational
Publishing House
❑BT Basavanthappa , “Nursing Education”, Second
edition, 2008,Jaypee Brothers Medical Publishers
(P) Ltd.
❑Shrestha Ranjana and Colrett Valerie, “Community
Nursing”, Sixth Print,Jan.2007(2063 B.S.), “Health
Learning Material Centre”

Contd…
❑ http://www.slideshare.net/LAKSHMANAN
❑ http://www.nyu.edu

FOCUSED GROUP
DISCUSSION
Presented by:
Alisha Ghimire
Anshu Gurung
B.Sc.Nursing 1st Year,
11th Batch, LMCTH

Contents
❖ Introduction
❖ Characteristics
❖ Purposes
❖ Major Components
❖ Types
❖ Steps and Arrangements
❖ Advantages and Disadvantages

INTRODUCTION
• A focused group discussion is that type
of discussion in which a group of people
are asked about their perceptions,
opinions, beliefs, and attitudes towards
a concept or idea.

contd…
• Focused
gathering
group discussion
people from
involves
similar
backgrounds or experiences together to
discuss a specific topic of interest.

contd…
• Questions are asked in an interactive
group setting where participants are
free to talk with other group members.

Examples of focused group
discussion

contd…
▪ A focus group of parents of preschoolers
meets to discuss child care needs both in
day care centres and at home.
▪ An agency wants to open a group home
for developmentally disabled adults in a
quiet residential area. It convenes a
group of prospective neighbours.

contd…
▪ A focus group of senior citizens meets at
the new senior centre.

Characteristics
● Agreement is not necessary or even
desired in the focus group.
● Homogeneity, not heterogeneity, is
most often sought.
● Used as a research/evaluation tool.

contd…
● Groups are small (8-12)
● Multiple groups are conducted
● Neutral Facilitator
● Duration: 1½ to 2 hours
● Responses are recorded in detail
● Questions are pre-formulated

Purposes
❖ To deepen understanding of
quantitative data
❖ To investigate group attitudes and
beliefs
❖ When there is believed to be a
difference in power between the
researcher and participants

contd…
❖ To generate ideas at the exploratory
stage
❖ To explore differences and
commonalities
❖ To investigate complex
behaviours.
❖ To find solutions to problem
ideas and

Major components of
focused group

contd…
There are three major components of a
focus group:
1. moderator,
2. participants, and
3. observers.

contd…
❏ The moderator poses questions.
❏ The participants discuss the topic, and
❏ Observers watch or listen to the
discussion.

Moderator
The moderator will ask the participants
questions about their thoughts, feelings, or
beliefs on certain subjects. The
discussions typically last between 60 and
90 minutes.

contd…
The focus group moderator should be
experienced and have an understanding of
the research objective. The moderator will
also develop a question guide to facilitate
discussion in a structured way.

Participants
Participants should be informed as much
as possible prior to the interview to ensure
they feel comfortable. A well-crafted
invitation letter is
expectations
impression of
essential
and creating
the company
for setting
the right
or brand
conducting the research.

contd…
The invitation should include information
such as the name of the sponsor, the
purpose of the research, what is expected
from participants, time commitments,
location details, and how they were
selected for participation.

Observers
Observers can be clients who want to
observe how their customers respond to
products/services or other researchers
involved in planning or different stages of
the project.

Types of Focused Group
Discussion

contd…
1. Single focus group -
This is the classical type of focus group
where all respondents are placed in one
group to interactively discuss the topic.

contd…
2. Two-way focus groups -
This format involves using two groups.
One group actively discusses the topic
and the other group observes the first
group and then discusses their
interactions.

contd…
3. Dual moderator focus groups -
The moderators work together with one
moderator asking the questions and
leading the session and the other
moderator ensuring that all questions
are asked and any new evolutions are
discussed further.

contd…
4. Dueling moderator focus groups -
The two moderators purposefully take
opposing sides on an issues or topic to
fuel discussion.

contd…
5. Respondent moderator focus group -
One of the respondents will temporarily
act as the moderator which changes the
dynamics of the group.

contd…
6. Mini Focus Groups -
This format uses smaller groups of only
4-5 participants.

contd…
7. Teleconference or online focus
groups -
These formats use conference calling,
chat rooms or other online means to
conduct the focus group to allow for
better outreach to participants.

Steps of focused group
discussion

Arrangements for focus
group discussion

Invitation
➢Participants are contacted in advance,
at least one to two weeks before the
session.
➢A letter of invitation may be sent to each
participant, taking into consideration the
prevailing practices in the area.
➢Participants are also reminded about
the focus group discussion one day
before the session.

Group composition
➢The choice of participants depends on
the topic of the focus group.
➢The people should be knowledgeable
about the topic or general population
from where we can take the views about
the topic.

contd…
➢The optimal number of participants is 8-
10. If a group is too small, one person in
the group may dominate it; if it is too
big, then it may be difficult to control.
➢Group members should be
representative of the
population.
intended target

Venue
➢Focus group discussions
conducted in a place where
can be
8 - 12
persons can be seated and assured of
some privacy.
➢The most readily available sites are
school building, health and community
centers etc.

contd…
➢An appropriate venue is a neutral place
that is free from distractions and where
participants can talk openly.

Seating arrangements
➢A semicircular seating arrangement
facilitates interaction among participants
because it allows them to freely see and
hear each other.
➢Use name tag to remember the names
of the participants.
➢Often,a seating arrangement will
facilitate identifying each one.

Timing
➢The timing of the meeting should be
convenient to all participants.
➢To minimize boredom, focus group
discussions are generally not prolonged
beyond two hours.

Recording
➢A trained rapporteur should capture the
discussion in writing and note the
participants' nonverbal expressions.
➢Situations may occur where the
discussion needs to be tape recorded,
but facilitators should weight the
advantages and disadvantages.

Refreshments
➢When resources permit, serving
small gesture
refreshments after the session is a
of appreciation to the
participants for having taken time off
their work to participate.

