Methods of teaching

it is designed to help the students acquire an understanding of the principles and methods of communication and teaching. It helps to develop skill in communicating effectively, maintaining effective interpersonal relations, teaching individuals and groups in clinical, community health and educational settings

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

2. INTRODUCTION
•Studentshavedifferentwaysofabsorbinginformation&
demonstratingtheirknowledge.
•Soteachersoftenusetechniqueswhichcatertomultiple
learningstylestohelpstudentsfromretaininformation&
strengthenunderstanding.
•Sothemethodsacceptedbytheteachersmustlinkthe
teacher&herpupilsintoanorganicrelationshipwithconstant
mutualinteraction

3. DEFINITION:
Themethod of teachingis whichapproaches most
likelyto the methodof investigation.
---BURKE
A deviceimplies the externalmodeorformin which
teachingmay take from time to time .
Teachingmethods 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. TECHNIQUEOFLECTURE METHOD
Voice
Gesture
Eye contact
Lecture outline and
studentsnotes
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 FORGOOD 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 thedemonstration 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 andpreparation
Introduction of thelesson
Presentation
Performance of procedure
Blackboardsummary and
supervision

15. GROUP
DISCUSSION

16. DEFINITION
•GROUP
Itisacollectionofindividual
inafacetofacesetting
workingonataskthat
requiresco-operations
Heidgerken
•DISCUSSION
Itistheprocesswhereby
twoormorepeopleexpress,
clarifyandpooltheir
knowledge,experiences,
opinionsandfeelings
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
Seminarisaninstructionaltechniqueinvolvesgeneratingasituationfor
agrouptohaveguidedinteractionamongthemselvesonathemewhich
isgenerallypresentedtothegroupbyoneormoremembers
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
•Differenthighercognitiveabilitieslike
analyticalandcriticalthinking,
synthesizingandevaluatingtheideas
•Toleranceforother’sview,opennessto
ideas,co-operationwithothers,
emotionalstabilityandrespect
instructionaltechniqueswillbethe
developmentofbetterlearninghabits
•Instructionlearnercentred
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
Paneldiscussionisadiscussioninwhichafewpersons(the
panel)carryonaconversationinfrontofanaudience
Prof.HarryA

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
•Thistechniquesencouragessociallearning
•Thehighercognitiveandaffectiveobjectivesareachieved
•Itisusedtodeveloptheabilityofproblemsolvingandlogisticthinking
•Itdevelopstheinterestandrighttypeofattitudetowardstheproblems
•Itdevelopsthecapacitytorespectothers,ideasandfeelingsandability
oftolerance
•Itcanbeusedinlargegroups
•Developsteamspritandsharingofinformation

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
Roleplayingorsocialdramaisawayofworkingout
problemsconcretelyandofgainingmore
understandingofoneselfandothers
EDGARDALE

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-playstrategieshaveshowntheireffectivenessinteachingEnglishto
learners,asroleplaycanincreasestudents'enthusiasm,self-confidence,and
empathy,andencouragecriticalthinking(Alabsi,2016)
•Someofthearethatitcreatesadeeperunderstandingoftheissues,itcreates
greaterempathyforthosewithdifferentviews,itallowsforbreakinguplearninginto
smallersteps,anditprovidesopportunitiestoassessknowledgemasteryand
applicationoflearningwithinasafespace
•Teacherscan make their classes interesting by introducing roleplaysessions. It
can help students step out of their comfort zones and develop their interpersonal
skills. Thismethodcan be useful whileteachingliterature, history, or lessons on
current affairs.

