Nursing Education/ Education Technology Book Pdf
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Mar 09, 2025
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About This Presentation
This pdf contain CBS publishers education Technology Textbook Pdf
Slide Content
CHAPTER
1
Introduction to
Theoretical Foundations
1
Introduction to
Theoretical Foundations
E :
a Bite
| | Sioa tage fearing: he ace stg ot
‘ere epi e mt progres 2 ds
Atomen ag ol eri To be to ge rig a when à si
Textbook of Educational
sea dane m rra ee
EDUCATION AND EDUCATION TECHNOLOGY
INTRODUCTION
concept of big book, boring lectores, tn
lly we star ein dec Bats the
‘acquiring knowledge hat wil fr
ther bl people to think
ing Over Keep thei gens pol Inc
hing bet eects and
sonal sable but alo
her culture and cust and
ding her bario
an eventual ole te socie
As society is becoming more complex day by day and in
{the edacational centers are becoming more instal’
thence the educational experience becoming men
& focos more onthe curriculum
DEFINITIONS
th education nat an nds the new generation but
Jaci fundamental assumptions bor
individual who comprise By each
He mena. ad all sound development drawing ot the Ds I eh O
Be Hated ths ray po the end of education Bducaion I change mw hee Tie PR
Pocesary tobe found in Mera person hs only te mann ya
educated. In is opinion, educan shuld a a deve ia
loping sl rclance
‘in ther Hvcihood. His aims of education also cmpha ue crac tan
men and women can be
whee peopl ean to
SSE
© ww
49 He ante school to bea “eng
A A experien leaning hr
il segle La nd tes ft te understanding and conta ls
dat education shuld enable the hl a late bat eared isl
“leu ve
Fee ation concept a Bull Tal (ba ede
ess long og el
of society Easton nh rl! rs a
he tess of purl academic and theoretical ntc
a ret thinker and reformer of India, rondes an night
e. According him "Latin she manifesto of
existing in mar. The word “manifestation” implis tha something already
‘hiss and is waling to be presse. The main focus earning it make the hidden sity fa
leaner manifest, Viehananda believed hat of cation whi eed
Si Vivekananda, cation was not only cal
ye meanigfül He fc that edt
ing. The aim fe
Ae hl ining the lr
See aries the ld ro
Sean Vivelanand (1863-1
int what ed
ds every ata of our inet sel which reis in everything and everywhere which 1 known
as "satchianands (existence consciouano; an bi) Hence. education In Vivekananda ses
‘tables one to comprehend ones self thin as the cf everywhere. The esteril nity
entire universe is teal through education Therefore, man mak
‘velopment ofthe body mind snd
‘AIMS OF EDUCATION
Aires and focus am if eduction a esate that cant De sol, and pervs Bong
Social Aim
tha pel oct sal af ero anne nd
a Bite
| | Sioa tage fearing: he ace stg ot
‘ere epi e mt progres 2 ds
Atomen ag ol eri To be to ge rig a when à si
Textbook of Educational
sea dane m rra ee
EDUCATION AND EDUCATION TECHNOLOGY
INTRODUCTION
concept of big book, boring lectores, tn
lly we star ein dec Bats the
‘acquiring knowledge hat wil fr
ther bl people to think
ing Over Keep thei gens pol Inc
hing bet eects and
sonal sable but alo
her culture and cust and
ding her bario
an eventual ole te socie
As society is becoming more complex day by day and in
{the edacational centers are becoming more instal’
thence the educational experience becoming men
& focos more onthe curriculum
DEFINITIONS
th education nat an nds the new generation but
Jaci fundamental assumptions bor
individual who comprise By each
He mena. ad all sound development drawing ot the Ds I eh O
Be Hated ths ray po the end of education Bducaion I change mw hee Tie PR
Pocesary tobe found in Mera person hs only te mann ya
educated. In is opinion, educan shuld a a deve ia
loping sl rclance
‘in ther Hvcihood. His aims of education also cmpha ue crac tan
men and women can be
whee peopl ean to
SSE
© ww
49 He ante school to bea “eng
A A experien leaning hr
il segle La nd tes ft te understanding and conta ls
dat education shuld enable the hl a late bat eared isl
“leu ve
Fee ation concept a Bull Tal (ba ede
ess long og el
of society Easton nh rl! rs a
he tess of purl academic and theoretical ntc
a ret thinker and reformer of India, rondes an night
e. According him "Latin she manifesto of
existing in mar. The word “manifestation” implis tha something already
‘hiss and is waling to be presse. The main focus earning it make the hidden sity fa
leaner manifest, Viehananda believed hat of cation whi eed
Si Vivekananda, cation was not only cal
ye meanigfül He fc that edt
ing. The aim fe
Ae hl ining the lr
See aries the ld ro
Sean Vivelanand (1863-1
int what ed
ds every ata of our inet sel which reis in everything and everywhere which 1 known
as "satchianands (existence consciouano; an bi) Hence. education In Vivekananda ses
‘tables one to comprehend ones self thin as the cf everywhere. The esteril nity
entire universe is teal through education Therefore, man mak
‘velopment ofthe body mind snd
‘AIMS OF EDUCATION
Aires and focus am if eduction a esate that cant De sol, and pervs Bong
Social Aim
tha pel oct sal af ero anne nd
yr
(Sar
sey SE] Pies fre"
ational Technology/Nursing Education ==
m ye asian SS ESS
sie hen stn some rR tet geo sac ean eee ne
tt ae
ht a ibi Talis
pesant fous on al the parameter pian phy wcll, und ext
Helin endo ad san pe puts the ay to hand eo as
Functions of Education Toward Society
Socia change and control, As we ae ar ht he oct le Om und progres very
dirt apart he soe and be evtonent around hr innen in he dere
devlpmen of scence and hnos
+ Reconstruction aLexpcince The individual who want to learn, esco forthe one
leamos proces, eat tha grows wth esperen and Ha One ct ie
throughout here wt past experience enc one Lets and grows, here, ection
+ _Devlopmentot he soil and moral value Even ate hefocor ang gente ction
dst nothing wrong mith ung tht he ham
indienne erence, spay O pe ind es
feb and wrong hu e 5 3 Pulp the nee and por
role Ab opportunity and equaly In he Costo of Ind eng mentores
Intellectual Aim = the $ 5 rs
ht erin respecte of cute, gender race, oregon soul Be given an gaa
on we cat lp tnd o row an
hs thei patent fe gies cet woh DE dE
TT sl gt and Rely Bert delos
Functions of Education Toward the Nation
There famous uote hat Pah di Tab Ru Lada 0 beeping hat mind ore
A u een
Functions of Education Toward individual
it el hep han o à PRINCIPLES OF EDUCATION
Haan 2 hee rural en ran, cui, imagination, and sl
(Sar
sey SE] Pies fre"
ational Technology/Nursing Education ==
m ye asian SS ESS
sie hen stn some rR tet geo sac ean eee ne
tt ae
ht a ibi Talis
pesant fous on al the parameter pian phy wcll, und ext
Helin endo ad san pe puts the ay to hand eo as
Functions of Education Toward Society
Socia change and control, As we ae ar ht he oct le Om und progres very
dirt apart he soe and be evtonent around hr innen in he dere
devlpmen of scence and hnos
+ Reconstruction aLexpcince The individual who want to learn, esco forthe one
leamos proces, eat tha grows wth esperen and Ha One ct ie
throughout here wt past experience enc one Lets and grows, here, ection
+ _Devlopmentot he soil and moral value Even ate hefocor ang gente ction
dst nothing wrong mith ung tht he ham
indienne erence, spay O pe ind es
feb and wrong hu e 5 3 Pulp the nee and por
role Ab opportunity and equaly In he Costo of Ind eng mentores
Intellectual Aim = the $ 5 rs
ht erin respecte of cute, gender race, oregon soul Be given an gaa
on we cat lp tnd o row an
hs thei patent fe gies cet woh DE dE
TT sl gt and Rely Bert delos
Functions of Education Toward the Nation
There famous uote hat Pah di Tab Ru Lada 0 beeping hat mind ore
A u een
Functions of Education Toward individual
it el hep han o à PRINCIPLES OF EDUCATION
Haan 2 hee rural en ran, cui, imagination, and sl
Pe we a de
PE ib ‘
n € cmt + -
= E MAA
suoom's taxonomy oF eoucarion Urge: hat; FUMIE Kathy,
EDUCATIONAL OBJECTIVES pr f ze
tr An Introduction to Bloom's Taxonomy er
Detntion
Types Educational Objectives
ample Mere
PE ib ‘
n € cmt + -
= E MAA
suoom's taxonomy oF eoucarion Urge: hat; FUMIE Kathy,
EDUCATIONAL OBJECTIVES pr f ze
tr An Introduction to Bloom's Taxonomy er
Detntion
Types Educational Objectives
ample Mere
alionoi Technology/Nursing Education
a
. 4 A
Ber
Blooms Taxonomy Revised
In 2001, Day Lane of Riom or
Pehlshöd a revision to the 1056 hierarchy à
suraculim theorist in
= da key change to theo i Taxon: shite the
aca an o verbs Gee Pgs LS and .n) and try Coon he
quon and toward the active performance o the,
= md om pes of earning involved in each sage ofthe
wards D vn al de and at wat moody dh she dain ae +
Cognitive Domain
ana ents domain feed on nel ai much as cal lg abe cr,
BE was he Fin domain created By Ih original pom ar we
searchers. The cogniine herarcıy pa se
res hy spans from simple memorktion denied o bond he
ome cement creating something new based on previo carne eis nee De
in Sind to progres rmagh the hierarchy. beginning at emembe”
SCIE TIGE 4 4 GE
: Ing outcomes we encourage you to choot ves that bes describe
mach eed. fo semen you migh conser eng enh he sede nee
ED A search for “Blooms Verbs” wil provide lat of moins oe
Cognitive Hierarchy.
+ Remember
+ Sample earning outcome: Remember the names and rt st of characters
tna pay = FRE
SEE asscssment/ctiviy A multiple choc
+ Rationale: multiple choice TT
memoried the given materi
+ Understand
y designed a tet the memory of leaners
Sample learning outcome: Undertund and explain the main ideas of
a py or p
+
CHAPTER» Introduction to Thecrelical Foundations
‘nan
9.14: Dent demarage
+ Sample assessmentactity We shot (I pag) pape summaraing he plot and most
importan evens he pay
+ Rational Writing summary encourage eames to thik bou what the mos important
ut of piece o erature ae and to decide wich aspects the pa to cad oor
Sf concue summary. allows ecto cane whee or or hey have rtd
the man es fie ply.
+ dir
2" Sample learning outcome: Apply the main des/hemes he ply tater content
amet ace Wt an aduce ol rerponding ne o he Grace.
Tn dung thi signet leer wl conde e plan of characters
cios outside he consequences shown nthe pay
+ Ames
1 Sample earning outcome Be able 1 analy the aie oes ofeach character in be lay
«Sample aeument/achrhy: Wie an abt paper comparing the antago and
protagonist of he pay.
Rationale: Trough ths asogament as lamer consider what makes ech character
Antoni or poto, they need to we Both he ole e play and rc
thing sil
+ Beene
+ Sample learning outcome, alist the decisions of characters inthe pla and support you
aan wth textual evidence. E
+ Sample ancmentactiiye Wie à roponse to ne of he events in be play
apports er reci ht actions nt bai of erdence rm te plays wells personal
on and project! consequences ofan ation.
atonal Trough thi aigamen earner vil conde termal and consequences
fer actions ia the ly, ang them to understand and make jagments boat the alii
of characters deion- making
+ Crate
+ Sample learning outcome: Crete à new an unique pies of wating wing nar por
denen
E Ssecomentaciviy Cet a short sry sing simi po devices im a ne ime
atonal: Through this cti: learners mus negae the plot devices and tie |
Rues à sting sl hem epoch eae weg lod |
got the rer techniques
Showing thi (ll understan
T FLD Y
|
a
. 4 A
Ber
Blooms Taxonomy Revised
In 2001, Day Lane of Riom or
Pehlshöd a revision to the 1056 hierarchy à
suraculim theorist in
= da key change to theo i Taxon: shite the
aca an o verbs Gee Pgs LS and .n) and try Coon he
quon and toward the active performance o the,
= md om pes of earning involved in each sage ofthe
wards D vn al de and at wat moody dh she dain ae +
Cognitive Domain
ana ents domain feed on nel ai much as cal lg abe cr,
BE was he Fin domain created By Ih original pom ar we
searchers. The cogniine herarcıy pa se
res hy spans from simple memorktion denied o bond he
ome cement creating something new based on previo carne eis nee De
in Sind to progres rmagh the hierarchy. beginning at emembe”
SCIE TIGE 4 4 GE
: Ing outcomes we encourage you to choot ves that bes describe
mach eed. fo semen you migh conser eng enh he sede nee
ED A search for “Blooms Verbs” wil provide lat of moins oe
Cognitive Hierarchy.
+ Remember
+ Sample earning outcome: Remember the names and rt st of characters
tna pay = FRE
SEE asscssment/ctiviy A multiple choc
+ Rationale: multiple choice TT
memoried the given materi
+ Understand
y designed a tet the memory of leaners
Sample learning outcome: Undertund and explain the main ideas of
a py or p
+
CHAPTER» Introduction to Thecrelical Foundations
‘nan
9.14: Dent demarage
+ Sample assessmentactity We shot (I pag) pape summaraing he plot and most
importan evens he pay
+ Rational Writing summary encourage eames to thik bou what the mos important
ut of piece o erature ae and to decide wich aspects the pa to cad oor
Sf concue summary. allows ecto cane whee or or hey have rtd
the man es fie ply.
+ dir
2" Sample learning outcome: Apply the main des/hemes he ply tater content
amet ace Wt an aduce ol rerponding ne o he Grace.
Tn dung thi signet leer wl conde e plan of characters
cios outside he consequences shown nthe pay
+ Ames
1 Sample earning outcome Be able 1 analy the aie oes ofeach character in be lay
«Sample aeument/achrhy: Wie an abt paper comparing the antago and
protagonist of he pay.
Rationale: Trough ths asogament as lamer consider what makes ech character
Antoni or poto, they need to we Both he ole e play and rc
thing sil
+ Beene
+ Sample learning outcome, alist the decisions of characters inthe pla and support you
aan wth textual evidence. E
+ Sample ancmentactiiye Wie à roponse to ne of he events in be play
apports er reci ht actions nt bai of erdence rm te plays wells personal
on and project! consequences ofan ation.
atonal Trough thi aigamen earner vil conde termal and consequences
fer actions ia the ly, ang them to understand and make jagments boat the alii
of characters deion- making
+ Crate
+ Sample learning outcome: Crete à new an unique pies of wating wing nar por
denen
E Ssecomentaciviy Cet a short sry sing simi po devices im a ne ime
atonal: Through this cti: learners mus negae the plot devices and tie |
Rues à sting sl hem epoch eae weg lod |
got the rer techniques
Showing thi (ll understan
T FLD Y
|
Value. DST ES amet rem br tnt ter
a eh nn din an Tre
Responding. 2
+ Sample learning outcome,
re etc Bean allen member to anche sede presentan, and
hock tal cc
Y Pra on bj non oh cla danos questions
from pens aboot the weten.
> Rationale Ting his earner wil become moe come
+ eRe cofrade conri y aca ih
Smet: Wie un opinion pic on ay ine, eh
ret opin tous, eplaning ons own
Spar te ara wil expr net soy town vas bt by
© Orpen na nc mn mn net y
2 Sample kniagetzome Compare rl enn an under
© Sn scummy: Organise ant man a den behind vus
systeme ae put int place
+ Samplelearningootcome: Work wl 4
2 eh lin cum pec
DS AINA poop pr nado work 04 ax "
kam armen nd i al rn er ek
Fr na Teri ning ren hm
fom res and basic movement so
aci
ofthe psychomotor domain. This era rus
a
lo Theoretical Foundations
CHARIER 1.» Introduction lo theoretical F
a Nigh
psychomotor Hierarchy
etes
outcome, Insite pl il
iy Ayame of dag bal
Atle: Learners must Fact (ie) Ihe Bll at te being hem he along
~~
develop thee else sil
damental man
+ Sample leening
Sample assent
Ratlonae: Learners must tun and throw 10 actively engage the
ts than oneal Le intra ren sensor
posing team, allowing
them o develop these kl
Perceptual abies
fa ip de
come: Use m
ii: A game of atch orsoccer or her um I
and passing).
+ Rational: Learners must integrate running. visual iformation about the postion ofthe
ball an predictive information about the future poston a the bl
lies
outcome: Sista atv fr ass period of time
activity: Ru for 25 gts steady
{Rationale This activity a measure of the learner stamina and physical tes
+ SKiled moverens
vw
Rationale This act allows teams to change their strategy and ind
cl behavior depending onthe response ofthe other team,
Nondiscursive communication
+ Sample come: Expres onssllihtangh pupucfl
2 Sample assessment at À soccer ur ur rte pomo
© Katlonale: These games al nolvtcamork srateg, and interatv and purposeful
ment Success tcamı must ncgri al of ther sense, communicate though mover
and use 3 variety of adapte stags
LESSON PLAN
A san plan isthe intacto rsd map of what tens net Jean nd ost wl an E
plan pour son, you wl is need 1 ent the earning
clas meting. Then you can design appropriate Iarning activities and develop
stunt learning, A successful eon plan adresses and integrates
ice key components
Tearing sts
a eh nn din an Tre
Responding. 2
+ Sample learning outcome,
re etc Bean allen member to anche sede presentan, and
hock tal cc
Y Pra on bj non oh cla danos questions
from pens aboot the weten.
> Rationale Ting his earner wil become moe come
+ eRe cofrade conri y aca ih
Smet: Wie un opinion pic on ay ine, eh
ret opin tous, eplaning ons own
Spar te ara wil expr net soy town vas bt by
© Orpen na nc mn mn net y
2 Sample kniagetzome Compare rl enn an under
© Sn scummy: Organise ant man a den behind vus
systeme ae put int place
+ Samplelearningootcome: Work wl 4
2 eh lin cum pec
DS AINA poop pr nado work 04 ax "
kam armen nd i al rn er ek
Fr na Teri ning ren hm
fom res and basic movement so
aci
ofthe psychomotor domain. This era rus
a
lo Theoretical Foundations
CHARIER 1.» Introduction lo theoretical F
a Nigh
psychomotor Hierarchy
etes
outcome, Insite pl il
iy Ayame of dag bal
Atle: Learners must Fact (ie) Ihe Bll at te being hem he along
~~
develop thee else sil
damental man
+ Sample leening
Sample assent
Ratlonae: Learners must tun and throw 10 actively engage the
ts than oneal Le intra ren sensor
posing team, allowing
them o develop these kl
Perceptual abies
fa ip de
come: Use m
ii: A game of atch orsoccer or her um I
and passing).