Writing the FGD report
➢After conducting the focus
discussion, the key findings
group
are
described, analyzed and written up in a
report.

Advantages
❖ Ability to produce a large amount of
data on a topic in short time.
❖ Provides access to comparisons that
focus group participation make between
their experiences.
❖ Quick and relatively easy to set up.

contd…
❖ They can save time and money
compared to individual interviews.
❖ Can provide a broader range of
information & opportunity to seek
clarification.

Disadvantages
❖ Data may be difficult
(qualitative data)
to analyse.
❖ The number of people tends to be
small.
❖ They tend to yield numerical,
quantifiable generalizable data.

contd…
❖ May yield information less than a
survey.
❖ The number of topics to be covered
may be limited.
❖ Data may lack overall reliability.

References
❏ Shakya S, Sapkota B & Subedi T.
Textbook of Community Health Nursing,
3rd edition, Medhavi Publication

contd…
❏ https://www.slideshare.net/saritaneupan
e6/focus-group-discussion-249079116
❏ https://www.slideshare.net/waheedaq/fo
cus-group-discussion-41940574
❏ https://www.formpl.us/blog/

DEMONSTRATION
Presented by:
Aakriti Bhattarai
Sandhya Thapa
B.Sc. Nursing, 11th batch
LMTCH

Contents
❖ Introduction
❖ Characteristics
❖ Uses
❖ Techniques of
demonstration
❖ Advantages
❖ Disadvantage
❖ Conclusion
organizing and conducting

“SHOWING HOW IS BETTER THAN
TELLING HOW”

Introduction
❖ Demonstration is a process of providing
knowledge and skills as well as developing
attitudes of a small group of people through
manipulation of appropriate teaching devices
or materials.
❖ Teaching by demonstration involves verbal
and visual explanation of facts and
processes.

Contd..
❖ It is a mixture of theoretical and practical
teaching.
❖ Learning can occur in all domains:
– Cognitive (knowledge)
– Affective(attitude) and
– Psychomotor(skill)

Contd..
❖ Although basically focuses on practice/skill
it involves theoretical teaching as well.

Contd..
Note that,
⮚ You remember 20% of what you hear
⮚ You remember 50% of what you hear and
see
⮚ You remember 90%of what you hear,see and
do and with repetition close to 100% is
remembered.

Characteristics of Demonstration
Some of the basic characteristic features of the
demonstration method are -
⮚ The demonstration should be carried out in a
simple and easy manner /way.
⮚ In this strategy, full attention should be paid
to all the students in the class.

Contd..
⮚Goals and objectives of the demonstration
should be very clear.
⮚It should be carried out with a well-planned
strategy.
⮚A set time should be dedicated to the rehearsal
before the demonstration.

Uses of demonstration
❑To show the equipment used in the science
laboratory, and medical and nursing field.
❑To review or revise procedures to meet a
special situation or to introduce a new
procedure.
❑To teach the patient a procedure or treatment
which he must carry out in home.

Contd..
❑To provide concrete or clear knowledge on the
subject of teaching.
❑To verify theory or principle through its
application in real situation like skill labs or
laboratories.
❑Demonstration helps in understanding the facts
and principles in their proper form, practically
as well as theoretically.

Techniques of organizing and
conducting demonstration

Contd..
There are several techniques or procedure of
organizing and conducting a demonstration.
They are categorically described below:
1) Selection of the topic
2) Preparation for demonstration
3) Starting the demonstration

Selection of topic
a. The content of topic to be dealt in
demonstration.
b. Establish some basic objectives, which relate
to the unit of teaching.

Preparation for demonstration
a. Make a checklist of necessary materials and
equipment and ensure that they are available
and accessible. They must be large enough to
be seen clearly and easily. Use local materials
as possible.
b. Decide upon the procedures to be followed.
The steps should be in logical order.

Contd..
c. Collect the necessary materials and test each
of them carefully if they are in good
condition.
d. If possible practice the proposed
demonstration before your friends or co-
trainers .It will help to improve and develop
confidence.

Starting the demonstration
a. Arrange the proper place a seats to ensure a
clear view by all learners.
b. Set up the materials to be used in
demonstration in proper order of presentation.
c. Introduce yourself if you are teaching a new
group.

Contd..
d. Clearly explain the topic purpose of the
demonstration.
e. Conduct the demonstration step by step as
planned. Be sure each learner can see the
demonstration well.
e. Keep the demonstration simple and brief.
f. Support the demonstration with – pictures,
charts, and other appropriate materials or
media. 19

Contd..
h. Maintain eye contact and check each step by
asking questions if it is understood well before
going to the next step. Give enough time to
think.
i. Do not hurry and prolong the demonstration.
The speed of presentation should be normal.
Speak slowly.
j. If necessary repeat certain steps.

Contd..
k. Give the learners opportunity to practice the
demonstration and watch closely if it is
correct. It will help to develop accurate skills
and confidence.
l. Summarize the presentation at the end of the
demonstration. You can quickly review all the
steps dealt. There can be a discussion session
to evaluate if the demonstration is useful.

Contd..
m.Carefully dismantle and store the equipment
and materials that are used in the
demonstration. They can be used in future
demonstration.

Advantages
➔It is interesting and draws attention of the
learners because of the active learning
process.
➔Provides concrete and realistic visual picture
of what is being taught resulting in a more
lasting impression.
➔It provides students opportunity to learn
psychomotor skills through observation of
their actual display in it a right manner.

Contd..
➔Allows
learning by providing them with
students active participation in
the
opportunity of learning by doing during the
demonstration.
➔It helps to develop not only knowledge and
attitude but also skills for required work
performance.

Contd..
➔It is cheap, practicable, accessible and useful
for different categories of learners. It needs
only limited materials and space. It can be
used at different teaching-learning situations
at different places.
➔It gives the teachers an
the student’s knowledge
opportunity to
of a
evaluate
procedure, and to determine whether
reteaching is necessary.