48. •Role-playisatechniquethatallowsstudentstoexplorerealistic
situationsbyinteractingwithotherpeopleinamanagedwayinorderto
developexperienceandtrialdifferentstrategiesinasupported
environment.
•Dependingontheintentionoftheactivity,participantsmightbeplayinga
rolesimilartotheirown(ortheirlikelyoneinthefuture)orcouldplaythe
oppositepartoftheconversationorinteraction.
•Bothoptionsprovidethepossibilityofsignificantlearning,withtheformer
allowingexperiencetobegainedandthelatterencouragingthestudent
todevelopanunderstandingofthesituationfromthe‘opposite’pointof
view

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
•Aprojectisawhole-heartedpurposefulactivityproceedingina
socialenvironment
DR.WILLIAMKILPATRICK
•Aprojectisaproblematicactcarriedtocompletioninitsnatural
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
•Themethodaimsatteachingthechildtogetthebestoutoflife
•Anattempttouseexperience-thetrustandthebestmaster-whoselessonsare
unforgettable
•Projectmethodgivesanopportunityforself-expression;itgivesanopportunityfor
relatingtheselftothecommunity
•Theprojectmethodspurposesthewholesequencesofactivitiesinvolvedina
completeundertaking
•Aprojectcanbealargeunitofappreciationlearningorofattitudedevelopmentthat
increasesmotorskillsandtechnicalknowledge
•Aprojectisaplay-activityandchildrenengagedinthecarryingoutofaproject
•Theprojectmethodslendsitselfnaturallytogroupwork

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
•Followsthepsychologicallawsof
learning
•Givesfreedomtothepupils
•Suitedtothepsychologicalconcepts
ofmaturation
•Socialvaluesderives
•Trainingforsocialadjustments
•Trainsforademocraticwayoflife
•Learningthroughpracticalproblem
solving
•Satisfactionofcompletingthewhole
task
•Upholdsthedignityoflabour
Dis-advantages
•Timeconsumingandlimited
byavailabilityandcostof
materials
•Mostvaluableamongpupilsof
lesseracademicability
•Leavesgapsinthepupil’s
knowledge
•Maybetooambitiousand
beyondthepupil'scapacity

56. FIELD TRIP
A VISIT FOR AN
EDUCATIONAL
PURPOSES

57. DEFINITION
Afieldtrip,alsocalledasanobservationalvisit,isdefinedasan
educationalprocedure,bywhichthestudentsobtainfirst–hand
informationbyobservingplaces,objects,phenomenaoractivitiesand
processesintheirnaturalsettingtofurtherlearning

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
Workshopisalargenumberofpeoplebelongingtoaparticulardisciplineorallied
disciplinescollecttogethertotakeupspecificissuesandproblemsformaking
recommendationforfutureaction
GUILBERT

64. PURPOSES
•Allowsagroupofindividualstomeetoveranextendedperiodoftime,inavarietyof
sessions
•Givesindividualsopportunitytoreceivehelpfromotherparticipantsandresourcepeople
•Provideslearningsituationsbasedoninterestsandneedsofparticipants
•Givesindividualsinthegroupachancetoworkouttheirownspecificprograms
•Providesgrouplearningsituationsfortheparticipants

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
Exhibitsorexhibitionsareplanneddisplayofmodels,specimens,charts,poster,
etc.presentedtothepublicviewforinstruction,competition,advertisingor
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
•Canbeusedtostimulatecompetitive
spirit
•Cancreatemarketforcertainproducts
•Itgivesarealistictouchtothelearning
situation
•Makesthelearningactivitymeaningful
•Varioussenseorgansworkjointly
•Reduceverbalism
•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
Thearrangementofmaterialtobelearnedintoanorderlyseriesoflearningexperiences,in
eachofwhichmaterialispresentedtothelearner,aresponseiselicitedandfeedbackis
given
J.D.Williams

75. Styles/Types
Linear
orextrinsic
programming
Branching,
orintrinsic,
programming

76. •LINEARPROGRAMMING immediatelyreinforcesstudentresponsesthatapproachthelearninggoal.
Responsesthatdonotleadtowardthegoalgounreinforced.Eachbitoflearningispresentedina“frame,”and
astudentwhohasmadeacorrectresponseproceedstothenextframe.Allstudentsworkthroughthesame
sequence,andalowrateoferrorisnecessarytoensurecontinuedpositivereinforcementofcorrectresponses.
•BRANCHING,ORINTRINSIC,PROGRAMMING, wasinitiallydevelopedinconjunctionwiththeuseofan
electronictrainingdeviceformilitarypersonnel.Thistechniqueprovidesthestudentapieceofinformation,
presentsasituationrequiringamultiplechoiceorrecognitionresponse,andonthebasisofthatchoiceinstructs
thestudenttoproceedtoanotherframe,whereheorshelearnsifthechoicewascorrect,andifnot,whynot.A
studentwhorespondedincorrectlywilleitherbereturnedtotheoriginalframe,orroutedthroughasubprogram
designedtoremedythedeficiencyindicatedbythewrongchoice.Astudentwhoselectscorrectlyadvancesto
thenextframeintheprogram.Thisprocessisrepeatedateachstepthroughouttheprogram,andastudent
maybeexposedtodifferingamountsofmaterialdependinguponerrorsmade