+ Rational: Learners must integrate running. visual iformation about the postion ofthe
ball an predictive information about the future poston a the bl
lies
outcome: Sista atv fr ass period of time
activity: Ru for 25 gts steady
{Rationale This activity a measure of the learner stamina and physical tes
+ SKiled moverens
vw
Rationale This act allows teams to change their strategy and ind
cl behavior depending onthe response ofthe other team,
Nondiscursive communication
+ Sample come: Expres onssllihtangh pupucfl
2 Sample assessment at À soccer ur ur rte pomo
© Katlonale: These games al nolvtcamork srateg, and interatv and purposeful
ment Success tcamı must ncgri al of ther sense, communicate though mover
and use 3 variety of adapte stags
LESSON PLAN
A san plan isthe intacto rsd map of what tens net Jean nd ost wl an E
plan pour son, you wl is need 1 ent the earning
clas meting. Then you can design appropriate Iarning activities and develop
stunt learning, A successful eon plan adresses and integrates
ice key components
Tearing sts
ETC
fex!bo0k of Educational lechnology/Nurting Educalion
Pi
#
Specitying concret objectives or student a
Iain ce see den ening wil ep ou termine te cdi na
al check whether
accompanied
he ble to do teen
+ What the epi of
Sanat 6 want them intake avay fom hs?
acs ate or vet, rank them in temo
+ What ar the mot important concept Ideas o silt 1 war nada een on
Miia
CHAPTER» Introduction o eceetcalFoundotions —
ston ty ae student ke of the sube or pos thie
reid pm a Fr, uc amp ql a a
lsd Lae scan ar on can Ed mas
stents prior tocas y sending tants an electronic survey or king them to
sents on nde cards Th dira formation ean help shape your Introduction,
ves, et When pe an dea ofthe tae array wth he tp, ou wl
ahs have see of
Develop cet I
clon othe lope to simulate interest and encourage thinking. You
(am use a vary of approaches engage student (personal anced, historical even
zug: provoking dhe. ss wor example, het vide clip practica split, probing
‘question, ei), Conse he oli questions when planning your introduction:
+ Mov will check whether students now anything abou the topic have ny preconceived
‘Wat ae comely held Mes (youl metre a D
eg a rage oe
«tw te rds mr
fun hepsi caring ane (be maa bed oh lemon Fo sl
ee BAT re
un Eu
a ne Se nen ce
dicta tu asc na E
te gen a cc un ie ques wol fw da
pero
rs
2 ai ot te i ice oy
en
Senke me erate
re
«Wil packs coli dao eee
nes LE Le A
o oe eee ae
ee . en ee
en ae en yoy
ee E po
Sas a a men
tations that can help waders
1 What question wil ak students to check lor understanding?
y demonstae ta they a following?
tives, what ct ca have student d to check
An important strategy that wil ao hep ya wih time management to atcpate students
uen. When planning your von. decide what hinds of questions val be product or
“Tacuson and wht questions igh sde rack the clas Think bout amd deci onthe balance
Jens) ad eng that students
=>
fex!bo0k of Educational lechnology/Nurting Educalion
Pi
#
Specitying concret objectives or student a
Iain ce see den ening wil ep ou termine te cdi na
al check whether
accompanied
he ble to do teen
+ What the epi of
Sanat 6 want them intake avay fom hs?
acs ate or vet, rank them in temo
+ What ar the mot important concept Ideas o silt 1 war nada een on
Miia
CHAPTER» Introduction o eceetcalFoundotions —
ston ty ae student ke of the sube or pos thie
reid pm a Fr, uc amp ql a a
lsd Lae scan ar on can Ed mas
stents prior tocas y sending tants an electronic survey or king them to
sents on nde cards Th dira formation ean help shape your Introduction,
ves, et When pe an dea ofthe tae array wth he tp, ou wl
ahs have see of
Develop cet I
clon othe lope to simulate interest and encourage thinking. You
(am use a vary of approaches engage student (personal anced, historical even
zug: provoking dhe. ss wor example, het vide clip practica split, probing
‘question, ei), Conse he oli questions when planning your introduction:
+ Mov will check whether students now anything abou the topic have ny preconceived
‘Wat ae comely held Mes (youl metre a D
eg a rage oe
«tw te rds mr
fun hepsi caring ane (be maa bed oh lemon Fo sl
ee BAT re
un Eu
a ne Se nen ce
dicta tu asc na E
te gen a cc un ie ques wol fw da
pero
rs
2 ai ot te i ice oy
en
Senke me erate
re
«Wil packs coli dao eee
nes LE Le A
o oe eee ae
ee . en ee
en ae en yoy
ee E po
Sas a a men
tations that can help waders
1 What question wil ak students to check lor understanding?
y demonstae ta they a following?
tives, what ct ca have student d to check
An important strategy that wil ao hep ya wih time management to atcpate students
uen. When planning your von. decide what hinds of questions val be product or
“Tacuson and wht questions igh sde rack the clas Think bout amd deci onthe balance
Jens) ad eng that students
=>
mectolica Foundations
= a ten CHAPTER 1 » Introduction 10 Ni
S_ Dion conden ad ases Go rth mt cred das y amarte LATEST APPROACHES IN EDUCATION
za po Sn Js can han srl ap can sa AT 5
“Cay we ned soot you can ak à kn hap um ‘Transformational Education
rn cal conta eg o
= 3 ee am at ari e ein emahn. L
ats cong? Ths pee pu TT and hl om nt nt Spi ag Toned re i Pn a
ational Ian, ao ka
et pe IES ase
Ion cane te den an o ier andren a hoyo
dow your ode two or tree hey concepts, ss, o lo yu vt lo wen arme learning theory cores rom American sociologia lack Mec: Staying €
Ancien bo ge tht they often coo ad tb leon pla peine Le aes cle cun ara gap of some yer he our
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‘Neato eating rote in thc questioning ofthe cameras esloped mit experience. The
“The pvopy fon help in cxamining the ous, den sve wh ay re id ut he
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mand thus focuses on pie
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book of Educational Technology/Musihg Education
Psychological toLogical
a A Te hs oo
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Whole to Part
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TECHNOLOGY EDUCATION
roces by wich the knowledge. she
chology reer Te TRE
systematic way of applying thet
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Meaning
education, = : -
Y
EMAPTER Y» Introduction to Theoretical Foundafions
ature of Educational Technology
ral echlopy «comprehensive frm aot Be we term ol
rs esac ey ech ea
raved ening mm.
scope of Educational Technology
Escaldes oad the phases ts ll of etching nd ering principles
teaching ec Educational ecology a dischlne tvs for he formulan loto and
on ace on advil ad nal eds. Edson technology nidos planing
nd noncurricular Inputs on tb basis of goals and objective of cation,
Ipendent of philosophy dueto he fllowing reasons:
+ Philosophy determine theres destination tocará which education has ogo: Pduction s
‘conscious amic process which neds proper guldancs and parti bout roper
ohne and supervision, 1 cannot achieve its gal Philosophy determine the goa o fe
da provides sutable and effective guidance and supervision for eduction to are that
foi. Without the help of philosopher education cannot be succesfal procen of development
and achievement Spencer has righ emarked—"True education ls practise ony by a toe
hor
+ Philosophy determine pects of education Some scholars beine tha
Philosophy concermed with abstract Hem SAT onceptons only, while education dels
th practical concrete things and processes Hence, the wo are diferent and here exists ne
‘elation between ther, But this isa wrong belief Bot philosophy and edveatonaeotmately
nd integrally connected with each othe. Separation between the two snot possible o any
‘count is the philosophy, we must know, ha as been influencing all apes o educa
since the very beginning and wi o on inluencing education for al times to come Once
again willbe hte orcos he saving of ons that—"Phlosophy and education ae ike
the ses ol the same cin, present diferent views ofthe sume thing. and that one is inp
bythe other
+ Great philosophers have heen great educatioists le; History bes
The fac that ret proie
Locke, Comenius, Ra
eloquent testimony to
ave een great education ao ofthe times Plato, Socrates
sea, roce, Dewey, Gandhi. Tagore, Aurobindo Ghosh and others
‘who were reat philosophes oftheir times have alto talked aboot education. Their poopie
Latex have Been important guide books for educational planning and determination of
«ducairal ais for children ofthe world. In other word al great philosophers have employed
‘location sa means tante hei phlonphical ns inf practice fr pale o flow
and develop themselves, Philosophy dependent on education due to bese reons.
LATEST APPROACHES TO LEARNING
Experiential Learning and ts importance
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‘perience and recto, they are better ale 1 connect thore and knowedge lene nthe
m Er
>
»
>
2
1
book of Educational Technology/Musihg Education
Psychological toLogical
a A Te hs oo
wie a nt porte Hs o ay A a a
Aire braga Peyehogial aye Wing ima coca Nemes
EU spades, deweopmen lev, and temes The Becher seal een
logica action othe eject matter The approach Sonden larga a a
no gi! order child centered maximo,
Sonden to stents when they an nt
Dovetail logic! nen
Fell about the late
resem ing wth hi eaher pc um
Induction te Deduction,
Pan 08 deriving known srl or formal fi
q particular examples call indios
ran ac
See a e atte. Te deduction jst the sponte of
saga, In we deve a sean cancion from known ms tales où rte ie le
in guages taching. tore giving the dtinton a a noun the tudo apa van
Sample cl meu ke man, cha, Delhi cand then they ae led othe pena dee
ow alo Be te PE
sng approach, teacher h
cee from inducen ad files a delete,
Empirical (Practical) to Rational
Pt require aT Ti =
“ample students ar aught, water
Join Then they a
There mole
thera prin. wich mo
Whole to Part
Tis maxi tn resol the Gest theory
whole ano! in Te
ren parts nts ey monies on ee
rod coma ae
TECHNOLOGY EDUCATION
roces by wich the knowledge. she
chology reer Te TRE
systematic way of applying thet
dado are ranamitid to the members
ich ENCE FOS TS
Meaning
education, = : -
Y
EMAPTER Y» Introduction to Theoretical Foundafions
ature of Educational Technology
ral echlopy «comprehensive frm aot Be we term ol
rs esac ey ech ea
raved ening mm.
scope of Educational Technology
Escaldes oad the phases ts ll of etching nd ering principles
teaching ec Educational ecology a dischlne tvs for he formulan loto and
on ace on advil ad nal eds. Edson technology nidos planing
nd noncurricular Inputs on tb basis of goals and objective of cation,
Ipendent of philosophy dueto he fllowing reasons:
+ Philosophy determine theres destination tocará which education has ogo: Pduction s
‘conscious amic process which neds proper guldancs and parti bout roper
ohne and supervision, 1 cannot achieve its gal Philosophy determine the goa o fe
da provides sutable and effective guidance and supervision for eduction to are that
foi. Without the help of philosopher education cannot be succesfal procen of development
and achievement Spencer has righ emarked—"True education ls practise ony by a toe
hor
+ Philosophy determine pects of education Some scholars beine tha
Philosophy concermed with abstract Hem SAT onceptons only, while education dels
th practical concrete things and processes Hence, the wo are diferent and here exists ne
‘elation between ther, But this isa wrong belief Bot philosophy and edveatonaeotmately
nd integrally connected with each othe. Separation between the two snot possible o any
‘count is the philosophy, we must know, ha as been influencing all apes o educa
since the very beginning and wi o on inluencing education for al times to come Once
again willbe hte orcos he saving of ons that—"Phlosophy and education ae ike
the ses ol the same cin, present diferent views ofthe sume thing. and that one is inp
bythe other
+ Great philosophers have heen great educatioists le; History bes
The fac that ret proie
Locke, Comenius, Ra
eloquent testimony to
ave een great education ao ofthe times Plato, Socrates
sea, roce, Dewey, Gandhi. Tagore, Aurobindo Ghosh and others
‘who were reat philosophes oftheir times have alto talked aboot education. Their poopie
Latex have Been important guide books for educational planning and determination of
«ducairal ais for children ofthe world. In other word al great philosophers have employed
‘location sa means tante hei phlonphical ns inf practice fr pale o flow
and develop themselves, Philosophy dependent on education due to bese reons.
LATEST APPROACHES TO LEARNING
Experiential Learning and ts importance
Experiential learning the process of lering by doing. By engaging students in hands-on
‘perience and recto, they are better ale 1 connect thore and knowedge lene nthe
-
'
research. and col les slended/Mybrid Learning.
Reflective Learning
Scenario-Based Learning
a
'
research. and col les slended/Mybrid Learning.
Reflective Learning
Scenario-Based Learning
a
om He
tes À
Textbook of Educational Technology/Nuring Education
‘valuation titra summary and enden and ave al ine dora
executing the plan
Trnsformatfnal educatoa/eaning makes use of previoosAnowdalge and Me experiences
wile earning the new. In the process they examine
understanding, try lear ron a
ext ik confidence
er end exiting concept bel
es experiences ane the ait and new role develo
CONCLUSION
Education being a neverending proces. resiste and unstoppable in nature I night
on from within and sisi al sound development Education Ute al lus ln aca
Sour goals of He and inthis purty le
“Sharon races of education helo
Allover the world ret thinkers poser
ot pote cl
Y. The around development drawing out the beste hd wat nage by
Answer Key
Le za ae 4
we mo men
so
tes À
Textbook of Educational Technology/Nuring Education
‘valuation titra summary and enden and ave al ine dora
executing the plan
Trnsformatfnal educatoa/eaning makes use of previoosAnowdalge and Me experiences
wile earning the new. In the process they examine
understanding, try lear ron a
ext ik confidence
er end exiting concept bel
es experiences ane the ait and new role develo
CONCLUSION
Education being a neverending proces. resiste and unstoppable in nature I night
on from within and sisi al sound development Education Ute al lus ln aca
Sour goals of He and inthis purty le
“Sharon races of education helo
Allover the world ret thinkers poser
ot pote cl
Y. The around development drawing out the beste hd wat nage by
Answer Key
Le za ae 4
we mo men
so
CHAPTER
2
Assessment and Planning
Add ous a
DIDI P Pas
2
Assessment and Planning
Add ous a
DIDI P Pas
|CHAPTER 2 » Asserimant ond Planning y |
TEACHING AND ITS DEFINITION
En Teach 1 proceso stending a people needs, npelnc eng im ode 1 guíe them nd
= . rome Thorne
eo aus themes othe word hich hey Wve Vesta and Simpson
+ Teaching the process of paying tenon to peoples ned, experiences, and flings sed
Aerio tha thy ee cera all and go Beyond wha expected of he
Sec + Teaching nero nunc aime a changing he behavior potenti of anther person
and NE Gage
A om eme ne or + Goodies cr silo guide anes
ista m nature
Although takes th stadt previous experience Inte coun is prope in mature
INTRODUCTION © Tis both dignouti nd emda
+ In her words, go teaching erates the mind of the earner,
Mm Nv sl A set litoral hai, wich à Th gid wt ol foe a et
Dor for ery ec na There a cormaponding lement In he tof teaching is unknown teaching what pet and thes moving to complex conten: fine to deine:
en 1 Semen ec human hr Tho gg a hs at Concrete to abstract pariclar general y ining bth induce and Jace Hinking proces
alent. Mones, spain ok. wat ae the dsingching characters bees Sn keeping mind the psychology othe Karner
the two st of bea. The dsinghng carci er sien, chine char There ae vary f leaching mcthods that teacher cn nc inthe csroom: Lecture |
Toma ne ts kn teten at some er ng Intention canbe a simple at method, dncusan. seminal uy, projet asipnmens symposia, eld trp echos, |
Lovin he mame ofthe obje and as complex a evene of the charac ofthe cea Compute sed ned ering. merci, problem based Ling mulata propre |
e degre of omplenty in instructional Behavior e proprtnal othe dre l comp irracional arco modal
aes The teicher ses demonstration i the soon a wel ai th inkl are I the incl
Teaching bas long and trio history. comparable o a of humans, Since Socrates arc, teching methods can ne cc eching nursing rounds cia report atente
teaching learning proces. Thee ha ng heen deat aout whether cc Wan at na man Wile ging tons, the traca mt employ vay of teaching strategies and
M teaching an at for, mus be developed inthe samc ways any ber a nes One methods, the most common of which i verbal sractring I the Casroom to Introduce new
SOS ES palo an cep penis, generalains procedure, and so an Even now hs done mon regen
lege through ete,
TEACHING AND ITS DEFINITION
En Teach 1 proceso stending a people needs, npelnc eng im ode 1 guíe them nd
= . rome Thorne
eo aus themes othe word hich hey Wve Vesta and Simpson
+ Teaching the process of paying tenon to peoples ned, experiences, and flings sed
Aerio tha thy ee cera all and go Beyond wha expected of he
Sec + Teaching nero nunc aime a changing he behavior potenti of anther person
and NE Gage
A om eme ne or + Goodies cr silo guide anes
ista m nature
Although takes th stadt previous experience Inte coun is prope in mature
INTRODUCTION © Tis both dignouti nd emda
+ In her words, go teaching erates the mind of the earner,
Mm Nv sl A set litoral hai, wich à Th gid wt ol foe a et
Dor for ery ec na There a cormaponding lement In he tof teaching is unknown teaching what pet and thes moving to complex conten: fine to deine:
en 1 Semen ec human hr Tho gg a hs at Concrete to abstract pariclar general y ining bth induce and Jace Hinking proces
alent. Mones, spain ok. wat ae the dsingching characters bees Sn keeping mind the psychology othe Karner
the two st of bea. The dsinghng carci er sien, chine char There ae vary f leaching mcthods that teacher cn nc inthe csroom: Lecture |
Toma ne ts kn teten at some er ng Intention canbe a simple at method, dncusan. seminal uy, projet asipnmens symposia, eld trp echos, |
Lovin he mame ofthe obje and as complex a evene of the charac ofthe cea Compute sed ned ering. merci, problem based Ling mulata propre |
e degre of omplenty in instructional Behavior e proprtnal othe dre l comp irracional arco modal
aes The teicher ses demonstration i the soon a wel ai th inkl are I the incl
Teaching bas long and trio history. comparable o a of humans, Since Socrates arc, teching methods can ne cc eching nursing rounds cia report atente
teaching learning proces. Thee ha ng heen deat aout whether cc Wan at na man Wile ging tons, the traca mt employ vay of teaching strategies and
M teaching an at for, mus be developed inthe samc ways any ber a nes One methods, the most common of which i verbal sractring I the Casroom to Introduce new
SOS ES palo an cep penis, generalains procedure, and so an Even now hs done mon regen
lege through ete,
»
CHAPTER2 » Assessment and Planning)
fextbook of Educational Technology/Nursing
LEARNING PYRAMID
‘eed Jearning Isa mis
| en A a] anal
ad à Demonstration Advantages
SSR O] 2 Reina the elo ba ine do
Fi. 2.1: Learning pyramid bythe Nationa Tainng Cent
Students can acc earning mater
Many studies showed hat the types of met
power of the group or individual
learning pyramid is there
Nationa Training Cente
Rall the taken topic and enhance the learning experience The
terre
Disadvantages
as the one of learning’ which being develope by the hs
most othe suden
‘he coment while reading from the ebook, but cain alos SO ol re 3
VIRTUAL LEARNING
RTL LEAR CLINICAL TEACHING METHOD.
ina scparte &
Definition
is a method of earning which ase computer software, Internet or both
Forms of Virtual Learning
+ Computer-based: nxn
appropriate le
and also falls the leaning
CHAPTER2 » Assessment and Planning)
fextbook of Educational Technology/Nursing
LEARNING PYRAMID
‘eed Jearning Isa mis
| en A a] anal
ad à Demonstration Advantages
SSR O] 2 Reina the elo ba ine do
Fi. 2.1: Learning pyramid bythe Nationa Tainng Cent
Students can acc earning mater
Many studies showed hat the types of met
power of the group or individual
learning pyramid is there
Nationa Training Cente
Rall the taken topic and enhance the learning experience The
terre
Disadvantages
as the one of learning’ which being develope by the hs
most othe suden
‘he coment while reading from the ebook, but cain alos SO ol re 3
VIRTUAL LEARNING
RTL LEAR CLINICAL TEACHING METHOD.
ina scparte &
Definition
is a method of earning which ase computer software, Internet or both
Forms of Virtual Learning
+ Computer-based: nxn
appropriate le
and also falls the leaning
to
E ==
tea caos ad Ring he gap
ic. May othe ee sve aed at pu
Stunden are weak when i he cial practice n eof good Knowledges th
incre ding they ayo wil rine cine sl
tring ar str i fig dy by da here Ws portant contro he mel CD
Steps of Clinical Teaching
1. Formulating obec
Determine the sill and knoe of the dent hy conduct repeat et
with confidence
Physiology/Principles of Chi
al Teaching
vs mus keep in consideration that he nursing student ar rines in the clinical
ve shoul e geno th asin dens eure ring then.