Disadvantages
• Sometimes it may be difficult to get necessary
equipment and materials for certain
demonstration.
• May not be appropriate to conduct
demonstrative teaching on certain topic
especially when there will be only cognitive
gain.

Contd..
• It requires more learning resources than many
other teaching methods, therefore expensive.
• While organizing field demonstration , there
is chance of missing to take some necessary
materials.

Contd..
• Demonstration strategy only demonstrates the
action but not provides actual opportunities
for learning by doing or self experimentation
for the students. Consequently, the desired
knowledge and skills cannot be properly
acquired as often claimed by the use of this
strategy.

Contd..
• Demonstration if not tackled properly may
also lead in the wastage of time and energy of
the students and the teacher with quite
insignificant gains in terms of achieving the
desired objectives related to the teaching of a
lesson.

Conclusion
Demonstrations are a valuable teaching tool that
aids in teaching a specific task or project.
Demonstrations can appeal to different learning
styles and aid in a more complete understanding
for individuals.

Contd..
However, for a demonstration to be effective,
certain considerations must be made. A
demonstration must be fully explained in a way
that all audience members have equal
opportunity to understand.

Contd..
Potential physical, financial, and mental
limitations may be present for both the presenter
and the audience. However, if a demonstration is
done effectively, it can be a powerful teaching
methods.

Reference
o Pradhan H.B, “Text book of Health Education
5th
and Health Promotion", Edition, 2014,
Educational Publishing House
“Nursing Education”, 2nd
Brothers Medical
o Bt Basavanthapa,
edition,2008,Jaypee
Publishers(P)LTD
o Singh I, “Essential of Education”, 5th Edition,
Hisi offset printers Pvt. Ltd

Contd..
o https://www.slideshare.net/DeepakPandey315/
methods-of-health-education-129051251
o https://blog.teachmint.com/demonstration-
method-an-introduction/

ROLE PLAY
Presented by
Sujata Pandey
Shikshya Tandan
B.Sc.Nursing 1st year
11th Batch, LMCTH

CONTENT
❖ Introduction
❖ Purpose
❖ Principles
❖ Techniques
❖ Types
❖ Values
❖ Advantage
❖ Disadvantage
❖ Effective use of role play
❖ Outcomes

ROLE PLAY
Role playing is a relatively new educational
technique in which people spontaneously act
out problems of human relations and analyze
the enactment with the help of other role player
and observer.

contd..
Role playing, sociodrama and psychodrama
are closely related and the terms role-playing
and sociodrama are frequently
interchangeable.

contd..
Role playing, sociodrama and psychodrama
are closely related and the terms role-playing
and sociodrama are frequently
interchangeable.
Role play is acting out of real life situation
through conversation and use of skill.

contd..
For example, teachers' role, doctor's role,
mother's role, patient's role, etc. An individual
or a group of people can conduct role playing
by taking different roles. Someone may
pretend to be a sick person; others may play
the roles of mother of a child, health worker,
pregnant woman, etc.

contd..
The role players may be from among the
students or community people depending upon
the teaching-learning situation. They act out
problem situation similar to that they
encounter in their real life situation.

contd..
During the role playing they try to identify
health problem and the ways of solving it
based on their own knowledge and experience.

contd..
The role-plays can be grouped by subjects. For
each role-play, it helps to list learning
objectives; actors, materials, and preparations
needed; manner of presentation; and questions
for group discussion.

contd..
A short introduction on the subject matter of
discussion and the nature of roles can be given
specially by the health educator. Role playing
lasts for only a short period of time say about
thirty minutes including few minutes of
discussion with the audience to know their
reactions.

contd..
Role playing is spontaneous and grows out of a
problem. It requires no written script ,no
memorization of roles, no rehearsal and no
special preparation of stage.

PURPOSES OF ROLE PLAY
• To convey information.
• To provide emotional and affective stimulus
for solving problems.
• To provide awareness about social and
psychological issues.
• To develop specific skills.

contd..
• To prevent alternative courses of action.
• To develop a situation for analysis.
• To prepare for meeting future situation.
• To develop understanding of point of view
of others.

PRINCIPLES OF ROLE-
PLAY
• Role playing is flexible.
• The role play should be a stimulant to think
and not an escape from the discipline of
learning.
• There is no single best method of selecting
the characters, the group may do the
assigning.

contd..
• Role play should never be rehearsed.
• Analysis and evaluation is essential to attain
the maximum learning benefits.
• Role-play should be brief.

TECHNIQUES OF
CONDUCTING ROLE PLAY

contd..
⮚ Determine appropriate topic for role
playing. It must be based on learner's need
and interest.
⮚ Determine appropriate time, situation and
place. Make arrangement of Seating
,lighting, etc. Set the stage appropriately so
that the audience can watch the play well.

contd..
⮚ Determine the characters to be involved in
role playing and identify their respective
role.
⮚ The health educator should orient the
characters about the role playing situation
and the roles they will have to play. Let the
characters meet briefly to discuss on the
situation. Sometimes the characters
themselves can be allowed to think of the
situation.

contd..
⮚ Collect and manage necessary materials to
be used in role playing like stethoscope for
physician, a bag for a health educator, etc.
⮚ Start role playing as planned.

contd..
⮚ Discuss about the role play at the end and
evaluate its success and effectiveness
through the interactions of the audience The
characters, the audience and the health
educator can involve in the discussion and
pass comments.

TYPES OF ROLE PLAY
There are three main types of roleplay:
1. Text-based
2. Live-action
3. Tabletop

contd..
1. Text-based roleplay: It takes place online
and focuses on writing.
2. Live-action role-play: It takes place face-to-
face; you interact with other people through
talking, acting, and occasionally combat.
3. Tabletop roleplay: It can be done in person
or online, and focuses mainly on
verbally describing your characters actions.