77. CHARACTERISTICS
•ItisapartofinstructionaltechnologyandnotanA.V.Aid
•Itisastrategyofteachingandlearning
•Itisastrategyformodificationofbehaviouroflearnersandnora
solutiontoeducationalproblems

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
•Instructionisindividualizedsothateachstudent
worksatherownspeedwithconcentration
•Thedevicegeneratesselfrelianceandself
confidenceamongthestudents
•Itdevelopsgoodstudyhabits
•Itensuresqualityinstructioninwellformulatedsteps
presentedinvariousmanner
•Drillingexercisesarepresentedinpresentableand
interestingforms
•Itsavesalotoftimeofthelearnerwhichisotherwise
wastedinmasslearningintheconventionalclass
•Theteacher-pupilcontactwhichissovitalforthe
developmentofthehumanpersonalityand
relationshipiscompletelylost
•Onlanguagelearning,speechisanimportantasthe
developmentofreadingandcomprehensionskills.
Butthereisnoscopeprovidedbythisexperience.
•Itdoesnoteliminatecompetitionorgradesasoften
examined
•Itiscostlywhencomparedtothetraditionalmethod
ofteaching

81. COMPUTER ASSISTED LEARNING

82. DEFINITION
Computerassistedinstructionisalsocalledcomputerbasedlearningand
computer-basedtraining,usescomputerstoaidinthedeliveryofmultimedia
packagesforlearningandteaching

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
Microteachingisaprocedure
whichreducestheteaching
situationsimplerandmore
controlledencounterachieved
bylimitingthepractice
teachingtoasspecificskilland
reducingteachingtimeand
classsize
Microteachingasateachereducation
techniqueswhichallowsteachersto
applywell-definedteachingskillstoa
carefullypreparedlessoninaplanned
seriesoffivetotenminutesencounters
withasmallgroupofrealclassroom
students,oftenwithanopportunityto
observetheperformanceonvideotape
Microteachingasascaled
downteachingencounterin
classsizeandclasstime

88. •Thenumberofstudentsis
from5-10students
•Thedurationofperiodranges
from5-20minutes

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-basedlearning(PBL)isastudent-
centered approach in which
studentslearnaboutasubjectbyworkingin
groupstosolveanopen-endedproblem.
Thisproblemiswhatdrivesthemotivationand
thelearning.

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
Simulationisateachingtechniqueusedinparticularlyin
managementeducationandtraininginwhichreallifesituationand
valuesaresimulatedbysubstitutedisplayingsimilarcharacteristics

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
•Casestudymethodofteachingandlearningoriginatedmanycenturies
ago
•Casestudymethodisprobablyhasbeenusedintheteachingof
nursingmoreextensivelyandforalongertimethananyothermethod
•Itdescribesthelifehistoryofanindividualorallofthefactorswhich
affectasituation

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
Thestudentwillbegiven
theopportunitytoprovide
nursingcareforspecific
clientafter4or5daysof
carefulstudy,thestudent
nursewillpreparecase
studybycompanions,
generaldiscussionabout
theclientwillbedealt
Aconcretecasefor
analysisanddiscussionby
agroupofstudentsunder
theleadershipofthe
instructor. Sufficient
informationispresentedto
thestudentstomake
judgementofproblemor
situationincase
Acriticalincidenttechniquewhich
requiresimmediatedecisionand
actionfromacaseandpresentedto
thestudentsfortheiranalysisand
decision. No background
informationisgiventothem
regradingdetailsoftheincidentat
thetime,itispresented.The
instructorwillhavefactsaboutthe
case,canbegivenasrequestedby
thestudents