The cine teaching mas be app with mal wut and pes ep
Ser pare man roped
la econ nding sou
ach and
‘ us on sill and mental knowledge.
ln the ica! teaching, the focus shouldbe onthe quality teaching rater than competing
Methods of Clinical Teaching
Fyre 23 shows the methods
== Ee
© e e o
199.23: Dugrammatic representation final testing
ESSENTIAL QUALITIES OF TEACHER
tives
teacher flees ter You never know where the Influence stop,
+ Teachers playa crucial role in shaping he future groesion,
* Teachers nurture natural able and sil and prepare sade forthe ote Aca teache
»
r
|CHAPTER 2 » Assosimant and Planning
ferent student might becoming rom diferen background and as tete teacher, you have
‘he pert uplift them and make» change
Empathy
‘ne of the most Important good quals of tenher is empathy.
Creativity
Lo you remember haw you used to e sa student? Did you ojo our clases or were you Bored
during the lessons? Ava teacher, you have to ensure hat your students dont yt Dre common
for stents to os eres and attention, How d you make ur that they are seni o you? The
Answer simple, be rate! One ofthe important quais of am del eche retry By being
Creative, ou an make your ae intresting You an take the help a cios online teaching ols
to dá i tothe classroom,
Communication Skills
‘While talking about the good qualities of teacher, communication kl cannot be mised When
it comes to communication. a o of things can go wrong I ud thatthe iges problem with
“communication the mionception tha it as taken place To pot pla atescher you might
‘hunk tht os ae communicating well Bu, there aes few points to be kept in mind
2 Alan invite feedback anda your students they have understood
{Create platform or open communication
Communication acd not vay be verbal, te teacher wi have to pickup nonverbal cues and that
where the ral quals of teacher et red. Its Important fr teachers have strong verbal and
onverbal communion ki
Interpersonal Skills
Intrpersonal silt and communication sil are closely rated to eachother How well you
communicate with your students and ther parent il determine he mate of our connection with
‘hem Interpersonal communication important o estab strong interpersonal rlatansips. AS
‘mentioned above atecher mast am forthe hol development o student
Positivism
Student woul often el depres ad down, Ia teacher hs the quai of aay being poste
cin bl the dent ao fa À postive tude and postive relationship betwen ste
Sd teachers are the mont important thing needed to ensure ete Learning,
Fair Minded
A teacher has o rat all er students qual, aimes is one ofthe most important qual of
cine teachers When a teacher sar minded, cars thm respect and stents fe ae and
Salen the clasenon Crcating lasroom coironment thats ir wil nature ast and respect
ere students ania ret quality to teach your student
E ==
tea caos ad Ring he gap
ic. May othe ee sve aed at pu
Stunden are weak when i he cial practice n eof good Knowledges th
incre ding they ayo wil rine cine sl
tring ar str i fig dy by da here Ws portant contro he mel CD
Steps of Clinical Teaching
1. Formulating obec
Determine the sill and knoe of the dent hy conduct repeat et
with confidence
Physiology/Principles of Chi
al Teaching
vs mus keep in consideration that he nursing student ar rines in the clinical
ve shoul e geno th asin dens eure ring then.
The cine teaching mas be app with mal wut and pes ep
Ser pare man roped
la econ nding sou
ach and
‘ us on sill and mental knowledge.
ln the ica! teaching, the focus shouldbe onthe quality teaching rater than competing
Methods of Clinical Teaching
Fyre 23 shows the methods
== Ee
© e e o
199.23: Dugrammatic representation final testing
ESSENTIAL QUALITIES OF TEACHER
tives
teacher flees ter You never know where the Influence stop,
+ Teachers playa crucial role in shaping he future groesion,
* Teachers nurture natural able and sil and prepare sade forthe ote Aca teache
»
r
|CHAPTER 2 » Assosimant and Planning
ferent student might becoming rom diferen background and as tete teacher, you have
‘he pert uplift them and make» change
Empathy
‘ne of the most Important good quals of tenher is empathy.
Creativity
Lo you remember haw you used to e sa student? Did you ojo our clases or were you Bored
during the lessons? Ava teacher, you have to ensure hat your students dont yt Dre common
for stents to os eres and attention, How d you make ur that they are seni o you? The
Answer simple, be rate! One ofthe important quais of am del eche retry By being
Creative, ou an make your ae intresting You an take the help a cios online teaching ols
to dá i tothe classroom,
Communication Skills
‘While talking about the good qualities of teacher, communication kl cannot be mised When
it comes to communication. a o of things can go wrong I ud thatthe iges problem with
“communication the mionception tha it as taken place To pot pla atescher you might
‘hunk tht os ae communicating well Bu, there aes few points to be kept in mind
2 Alan invite feedback anda your students they have understood
{Create platform or open communication
Communication acd not vay be verbal, te teacher wi have to pickup nonverbal cues and that
where the ral quals of teacher et red. Its Important fr teachers have strong verbal and
onverbal communion ki
Interpersonal Skills
Intrpersonal silt and communication sil are closely rated to eachother How well you
communicate with your students and ther parent il determine he mate of our connection with
‘hem Interpersonal communication important o estab strong interpersonal rlatansips. AS
‘mentioned above atecher mast am forthe hol development o student
Positivism
Student woul often el depres ad down, Ia teacher hs the quai of aay being poste
cin bl the dent ao fa À postive tude and postive relationship betwen ste
Sd teachers are the mont important thing needed to ensure ete Learning,
Fair Minded
A teacher has o rat all er students qual, aimes is one ofthe most important qual of
cine teachers When a teacher sar minded, cars thm respect and stents fe ae and
Salen the clasenon Crcating lasroom coironment thats ir wil nature ast and respect
ere students ania ret quality to teach your student
Textbook of Educational Technology/Nusing Education,
Though se people don think of humor aa ual on of mon iii
an Ae tac. When classroom is baring, who doen Ike u pan neh ond See est
Teachers who ar morsa nd fanny hate the aby to sonst with stale ande rate
"onl emvironmen. By being humorous, we do jst mean caching I
jokes and small misc activities fom stent an alo pats of be
Consistent
Cemstens ps teacher ad tants ake. help schen o fel more organi Bing
nid and well-planned remove tension and te By consistency, we mean hacia rol
aná em in place When ther à proper rutin, the rpc fom the student aed pul
Rewarding
Aslan go ng wy. Tech ned a be rara ane amet
the lor of thee students When teacher ay “wel don nod estes and id ee
‘ha od wor fenourgemen, meine hem ob a
ence wen the gon are mon
Say cnn mined
Reliable
A reliable teacher ts someone who is dedicated to hist jb and trustworthy, Rei
‘he best qualities ofa teach Reliable teachers kn
Since a dent ture be with the teach
teachers and for teachers o cultvat the quality
Passionate
Passion something that every teacher shoul! have. Teaching isnot an cay job There ar ot
‘of problems that teachers face in their day-to-day lives. From low engagement of tt wo kas
toteraciviy. thee a lot of ue. Now with online teaching and lve lacy, enc tse ee
tage problems. Pasion isthe core essential qualy that hl teachers to once a pion
‘hat they face. With pasion andthe ight online teching platform teacher can sc va
ali of
o Bing abe 10 ey
ing humos
teacher
portan qualities aa good teacher comes ap this
dy move of
ow how to make prope decisions and scsi
ls importas for students o sty under eae
o clay in hee dents
Motivational
Low motivation o study and lesen is one ofthe major concerns of very pate teach, and tuent
eros the lobe. Teachers can pla a hu ol in motiva thir sides As mentioned une |
smal pat on the back can go along way Prompt feedback, rica oppression, group work ce se
ome ofthe methods that teachers can apply to motivate her tens When a eases tar
‘motivating, when they ak thee students o do more and push them toh thes bet, the real ay
amazing.
L, ie
[GHAPIER2 » Assessment and Planning
active Listening
stent them You can be grat teacher ony when ju
node understand what hey wart, ou have toten,
tant qualite fan ideal teacher,
what your students
aie lenin eof he mos ip
A.nuctoring teacher promotes heathy classroom. There enough oor for opinions feedback ant
makes, Students often need someone to alo tem though thee proben and mistakes. When
teaches gt har on them, her re chances of students acting ot. When a teacher nurturing,
the unt el sal, which increase spe between students and the teacher I students have
Avira social dali a maturing teacher co ep ther
Honesty,
stan kup th aches and Bonet ane the ms puta ues tdt
cl Hoty teal the wok that you de oad your stents al coles rm
important, Honey fens package, comes long wth quals wach a respon, courage
Sin lb,
Punctuality
king 0 tne and sticking to schedules and timetabls are among the most needed qualities of sn
te teacher Students ar fom you and in order esl a sense of punctualiy in them, you have
‘olive by This al reflects your responsibly and commitment o your profesion.
Willingness to Learn
ring. With the education
“Teaching and earning go band in hand A good teacher never tops earning Wah the
sector changing every dy teachers need wo learn and up machen For example, with laos
‘ping online. eachen have to ear about live las an online teaching.
Organization Skills
"Thi quali hel teachers to stay punctual and dsc. Organization and planningare extremely
important gules ol good teacher Imagine putingalltbe keys in nc bo without bling them
Your house keys, locker key ar ad ke he, everything in one big bo. I you were running ut
‘na bury and were searching or your keys Imagine how much ime you would spend Finding the
de by wae ae ea wel Bes cas ue Thee
Top piso your teaching jo. I you are panel and planed help yu 1 be on time and
fish our lemon, This an nevtable characteristic teaching
Ethics
hs os tadas tof val
ase god lia primes
ind elit hat tener sok
hs what telus what 1
and wrong and hep un ron doing
tha ar wrong. I o agaist a teachers ct be untar o sents and o show pty
ste
pop Pap LT
Though se people don think of humor aa ual on of mon iii
an Ae tac. When classroom is baring, who doen Ike u pan neh ond See est
Teachers who ar morsa nd fanny hate the aby to sonst with stale ande rate
"onl emvironmen. By being humorous, we do jst mean caching I
jokes and small misc activities fom stent an alo pats of be
Consistent
Cemstens ps teacher ad tants ake. help schen o fel more organi Bing
nid and well-planned remove tension and te By consistency, we mean hacia rol
aná em in place When ther à proper rutin, the rpc fom the student aed pul
Rewarding
Aslan go ng wy. Tech ned a be rara ane amet
the lor of thee students When teacher ay “wel don nod estes and id ee
‘ha od wor fenourgemen, meine hem ob a
ence wen the gon are mon
Say cnn mined
Reliable
A reliable teacher ts someone who is dedicated to hist jb and trustworthy, Rei
‘he best qualities ofa teach Reliable teachers kn
Since a dent ture be with the teach
teachers and for teachers o cultvat the quality
Passionate
Passion something that every teacher shoul! have. Teaching isnot an cay job There ar ot
‘of problems that teachers face in their day-to-day lives. From low engagement of tt wo kas
toteraciviy. thee a lot of ue. Now with online teaching and lve lacy, enc tse ee
tage problems. Pasion isthe core essential qualy that hl teachers to once a pion
‘hat they face. With pasion andthe ight online teching platform teacher can sc va
ali of
o Bing abe 10 ey
ing humos
teacher
portan qualities aa good teacher comes ap this
dy move of
ow how to make prope decisions and scsi
ls importas for students o sty under eae
o clay in hee dents
Motivational
Low motivation o study and lesen is one ofthe major concerns of very pate teach, and tuent
eros the lobe. Teachers can pla a hu ol in motiva thir sides As mentioned une |
smal pat on the back can go along way Prompt feedback, rica oppression, group work ce se
ome ofthe methods that teachers can apply to motivate her tens When a eases tar
‘motivating, when they ak thee students o do more and push them toh thes bet, the real ay
amazing.
L, ie
[GHAPIER2 » Assessment and Planning
active Listening
stent them You can be grat teacher ony when ju
node understand what hey wart, ou have toten,
tant qualite fan ideal teacher,
what your students
aie lenin eof he mos ip
A.nuctoring teacher promotes heathy classroom. There enough oor for opinions feedback ant
makes, Students often need someone to alo tem though thee proben and mistakes. When
teaches gt har on them, her re chances of students acting ot. When a teacher nurturing,
the unt el sal, which increase spe between students and the teacher I students have
Avira social dali a maturing teacher co ep ther
Honesty,
stan kup th aches and Bonet ane the ms puta ues tdt
cl Hoty teal the wok that you de oad your stents al coles rm
important, Honey fens package, comes long wth quals wach a respon, courage
Sin lb,
Punctuality
king 0 tne and sticking to schedules and timetabls are among the most needed qualities of sn
te teacher Students ar fom you and in order esl a sense of punctualiy in them, you have
‘olive by This al reflects your responsibly and commitment o your profesion.
Willingness to Learn
ring. With the education
“Teaching and earning go band in hand A good teacher never tops earning Wah the
sector changing every dy teachers need wo learn and up machen For example, with laos
‘ping online. eachen have to ear about live las an online teaching.
Organization Skills
"Thi quali hel teachers to stay punctual and dsc. Organization and planningare extremely
important gules ol good teacher Imagine putingalltbe keys in nc bo without bling them
Your house keys, locker key ar ad ke he, everything in one big bo. I you were running ut
‘na bury and were searching or your keys Imagine how much ime you would spend Finding the
de by wae ae ea wel Bes cas ue Thee
Top piso your teaching jo. I you are panel and planed help yu 1 be on time and
fish our lemon, This an nevtable characteristic teaching
Ethics
hs os tadas tof val
ase god lia primes
ind elit hat tener sok
hs what telus what 1
and wrong and hep un ron doing
tha ar wrong. I o agaist a teachers ct be untar o sents and o show pty
ste
pop Pap LT
ee SF SF OCT MO ist 2 07 es eee
oc
Dignity
Textbook ol Educational Technology/Nuning Education
Respect or humanlı iso
hay sits wh teacher every importan
¡viento Topect everyone regando hither pier nates cu Th
Mere an bas This one of he charters tech thal elena
ns ds peine aq
Wy are
; Mies eset to make teaching: Wh ah
¿impor rhea o
teacher you Krom how cl lo ae eh
Dip teaches ta overcome the cal
mentioned Bel ity dont hive ay
‘oF these qualities, dant worry, yoo can inculcate th $
TEACHING STYLE
traditional teaching enironments teers with
¡Primary teaching style, eventhough ther aps
Patitpation and sent 4
Lecturer
Demonstra
decades ol experience are not aware of their
wach 10 teaching has a dret lle on stud
agement Different teaching yes ae a lows
The lecture sl (sometimes alle the formal author
through long na en alma 7
"Tica sven often ted with age oop
the teacher and students w not feauble. 0 a
‘Thesobject mattrintbecturer ile mos of th
1) is familia to anyone whos st
ent when ot ofinteraction between
= time, singular and predetermined. Students
aged to take notes and atk questo at the end. Tere ae usally no acts planet
Pros
+ Poble
tach large groups of tudes at once
Easy to prepare lectura
Cons
Low retention of information
No active learning
style, the teacher il tans o of authority but s more o
gr hacer ts at oa Is more open to tying
ask questions ad sms what they st ad en
The demonstrat onen goes beyond le
experiments Ara rs mor appa to
showing presen, mag, Gin ad
|
CHAPTER 2 » Assessment and Planning
pos
Incorporates a vary of teaching format
cont
‘oes acome
de he needs of al tudente
Hybrid
he hybrid (alto know a lended) tle tre ose a balance between teacher and student
entered approaches.
Most of the ine, the teachers who fallow the hybrid ayi bring ther con knowledge and
carts nto he clas. They sl havea structure for ever lecture but ae abe ın adjust hee Ham
Shu come up with the righ actives to Kep the students engaged
Aie thchybrd approach tends to be quite fete na variety of et
Joformation hewoy cores dl ue tos lower pace
Pros
Sant remain atve ad engaged or longer.
Cons
be les focused and low
© Regie lot of energy from the teacher.
Facilitator
Sting an even more student-centered approach, there the actor tl of teaching
Insted of ging one- directional lectures, à factor encourages Inquiy-based leaning
Students learn by asking questions and dicusing real world casestudies. Some other activites
night be designe vo improve problem schung ls and help understand the subject mater beter
*vough practi challenges
ros
Helps students develop sel suficiency.
Cons
aca work wl fr thor y bey clases,
Delegator
“The mos student centre teaching ole falls called he delega tl (ao known as he group
Ale Heresthe ache s merely present at an observer and the group of tants bo are doing.
ale work MRE
Mon ofthe learingin the delegato te happens peer-to-peer. trough frequent colaboraons
aná dcussons The instruir # racially removed {rom the potion of shorty and only
its the discusons instead
The delegar syle works bet for Ib-hased experiments, group tutoring clas, cree
veting debates and eter pee o-pee actives
oc
Dignity
Textbook ol Educational Technology/Nuning Education
Respect or humanlı iso
hay sits wh teacher every importan
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TEACHING STYLE
traditional teaching enironments teers with
¡Primary teaching style, eventhough ther aps
Patitpation and sent 4
Lecturer
Demonstra
decades ol experience are not aware of their
wach 10 teaching has a dret lle on stud
agement Different teaching yes ae a lows
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through long na en alma 7
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1) is familia to anyone whos st
ent when ot ofinteraction between
= time, singular and predetermined. Students
aged to take notes and atk questo at the end. Tere ae usally no acts planet
Pros
+ Poble
tach large groups of tudes at once
Easy to prepare lectura
Cons
Low retention of information
No active learning
style, the teacher il tans o of authority but s more o
gr hacer ts at oa Is more open to tying
ask questions ad sms what they st ad en
The demonstrat onen goes beyond le
experiments Ara rs mor appa to
showing presen, mag, Gin ad
|
CHAPTER 2 » Assessment and Planning
pos
Incorporates a vary of teaching format
cont
‘oes acome
de he needs of al tudente
Hybrid
he hybrid (alto know a lended) tle tre ose a balance between teacher and student
entered approaches.