VALUES OF ROLE-
PLAYING
⮚ Develop skill in leadership, interviewing
and social interaction.
⮚ Develop sensitivity to others feelings.
⮚ Develop ability to observe and analyze
situations.
⮚ Practice selected behaviors in a real-life
situation without the stress of making a
mistake.
⮚ Develop skill in group problem solving.

ADVANTAGES
• Gives learners opportunity to express their
ideas based on real life situation and can
learn from each other.
• Enables the learners to see things through
the eyes of others. They start learning how
knowledge and attitude affect health
behaviour.

contd..
• Develops the power of quick thinking and
expression. Helps the characters to explore
their potentialities and come to a better
decision. They can apply those skills in
their real life situation while dealing with
health problems.
• Develops careful listening habit.

contd..
• Is interesting and provides active learning
opportunity in a realistic way.
• Is not expensive and can easily be
conducted at different situations.

DISADVANTAGES
• Sometimes it may turn, into a recreational
activity and may not achieve educational
objectives.
• Not everybody can successfully act like
somebody else due to shyness, lack of
experience, lack of confidence and
expression skills.
• Every learner may not get opportunity to
participate as role player.

EFFECTIVE USE OF ROLE
PLAY
1. Acquaintance: The health educator should
be well acquainted with the role playing
strategy.
2. Practise: Playing should be practiced
before performing in the community.

contd..
3. Presence of supervisor: The supervisor
should remain present in teaching and
discussion.
4. Encouragement: The teaching acts of the
performer should be encouraged by the
supervisor.

OUTCOMES OF ROLE PLAY
• Develop their communication and language
skill.
• Act out and make sense of real- life
situations.
• Explore, investigate and experiment.
• Develop their social skills ,as they
collaborate with others.

contd..
• Learn about different cultures.
• Express their ideas and feelings in a relaxed
environment

REFRENCES
• BT Basavanthappa, Community Health
Nursing, Second Edition,2008.
• Hari Bhakta Pradhan, Textbook of Health
Education and Health Promotion, Fifth
Edition,2014.
• Rama Devi Pahari, Comprehensive
Textbook of Community Health Nursing
Part-1, Second Edition,2023 A.D.

contd..
 3 Ways to Roleplay - wikiHow
 https://en.m.wikipedia.org/wiki/Role-
playing

WORKSHOP
Prepared by:
Bhawana Bhusal
Kriti Chapagain
B.Sc. Nursing 1st year, 11th batch

Group Methods of Health Education
● Demonstration
● Roleplay
● Group Discussion
● Panel Discussion
● Case Study
● Project Assignment
● Symposium
● Brainstorming
● Buzz Session
● Workshop
● Study Trip

WORKSHOP

CONTENT
❏ Introduction
❏ Purposes
❏ Principle
❏ Technique of organizing workshop
❏ Technique for conducting workshop
❏ Post workshop phase
❏ Advantages
❏ Disadvantages

INTRODUCTION
Workshop is defined as assembled group of 10 to
25 persons who share a common interest or
problem. They meet together to improve their
individual skill of a subject through intensive
study, research, practice and discussion.

Contd…..
A health educator
provide health education. It may usually
can organize workshop to
be
conducted for few days to one or two weeks
depending upon the purpose and nature of
participants. An essential feature of the workshop
is complete active involvement by each
participants.

Contd…..
A health educator can organize workshop on
health education even for the community key
person to provide necessary knowledge and skills.
It can help to identify their community health
problems and develop appropriate health education
strategies for solving the problems.

PURPOSES OF WORKSHOP
❏ To put educators in situations that will
breakdown the barriers between them, so that
they can more readily communicate.
❏ To give educators an opportunity to work on the
problems that are of direct, current concern to
them.
❏ To place educators in a position of
responsibility for their own learning.

Contd…..
❏ To give educators experience in a cooperative
understanding.
❏ Educators will have the opportunity in
collaboration with others, to produce materials
that will be useful in their teaching.
❏ Educator will be put in a situation where they
will evaluate their own efforts.

PRINCIPLES OF WORKSHOP
❏ Allowing the participant to prepare and select
the objectives to be reached, will increase the
participant’s motivation.
❏ Giving the participant an active role will make
teaching, more effective.

Contd…..
❏ Providing the participants with regular
opportunities to see the progress he is
making will increase his learning speed and
improve the quality of the knowledge and
skills he acquire.

Contd…..
❏ Person’s attitude towards other people.
❏ To learn better human relations.
❏ Every individual has worth, and has a
contribution to make to the common good.

14
Contd…..
❏ The most crucial learning at any given time has
to do with the individual’s current problems.
❏ Cooperation is a technique and as a way of life
which is superior to competition, is primary
factor to be allowed.

15
TECHNIQUE OF ORGANIZING
WORKSHOP
❏ Determine the need and purpose of the
workshop.
❏ Develop workshop schedule.
❏ Plan for budget.
❏ Fix a suitable place.

16
Contd…..
❏ Invite the proposed participants stating the
purpose, time and the place of workshop.
❏ Arrange for necessary equipment, materials and
teaching aids. Management for lodging and
fooding may also be necessary in case of out
station participants.
❏ Manage for and invite resource persons or
consultants to help organise as well as conduct
the workshop objectives.

17
TECHNIQUES FOR
CONDUCTING WORKSHOP
❏ In the beginning of the workshop the organizers
receive the participants.
❏ Discuss on the purpose and schedule of the
workshop. Make necessary modification.
❏ The organizers give the participant’s an
opportunity to know each other. Normally self-
introduction is encouraged by name, post,
address, etc.

18
Contd…..
❏ Conduct workshop session. There may be one
or two session a day. Chairperson is elected for
each session or for whole
participants. The chairperson
day by the
will be from
among the participants.

19
Contd…..
❏ Chairperson encourages the participants to
take active part in the discussion so that each
of them could contribute as well as learn
something about the subject matter of
discussion. The discussion will based on the
workshop schedule.