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
•Thebedsideclinicisdefined,asinformaldiscussionaboutapatientrelated
problemandfreeexchangeofknowledgeandexperienceaboutthesame,
identifyingmanagementstrategiesusingproblem-solvingtechniques
•Itcanalsobedefinedasacourseofactiondiscussion,focusingonassessingthe
nursingproblem,arrivingatpossiblesolutions,helpingstudentstoexaminea
patient’sproblemsfromhisperspective.

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

114. CONFERENCE (INDIVIDUAL & GROUP)

115. Individualconference Groupconference
•IndividualConferences(IC),acriticaltoolof
supervision,isarrangedtofacilitateinteraction,sharing
andfeedbackbetweensupervisorandsuperviseeina
systematic,plannedandconfidentialsetting.
•ICsaresupposedtobeheldeveryweekduringthe
assignedtime
•Focusesontheoveralldevelopmentoftheindividual
student.
•Thefocusismoredirectedtowardsthedevelopmentof
clinicalskills.
•Itmainlydealswiththestudentnursingcareability,
levelofperformanceachievementsandassignments
relatedtotheclinicalexperiences.
•GROUPCONFERENCE •Isasmallgroupteaching
method.
•Thestudentsareallowedtoparticipateactivelyinthe
discussion,explainingtheirownexperiencesinthe
clinicalarea.
•Thishelpsthestudentstodevelopproblemsolving
skills,teambuildingskillsandtheabilitytoexpress
themselvesassertively.
•Groupconferenceisavitalpartofthefieldwork
training,asitenablesthestudentstodevelopsomeof
thebasicskillstobecomeaneffectivesocialwork
professional.
•Itprovidesthestudentsarareopportunitytoget
exposuretoawiderangeofareas.

116. Individualconference Groupconference
PURPOSE
•Tofocusontheoveralldevelopmentoftheindividual
studentwithaspecialemphasistotheclinicalskills.
•Torecognizetheabilityandlimitationofvariousteam
members.
•Tohelpincommunicatingideasandviewpointsof
studentsregardingproblemspertainingtotheirclinical
posting.
•Toprovideopportunitytothestudentstorefinetheir
clinicalskills
•Toencourageinnovativeandcreativeideasamong
students.
•Eachstudentissupposedtoassumetheroleof
Chairperson,PaperPresenterandReporteratleast
onceineachGroupConference.
•Itprovidesthestudentanopportunitytoexperiencethe
processofpresentationofaformalacademicand
practiceorientedpaper,tochairandmoderateaformal
discussion,torecordtheproceedingsofdiscussionina
systematic,preciseandformalmanner,andtodevelop
understandingofvarioussettingsandopportunities
relevanttothefieldofhealthcare.
•ItisanevaluativecomponentofFieldwork.They
provideanindicativeformatforpresentationandthe
rolesofachairperson,reporterandpresenter.

117. Individualconference Groupconference
PHASES/STEPS
OPENINGPHASE•Thestudentsareinformedpriorso
thatdiscussionismeaningful.•Patientsselectedshould
havetypicalsignsandsymptoms.
WORKINGPHASE•Focusismadeonpatientinformation
suchasbiodata,familybackground,pastandpresent
medicalhistory,signsandsymptoms,lineofcareand
nursingmanagement.Theteachermotivatesthestudents
tocomeforwardwithinnovativeandcreativeideassuiting
theproblemorsituation.
CLOSINGPHASE•Suggestionsderivedfromvarious
groupconferences,relevanttothewardsituationisput
intothenoticeofthestaffworkinginthesameareaina
friendlymanner.
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
•Itisawrittenreportoftheconversationsthatoccurredbetweenthe
patientandtheprofessionalnurse,whentheywereworkingtogether
towardsacommonobjective.
•Itcanbedefinedasaverbatimaccountofavisitforpurposesofbringing
outtheinterplaybetweennurseandthepatientinrelationtothe
objectivesofthevisit
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