Most of the ine, the teachers who fallow the hybrid ayi bring ther con knowledge and
carts nto he clas. They sl havea structure for ever lecture but ae abe ın adjust hee Ham
Shu come up with the righ actives to Kep the students engaged
Aie thchybrd approach tends to be quite fete na variety of et
Joformation hewoy cores dl ue tos lower pace
Pros
Sant remain atve ad engaged or longer.
Cons
be les focused and low
© Regie lot of energy from the teacher.
Facilitator
Sting an even more student-centered approach, there the actor tl of teaching
Insted of ging one- directional lectures, à factor encourages Inquiy-based leaning
Students learn by asking questions and dicusing real world casestudies. Some other activites
night be designe vo improve problem schung ls and help understand the subject mater beter
*vough practi challenges
ros
Helps students develop sel suficiency.
Cons
aca work wl fr thor y bey clases,
Delegator
“The mos student centre teaching ole falls called he delega tl (ao known as he group
Ale Heresthe ache s merely present at an observer and the group of tants bo are doing.
ale work MRE
Mon ofthe learingin the delegato te happens peer-to-peer. trough frequent colaboraons
aná dcussons The instruir # racially removed {rom the potion of shorty and only
its the discusons instead
The delegar syle works bet for Ib-hased experiments, group tutoring clas, cree
veting debates and eter pee o-pee actives
a ER >
nm Textbook of Educational Technology/Nutsing Educa aye
| ‘CHAPTER 2 » Assessment a
mos 1
“courages ating and colabora among stents inesthetic Learning Style
(Can be teen since students have to int he right answers hemmen
‘Thea are jst fv af Ue mon popular teaching ile, 1
‘TYPES OF LEARNER, The bot way
‘We mention bere that Scientists ha for yn io understand ths hes ways stents eat
‘through research One ofthe popular theories to this day lhe VAR modal Th mea
four pes flamers: visual auditory inethetc and rending/vriting
Most people are combunation of these for ale, Bu
dominant spe af arming Each sl thee sio har
when they take i à Learning ses (how)
wheats heard or spoke
eee characteristics ech of Uns styles cas and haw lo un hen inte bo po oa tl
Visual Learning Style hes ven it ln words, whether thats by wring
Vial learner re india se ray Go ua alias ne
graph diagrams, charts, and : de EN
thy dot sea pod ve y
erent visual ads such as patterns and shapes DETERMINANTS OF LEARNING 2.7 Reading
The best way to presen lo vi ya : Nase ann es bie Sidon
o leer hei 5 ES ka ay Je pc oc E bi
Auditory Learning Style =
€
through before. Since to them, saying thing
Joud helps thom undersan
Auditor camera
prevented
y
een Assessment of the Learner
that require lamas ex depends on th accuracy and comprchensivenes of
à ? P PA {
7
I
nm Textbook of Educational Technology/Nutsing Educa aye
| ‘CHAPTER 2 » Assessment a
mos 1
“courages ating and colabora among stents inesthetic Learning Style
(Can be teen since students have to int he right answers hemmen
‘Thea are jst fv af Ue mon popular teaching ile, 1
‘TYPES OF LEARNER, The bot way
‘We mention bere that Scientists ha for yn io understand ths hes ways stents eat
‘through research One ofthe popular theories to this day lhe VAR modal Th mea
four pes flamers: visual auditory inethetc and rending/vriting
Most people are combunation of these for ale, Bu
dominant spe af arming Each sl thee sio har
when they take i à Learning ses (how)
wheats heard or spoke
eee characteristics ech of Uns styles cas and haw lo un hen inte bo po oa tl
Visual Learning Style hes ven it ln words, whether thats by wring
Vial learner re india se ray Go ua alias ne
graph diagrams, charts, and : de EN
thy dot sea pod ve y
erent visual ads such as patterns and shapes DETERMINANTS OF LEARNING 2.7 Reading
The best way to presen lo vi ya : Nase ann es bie Sidon
o leer hei 5 ES ka ay Je pc oc E bi
Auditory Learning Style =
€
through before. Since to them, saying thing
Joud helps thom undersan
Auditor camera
prevented
y
een Assessment of the Learner
that require lamas ex depends on th accuracy and comprchensivenes of
à ? P PA {
7
I
5 da |
Ne Ea |
Assessing Learning Needs 4 |
‘Steps to Assess Learning Needs. |
to Prioritize Needs cn men |
=. Time Management ses
Ne Ea |
Assessing Learning Needs 4 |
‘Steps to Assess Learning Needs. |
to Prioritize Needs cn men |
=. Time Management ses
>
CHAPTER 2 + Assessment and Planning
= lene
READINESS TO LEARN
Defined the tne ehe the lamer apre oF Shows interests in ka
' critical Thinking and Problem Solving
‘aia hiking and problem solving is anther sil which need incucte among student.
Besen mln pina he loba Citizenship
Te ame methods to ase erg can be wed fr ae eines fo eo Glob mn ae
“Timing that he pitt whch ching soul tke pater punt, The loba bourne ae sky the wor has became a
A ler ws sot ep otomana one ti maybe more cep the same Ve peared or 214 entry changes
norman a naher tie
Technology
Types of Readiness to Learn Since the technology changing fat pace the students of using ehe killin ten
+ Phyl redness Esperen readiness ungen y oi
ee a sy sve chung very as the ents sel be ni ih val
Physical ecc
+ Meses + Hess
+ Conley of tsk > Gene EMOTIONAL INTELLIGENCE
Emotional Reociness ial gene (0) ener xr yea gp nl rs tdo
Wen Bud ag bear Erin mg te ging eg manning
© Notation Dicc wage os ns no ie ae ó
ExperientioReociness Emotional intligenc includes:
2 Lol again + Loc ofconot + aya bao correctif cn din ot
+ Gaur background Having pablo o understand eng.
A use
+ Prontinondedge base + Teaming disables Ther component cn be decried as
o ar thnk before tig
TODAY'S GENERATION OF LEARNER AND THEIR SKILLS AND an
Todays learner are very ambiows confident and
‘operative work Dueto modern atinada e
a they also have high eve of tes dae
capac for co + Empatby The understanding
socal sills including the ability to bail
>
= Devel al intelligence can have positive results on many levels, and it requires se
veligence Addons à
brain explosion which is crate the feedback, inching reactors
vidal, we should Yok or ls
‘The learners of todays er are very creative
easy aralable to them,
england opportunities with our emotional
Collaboration and Communication
ous. As the kann has to
Yorkin the ea, by need to communicate ect and colabora lic,
CHAPTER 2 + Assessment and Planning
= lene
READINESS TO LEARN
Defined the tne ehe the lamer apre oF Shows interests in ka
' critical Thinking and Problem Solving
‘aia hiking and problem solving is anther sil which need incucte among student.
Besen mln pina he loba Citizenship
Te ame methods to ase erg can be wed fr ae eines fo eo Glob mn ae
“Timing that he pitt whch ching soul tke pater punt, The loba bourne ae sky the wor has became a
A ler ws sot ep otomana one ti maybe more cep the same Ve peared or 214 entry changes
norman a naher tie
Technology
Types of Readiness to Learn Since the technology changing fat pace the students of using ehe killin ten
+ Phyl redness Esperen readiness ungen y oi
ee a sy sve chung very as the ents sel be ni ih val
Physical ecc
+ Meses + Hess
+ Conley of tsk > Gene EMOTIONAL INTELLIGENCE
Emotional Reociness ial gene (0) ener xr yea gp nl rs tdo
Wen Bud ag bear Erin mg te ging eg manning
© Notation Dicc wage os ns no ie ae ó
ExperientioReociness Emotional intligenc includes:
2 Lol again + Loc ofconot + aya bao correctif cn din ot
+ Gaur background Having pablo o understand eng.
A use
+ Prontinondedge base + Teaming disables Ther component cn be decried as
o ar thnk before tig
TODAY'S GENERATION OF LEARNER AND THEIR SKILLS AND an
Todays learner are very ambiows confident and
‘operative work Dueto modern atinada e
a they also have high eve of tes dae
capac for co + Empatby The understanding
socal sills including the ability to bail
>
= Devel al intelligence can have positive results on many levels, and it requires se
veligence Addons à
brain explosion which is crate the feedback, inching reactors
vidal, we should Yok or ls
‘The learners of todays er are very creative
easy aralable to them,
england opportunities with our emotional
Collaboration and Communication
ous. As the kann has to
Yorkin the ea, by need to communicate ect and colabora lic,
= Textback ol Educational Technology/Nusing Education
nthe past, te second name of curriculum was course of sis This tem was considered tobe à
‘eograr lait various subject only However the terms curl and Course sts were
Somatic nterchangeaie bot used in a ver lite sense Aa mate af fact ths venpoint vas
ae View which emphasis only the textbook knowledge o fatal information In hose ines
Nes ican the main bie ducto was to ep he ter mere he omen
thermore curriculum mana body of preserved facta knowledge 1 be ttanmite rom the
teacher 1 the pupils and mastered by them through memoviaation, rection and dei and to be
Erazo the demand ofthe teacher. The dla criuhım os bj centre, while
modern coricolur i child and entered or ten sen
Definitions of Curriculum
* Cuningham: “Curricula à toot in the hands ofthe arts (che) to mold his materia
{apis according to his des (aims and bts) in his sto (scho)
© Merroe "Curriculum includes ll thse acti which ar utilize bythe choo attain the
‘Grow and cow: “The curiulum tlds ll he learner experience ino
are included in a program which has ben devised to help him devel
soc spntaly and morally”
Modern Concept of Curriculum
Mahe aa ft and rere mind he wads conc of im hich
dan sp) was plc ys ame and modern once Mex hwo cama
Se rd cata nd compro tm tng ale cos and co cor
vids the tel of ll lai atin o wah we te opos ding say te
“Aura experiences. iors, Mr paygreunds school balding andy tore eos
selected for a particular class. ee pe
Modern educan de à combination of
india) development and theaters the process.
vith the socal environment
sujet mater
In short, curiculam is ere of potential experiences, sup in educational institutions for
making the armen discipline n desirable was of thinking of the concerned sac
je eme a es of thinking ofthe concerned aces apa by
Yearning opportasities which ar lanned and cor
Characteristics of Curriculum.
+ Continuously evtsing:tesolbs rom
bc continuoualy monitored an
peto to amor tothe present. Curkukam mt
evaluated for making it elective. Edcaionalsctiites und
sical mustbe adapted to meet the need of modern and dynamic cart
+ Based on the needs of the pupils A pu
eet the challenges
n
CHARTER 2 » Assessment and Planning
emacratclly conclve A good curriculum is developed through the efforts oa group of
Fated rom ferent sectors in the society who ae knnledgenhe about the interests
cds and sources of he leaner and the society as a whole, Curriculum is product of many
twins
Result of. fong-term effrt: a product of long and tedious proces. A good curriculum
fakes Tong period ol ne in planning management, evaluation and development
+ A compote of various elements: À god curriculum suggests proper instructional equipment
Ana meeting places that ae often most conducive to learning I Includes the student-teacher
tip guidance and counseing program, heath services, school and community projet
Troy and laboratories, and other school-related work experiences.
Provides fr he logical sequence of subject matter. Leaning i developmental. Classes and
actes should be planned A good curriculum provides continuity of experience
+ Complements other programs of the community: Its responsive to the needs of the
fers assistance in the improvement and realization of ongoing
{is coopeatv fort between the schoo and the community
community. The schoo
programs of he community. The
toward greater productivity.
+ Quality education Quality education comes through the station ofthe individuals intellectual
and rete expacties for social welfare and development. The curriculum helps the learner to
become the Best that else can pos be. support system is secured to augment existing
sources or ts fen and fete implementation,
“idministrativelexibility: À good curriculum mast be ready to incorporate changes
whenever necessary The curriculum is open to revision and development to met the demands
A globelation and he digital age
MEANING OF CURRICULUM
“The term “url mesne many things to many people. Any attempt to define the concept
within the contest of this chapter i not aimed at seeking consensus of interpretation but rather
a understanding of he meaning tached othe concep in the context ofthis book. Curriculum
hen wees to planned lemming experiences that th educational stitution intends to provide for
Is earners This delito docs ot deny the existence of hidden and null cuericla (ha which
the educational strain chooses to ende trom its curiculum (Eisner, 1994) ia educational
tate buts een as an appropriate point of departre fr a Book on curriculum development.
“Ince what ot panned er canon be planed wo be fic to articulate in such a book.
‘Dest the lick of agrement on the meaning of the term, here sms 1 be consensus tat
‘cational nttains a institutions charged with the all importar societal faction of educating
ac, hve te soe can fo curriculum. Furthermore, mos ages that in education ofl forms,
ers o such things Ding neal (Rode, 1937; Moore, 200; Sever, 199)
‘Some authors teewe that education should be divested toward helping learners become
inligent and cial ren in a democratic oct (Dewey, 1916, 1961) pe for some, education
À à poll act that demands from easton that they take K on sa ola act and that they
Consent ve thei progresive and democratic or authoitatan and reactionary past ral thet
Somaneots ners oie, ht they define themselves by beng democratic or autoritaria
nthe past, te second name of curriculum was course of sis This tem was considered tobe à
‘eograr lait various subject only However the terms curl and Course sts were
Somatic nterchangeaie bot used in a ver lite sense Aa mate af fact ths venpoint vas
ae View which emphasis only the textbook knowledge o fatal information In hose ines
Nes ican the main bie ducto was to ep he ter mere he omen
thermore curriculum mana body of preserved facta knowledge 1 be ttanmite rom the
teacher 1 the pupils and mastered by them through memoviaation, rection and dei and to be
Erazo the demand ofthe teacher. The dla criuhım os bj centre, while
modern coricolur i child and entered or ten sen
Definitions of Curriculum
* Cuningham: “Curricula à toot in the hands ofthe arts (che) to mold his materia
{apis according to his des (aims and bts) in his sto (scho)
© Merroe "Curriculum includes ll thse acti which ar utilize bythe choo attain the
‘Grow and cow: “The curiulum tlds ll he learner experience ino
are included in a program which has ben devised to help him devel
soc spntaly and morally”
Modern Concept of Curriculum
Mahe aa ft and rere mind he wads conc of im hich
dan sp) was plc ys ame and modern once Mex hwo cama
Se rd cata nd compro tm tng ale cos and co cor
vids the tel of ll lai atin o wah we te opos ding say te
“Aura experiences. iors, Mr paygreunds school balding andy tore eos
selected for a particular class. ee pe
Modern educan de à combination of
india) development and theaters the process.
vith the socal environment
sujet mater
In short, curiculam is ere of potential experiences, sup in educational institutions for
making the armen discipline n desirable was of thinking of the concerned sac
je eme a es of thinking ofthe concerned aces apa by
Yearning opportasities which ar lanned and cor
Characteristics of Curriculum.
+ Continuously evtsing:tesolbs rom
bc continuoualy monitored an
peto to amor tothe present. Curkukam mt
evaluated for making it elective. Edcaionalsctiites und
sical mustbe adapted to meet the need of modern and dynamic cart
+ Based on the needs of the pupils A pu
eet the challenges
n
CHARTER 2 » Assessment and Planning
emacratclly conclve A good curriculum is developed through the efforts oa group of
Fated rom ferent sectors in the society who ae knnledgenhe about the interests
cds and sources of he leaner and the society as a whole, Curriculum is product of many
twins
Result of. fong-term effrt: a product of long and tedious proces. A good curriculum
fakes Tong period ol ne in planning management, evaluation and development
+ A compote of various elements: À god curriculum suggests proper instructional equipment
Ana meeting places that ae often most conducive to learning I Includes the student-teacher
tip guidance and counseing program, heath services, school and community projet
Troy and laboratories, and other school-related work experiences.
Provides fr he logical sequence of subject matter. Leaning i developmental. Classes and
actes should be planned A good curriculum provides continuity of experience
+ Complements other programs of the community: Its responsive to the needs of the
fers assistance in the improvement and realization of ongoing
{is coopeatv fort between the schoo and the community
community. The schoo
programs of he community. The
toward greater productivity.
+ Quality education Quality education comes through the station ofthe individuals intellectual
and rete expacties for social welfare and development. The curriculum helps the learner to
become the Best that else can pos be. support system is secured to augment existing
sources or ts fen and fete implementation,
“idministrativelexibility: À good curriculum mast be ready to incorporate changes
whenever necessary The curriculum is open to revision and development to met the demands
A globelation and he digital age
MEANING OF CURRICULUM
“The term “url mesne many things to many people. Any attempt to define the concept
within the contest of this chapter i not aimed at seeking consensus of interpretation but rather
a understanding of he meaning tached othe concep in the context ofthis book. Curriculum
hen wees to planned lemming experiences that th educational stitution intends to provide for
Is earners This delito docs ot deny the existence of hidden and null cuericla (ha which
the educational strain chooses to ende trom its curiculum (Eisner, 1994) ia educational
tate buts een as an appropriate point of departre fr a Book on curriculum development.
“Ince what ot panned er canon be planed wo be fic to articulate in such a book.
‘Dest the lick of agrement on the meaning of the term, here sms 1 be consensus tat
‘cational nttains a institutions charged with the all importar societal faction of educating
ac, hve te soe can fo curriculum. Furthermore, mos ages that in education ofl forms,
ers o such things Ding neal (Rode, 1937; Moore, 200; Sever, 199)
‘Some authors teewe that education should be divested toward helping learners become
inligent and cial ren in a democratic oct (Dewey, 1916, 1961) pe for some, education
À à poll act that demands from easton that they take K on sa ola act and that they
Consent ve thei progresive and democratic or authoitatan and reactionary past ral thet
Somaneots ners oie, ht they define themselves by beng democratic or autoritaria
r
— Textbook of Educational Tec
CHAPTER » Assessment and Planning
Pa amp ther the learners bo |
da machinery
EIS copie tt own rep omic wor Curriculum Development Factors
la which they Ine (Bode 1937) PY of educan represent choles
vales knowledge and bei oe tios and ine Usen ¿unica development s infuenced by à mui
Aude and ingre and conato
Central to making educations!
inning what the ain Insitun acc ts mon
bei, whether made capt or m
‘whatever conten they find theme
ected by Wes and Boodle he hear of pp wit in curr
& an ecaionl philosophy that amis e sms ul
open cha le psychologie
data, tecnologica and gende (actos ta À
‘hlotophical Factors
nde bei ha are rm ane piso
ry A PP D DRE
So eee doce eso Tk cna rap es go tapi ee (er
in are do lem en gene e RCE in ons rt
a ee D a ne
‘reams of educational philosophy underpin curric ula choices and decisions; the conservative, the Éd
Inh pi e bou e momen, that most D Le parer £
a enriate
en Never Mee prefered ay nr tr cuco, pr rt i ent wth Information concerning te Rote lala fie O LE
ae chun educan in fern resina have ber dee the pio ical the we of teaching meds tod 1e nee ne
den anos bn pci The ba em msc ne Pi £
social rune
The purpose of socioogy is Ihe anal of organized human rela
um bas bee th
“we schools of thought. perennialsm and esse, fall within the
‘Although the two schools of thought fer secas
aking cnt hee otha und mana 3
LA sod anos; 199) ee
Purtbermoe, he wo school of thought agree th Ss an peu le e 6
+ Social change should be slow
2 There need 10 conserve and therfore to oppose reform ce : ;
+ Methodology should each acid Pole has certain impact on all phere oe, and ina pls leds is
Ermua should be placed on ensuring cotent-centered curiulum (Hearne and Comte.