20
Contd…..
❏ The workshop organizer may throw some light
on the objectives of the workshop. The experts
or the consultants may also express their
opinion and provide necessary information
during the discussion period whenever needed.
Such need may arise at the time of confusion,
misunderstanding and conflicts of opinion
among the participants.

21
Contd…..
❏ Sometimes a full discussion on specific topics
may be necessary and it will be done through
small group discussions. The participants are
divided into different small groups. Each group
consists of about 8 persons. The number of
small groups may depend upon the total
number of participants. Small group discussion
are more alive with adequate exchange of ideas
and experiences. Consultant services may also
help to keep the discussion on proper track.

22
Contd…..
❏ The decisions made by the small groups will
be reported by the rapporteur or the
chairperson of the respective group to the
plenary session. There may be some more
discussion on the report. Questions and
comments may be put by other participants
other than the particular group members. The
small group members will have their joint
responsibility in answering the questions
asked.

23
Contd…..
❏ Some brainstorming exercises can be made
both in the small group discussion and plenary
session to pull quick ideas before starting the
discussion.
❏ After the conduction of workshop it is
necessary to prepare a workshop report to be
made available to the sponsor, organizing
office, participants and consultants.

24
POST WORKSHOP PHASE
It is the follow up phase of the workshop. In this
phase, the report of the workshop is prepared and
the recommendations received from the workshop
are disseminated (spreading) to the people
concerned for its implementation. Feedbacks are
received also from the participants as a follow up
of the workshop.

25
ADVANTAGES
❏It helps to provide up-to-date knowledge and
skill as well as to develop appropriate attitude.
❏It helps participants to express freely and
exchange ideas.
❏It encourages for team approach in learning and
solving health problems.

26
Contd…..
❏ It provides varied learning experiences like
listening, speaking, seeing, discussion, etc.
❏ It enhances participants power of thinking and
critical learning.
❏ It brings sense of cooperativeness among the
participants.

27
Contd…..
❏ It provides opportunity for participatory
learning with maximum interaction among
participants, organizer and consultants.

28
DISADVANTAGES
❏ It takes long time to organize the workshop. It
might take weeks or even months.
❏ It needs more money, materials and physical
facilities.
❏ Only limited number can participate in it.
❏ Sometimes it may be difficult to get appropriate
consultant or expert.
❏ More preparation is needed.

29
REFERENCES
● KP Neeraja, “Textbook of Nursing Education”,
First Edition,2003, Reprint 2009,Jaypee
Brothers Medical Publishers(P) Ltd.
● Pradhan H.B, “Textbook of Health Education
and Health Promotion”, Fifth Edition, 2014
● BT Basavanthappa, “Nursing Education”,
second edition, 2009
● Singh Indira, “Essentials of education”,fifth
revised edition

30
Contd…..
● http://www.slideshare.net/shivagouda12375

1

SYMPOSIUM
PRESENTED BY
MELINA BHANDARI
REKHA CHAUDHARY

CONTENT
⮚Introduction
⮚Mechanism
⮚Purpose
⮚Objectives
⮚Precautions
⮚Characteristics
⮚Limitations
⮚Techniques
⮚Advantages
⮚Disadvantages

INTRODUCTION
The word "symposium" has several dictionary
meanings.
Firstly, Plato has used this term for “good
dialogue”to present the views toward GOD.
Another meaning of term is intellectual
recreation or enjoyment.

Contd…
The recent meaning of the term is a meeting
of person to discuss a problem or theme.
The views on a theme is presented in a
sequence. The specific aspect of a theme is
presented by an expert of the theme.

Definition
"The symposium technique serves as an
excellent device for informing an audience,
crystalizing opinion and general preparing the
listeners for arriving at decision, policies,
value, judgement or understanding.’’

MECHANISM
❏ The symposium is a type of discussion, in
which two or more speakers, talk from ten
to twenty minutes, develop individual
approaches or solutions to a problem or
present aspects of a policy, process or
program.

Contd…
❏ Each speech
interruption. The chairman of
proceeds without any
the
symposium introduces the topic, suggests
something of its importance.

Contd…
❏ Since there is no need for symposium
interaction other than careful listening
(unless the symposium members are to
discuss the topic after the delivery of the
speeches) all the members of the
performing group can sit in straight line
behind the table or an adjoin chairs with
the chairman in the middle or to the side of
the speakers.

Contd…
❏ Several people present speeches
representing different approaches to the
same topic that provide basis for group
responses.
❏ At the close of the speech,the chairman
may give transitional statement
statement and also may open
of the
up the
session to floor discussion.

Contd…
❏ The chairman directs the questions from
the audience and sees the Crucial questions
are answered, that the audience is given
equal opportunity and time limits are
maintained.

Contd…
❏ Thus, symposium serves as an excellent
means for informing people,crystallizing
opinion and coming to a decision.

PURPOSE
• To investigate a problem from several point
of view .
• To make the students to study
independent.
• To provide the understanding to the
students or listeners on theme or problem
specifically to develop certain values and
feelings.

Contd…
• To make the students ability to speak in
group.
• To share and exchange valuable
information.
• To investigate a problem from several point
of view.

OBJECTIVES
➢To identify and understand two various
aspects of theme and problems.
➢To develop the ability to decision and
judgement regards a problem.
➢To develop the values and feelings
regarding a problem.
➢To enable the listeners to form policies
regarding a theme or problem.

PRECAUTIONS
✔ Firstly, the moderator should be sure to
prepare the speakers or see that they are
prepared. They should know the rules of
procedure, sequence of speaking and way
in which the forum will be Conducted; and
they should be aware of the ideas and
background of the other performers.

Contd…
✔ Secondly, the chairman in all the forum
situations must plan very carefully for the
questioning period that followers the
prepared speeches, unless he wishes to risk
boredom or bedlain.

CHARACTERISTICS
• It provides the broad understanding of a
topic or a problem.
• The opportunity is provided to the listeners
to take decision about the problem.
• It is used for higher classes to specific
themes.

Contd…
• It develops the feeling of cooperation and
adjustment.
• The objectives as synthesis and evaluation
creativing are achieved by employing the
symposium.

LIMITATIONS
✔ The chairman has no Control over the
speakers as they have full freedom to
prepare the theme for discussion. They can
present any aspect of the theme or
problem.

Contd…
✔ There is probability of repetition of the
content because every speakers prepares
theme as a whole. The different aspects of
theme are not prepared separately.

Contd…
✔ Organization of symposium is time and
energy consuming.
✔ Not all students get chance to participate
due to time limits.

Contd…
✔ The time limits of 3 or 4 minutes for
question and answer reduces the chance of
full or clear responses by the speakers.
✔ There is always an apprehension that the
experts might not show up.

TECHNIQUES
• Teacher should plan the program ahead of
time.
• Have the idea set including the goal and
Content of teaching.
• Inform the speakers ahead of time to get
prepared on the topic. Brief them about
the content and purpose of the
presentation.

Contd…
• Invitee the speakers and the audience to
meet at a particular time and place.
• Make proper arrangement of seating,
lighting, ventilations.
• The presenters/speakers must present
taking time of 15/20 minutes.

Contd…
• As a conclusion at the end the chairman
gives brief summary of all the speeches and
opens the discussion of the student.

ADVANTAGES
❖ Is interesting and draws public attention.
❖ Students gets opportunity to explore their
potentials.
❖ Develops the habits of listening and critical
thinking.

Contd…
❖ Gives deeper insights of the topics.
❖ Organization is good because of the set
speeches prepare beforehand.
❖ Students speakers can develop the
techniques of finding informations as well
as the technique of presentation.

Contd…
❖ Doesn't requires any special kind of
materials and equipments.
❖ This method can also be used in political
meetings.
❖ Audience can get wide sets of knowledges
from different exposure.

Contd…
❖ It acts in a disciplined way both teaching
and learning.
❖ It directs the students to continues
independent study.
❖ Creativity is achieved by employing the
symposium technique.

DISADVANTAGES
❖ Inadequate opportunity for all the students
to participate actively.
❖ The speech limited to 15-20 minutes.
❖ Limited audience participation.
❖ Question and answer limited to 3 or 4
minutes.

Contd…
❖ Difficult to adjust time at the convenience
of the expert.
❖ Possibility of overlapping of subject.
a possibility of repetition of
❖ There's
content.
❖ Topics are given by chairman.

Contd…
❖ The listeners e remain passive in the
symposium because they are not given an
opportunity to seek classification and
question in between the symposium.

REFERENCES
Health
❖ Pradhan
Education
HB, “A Textbook of
and Health Promotion”, 5th
Edition, Educational Publishing House.
❖ Basavanthappa BT, “Nursing Education”,
2nd Edition, Jaypee Brothers Medical
Publishers (P) Ltd.
❖ Singh I, “Essential of Education”,
Edition, Hisi Offset Printers Pvt.Ltd
5th

Contd…
❖ https://www.conference2go.com/design-
guideline/what-is-a-symposium-
distinguish-it-from-conference/
❖ https://www.scribd.com/document/53357
1088/Advantages-and-Disadvantages-of-
Symposium

LECTURE METHOD
PRESENTED BY:
Supriya Gautam
Nirma Basnet
B.Sc. Nursing
11th Batch, LMCTH

CONTENTS
• Introduction
• Definitions
• Characteristics
• Types
• Purpose
• Techniques
• Advantages & Disadvantages
• Conclusion

INTRODUCTION
• The techniques or ways in which series of
activities are carried out to communicate
ideas, information, and develop necessary
attitudes and skills are basically known as
methods of health education.

Contd…
• Broadly speaking, we can classify the
methods into a different categories:-
– Individual method,
– Group method,
– Mass method.

Contd…
• Mass method is especially meant for a large
number of heterogeneous people.
• Examples are lecture , exhibition, campaign,
etc.

Lecture
• The term lecture is derived from Latin word
‘Lectura’ which means reading .
• It is one of the most conventional method
used in formal teachings .

Contd…
• Lecture is an oral presentation of information
and ideas by a person to a group of people.
This method is commonly known as Aristotle
method of teaching.
• This method is also known as pedagogy,
which follows culture of silence in teaching
learning process.

DEFINITION
• According to James Michael Lee "A lecture is
a pedagogical method
formally delivers a
whereby a
carefully
teacher
planned
expository address on some particular topic.

Contd…
• The lecture is a teaching procedure consisting
of the clarification or the explanation of facts,
principles or relationships, which the teacher
wishes the class to understand.
- Textbook of Nursing Education

Contd…
• Good and Merkel (1953) suggest lecture as a
method of teaching by which the instructor
gives an oral presentation of facts or
principles to learners and the class usually
being responsible for note taking, usually
implies little or no class participation by such
means as questioning or discussion during
the class period.

CHARACTERISTICS
1) Lecture is verbal and one-way
communication of ideas and information by a
person.
1) The audience will be large and usually
heterogeneous group.
1) The lecture should be paced so as to allow
note taking.

TYPES OF LECTURE
Several
lecture.
authors describes different types of
Lectures are categorized in terms of the level of
student interaction, in terms of classification of
content, in terms of medium by which
information is disseminated.

Types of lecture on the basis of
student interaction

1) Formal Lecture
In this type of lecture, the lecturer delivers a
well-organized, tightly constructed and highly
polished presentation. The students hold
questions and doubts until the conclusion of the
lecture.
Examples; TED Talks

2) Socratic lecture
This method involves
between teacher and students. The
a shared dialogue
teacher
leads by posing provoking questions.
The questions require the students to use logic
and critical thinking. Students also actively asks
questions of their own.

3) Semi-formal lecture
This is the most common type of lecture.
Somewhat similar to the formal lecture, the
semi-formal lecture is less elaborate in form and
production.
Occasionally the lecturer entertains student
questions during presentation of material.