200154
sully defines goal and content pla considera
«ile developing cuicuhum; and politcal decison may change there
Differences between the two school uf thought reve around spec
{aught and for what purpose. Perea
‘ducation because oftheir focus on the basics such a the reading vaning aed shone ss ng the da in
This chapter focuses mainly on a brief analysis ofthe essential? view af education, The henatue
decision t focus mainly on essential snot to negate he tight grp ha porras new es sie
‘education have had on nursing edacation in particular. hasbeen noted that rm are NN
that there is an organized body af knowledge at l ner insertion mine) need to As compared
0 that society might cohere around
eon demi
— Textbook of Educational Tec
CHAPTER » Assessment and Planning
Pa amp ther the learners bo |
da machinery
EIS copie tt own rep omic wor Curriculum Development Factors
la which they Ine (Bode 1937) PY of educan represent choles
vales knowledge and bei oe tios and ine Usen ¿unica development s infuenced by à mui
Aude and ingre and conato
Central to making educations!
inning what the ain Insitun acc ts mon
bei, whether made capt or m
‘whatever conten they find theme
ected by Wes and Boodle he hear of pp wit in curr
& an ecaionl philosophy that amis e sms ul
open cha le psychologie
data, tecnologica and gende (actos ta À
‘hlotophical Factors
nde bei ha are rm ane piso
ry A PP D DRE
So eee doce eso Tk cna rap es go tapi ee (er
in are do lem en gene e RCE in ons rt
a ee D a ne
‘reams of educational philosophy underpin curric ula choices and decisions; the conservative, the Éd
Inh pi e bou e momen, that most D Le parer £
a enriate
en Never Mee prefered ay nr tr cuco, pr rt i ent wth Information concerning te Rote lala fie O LE
ae chun educan in fern resina have ber dee the pio ical the we of teaching meds tod 1e nee ne
den anos bn pci The ba em msc ne Pi £
social rune
The purpose of socioogy is Ihe anal of organized human rela
um bas bee th
“we schools of thought. perennialsm and esse, fall within the
‘Although the two schools of thought fer secas
aking cnt hee otha und mana 3
LA sod anos; 199) ee
Purtbermoe, he wo school of thought agree th Ss an peu le e 6
+ Social change should be slow
2 There need 10 conserve and therfore to oppose reform ce : ;
+ Methodology should each acid Pole has certain impact on all phere oe, and ina pls leds is
Ermua should be placed on ensuring cotent-centered curiulum (Hearne and Comte.
200154
sully defines goal and content pla considera
«ile developing cuicuhum; and politcal decison may change there
Differences between the two school uf thought reve around spec
{aught and for what purpose. Perea
‘ducation because oftheir focus on the basics such a the reading vaning aed shone ss ng the da in
This chapter focuses mainly on a brief analysis ofthe essential? view af education, The henatue
decision t focus mainly on essential snot to negate he tight grp ha porras new es sie
‘education have had on nursing edacation in particular. hasbeen noted that rm are NN
that there is an organized body af knowledge at l ner insertion mine) need to As compared
0 that society might cohere around
eon demi
a
era on ©
£ducohonafocion
Tecmlepico!focton
Curriculum developers cant ignore tchnaogka progress and the imuence presen
Technological innovations may be applied to curriculum development in several ways ap
Gender Fecton
Different Types of Curriculums
Faciltators of Curiculum Development
>
CHAPIER2 » Assessment and Planning
[2
A Wal
F
„ge maturity and education), Methods ol how content i taught ae acid by who being
Wah her characteristics andthe setting. In considering the above thee cent component,
heee comieron in experi
Sieben are rue)
2 args tenes fears Untnded outcome wha the earners bat e)
ua eri een
comp teed comes» ow
€ run rates o retro content nd ended oc + (hat wars)
The cuiclum development model (ig, 2.9) show how these components rete to ech ther
arkulum development process I begin when an so, concer or problem need to
Be res eduction or training a serment of the population wil help sobe te problem, hen
apport am educational lot Becomes a pory wi human and ancl resources
oat
The net step sto fem a curculum development team, The tam makes tematic decisions
about the are audience came character), ended outcomes (objective) content methode
À evalamon strategies. With input rom the euriclum development team, aft cumulum
wc ae develope, tested, evaluate and redesigned, i necessary When the final product
nce, volunteer taining ls conducted, The model shows a circular process where volunteer
ning provides fedhack for new mueras revision he existing curiam,
Phases and Steps in Curriculum Development
Phases and tps in curriculum development (Figure 210) father rat how the 1 mental
steps pgs rom one o he net alu shows the iteration and relaionchps ofthe oar
lopment procs (1) Planning, (2) Content and methods
1
t
eo
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Curriculum developers cant ignore tchnaogka progress and the imuence presen
Technological innovations may be applied to curriculum development in several ways ap
Gender Fecton
Different Types of Curriculums
Faciltators of Curiculum Development
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CHAPIER2 » Assessment and Planning
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„ge maturity and education), Methods ol how content i taught ae acid by who being
Wah her characteristics andthe setting. In considering the above thee cent component,
heee comieron in experi
Sieben are rue)
2 args tenes fears Untnded outcome wha the earners bat e)
ua eri een
comp teed comes» ow
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The cuiclum development model (ig, 2.9) show how these components rete to ech ther
arkulum development process I begin when an so, concer or problem need to
Be res eduction or training a serment of the population wil help sobe te problem, hen
apport am educational lot Becomes a pory wi human and ancl resources
oat
The net step sto fem a curculum development team, The tam makes tematic decisions
about the are audience came character), ended outcomes (objective) content methode
À evalamon strategies. With input rom the euriclum development team, aft cumulum
wc ae develope, tested, evaluate and redesigned, i necessary When the final product
nce, volunteer taining ls conducted, The model shows a circular process where volunteer
ning provides fedhack for new mueras revision he existing curiam,
Phases and Steps in Curriculum Development
Phases and tps in curriculum development (Figure 210) father rat how the 1 mental
steps pgs rom one o he net alu shows the iteration and relaionchps ofthe oar
lopment procs (1) Planning, (2) Content and methods
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Fig. 2.10: phases and tps in miam deelopnent
(©) Implementation and (4) Evaluation and Reporting. important 10 acknowledge that things
do not aes work exactly as depicted in à model
Each phase has several steps or tasks to complete in a lokal sequence. These steps ae not
always separate and dustin, bt may overlap and occur concurrently For example the eur
development tam is volved in all ofthe steps. Esluation should out in mos ofthe tes lo
fees progres The teat ears what works and what docs not and determine the impacta the
uricalum on learners after te implemented. Each sep logically follows the previo would
make o sense 1 design learning seen before learn outcome and content ae dsc and
dem Semi content cannot be determined before learner outcome at describo
In the experience of the author and confirmed by eter curriculum specialist the following
curriculum development steps are frequently omited or sighed. These sips ae eset to
sacceful cumculem development and ned tobe emphasized.
‘seni mem development sepa nec empre
3. Needs atessment Int été, wonder curan coud be developed, bt the appropriate
nos lt re audience may no met
2. ohne youth The tare ce and slats (es) wi
== sepa e ment
2, Recruting and waning volunteer sitos: Compton Sod sled curiam Inlementos are
lin an arg onthe mp ofthe cream: 103 ca fr erg Nana nt
“wo type of evaluation te included inthe phases and steps (ig 20)
1 Formative provides feedback during the procs of developing the curriculum
2 Summative answers questions about changes impact tht hc assured earners bas
thei learing experiences Summative evaluation provides evidence for what marke what docs
not work and what needs to be improved
CHAPTER? » Assessment and Planning
An every sep ofthe curia development proces the nt important ak st keep the
corts inthis case youth) im mind and eve thems proces. For example, the curriculum
Vea members who have dire Knowledge of the target audience, should be involved in conducting
the needs assessment From the needs assent proses. he problem ares ae denied, pap
Ace hat youth Koo ad what hey ned to ke re denied, an the cope othe problem s
ie and fie The resul may prompt decision makers to allocate resources for a curricular
crlopment tan to prepare curriculum materia
description Of each of the curicuh
e descriptions pus should hie à very lar de
[uss and what each tp inches
The planning phase ays the foundation for lo the curriculum development steps The steps
inthis phe include:
°° ently se problemncede The need for curriculum development usually emerges from a
once about a major ue or problem of one or more target audience This section explores
Some of the questions that nce to be adres 10 deine the ue and 1 develop statement
that wil guide the section ofthe members of «curriculum development fem, The nove
Statement lo serves to broadly ent the scope (hat wil be included) ofthe curriculo
y development steps í described below. After
of how the steps occur i each ofthe
+ Formsurriculum development team; Once the nature and scope othe se have een broly
define, the members ofthe curricula development tam can be selected. Topics covered in
© The roles and functions of cam embers
7 process for selecting members the curiculum development team
{Principles allaboration and teamwork
The goals o bin expert or the arse included in the scope of he curriculum content
+ Conduct needsasessment and analy: There are two phases the needs assessment proce
ducting» needs ancsament. N number oftechaiguer are ale
denied ue. Techniques
Survey: locus groups
among the
The ist procedure a
toward Acrning what needed by whom scative 10 the
Seren this sco ince KAP-—-Kowledge, Aide and Pe
Anatyai, the second par ofthis needs anersment step, describes techniques on how to use the
at and the results the information gathered. Tis includes wry to Hea apa between.
‘the data à p
nomades and practices tends emerging fu
the target audience
ection of he characteristic
VARK Model
DD Y
DIVIDIDA BPA
]
y
UU commana + otto
oran sapos
me
RS th ecu races
|
Fig. 2.10: phases and tps in miam deelopnent
(©) Implementation and (4) Evaluation and Reporting. important 10 acknowledge that things
do not aes work exactly as depicted in à model
Each phase has several steps or tasks to complete in a lokal sequence. These steps ae not
always separate and dustin, bt may overlap and occur concurrently For example the eur
development tam is volved in all ofthe steps. Esluation should out in mos ofthe tes lo
fees progres The teat ears what works and what docs not and determine the impacta the
uricalum on learners after te implemented. Each sep logically follows the previo would
make o sense 1 design learning seen before learn outcome and content ae dsc and
dem Semi content cannot be determined before learner outcome at describo
In the experience of the author and confirmed by eter curriculum specialist the following
curriculum development steps are frequently omited or sighed. These sips ae eset to
sacceful cumculem development and ned tobe emphasized.
‘seni mem development sepa nec empre
3. Needs atessment Int été, wonder curan coud be developed, bt the appropriate
nos lt re audience may no met
2. ohne youth The tare ce and slats (es) wi
== sepa e ment
2, Recruting and waning volunteer sitos: Compton Sod sled curiam Inlementos are
lin an arg onthe mp ofthe cream: 103 ca fr erg Nana nt
“wo type of evaluation te included inthe phases and steps (ig 20)
1 Formative provides feedback during the procs of developing the curriculum
2 Summative answers questions about changes impact tht hc assured earners bas
thei learing experiences Summative evaluation provides evidence for what marke what docs
not work and what needs to be improved
CHAPTER? » Assessment and Planning
An every sep ofthe curia development proces the nt important ak st keep the
corts inthis case youth) im mind and eve thems proces. For example, the curriculum
Vea members who have dire Knowledge of the target audience, should be involved in conducting
the needs assessment From the needs assent proses. he problem ares ae denied, pap
Ace hat youth Koo ad what hey ned to ke re denied, an the cope othe problem s
ie and fie The resul may prompt decision makers to allocate resources for a curricular
crlopment tan to prepare curriculum materia
description Of each of the curicuh
e descriptions pus should hie à very lar de
[uss and what each tp inches
The planning phase ays the foundation for lo the curriculum development steps The steps
inthis phe include:
°° ently se problemncede The need for curriculum development usually emerges from a
once about a major ue or problem of one or more target audience This section explores
Some of the questions that nce to be adres 10 deine the ue and 1 develop statement
that wil guide the section ofthe members of «curriculum development fem, The nove
Statement lo serves to broadly ent the scope (hat wil be included) ofthe curriculo
y development steps í described below. After
of how the steps occur i each ofthe
+ Formsurriculum development team; Once the nature and scope othe se have een broly
define, the members ofthe curricula development tam can be selected. Topics covered in
© The roles and functions of cam embers
7 process for selecting members the curiculum development team
{Principles allaboration and teamwork
The goals o bin expert or the arse included in the scope of he curriculum content
+ Conduct needsasessment and analy: There are two phases the needs assessment proce
ducting» needs ancsament. N number oftechaiguer are ale
denied ue. Techniques
Survey: locus groups
among the
The ist procedure a
toward Acrning what needed by whom scative 10 the
Seren this sco ince KAP-—-Kowledge, Aide and Pe
Anatyai, the second par ofthis needs anersment step, describes techniques on how to use the
at and the results the information gathered. Tis includes wry to Hea apa between.
‘the data à p
nomades and practices tends emerging fu
the target audience
ection of he characteristic
VARK Model
DD Y
DIVIDIDA BPA
a :
E E 0 6 668 S
>
NES
SUMMARY
Textbook ol Educational Technology/Nusing Education
Virtual earning bring the outside wold into the las
€ room by using computer he Intern,
are designed t allow traction with a cata in a prat ln
imbibed with valve of learner forever, sh :
{lineal teaching method provides the opportunity to the student 10 translate the then
knowledge into a variety of ineletal an psychomotor sills
{Ws important for teachers to have strong verbal and nonverbal communication sil
{werersona communication important to cal rung terra elton
Wit the education sector changing every day. teaches need lu and ui
Most ofthe time, the teachers whe fallow the hybrid sige
expert ito the clas,
bring her own knowledge and
CONCLUSION
he students learn by sein the ros mo
them nthe demansation
Is. Thesuperisons must practice whats being taught io
Sgupmenie sandıng open
ronal lationship with
1 have fly ier ofp
Procedures cle to
clinical supervisor must be aware of ls in rl
ent avalabe in incl sings
KW cy fr students t practice, Morenas
onto paints safety ike ete o sit
The clinical supervisor must have anecdotes writen for cach students. The cu
Nuring being ap
Healing with human begs. The needs of society. human beings ate
‘ver changing the medical technology tremendos) cheng
Now pandemic/endemicdisease phenomenon
frequently
¿ng he discs condition are numerous
$0 need to change the cure
Long Answer Questions
Short Answer Questions
"Ae
[ye mrt» Amant ee
oumerate iterent metho of teaching.
Multiple Choice Questions
‘ct influencing seco of nical leaning experien cet:
2, lowing students te pace and mle deco
À etna wt cies tt
€ Mentor dane oy teaching an ica stall
he earring outcomes in nia sting should be feud on
1 Stets sity 1 focus on mers eat
© Student bronce 1 be ceed
4. Student bev e focused term of agp of theory in grace
‘Starts arent spruch
Patent rite gra
‘The case study method of clin teahing
3. Give, stoma and genera iento b. focus on ony nde
ates tematic al dept mitten The mule ar ae rare
concert nosing |
Se traine i hing okey cones tr an information
© tree students toimprvejderent. à et hee
Caracter loo ae ese
2 Comme so © Lovet seuence ttes
© tocol ty Sole ma or tem or
Curico development con ae
"Soc economic
Poltica nd gender tor
eee
Formate and atome
Some and counter productive None ofthese
‘The steps cf planning phase of cru delopmental are
2 ery arose For urum enegmen team
& (ra à. hanche
ies percentage o lar tabs place whe doing (as per erin pyramid)
hen © eng uso
€ Teen otr à Dc
To be able to communicate wel teacher wil become an elective communiaar
Keep ster get meaning ou of what he teaches
Heats questions between teachings
‘teacher isa tobe good when he capable af,
5 Motkatng students sr
© Oebveng stator outcome
1 Asusine pin the preparan of god notes
E E 0 6 668 S
>
NES
SUMMARY
Textbook ol Educational Technology/Nusing Education
Virtual earning bring the outside wold into the las
€ room by using computer he Intern,
are designed t allow traction with a cata in a prat ln
imbibed with valve of learner forever, sh :
{lineal teaching method provides the opportunity to the student 10 translate the then
knowledge into a variety of ineletal an psychomotor sills
{Ws important for teachers to have strong verbal and nonverbal communication sil
{werersona communication important to cal rung terra elton
Wit the education sector changing every day. teaches need lu and ui
Most ofthe time, the teachers whe fallow the hybrid sige
expert ito the clas,
bring her own knowledge and
CONCLUSION
he students learn by sein the ros mo
them nthe demansation
Is. Thesuperisons must practice whats being taught io
Sgupmenie sandıng open
ronal lationship with
1 have fly ier ofp
Procedures cle to
clinical supervisor must be aware of ls in rl
ent avalabe in incl sings
KW cy fr students t practice, Morenas
onto paints safety ike ete o sit
The clinical supervisor must have anecdotes writen for cach students. The cu
Nuring being ap
Healing with human begs. The needs of society. human beings ate
‘ver changing the medical technology tremendos) cheng
Now pandemic/endemicdisease phenomenon
frequently
¿ng he discs condition are numerous
$0 need to change the cure
Long Answer Questions
Short Answer Questions
"Ae
[ye mrt» Amant ee
oumerate iterent metho of teaching.
Multiple Choice Questions
‘ct influencing seco of nical leaning experien cet:
2, lowing students te pace and mle deco
À etna wt cies tt
€ Mentor dane oy teaching an ica stall
he earring outcomes in nia sting should be feud on
1 Stets sity 1 focus on mers eat
© Student bronce 1 be ceed
4. Student bev e focused term of agp of theory in grace
‘Starts arent spruch
Patent rite gra
‘The case study method of clin teahing
3. Give, stoma and genera iento b. focus on ony nde
ates tematic al dept mitten The mule ar ae rare
concert nosing |
Se traine i hing okey cones tr an information
© tree students toimprvejderent. à et hee
Caracter loo ae ese
2 Comme so © Lovet seuence ttes
© tocol ty Sole ma or tem or
Curico development con ae
"Soc economic
Poltica nd gender tor
eee
Formate and atome
Some and counter productive None ofthese
‘The steps cf planning phase of cru delopmental are
2 ery arose For urum enegmen team
& (ra à. hanche
ies percentage o lar tabs place whe doing (as per erin pyramid)
hen © eng uso
€ Teen otr à Dc
To be able to communicate wel teacher wil become an elective communiaar
Keep ster get meaning ou of what he teaches
Heats questions between teachings
‘teacher isa tobe good when he capable af,
5 Motkatng students sr
© Oebveng stator outcome
1 Asusine pin the preparan of god notes
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CHAPTER
CHAPTER
| ann! communication: The methods that an employee use in the wrklce to communcate and
‘corey tration to managen, sac and cleagves Communcaton depends upon bol
ando
Trerapest common: Treat communion in nung 3 facto ac process beten
| sete Tree communcation steps mate proving esucton and super 0 à
ce mame’ ht wi soso he goof communcstion Th gol Beret com
ab à rien whch he pte el Pee egresan conce
Tota! gay management: Total Gay Management (TOM) à management psroch tht sets to
prone longterm Success y browsing unpraeied comer satilacion tough te Constant ach
Ses
CLASSROOM MANAGEMENT
‘Classroom managements word wed by eachersto escribe the proces of ensating tat asso
eons ren smoothly and that srptive student behavior docs nt jeopardize instruction delivery
The word lso refers to proactively preventing dire conduct a well as propery responding o
‘once thas occurred.