4) Lecture-discussion
This type of lecture encourages greater student
participation. The lecturer presents the talk , but
he/she stops frequently to ask students
questions or to request that students read their
prepared materials.

5) Interactive lecture
In this type of lecture, the lecturer uses mini-
lectures about 20 minutes long, and involves
students in a range of brief content-related
activities and discussion in between.

content

1)Expository lecture
The lecturer begins the lecture typically putting
the primary and most important information or
supporting examples first and proceeding in
descending order of importance.

2) Storytelling lecture
In this type of lecture, the lecturer presents
concepts and contents through
illustrate a concept. The goal is
a story to
to present
critical content in a way that the students will
remember it.

3) Point-by-point lecture
In this type of lecture,the instructor/lecturer
presents information about a single concept or
question. The organizational structure is
typically an outline format, with a hierarchical
organization of major & minor point.

4) Lecture-demonstration
The content
typically
process
proceeds
involves a demonstration of a
or activity. The
in
demonstration
chronological
presented in a sequence
lecture
order, with the
of
events that the lecturer highlights and explains.

5) Problem solving lecture
In this type of lecture the problem serves as a
focus. The lecturer outlines the main problem
and typically works through the problem during
the lecture, and demonstrate a solution or
various possible solutions.

medium

1) Naked lecture
The term “teaching naked” was given by Jose
Bowen (2012). He argues that ‘teaching naked’
that is teaching without technology will improve
student learning.

Contd…
So in this lecture, the lecturer approach talk
directly
agency
to students without the intervening
of technology. Alternately, they use
technology outside the classroom.

2) Chalk and talk lecture
The lecturer make use of blackboard and chalk.
On the other hand ,the lecturer also approach
the students by talking or giving verbal/oral
lecture.

3) Multimedia lecture
A multimedia lecture is one of
commonly used approach nowadays. In
the most
this
type of lecture, the lecturer use audio-visual
software packages such as Powerpoint.

4) Video lecture
This type of lecture is one in which a lecturer
lectures and is captured on video as a talking
head. The video may alternate between
showing headshots of the instructor and full
screen visuals of the slides. This type of lecture
is often used in online learning.

Purpose
❑ Gain acceptance for a new point of view
❑ Change basic attitude
❑ Give general information on a subject
❑ Teach a particular skill

TECHNIQUE OF MAKING A
LECTURE EFFECTIVE

Contd…
The success of a lecture lies on the impressive
personality and effective performance of the
lecturer.
Below are given some useful suggestions or
techniques, which can help in giving a successful
lecture:-

Contd…
1) 1) While planning the lecture, lecturer
should be careful about the selection
and the organization of the content
and other educational resources.
2) 1) The subject and objective of the
lecture should be related to the needs and
interest of the target audience.

Contd…
3) The lecturer should get a thorough and up-
to- date knowledge of the content. He
should well organize the facts and ideas
to be presented in a sequential manner.
4) The lecturer should try to
acquire sufficient mastery over the
subject matter by consulting necessary
reference materials. This will provide
teachers the needed confidence for the
presentation.

Contd…
5) While giving the lecture the language
should be correct, simple, clear and
understandable. The lecturer should also
speak in a moderate speed.
6) The speaker should keep himself alert
and active and should show appropriate
gestures. This can draw the attention of the
audience and clarify the points of
presentation.

Contd…
7) Avoid monotony in voice. Try to change
the pitch of the voice appropriately. The
speaker can raise his voice while expressing
important points.
8) The lecturer should try to know the
feedback of the audience by watching their
gestures.

Contd…
9) The lecturer should provide students with
the opportunity to interact: to question &
clarify.
10) At the end of lecture, the lecturer should
help in recalling the information by
summing up the material covered during
the lecture.

Contd…
11) The lecturer must assess the
students understanding of the content
being taught by asking questions after the
coverage of the lecture.
12) The lecturer must assess the extent to
which objectives of lectures were finally
met by organizing short test after the
completion of the topic, if time permitted.

Benefits of Lecture method
❖ It is quite economical method as it requires
minimum learning resources, and no
laboratory equipments, aids and materials
are used.
❖ It is possible to handle a larger number of
students at a time while conducting a lecture
therefore it saves time in teaching.

Contd…
❖ Using this method the knowledge can be
imparted to students quickly and prescribed
syllabus can be covered in short time .
❖ As not much technological expertise is
required, there is less hassle in preparing
physical set up.
❖ The presence of teacher prevents students
from getting distracted while learning.

Frequent Criticisms of Lecture
Method
❖ Lecture is one -way communication method
with no exchange of ideas and views. So ,it
keeps the student in a passive situation.
❖ Message learnt from lectures may be
retained only for short period of time, so may
not lead to expected behavioral change.

Contd…
❖ It is also difficult to draw the attention of the
audience for a longer period of time.
❖ In this method we are never sure if the
and
being
students are concentrating
understanding the subject matter
taught to them by teacher.

Contd…
❖ It doesn’t take into the account of previous
knowledge of students and it doesn't take
cater to individual needs and differences of
students.

CONCLUSION
Since a lecture method has several drawbacks it
is discouraged especially when applied to health
education.
However, brief lecture can be given to smaller
group of about 3-12 people. Such lecture is
commonly known as mini-lecture.

Contd…
Some silent feature of a lecture also apply in
mini-lecture. But it has some other distinct
techniques and characteristics. In a mini lecture
a health educator can use other teaching aids,
maintain feedback.

Contd…
Maintain eye contact and study the gestures of
the audience. The number of mini lecture may
even be about 30 persons to the most.

Contd…
A mini-lecture deals with only a specific topic or
a unit of topic and so it can be completed in a
short period of time, say about 15 minutes.

Contd…
One can quickly review with a summary of the
lecture and with audience response to ensure
that they have learnt what is taught.

REFERENCES
• Pradhan HB, “Textbook of Health Education
and Health Promotion”,5th Edition,
Educational Publishing House.
• Basavanthappa BT, “Nursing Education”,2nd
Edition,Jaypee Brothers Medical Publishers(P)
Ltd.
• Singh I, “Essentials of Education”,5th
Edition,Hisi Offset Printers Pvt.Ltd.

Contd…
• https://oaa.osu.edu/sites/default/files/upload
s/nfo/2019/Types-of-Lectures.pdf
• https://www.raijmr.com/ijre/wp-
content/uploads/2017/11/IJRE_2013_vol02_i
ssue_02_25.pdf

EXHIBITION
Presented by:
Dipu Joshi
Sushila Giri
B.Sc.Nursing, 1st Year,11th batch
LMCTH

Contents
• Introduction
• Definition
• Purpose
• Objectives
• Types of exhibition
• Techniques of exhibition
• Advantages and disadvantages

Definition
Exhibition is the systematic and meaningful
display of educational materials with an
intention to educate large number of people
within a limited period of time and at a
particular place.
Exhibition can sometimes be organised to
provide health education to the community
people.

Contd…
Exhibition consists of the use of different
teaching materials and methods to illustrate
and explain the points of teaching.
They are posters, charts, graphs, models, real
objects, cassette playing with some health
message, demonstration, puppet show, video
show, etc.

Purpose
❖To engage
inquiry.
in an in-depth, collaborative
❖To become more independent with your
own learning.
❖To inquire into an area of learning of which
you have personal interest.

Contd…
❖ It gives you the opportunity to take action
about a real-life issue.
❖ It gives you the opportunity to take action
about a real-life issue.

Contd….
❖ It unites the whole school community and
the wider community through collaborative
learning.
❖ It is a celebration of your transition of the
from primary to middle school.

Objectives
❖To make the students understand the
values of time and to help them in the
proper utilization to their hours.
❖To grate interest in latest inventions and
discoveries of science in various fields and to
get acquainted with the life history and
contributions of great scientists.

Contd…..
❖ To develop students, interest and
participation in the practical application of
the knowledge related to different
branches of science.
❖ To grate interest in scientific facts and
events related to one's surroundings.

Contd…..
❖ To develop training in scientific method of
problem solving.
❖ To inculcate scientific attitude and provide
opportunities for training in scientific
method.
❖ To develop interest in scientific hobbies.

Types of exhibition
• There are different kinds of exhibitions, in
particular there is a distinction between
commercial and non-commercial
exhibitions.
• A commercial exhibition or trade fair is
often referred to as an art fair that shows
the work of artists or art dealers where
participants generally have to pay a fee.

Contd…..
• Non-commercial exhibitions focus on
artistic development rather than sales.
• These exhibitions are an important means
of producing quality documentation of
artwork and professional reviews of artists.
• Non-commercial exhibitions also provide a
broad community with exposure.

Techniques of planning and
organizing

Contd…
An exhibition Since exhibition is a big and
complex set up careful planning must be done
to make it interesting, effective and
successful. It is therefore necessary to know
and follow certain techniques of planning and
organizing an exhibition. These techniques are
given below:

Contd…
1. Decide target group and determine
objectives based on their need.
2. Preferably the exhibition should centre
on few simple themes like family
planning, nutrition, sanitation, etc. Too
many ideas may confuse the learners or
audience.

Contd…
3. Prepare and collect necessary materials
and exhibits necessary budget and other
resources can be tapped from different
sources.

Contd…
4. Arrangethe exhibits in a logical
and sequential way in its eye
level. The arrangement should lead the
observers through displays in an orderly
and meaningful way Good organisation
ensures continuity and relevancy of
thoughts, stimulates interest and
facilitates learning. Use arrow heads or
other leading signs to guide the observers.

Contd….
5. Exhibits should carry appropriate
captions. The captions and other visual
messages should be brief, simple and clear.
Colour may add interest, attraction and
understanding.
6. Though most of the exhibits in an
exhibition will be made self-explanatory
the provision of interpreters should be
made available to help the audience in
need. The interpreter can explain the
messages exhibited.

Contd….
7. Exhibition should be organised
at appropriate place and time. The
location should be, as feasible, at the
central place of the community. Time
should be convenient to the community
people.
8. Proper provision of physical facilities
of lighting, tables, chairs, racks, etc. should
be maintained.

Contd….
9. Provision for easy access with In' and
'Our passages should be made. Display
boards, tables, etc. should be arranged
properly Proper support for the exhibits
should be given so that they won't
fall and be disturbed or damaged.
Overall setting should be made quite
functional and attractive.

Contd….
10. The members of the target group
should be given opportunity to
participate in the organisation of the is
very good from the education poet of
view.

Contd….
They can set up local whitition wet by using
locally available materials feasible, a provision
for evaluation a the end of observation should
attracting people,
be made It has three-fold advantages of
stimulating interest, and
assisting in the assessment of the impact of
the exhibition.

Contd….
11. Long-term future evaluations difficult
to do. Immediate evaluation could be
done by simple question and answer
session or by filling up of questionnaire
Such evaluation may also help to plan
exhibition of this type in future

Advantages
• Provides better learning through varieties
of experiences like hearing, seeing.
touching, feeling and tasting.
• Opportunity may be provided for practical
through demonstration,
of objects and through
learning
manipulation
practice.

Contd…
• Interesting and attractive because of
decorations, good setting, and other lively
displays.
• Helps students to develop creativity.
Organizing exhibition can also help learn
some new knowledge and skills.

Contd…
• Useful in retention and recall of what is
learnt.

Disadvantage
• Difficult to organise in terms of money,
materials and manpower.
• Difficult to organise to suit different kinds
of people with different needs,
background, interest, etc.

Contd…
• Difficult to get appropriate place and adjust
to the available time due to lack of
resources, unfavourable weather, etc.

Reference
❏ Textbook of Health education
Promotion, Pradhan Bhakta Hari
❏ Textbook of Community Nursing
and Health

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