Far many teachers tsa dificult component ofteching Some teachers have ete profession
ue problems inthis ara According to the National Educational Awocation ofthe United States
1961, 26% of teachers aimed that if they had 1 d al over agan hey would not choose to
teach, Negative student arudes and discipline were a big factor.
‘Clasroom management is critical in dssrooms beaut it facltatescursculum development
the development of optimal teaching techniques and ther implementation. Classroom management
‘an be defined a the activities and directives that teachers utili lo establish successful learning,
‘ovionment in other words, having a positive impact on pupils and meeting their lasing
‘objectives To ensure tat all students receive the genet education possible, educator programs
should devote more ime and esources to ensuring ha educators and ntructr ar well versed it
asar management.
Teachers d no focus on karning dussroom management ince higher education programs do
01 empbasze classroom management rater, the emphasis on etablhinga suitable lating
vironment for students. These tool provide teachers with the materials they need to peopel
and succenfaly educate futur generations, esuring the county future success According to
Moskowitr and Hayman (1976), once a teacher lores control ofthe cas, regaining contro
Becomes propre dica
‚Aion, studies by Berliner (1988) and Brophy and Good (1986) vgges thatthe tine
1 takes a teacher o rectify misbehavior caused by poor classroom managemen kl leds lo a
decreased rate of academic engagement inthe dnsroom. five caso management, um the
students perspective, ntl er communication of behavioral and academie anand wel
‘cooperative learning environment
* Interest and explanaion:"We love working hard om anything that piques interest het
‘is an academic subject or a hobby We begin to believe hat we can somchom cla and
Ale to make sense ofthe wo struct must onsruc explanations ar ale starts
to understand the
formation in addition to establishing the relevance the comet Thin
HATTER » Implementation
obec two atte dh
i sander Parade
ee je it than it is. This type of masquerade
e be thy dag por jo lag Making are
se il des gel
A and lowing staat to demonstrate mastery ofthe material in avait of way
5 ‘up more effort in their
ig: Ramen begins withthe negative. which he
exposed by complete lack
tonal
roids aseing std
it recognizes the importance of feedback in motivating students o pat
(Goals that are clear and Intlectualy challenging: Teaches, who are fective, set high
Spectators for ther student They also sate their bjetvs early Stents shouldbe aware
ot they wil say and what they wel be eure o do with what they have learned from,
¡Good teaching develop sens of student we
ing one sty Learning asignments that are sue for he students level o knowledge ace
yet arming and interes in the subj mater
teachers. They abo acknowledge the individual ofeach earner and eit the dire
sane" x worth emphasizing hat
rented ye
toimpose mass production” standards that wet ll tudens
‘rho that ids who are exposed to education that allows fr leaner control not ony lara et:
ao bearing more
ifetiv teaching refuses to Lake ect on pupi for granted’ sys
thereationhip between teaching and learning tobe dificult undar ad subjective Good teaching
etetmine what impact cation has on learning
pe stent coma
bbadaptble tena constany step
andthe adjusting instruction i ight ofthe information gathered
“Caro management encompasse a wide range of alls and tc use by teachers o keep
pups organized onde focused, tente, o ak and academically productive throughout ls
{When teachers se succes casco management ac they rece the behavior that obras
imp lung cc ntact. on the whole hve ex room management.
‘Bilis wheres inexperienced ores ein ter remark a con caso filed
us la wore
of cine caseros management may fous
encouraging statement, the expel and at eaten
c,h ma that ects expect student to Behave
work that teachers eect tents op
Coma other stent, the agreements that teachers
of tel ha chers expect students lo wc) al en
‘corey tration to managen, sac and cleagves Communcaton depends upon bol
ando
Trerapest common: Treat communion in nung 3 facto ac process beten
| sete Tree communcation steps mate proving esucton and super 0 à
ce mame’ ht wi soso he goof communcstion Th gol Beret com
ab à rien whch he pte el Pee egresan conce
Tota! gay management: Total Gay Management (TOM) à management psroch tht sets to
prone longterm Success y browsing unpraeied comer satilacion tough te Constant ach
Ses
CLASSROOM MANAGEMENT
‘Classroom managements word wed by eachersto escribe the proces of ensating tat asso
eons ren smoothly and that srptive student behavior docs nt jeopardize instruction delivery
The word lso refers to proactively preventing dire conduct a well as propery responding o
‘once thas occurred.
Far many teachers tsa dificult component ofteching Some teachers have ete profession
ue problems inthis ara According to the National Educational Awocation ofthe United States
1961, 26% of teachers aimed that if they had 1 d al over agan hey would not choose to
teach, Negative student arudes and discipline were a big factor.
‘Clasroom management is critical in dssrooms beaut it facltatescursculum development
the development of optimal teaching techniques and ther implementation. Classroom management
‘an be defined a the activities and directives that teachers utili lo establish successful learning,
‘ovionment in other words, having a positive impact on pupils and meeting their lasing
‘objectives To ensure tat all students receive the genet education possible, educator programs
should devote more ime and esources to ensuring ha educators and ntructr ar well versed it
asar management.
Teachers d no focus on karning dussroom management ince higher education programs do
01 empbasze classroom management rater, the emphasis on etablhinga suitable lating
vironment for students. These tool provide teachers with the materials they need to peopel
and succenfaly educate futur generations, esuring the county future success According to
Moskowitr and Hayman (1976), once a teacher lores control ofthe cas, regaining contro
Becomes propre dica
‚Aion, studies by Berliner (1988) and Brophy and Good (1986) vgges thatthe tine
1 takes a teacher o rectify misbehavior caused by poor classroom managemen kl leds lo a
decreased rate of academic engagement inthe dnsroom. five caso management, um the
students perspective, ntl er communication of behavioral and academie anand wel
‘cooperative learning environment
* Interest and explanaion:"We love working hard om anything that piques interest het
‘is an academic subject or a hobby We begin to believe hat we can somchom cla and
Ale to make sense ofthe wo struct must onsruc explanations ar ale starts
to understand the
formation in addition to establishing the relevance the comet Thin
HATTER » Implementation
obec two atte dh
i sander Parade
ee je it than it is. This type of masquerade
e be thy dag por jo lag Making are
se il des gel
A and lowing staat to demonstrate mastery ofthe material in avait of way
5 ‘up more effort in their
ig: Ramen begins withthe negative. which he
exposed by complete lack
tonal
roids aseing std
it recognizes the importance of feedback in motivating students o pat
(Goals that are clear and Intlectualy challenging: Teaches, who are fective, set high
Spectators for ther student They also sate their bjetvs early Stents shouldbe aware
ot they wil say and what they wel be eure o do with what they have learned from,
¡Good teaching develop sens of student we
ing one sty Learning asignments that are sue for he students level o knowledge ace
yet arming and interes in the subj mater
teachers. They abo acknowledge the individual ofeach earner and eit the dire
sane" x worth emphasizing hat
rented ye
toimpose mass production” standards that wet ll tudens
‘rho that ids who are exposed to education that allows fr leaner control not ony lara et:
ao bearing more
ifetiv teaching refuses to Lake ect on pupi for granted’ sys
thereationhip between teaching and learning tobe dificult undar ad subjective Good teaching
etetmine what impact cation has on learning
pe stent coma
bbadaptble tena constany step
andthe adjusting instruction i ight ofthe information gathered
“Caro management encompasse a wide range of alls and tc use by teachers o keep
pups organized onde focused, tente, o ak and academically productive throughout ls
{When teachers se succes casco management ac they rece the behavior that obras
imp lung cc ntact. on the whole hve ex room management.
‘Bilis wheres inexperienced ores ein ter remark a con caso filed
us la wore
of cine caseros management may fous
encouraging statement, the expel and at eaten
c,h ma that ects expect student to Behave
work that teachers eect tents op
Coma other stent, the agreements that teachers
of tel ha chers expect students lo wc) al en
in SS) res
= Textbook of Educational Technology/Nursing Education
Sper nize ed wth tea mai Inn mal ht oe expand o
an ine ls) (indoor esperes aten de e
a fas and net] cui) Charo management anti ac
cl lo the aber deco Mat tachre make, gen ol poor) desp a
* Good teaching and good classroom management become to at na
I broader understanding of casoom management. Chasroom management neve oo
Serie desspench simple in practic, bu ficiently and smoothly incorporsing thew mts
Hien Haring often necesites range of advanced techniques wells lage roe
Vale and experience
Expr routiers technique in which teschen eth consent ly oie that begins
Roe nt enter he asroom = preparing leartng muse makings ale
Pasing in homework. or ding a bre sical amp acy would al be cee
7 rates Ths technique an avoid the disorder and squandered ime hat clan
the Beginning of class period
Do nom 5 «short writen assignment provided to pups a soon as they enter the asroom.
ic im to gt pup rene, focused, produce, and rend for clases quel us
fesse
+ Tight tran
scher says “ean tine’ for eae, pps know they it stop wha thy a mg pan
hang RY api rec thar bods and begin edge on theron Thi stay
be instructional time by educ the cos and delay tht might occur daros
TECHNIQUES OF CLASSR
Corporal Punishment
Corpora punishment was commonly employed as technique of managing disrupive behavior
ntl recently: albo snow prohibited In mos educational einge Regions den ncn
5 James Delon al endorse i specific sing, ba bis opinions “fer dran ds thane
seagesied by comtemporary mainsrcam experts and are na based on empirkal testing ot aoe
on his faith: based ide
According to suis tradiional physical punishments uch as padding o lso practices
ah standing donot make students or youngsters more agree Comte appear y
larger impact in whether or nt negative effects ae ponte
Most educational cetes in the Uned Sates, as well us in most developed countries, have
sholshed corporal punishment The puniune was delvered in a dapropenunat seamen
despite the fact that ts efectveness was never established Mal African Americans wre the a
severely penalized. According tn a 2006 survey, African Americans made up 17 ol hide ola
vere subjected o corporal punishment, while males made up 78.9 of al tue
>
CHAPTERS » Implementation
Good Teacher-Student Relationships
The right amounts of dominance, cooperation, profesiona, and knowledge of high needs
ren ae some qualities of having excellent teicher student ration in the room
Dominance i defined asa teachers ability to provide ar direcion and purpose 1 student
chavo and academic This fosters productive connections by establishing and communisting
clot expectuons and pelts for student beaver Clase tiquete and behavior goes
ot, sting arrangements, the use of equipment and materials and claro diroptions ea
Samples of such expectation
Students will gard inconsistency a unjust and wl have ls respec forthe teacher a esl.
serie teaching behavior lo eases students hat thei views and messages are being come
cine. Fret postre stable ope of voce depending on the occasion, and taking eae noc to
ge appropiate Behavior by aking action ae al examples of serve behavior
"sing inclusive pronouns ls another excelent method for developing a pontine eacherstodent
scationship. For example, instead of saying, “You need o get back lo work a teacher would sy
‘Weve had alot of work todo todays lets get hick oi: Wiliam Pukey “tne plasesanda wake
maod ie another way to develop postive tescher-xudent interactions. Thee ae compliments
ey the teacher tothe pup before making request. The pose aut the learner in developing
‘matte that encourages cooperation with the teacher. “Thank you so much for you paticpaton
Inclusoday sone example would be." enjoy reading your feedback I believe you add aloof rave
tothe conversation” "Td appreciate you could rase your hand before making a comento that
the other ids can Jar fom you
Preventive Techniques
a poste classroom community with mutual respect between instructor and student à
Preventive approach to casroom management. Teacher ha seth preventative method provide
unconditional kindness, acceptance, and supporto students regardless of thet behavior Sader
As provided frequent and consistent feedback on thelr behavior, and fir rules and consequences
1 nd use of «classroom contac is one strategy to create this type of learning
“mtonment. Roth the students and the teacher should work together to draft the contre Stade
and teachers decido ad agr on how to tat one another inthe classroom inthe contract. The
up abo decides and ares on what would happen somebody beaks the contract Intad of
3 omsequene, the gop shuld decide how to resolve the ue through dass discon, poet
on, counseling ur one-one interactions that ad toa solution
In addon, cater than managing student conduct, preventive tacts include the «amp
se ol prise and prizes to inform pops about thee behavior. Teachers mast emphasize the wea
‘(th rewarded behavior and als explain o pup the specific skis they played tocar the
award when using rewards a inform students bout their behavior. Teachers should alo encourage
student collaboration whet comes o skcmg prize and outing stale behavior for earn
them Ths ye of posite reinforcement and pease particular beneficio hing pope gra
ang hei elf ests,
= Textbook of Educational Technology/Nursing Education
Sper nize ed wth tea mai Inn mal ht oe expand o
an ine ls) (indoor esperes aten de e
a fas and net] cui) Charo management anti ac
cl lo the aber deco Mat tachre make, gen ol poor) desp a
* Good teaching and good classroom management become to at na
I broader understanding of casoom management. Chasroom management neve oo
Serie desspench simple in practic, bu ficiently and smoothly incorporsing thew mts
Hien Haring often necesites range of advanced techniques wells lage roe
Vale and experience
Expr routiers technique in which teschen eth consent ly oie that begins
Roe nt enter he asroom = preparing leartng muse makings ale
Pasing in homework. or ding a bre sical amp acy would al be cee
7 rates Ths technique an avoid the disorder and squandered ime hat clan
the Beginning of class period
Do nom 5 «short writen assignment provided to pups a soon as they enter the asroom.
ic im to gt pup rene, focused, produce, and rend for clases quel us
fesse
+ Tight tran
scher says “ean tine’ for eae, pps know they it stop wha thy a mg pan
hang RY api rec thar bods and begin edge on theron Thi stay
be instructional time by educ the cos and delay tht might occur daros
TECHNIQUES OF CLASSR
Corporal Punishment
Corpora punishment was commonly employed as technique of managing disrupive behavior
ntl recently: albo snow prohibited In mos educational einge Regions den ncn
5 James Delon al endorse i specific sing, ba bis opinions “fer dran ds thane
seagesied by comtemporary mainsrcam experts and are na based on empirkal testing ot aoe
on his faith: based ide
According to suis tradiional physical punishments uch as padding o lso practices
ah standing donot make students or youngsters more agree Comte appear y
larger impact in whether or nt negative effects ae ponte
Most educational cetes in the Uned Sates, as well us in most developed countries, have
sholshed corporal punishment The puniune was delvered in a dapropenunat seamen
despite the fact that ts efectveness was never established Mal African Americans wre the a
severely penalized. According tn a 2006 survey, African Americans made up 17 ol hide ola
vere subjected o corporal punishment, while males made up 78.9 of al tue
>
CHAPTERS » Implementation
Good Teacher-Student Relationships
The right amounts of dominance, cooperation, profesiona, and knowledge of high needs
ren ae some qualities of having excellent teicher student ration in the room
Dominance i defined asa teachers ability to provide ar direcion and purpose 1 student
chavo and academic This fosters productive connections by establishing and communisting
clot expectuons and pelts for student beaver Clase tiquete and behavior goes
ot, sting arrangements, the use of equipment and materials and claro diroptions ea
Samples of such expectation
Students will gard inconsistency a unjust and wl have ls respec forthe teacher a esl.
serie teaching behavior lo eases students hat thei views and messages are being come
cine. Fret postre stable ope of voce depending on the occasion, and taking eae noc to
ge appropiate Behavior by aking action ae al examples of serve behavior
"sing inclusive pronouns ls another excelent method for developing a pontine eacherstodent
scationship. For example, instead of saying, “You need o get back lo work a teacher would sy
‘Weve had alot of work todo todays lets get hick oi: Wiliam Pukey “tne plasesanda wake
maod ie another way to develop postive tescher-xudent interactions. Thee ae compliments
ey the teacher tothe pup before making request. The pose aut the learner in developing
‘matte that encourages cooperation with the teacher. “Thank you so much for you paticpaton
Inclusoday sone example would be." enjoy reading your feedback I believe you add aloof rave
tothe conversation” "Td appreciate you could rase your hand before making a comento that
the other ids can Jar fom you
Preventive Techniques
a poste classroom community with mutual respect between instructor and student à
Preventive approach to casroom management. Teacher ha seth preventative method provide
unconditional kindness, acceptance, and supporto students regardless of thet behavior Sader
As provided frequent and consistent feedback on thelr behavior, and fir rules and consequences
1 nd use of «classroom contac is one strategy to create this type of learning
“mtonment. Roth the students and the teacher should work together to draft the contre Stade
and teachers decido ad agr on how to tat one another inthe classroom inthe contract. The
up abo decides and ares on what would happen somebody beaks the contract Intad of
3 omsequene, the gop shuld decide how to resolve the ue through dass discon, poet
on, counseling ur one-one interactions that ad toa solution
In addon, cater than managing student conduct, preventive tacts include the «amp
se ol prise and prizes to inform pops about thee behavior. Teachers mast emphasize the wea
‘(th rewarded behavior and als explain o pup the specific skis they played tocar the
award when using rewards a inform students bout their behavior. Teachers should alo encourage
student collaboration whet comes o skcmg prize and outing stale behavior for earn
them Ths ye of posite reinforcement and pease particular beneficio hing pope gra
ang hei elf ests,
m
a
=
esse Textbook ol Educational Technology/Nuning Education
‘Overlanning i an ften-overtoked protctie strategy, The award papa or silences in
‘sare ual filled in by the tens. When teachers ovepla, they have Eno of nat
and actives to rep pops occupied dari clas. mining Ihe amount ol tne we lla
Students may us tranton time as an opportunity tobe dre Transition dhol Ve es
20 second to avoid ths. Ady of uring requires the instructor to be preparo and opaca
rela the pap t be prepare and organized An organized routine shu be etait at
stat ofthe year and reinforced on day basi until comes second nate,
Blue versus Orange Card Theory
am Pukey propose the lu card vs. range can hypothesis, which ai that
‘fe enouring remarks oe worthwhile, capable and cc Many o mena no
log encouraging, and ressring. These menage ae aw as Blue tds ms thoy pete a
¡00d setimage, Other messages are harsh couraing and degrading. These canta oe
hich othe worldwide dire he. The des in
AE “fle box” to help with thei earning pa
High Cards and Low Cards
‘igh cards and ow cars ia cher. intervention state developed by Wim Pury tht
germen. Low cas ae a os invasive way to
wech atthe tent, stepping loser to the
chien nos
spective
NATURE OF CLASSROOM COMMUNICATION
NATURE OF CLASSROOM COMMUNICATION
‘As teachers we del wih tf amer sho whichis agente y oe some
cousin be form ars facil emotions and thet erect bo ieee hn
tat tab tua ses wil ae teng other aking tr roca a
Ucero dc och hen and dd musas pst ln
others taking turn An ares, hen ling in cases you ind youre log rey ns
Mase of Ceremonies, ers and of a, source eh hago ak ee oe
toe hat yo at playing the appropriate propi combat he ap
times. Sure, much af your convertion wth hak wl tk u te gene en
Franklin Rose as you len doth You wil aon sean be mere ser a Di and
you wil discreta insg power crepunce weed You and den Sted
Inh pts, il ok at ow ou can tart working tar the eben Wee ac
Ae hey characteristics of dasreom communication th set ut nom co
Othe stings Then we trate how the unes, both vet nd some, anche
ie communication in à var of common ap atom whch ele y eran
Sf participation As youl see te tre ofan acts sacar paar ne
Sigan pct on ow student communi mh une mac and wits en
> ä
[CHAPTER » Implementation
Communication in Classrooms versus Communication Elsewhere
soo happenings ate lequntly so complicated that eve conversing wth Kids can be
pels ihlpful consider the problem as a communication sue or. one expert put
ao saya what o whom. and wth what effet” Laso, 1964) This rely happen in lssoons
a consent seed or local order wi ast the teacher and me student iterating wie
in test ofthe las tens or wats patiently. While such moment do occur, even when things are
going el evetscan occasional eeembleaaleidoscope of overlapping imeraclions disturbances
nd decisions: One student completes task, while anther ys Pala Hough ted papi
po o be reading alg she could be deeaing. You sat aking 1 er fo ge er back om
{rock ony to be interrupted bya four student who has a question concerning an assignment Lite
you are dealing wäh he fourth student, fh emer with messe from the fice that needs be
res hence. the bored (ed) stent ets ignored fra hile longer
Understanding and becoming familiar withthe base aspecto of communication that are
“racist ofcasrwoms ane method o hunde cscumstancs ies Onesetofcharacer ses
Jus o do withthe funcions or purposes of communication, particularly the balance af comen
ructhod, and behavior contol discusion: Another distinguishing aspect he nature ol notre
communication, which complementa and often even opposes whats conveyed rally
Communication i the ctm performed verbally or
ips a cor cece
lips be ee as
“waka Communication requis asendesamesoge and >), 5
ee re )
cometo dy dy ie Whe communicatg me ar ying GP LES,
} Ww
Fig. 21: Proa depeson of
commonality with someone (Fig. 31) E
Same dere br e On sia] J
Dictionary as, “the imparting, conveying oF exchanging of
ideas and knowledge whether by vice, writing ot singing”
Ii described as “the transfer of thoughts and messages
35 opposed to the transportation of commodities and
individeis in the Columbia Encyclopedia of Communication
Asperthe evolution ofthe new era and development of technology the communication proces
ls being taken surmise. Enormous amount of time I spent in communicating out tgs fo à
receiver var modes therefore is Importanı for ll of uso understand orto yet grinding
‘methods to porra your cotemplations. Thinking about the ways to channel your tought
working out the best way of expresing. finding the right word, making sre the other person
understand and replying you back areal a stages in communication.
‘The most important single development "in human consciousness inthe previous century and
‘notably in American consciousness has been the increasing ofthe means and form of what ne
term communication; as Daniel Boontin remarke in "Democracy and ifs Discontent This &
Special true in today’ sty, wth the introduction of testing, email and socal meda ma
‘of communication with people ll ver the moi With more way ocr
‘more apportunitis to be misinterpreted than ever before
Comunication, in he poplar meaning ym face toa talk bete
et telephone conversation or eter between end The rasan ol Inc terio
programming oer a communication sel recive by lil people
AaDDDPPPPPPDDIS.LL PP? ER
a
=
esse Textbook ol Educational Technology/Nuning Education
‘Overlanning i an ften-overtoked protctie strategy, The award papa or silences in
‘sare ual filled in by the tens. When teachers ovepla, they have Eno of nat
and actives to rep pops occupied dari clas. mining Ihe amount ol tne we lla
Students may us tranton time as an opportunity tobe dre Transition dhol Ve es
20 second to avoid ths. Ady of uring requires the instructor to be preparo and opaca
rela the pap t be prepare and organized An organized routine shu be etait at
stat ofthe year and reinforced on day basi until comes second nate,
Blue versus Orange Card Theory
am Pukey propose the lu card vs. range can hypothesis, which ai that
‘fe enouring remarks oe worthwhile, capable and cc Many o mena no
log encouraging, and ressring. These menage ae aw as Blue tds ms thoy pete a
¡00d setimage, Other messages are harsh couraing and degrading. These canta oe
hich othe worldwide dire he. The des in
AE “fle box” to help with thei earning pa
High Cards and Low Cards
‘igh cards and ow cars ia cher. intervention state developed by Wim Pury tht
germen. Low cas ae a os invasive way to
wech atthe tent, stepping loser to the
chien nos
spective
NATURE OF CLASSROOM COMMUNICATION
NATURE OF CLASSROOM COMMUNICATION
‘As teachers we del wih tf amer sho whichis agente y oe some
cousin be form ars facil emotions and thet erect bo ieee hn
tat tab tua ses wil ae teng other aking tr roca a
Ucero dc och hen and dd musas pst ln
others taking turn An ares, hen ling in cases you ind youre log rey ns
Mase of Ceremonies, ers and of a, source eh hago ak ee oe
toe hat yo at playing the appropriate propi combat he ap
times. Sure, much af your convertion wth hak wl tk u te gene en
Franklin Rose as you len doth You wil aon sean be mere ser a Di and
you wil discreta insg power crepunce weed You and den Sted
Inh pts, il ok at ow ou can tart working tar the eben Wee ac
Ae hey characteristics of dasreom communication th set ut nom co
Othe stings Then we trate how the unes, both vet nd some, anche
ie communication in à var of common ap atom whch ele y eran
Sf participation As youl see te tre ofan acts sacar paar ne
Sigan pct on ow student communi mh une mac and wits en
> ä
[CHAPTER » Implementation
Communication in Classrooms versus Communication Elsewhere
soo happenings ate lequntly so complicated that eve conversing wth Kids can be
pels ihlpful consider the problem as a communication sue or. one expert put
ao saya what o whom. and wth what effet” Laso, 1964) This rely happen in lssoons
a consent seed or local order wi ast the teacher and me student iterating wie
in test ofthe las tens or wats patiently. While such moment do occur, even when things are
going el evetscan occasional eeembleaaleidoscope of overlapping imeraclions disturbances
nd decisions: One student completes task, while anther ys Pala Hough ted papi
po o be reading alg she could be deeaing. You sat aking 1 er fo ge er back om
{rock ony to be interrupted bya four student who has a question concerning an assignment Lite
you are dealing wäh he fourth student, fh emer with messe from the fice that needs be
res hence. the bored (ed) stent ets ignored fra hile longer
Understanding and becoming familiar withthe base aspecto of communication that are
“racist ofcasrwoms ane method o hunde cscumstancs ies Onesetofcharacer ses
Jus o do withthe funcions or purposes of communication, particularly the balance af comen
ructhod, and behavior contol discusion: Another distinguishing aspect he nature ol notre
communication, which complementa and often even opposes whats conveyed rally
Communication i the ctm performed verbally or
ips a cor cece
lips be ee as
“waka Communication requis asendesamesoge and >), 5
ee re )
cometo dy dy ie Whe communicatg me ar ying GP LES,
} Ww
Fig. 21: Proa depeson of
commonality with someone (Fig. 31) E
Same dere br e On sia] J
Dictionary as, “the imparting, conveying oF exchanging of
ideas and knowledge whether by vice, writing ot singing”
Ii described as “the transfer of thoughts and messages
35 opposed to the transportation of commodities and
individeis in the Columbia Encyclopedia of Communication
Asperthe evolution ofthe new era and development of technology the communication proces
ls being taken surmise. Enormous amount of time I spent in communicating out tgs fo à
receiver var modes therefore is Importanı for ll of uso understand orto yet grinding
‘methods to porra your cotemplations. Thinking about the ways to channel your tought
working out the best way of expresing. finding the right word, making sre the other person
understand and replying you back areal a stages in communication.
‘The most important single development "in human consciousness inthe previous century and
‘notably in American consciousness has been the increasing ofthe means and form of what ne
term communication; as Daniel Boontin remarke in "Democracy and ifs Discontent This &
Special true in today’ sty, wth the introduction of testing, email and socal meda ma
‘of communication with people ll ver the moi With more way ocr
‘more apportunitis to be misinterpreted than ever before
Comunication, in he poplar meaning ym face toa talk bete
et telephone conversation or eter between end The rasan ol Inc terio
programming oer a communication sel recive by lil people
AaDDDPPPPPPDDIS.LL PP? ER
y
E Nu Econ CHAPTER» implament RES
tom heating and should he regard a all Our
on tothe subject, andthe Ten Pini of Listening moy
To communicate
sa ration on hae o te elect
Po venia Fifa si ening dees depe Into the eso sening
+ Tome Nonverbal Communiation
mt oi mar ung msg eigen color ord ng ee pre nd
2 Becca me eue so tui o make eye conta th the othe person to ho tha yore paying en
2 Pense been nn co = tothe and the tpi (However. avo staring a he peon, this may make hm or her fc
Le $ nirmaon ns noon Ni she ose ating a teint br psi nmel menge Nome
Other scholars define communication a: Verbal Communica
Carl Monland. a we Lx
and. the since vil
eo pose In out mange Whee
e phone ry eal sy what You want play and rec you po
SKILLS OF COMMUNICATION A a
Listening Sie D Lo of
3] | Wy
‘ x
E Nu Econ CHAPTER» implament RES
tom heating and should he regard a all Our
on tothe subject, andthe Ten Pini of Listening moy
To communicate
sa ration on hae o te elect
Po venia Fifa si ening dees depe Into the eso sening
+ Tome Nonverbal Communiation
mt oi mar ung msg eigen color ord ng ee pre nd
2 Becca me eue so tui o make eye conta th the othe person to ho tha yore paying en
2 Pense been nn co = tothe and the tpi (However. avo staring a he peon, this may make hm or her fc
Le $ nirmaon ns noon Ni she ose ating a teint br psi nmel menge Nome
Other scholars define communication a: Verbal Communica
Carl Monland. a we Lx
and. the since vil
eo pose In out mange Whee
e phone ry eal sy what You want play and rec you po
SKILLS OF COMMUNICATION A a
Listening Sie D Lo of
3] | Wy
‘ x
roue and hasa
Chart and trustworthiness
reg a om om reed rating tine spe ae
"nd csi o bad readership, which can result in expert i x
Me mesa ls produce by specials and informed yoy
sc contains i such writen communication as well m the
ch o be seen as elogio vad and corra
inc rue writen menage. you shoul! ae o take un al he
Be ate wäh serie communication. keping in mind that sal soon
cam ard pet
ple, these alte are amplio, he
Senmcats made herein ate more
Sane immediacy, personal touch, and part patin no hair na
‘ring volume among other things in onder lo estaa proper
Creative Writing Sits
‘A certain amount of or à steak ol originality in an
individual à require for creative writing (Fg. 34)
eme writer should have a Pare for wring in
addition to good command of language (proficiency
ln vocal and diction). A creative wer alfa
depicts a vind
meal
lationship withthe enc
99.3.4: Pictorial depiction o cent
Infor, A creative writer meats on ether concrete work
rs Soc calor divi and he presse hi ocher mm
mae ring While wing sor hr nique imagination heer may mae
cabo societal citcumstances an
> ill
CHAPIER 3 » Implementation
ecco ting Skis
ae create win. echn
e privat y reli special
secc In may especie
¡pes of wing were. e reporting 0 ech dat
wich mu conan ab of da, graphs
Frelon and eye phot, digues techn
ring om other expontory wring. As ares technical
eri i replica of what
ing a specific work
economic, commercial, or techno economic
al win varies fom other
VA
Fig. 3.5: Peto depiction of
‘ering communication
writing works with ale and situations, u objective and
purpose are 1 inform; expands
perception of things Hooks un history ec
and technology fall under this category ln the educational
ch understanding and
csviconment To do the best job of informing. the write mus
anal m his or her approach and expla the des logia and cy thatthe writing is
understandable (ig 3)
ative and noncretive categories bed on
vimon fr highly imaginative rr t porra
duce high
us technical writings can be separa
abject mater
and presentation, ts
2nonctatve work in creative fashion. A echnial writer om the other hand, can a pr
qualit create material. While presenting exce comple va
seme 08 Science bes authors have crated works of remarkable rar moral magia
Personal Skills
Personal kl ae th bis hat eue o cor
However Improve communication
Im
in good shape They can
ng Your sl excem and fidence, for example, can hp you fel etter about yourself
nt your bite, expecially your communication shill A ec gon the fat ep tomará
doing better and thus being more elective,
Nout mor likely toe sharimaticifyou have a beter awareness of youre nda mone lane!
and happy view on li, which can help im communication,
ELEMENTS OF COMMUNIC, E
a Message
In order to understand communication process
In a beter vay, es important to understand the con
‘ght specific elements or he sie and positive re
cute through various modes (Fig. 36)
Each ofthe elements sesenta to accomplish Feat
the proces of communication elective PES
Source. cas
Sources the ‚person who by hisher thinking Fes
alt formules the ies fo came
Chart and trustworthiness
reg a om om reed rating tine spe ae
"nd csi o bad readership, which can result in expert i x
Me mesa ls produce by specials and informed yoy
sc contains i such writen communication as well m the
ch o be seen as elogio vad and corra
inc rue writen menage. you shoul! ae o take un al he
Be ate wäh serie communication. keping in mind that sal soon
cam ard pet
ple, these alte are amplio, he
Senmcats made herein ate more
Sane immediacy, personal touch, and part patin no hair na
‘ring volume among other things in onder lo estaa proper
Creative Writing Sits
‘A certain amount of or à steak ol originality in an
individual à require for creative writing (Fg. 34)
eme writer should have a Pare for wring in
addition to good command of language (proficiency
ln vocal and diction). A creative wer alfa
depicts a vind
meal
lationship withthe enc
99.3.4: Pictorial depiction o cent
Infor, A creative writer meats on ether concrete work
rs Soc calor divi and he presse hi ocher mm
mae ring While wing sor hr nique imagination heer may mae
cabo societal citcumstances an
> ill
CHAPIER 3 » Implementation
ecco ting Skis
ae create win. echn
e privat y reli special
secc In may especie
¡pes of wing were. e reporting 0 ech dat
wich mu conan ab of da, graphs
Frelon and eye phot, digues techn
ring om other expontory wring. As ares technical
eri i replica of what
ing a specific work
economic, commercial, or techno economic
al win varies fom other
VA
Fig. 3.5: Peto depiction of
‘ering communication
writing works with ale and situations, u objective and
purpose are 1 inform; expands
perception of things Hooks un history ec
and technology fall under this category ln the educational
ch understanding and
csviconment To do the best job of informing. the write mus
anal m his or her approach and expla the des logia and cy thatthe writing is
understandable (ig 3)
ative and noncretive categories bed on
vimon fr highly imaginative rr t porra
duce high
us technical writings can be separa
abject mater
and presentation, ts
2nonctatve work in creative fashion. A echnial writer om the other hand, can a pr
qualit create material. While presenting exce comple va
seme 08 Science bes authors have crated works of remarkable rar moral magia
Personal Skills
Personal kl ae th bis hat eue o cor
However Improve communication
Im
in good shape They can
ng Your sl excem and fidence, for example, can hp you fel etter about yourself
nt your bite, expecially your communication shill A ec gon the fat ep tomará
doing better and thus being more elective,
Nout mor likely toe sharimaticifyou have a beter awareness of youre nda mone lane!
and happy view on li, which can help im communication,
ELEMENTS OF COMMUNIC, E
a Message
In order to understand communication process
In a beter vay, es important to understand the con
‘ght specific elements or he sie and positive re
cute through various modes (Fig. 36)
Each ofthe elements sesenta to accomplish Feat
the proces of communication elective PES
Source. cas
Sources the ‚person who by hisher thinking Fes
alt formules the ies fo came
Pito À
Textbook af Eaucational technology/Nuring Education
ine de core wow, langage ad nd gone, comes the message ln oder In he Ha
Je rat the ss e rc eval, y anal Ye people level of peep by
“com In avale pepe à
A source, nthe wits enti ft wr roces that generates messaged tht one
vs to communicate duplica a precise a posse he here spe Wt, mot
mation theory In ono cres general a sure can be described s emery ls
‘roe stations a shan
A trainer can be a mechanical device such as an amenns or à human ramener such
ae The term waster” somos om the term emi hh ee to dee Ih
pres Hert anes
Ie a refers to the prion a oganiation wh sc à
her mie whem mang me
2.Message
By menage, we understand the vaa
meaning achive hy the se dr terse
SF ande (Fg. 37) The menage that ou
‘ran covert the die die depends /
Aponte mon used by à sour. The word |] |
men by a source should be brought together
TO mare oras Sure mas y “i 10
8 little creative by using queres and humor. a |
im between so an 1o alé he ineren of te DE a
dene the contr reat inthe wen
form. toe spec an precie wl sing
Les
mag nloratin deere vis th un ford po writen andor te gs
day The con ofthe communication poe ea meager ener ort In
the mmaticaton paces the sender the ane who send the message The message deleted
Athen bythe sender
Fig.3.7: Pere depicting chanting and
vocal ne mero
ic book, “Leadership Communication as
Cnam à menage cn compre voca nate sich tn oe pen word sign gta
| etext mosogin phone cll al mal and even sy wr
| Botisehalane nove contents part the formato tht is communicate ia message
itis done menionl) or not When nonverbal ac do no mach the spoken menge
std, eve a eee of dsb es
Content. sch as meaning conduct bond word, wil be inched in à
“This ives wc variation. och, and ly movement nd gets. a wel ab
contact attach und es
E The process of wransming and recving communicions, abo known as encoding and
El comprehende and when mein ction or prb the Itener oh in new way
fe Cora Lone, Jon hil and Barbra Satan in "Bases Comicon
CHAPTER à Implementation
Inde according to ame Potter “Media ers” certain people such as those who are
ight mea erat, for example may be able o se consderbly more ln given message than
N erhareabetterunder
ey have more shorty
me cel pita and ers have ben able 1 persuade 4 large die of tet pot of
dee sing out eg
rnlingofthewaneustoyersafmesning Thitmprovescomprehenson.
yor example: In say Peter Ohler ‘A well-defined menage incest crucial component:
din to Fighting Toxic A Manual foe Protecting Your Family Community. and Workplace:
“hh puhliched In Fighting Tonics: À Manual for Protecting Your Family. Commun ad
Workplace’ Fist and foremost straightforward, dct, and cones Second, ves you the
Sppertuniy to character the concer on yur wm term and in yon m word,
3.Channel
(Channel the proces where the message & being traveled by diferent modes ram a source to
Sa audience For example, onthe Internet platform, you ace having ample number of options and
lure lo gather the information and each source nccupes the space into the digital word ven f
Jou are watching any videos onthe internet without the volume, with the lp of body language you
Ine able to understand the message comeyed
“To describe how the input (he transmite signal) s transferred fo ouput, mathematical
cl of the channel an be crested (he received signal). There are many diferent sorts of chanel.
models depending on the eld of communication and the models aplication. Separate models are
‘veloped to character each ayer of communication system inspec.
Physically channel ean be modeled by attempting to determine the physi process that
ter the broadcast sigan witless communications for example he channel can be modelled by
dig up the reflections a al objects in the aes,
4. Receiver
Receiver isthe person wh testo gather the information conveyed using diferent channels or
methods by a source Asa recive, you can converge knowledge by ether ating smelling, seeing.
touching For bete understanding the concept. think ha you ae the Beler in the cricket tam.
The btsnan (source) hs the ball (message and you as feller (receiver) needs to catch the bal
“The receiver job sto decode the senders message as accuraey as possible. oth verbally and
nonnerly Decoding i the proces of comprehending the mesage. Because words and nonverbal
‘ues have ated meanings for various people, dis stage ofthe communication process can lead to à
dew olive:
he presente inadvertently encodes the orginal menage with ems unfamilirto ercer:
Apec, noms thoughts or nonverbal ins that distractor contradict the vocal message
5. Feedback
‘When you at intentionally oF unintentionally esponding to the source, you are giving back
Feedback where the rece alter pereving replies ack t the source. The mode of eh
sponse can beter verbal or nonverbal lowing the sour to know how well does he message
Textbook af Eaucational technology/Nuring Education
ine de core wow, langage ad nd gone, comes the message ln oder In he Ha
Je rat the ss e rc eval, y anal Ye people level of peep by
“com In avale pepe à
A source, nthe wits enti ft wr roces that generates messaged tht one
vs to communicate duplica a precise a posse he here spe Wt, mot
mation theory In ono cres general a sure can be described s emery ls
‘roe stations a shan
A trainer can be a mechanical device such as an amenns or à human ramener such
ae The term waster” somos om the term emi hh ee to dee Ih
pres Hert anes
Ie a refers to the prion a oganiation wh sc à
her mie whem mang me
2.Message
By menage, we understand the vaa
meaning achive hy the se dr terse
SF ande (Fg. 37) The menage that ou
‘ran covert the die die depends /
Aponte mon used by à sour. The word |] |
men by a source should be brought together
TO mare oras Sure mas y “i 10
8 little creative by using queres and humor. a |
im between so an 1o alé he ineren of te DE a
dene the contr reat inthe wen
form. toe spec an precie wl sing
Les
mag nloratin deere vis th un ford po writen andor te gs
day The con ofthe communication poe ea meager ener ort In
the mmaticaton paces the sender the ane who send the message The message deleted
Athen bythe sender
Fig.3.7: Pere depicting chanting and
vocal ne mero
ic book, “Leadership Communication as
Cnam à menage cn compre voca nate sich tn oe pen word sign gta
| etext mosogin phone cll al mal and even sy wr
| Botisehalane nove contents part the formato tht is communicate ia message
itis done menionl) or not When nonverbal ac do no mach the spoken menge
std, eve a eee of dsb es
Content. sch as meaning conduct bond word, wil be inched in à
“This ives wc variation. och, and ly movement nd gets. a wel ab
contact attach und es
E The process of wransming and recving communicions, abo known as encoding and
El comprehende and when mein ction or prb the Itener oh in new way
fe Cora Lone, Jon hil and Barbra Satan in "Bases Comicon
CHAPTER à Implementation
Inde according to ame Potter “Media ers” certain people such as those who are
ight mea erat, for example may be able o se consderbly more ln given message than
N erhareabetterunder
ey have more shorty
me cel pita and ers have ben able 1 persuade 4 large die of tet pot of
dee sing out eg
rnlingofthewaneustoyersafmesning Thitmprovescomprehenson.
yor example: In say Peter Ohler ‘A well-defined menage incest crucial component:
din to Fighting Toxic A Manual foe Protecting Your Family Community. and Workplace:
“hh puhliched In Fighting Tonics: À Manual for Protecting Your Family. Commun ad
Workplace’ Fist and foremost straightforward, dct, and cones Second, ves you the
Sppertuniy to character the concer on yur wm term and in yon m word,
3.Channel
(Channel the proces where the message & being traveled by diferent modes ram a source to
Sa audience For example, onthe Internet platform, you ace having ample number of options and
lure lo gather the information and each source nccupes the space into the digital word ven f
Jou are watching any videos onthe internet without the volume, with the lp of body language you
Ine able to understand the message comeyed
“To describe how the input (he transmite signal) s transferred fo ouput, mathematical
cl of the channel an be crested (he received signal). There are many diferent sorts of chanel.
models depending on the eld of communication and the models aplication. Separate models are
‘veloped to character each ayer of communication system inspec.
Physically channel ean be modeled by attempting to determine the physi process that
ter the broadcast sigan witless communications for example he channel can be modelled by
dig up the reflections a al objects in the aes,
4. Receiver
Receiver isthe person wh testo gather the information conveyed using diferent channels or
methods by a source Asa recive, you can converge knowledge by ether ating smelling, seeing.
touching For bete understanding the concept. think ha you ae the Beler in the cricket tam.
The btsnan (source) hs the ball (message and you as feller (receiver) needs to catch the bal
“The receiver job sto decode the senders message as accuraey as possible. oth verbally and
nonnerly Decoding i the proces of comprehending the mesage. Because words and nonverbal
‘ues have ated meanings for various people, dis stage ofthe communication process can lead to à
dew olive:
he presente inadvertently encodes the orginal menage with ems unfamilirto ercer:
Apec, noms thoughts or nonverbal ins that distractor contradict the vocal message
5. Feedback
‘When you at intentionally oF unintentionally esponding to the source, you are giving back
Feedback where the rece alter pereving replies ack t the source. The mode of eh
sponse can beter verbal or nonverbal lowing the sour to know how well does he message
ST Textbook Ol Educational Technology/Muning Education
im TT Textbook jlogy/Nursing |
Sees Wh heh fach the sure cales agreement and dsgement o he
audience hence helping to increase the accuracy othe como
Environment
erates news eg formation bh tente rime The enn
‘ment commanication pragmatic and conti
7.Context
es basic understanding of situa
Intrapersonal public and mau
S.interference
While using lecommunicaton inter
source and receive
ton when communication tke plas, can be interpersonal
erences that where modtiation of signal takes plac between
TYPES OF COMMUNICATIONS
‘Asmentoned cli,
Communication the proces
of ec your
thoughts, ideas, innovations, os » il
able ‘ph. A mabod of communication conten, cents
ae on cre icono rar A
o mode of the communication method will "938: Dramatic views of wo main
As affect the communication process
‘There are two types of comment
communication Fi 38)
Verbal Communication
tion based on channe: verbal communication and nomerbal
Mme bf commune gr tn
Saisie made Vat td compris ns ere ran ee es
a pe ime aoa
De meda ay Te bash ce lo y ae onan
Phat ob cored for el om sere nein ie
pod
i
that hema pcan
iting through verbal communication, esse num
ping sd y us But his usualy des happen, People wal une
Berlins hens et the Bari in erty amp pra
Yoni others shoes (a eier) a being the oer de ce
nd the content communicated
+ Therefore, alwaystry lo pu
© yeu vil beableto under
y
CHAPTERS » Implementation
be
ds
jt Pein
to uct rua community people Wen Bengala
pe Hind or Engi hat
SARS COV2, commen Known as COVID The refered langue
Be comin ml et le ny Los fe a eae
tl, 1 ul up the teres and PR you eed 10 derer he conten in he ea language
rete east
communication i further divided int the following (Fig. 39)
Fig. 29: Por ew fr vous types of eal communication
Inrapersonol Communication
Ths pe communication is conned tons Inraperonal communication when the
inde ronda mag sown ma tea Settee
consist imagination salio, el tk, ang memory ehe th Sap
“tet cling the phone an yor Fcio cout em a the
‘moro li car Now er crios wth tends and ml and he eee be
heat det th pandemic station you wel be lead he a an a ae
‘ak esting hw o plan your New e cba he
Co
+ 0
Cr
Fig. 3.10: Pictorial veu or methods used in communication
im TT Textbook jlogy/Nursing |
Sees Wh heh fach the sure cales agreement and dsgement o he
audience hence helping to increase the accuracy othe como
Environment
erates news eg formation bh tente rime The enn
‘ment commanication pragmatic and conti
7.Context
es basic understanding of situa
Intrapersonal public and mau
S.interference
While using lecommunicaton inter
source and receive
ton when communication tke plas, can be interpersonal
erences that where modtiation of signal takes plac between
TYPES OF COMMUNICATIONS
‘Asmentoned cli,
Communication the proces
of ec your
thoughts, ideas, innovations, os » il
able ‘ph. A mabod of communication conten, cents
ae on cre icono rar A
o mode of the communication method will "938: Dramatic views of wo main
As affect the communication process
‘There are two types of comment
communication Fi 38)
Verbal Communication
tion based on channe: verbal communication and nomerbal
Mme bf commune gr tn
Saisie made Vat td compris ns ere ran ee es
a pe ime aoa
De meda ay Te bash ce lo y ae onan
Phat ob cored for el om sere nein ie
pod
i
that hema pcan
iting through verbal communication, esse num
ping sd y us But his usualy des happen, People wal une
Berlins hens et the Bari in erty amp pra
Yoni others shoes (a eier) a being the oer de ce
nd the content communicated
+ Therefore, alwaystry lo pu
© yeu vil beableto under
y
CHAPTERS » Implementation
be
ds
jt Pein
to uct rua community people Wen Bengala
pe Hind or Engi hat
SARS COV2, commen Known as COVID The refered langue
Be comin ml et le ny Los fe a eae
tl, 1 ul up the teres and PR you eed 10 derer he conten in he ea language
rete east
communication i further divided int the following (Fig. 39)
Fig. 29: Por ew fr vous types of eal communication
Inrapersonol Communication
Ths pe communication is conned tons Inraperonal communication when the
inde ronda mag sown ma tea Settee
consist imagination salio, el tk, ang memory ehe th Sap
“tet cling the phone an yor Fcio cout em a the
‘moro li car Now er crios wth tends and ml and he eee be
heat det th pandemic station you wel be lead he a an a ae
‘ak esting hw o plan your New e cba he
Co
+ 0
Cr
Fig. 3.10: Pictorial veu or methods used in communication
‘Small Group Communication.
som ng them sing. Where the interpersonal
eo ig. The people involved in the discussion may have
hth x Ft ae llena the group stucture. Group can be
y sem, Roth he pe af cork phe rp
Public Communication
a individual addresses the large number of gathering and the
er mon al n this here ia singe person who i sending the information
sage clea and cas to understand,
al communication, ti casyto obtain a feedback:
lamentation
rmination one cn ac ue we delivering the mese tt plc
Y for certain people vo undertand pee dem barrer in pec tome ad
used i verbal
Nonverbal Communication
sil communication I the type of communication which usally dele wth the sig and
"stare pera athe than speaking woe or erin. A tc betr ite mone effective
peak der than Word
imechal communications pays an important
tole whenever you are being interviewed or sting a à
presenter or partipating in any meetings Nonverbal
Communication of youre can always crete à postive
ambience and Impresión. Whereas your wrong poture
tay give an unprolesanal eel
‘The verbal communication contain several nonverbal
signs such as ambience body movement, touch voice
‘quay. posture, hand signals eye movements, facial
expressions (Fig. 312) However, much of the nonverbal
communication depends upon. Place or environment
you are communicating in and the physical appearance
the communicator behaviors of communicators during
Interaction process with indus or group
‘Nonverbal communication ts all about the body language of speaker, The following signe help
the receive in iatezpeeting the message in postive or negative way Often, nonterbal signal reflet
the situations in a more precise way in comparison to verbal messages. Sometimes, nonverbal
response ofan individual contradicts verbal communication and hence, affects the effectiveness of
à everyday ie, the most prevalent signs ae pictures or drawings. The fundamental difference
between signs an signals hat sign includes intrinsic meaning, bu a signals only technology
that allows one to generate extrinsic meaning. Traffic signs are an example of sign that we see
regular in our dal lve.
Ambience
+ Environment Room, siz, fomishing, aeiitic,lightning.tschnical errors furnishing, interiors
+ Speaker: Neatness, hai, content clan clothing, odor, neatness
Body Movement and Posture
Tih way wei, walk stand and hol the entire body while siting or standing or moving saps aie
about our personal andthe people around us ually petal byte body pol
hands frequently depends or indicate the unpleased or
For example, Leaning and eabbing
som ng them sing. Where the interpersonal
eo ig. The people involved in the discussion may have
hth x Ft ae llena the group stucture. Group can be
y sem, Roth he pe af cork phe rp
Public Communication
a individual addresses the large number of gathering and the
er mon al n this here ia singe person who i sending the information
sage clea and cas to understand,
al communication, ti casyto obtain a feedback:
lamentation
rmination one cn ac ue we delivering the mese tt plc
Y for certain people vo undertand pee dem barrer in pec tome ad
used i verbal
Nonverbal Communication
sil communication I the type of communication which usally dele wth the sig and
"stare pera athe than speaking woe or erin. A tc betr ite mone effective
peak der than Word
imechal communications pays an important
tole whenever you are being interviewed or sting a à
presenter or partipating in any meetings Nonverbal
Communication of youre can always crete à postive
ambience and Impresión. Whereas your wrong poture
tay give an unprolesanal eel
‘The verbal communication contain several nonverbal
signs such as ambience body movement, touch voice
‘quay. posture, hand signals eye movements, facial
expressions (Fig. 312) However, much of the nonverbal
communication depends upon. Place or environment
you are communicating in and the physical appearance
the communicator behaviors of communicators during
Interaction process with indus or group
‘Nonverbal communication ts all about the body language of speaker, The following signe help
the receive in iatezpeeting the message in postive or negative way Often, nonterbal signal reflet
the situations in a more precise way in comparison to verbal messages. Sometimes, nonverbal
response ofan individual contradicts verbal communication and hence, affects the effectiveness of
à everyday ie, the most prevalent signs ae pictures or drawings. The fundamental difference
between signs an signals hat sign includes intrinsic meaning, bu a signals only technology
that allows one to generate extrinsic meaning. Traffic signs are an example of sign that we see
regular in our dal lve.
Ambience
+ Environment Room, siz, fomishing, aeiitic,lightning.tschnical errors furnishing, interiors
+ Speaker: Neatness, hai, content clan clothing, odor, neatness
Body Movement and Posture
Tih way wei, walk stand and hol the entire body while siting or standing or moving saps aie
about our personal andthe people around us ually petal byte body pol
hands frequently depends or indicate the unpleased or
For example, Leaning and eabbing
Textbook of Educational Technology/Nuring Education
Volume, speech tone pace of delivering words, selection of word f deleting the content how
lod and interactive you were during the sesion and the way you ae are the questions for
‘valuation ae the aspects of vice galt, Think about how sch things an ict sarcauı anger,
confidence and affection,
Foci! Expression
We human beings ae very expressive and have diferent facia expresions for expressing dire
motions without pouring thom in words cal expressions are used universal as a mode of
‘expression Sad ange, rated, far anows, config exit many more are same actos colar
Gestures
Gestures can imite diferent meanings in dirt cultures. isthe form of nonveral con.
"nication o communicate the message with vibe body language. This typeof body language
‘¥en used by the soir to communicate when they ate hending toward set mission
Eve Contact
‘The way youlook someone may gv the apres ofyour intrest action holy or ataco
‘ver that person. This ype of nonverbal communication has large nfuenccon the socal chan ae
well Eye contac during the conten! delivering also tells about th confidence ol
Touch
This type of nonverbal comm
ion method i being use o show a
comenation This ype of nonverbal commun
animals Touch sabe
‘Advantages of Nonverbal Communication
1 opti com i communica
on and care while gently upping onthe back during the
1 used mote frequently while aig with th
4 igh the
widered as the most imitate and sophisticated offre seme
uso, Hap
+ Communication sary with the people having language barrier,
© You can communicate with the people who cannot speak
2 Communication cry when you dont want others except the recive o Know your mesa
+ Easy way af communication, when the reciver ito far or nay fm oe Ka an
pesonas
7 With he hp of novebal commanicaton by using minimal e no words, ou can expres
Disodvantages of Nonverbel Communication
+ Nonmerbl communication does ot support the long messages or
D. The gestures and signs used during nonvertal communication may be fren for diferent.
cules
She precise message that you want to comey othe receiver cant he ven
D. Nonverbal communication sn ineffective tol for gov comunica,
D Noarerbl communication cannot be sed with every community ox gende people
#
Aia! ct
CHAPTER 3 » Implementation
PATIENT EDUCATION TEACH-BACK
The majority of communication Between the hell care team and patients à handle by nurses
This inches proving information about heath concer, dagneis, (etment plans ad drug
repens to pitt and her amis This laity especialy crucial for family nurse practitioners
sho ge beat and educational consi o patients nd thee (als Pati each baci à
communication appruch in which doctors urge patient to repeat what they have wad them. This
approach increases patientcomprehension and encourageepainto follow ae guidelines Patients
snd hee fais may become worried o defensive a result of lack U understanding of acts
“wie gone over quite abit of data, To make sue you remember eveything 1 ike you to
sepa everything back tome
“Cond yon lease repeat the directions or earning this drug to me?”
bo ogh wht e just spoke al. sit posible fr pu convey to mei your om
BASIC ELEMENTS OF COMMUNICATION PROCESS
Communication i the exchange of information and the sharing of meaning beeen tmo oF more
individuals When you examine the communication process, youll notice tha M a chain. with
isumcthaks Sender mesage encoding decoding rece. snd feedback arealliks in ths proces.
only as strong is wakes link (Fig 213)
‘he communication network ik ay othe
Sender
The sender and the recipco ate bah involved the communication process. The sender can bean
‘aiid a group of individuals, or a organo tha wants 1 comunica format for à
¿estat casa or in antcpation e pei action or response. The process eps when heslo
mind toa by an de, a feng or knoledge The sender, a the promus of proces must
he aps from the communication proces and de eee
have à ler peur of
= we —
pal
Volume, speech tone pace of delivering words, selection of word f deleting the content how
lod and interactive you were during the sesion and the way you ae are the questions for
‘valuation ae the aspects of vice galt, Think about how sch things an ict sarcauı anger,
confidence and affection,
Foci! Expression
We human beings ae very expressive and have diferent facia expresions for expressing dire
motions without pouring thom in words cal expressions are used universal as a mode of
‘expression Sad ange, rated, far anows, config exit many more are same actos colar
Gestures
Gestures can imite diferent meanings in dirt cultures. isthe form of nonveral con.
"nication o communicate the message with vibe body language. This typeof body language
‘¥en used by the soir to communicate when they ate hending toward set mission
Eve Contact
‘The way youlook someone may gv the apres ofyour intrest action holy or ataco
‘ver that person. This ype of nonverbal communication has large nfuenccon the socal chan ae
well Eye contac during the conten! delivering also tells about th confidence ol
Touch
This type of nonverbal comm
ion method i being use o show a
comenation This ype of nonverbal commun
animals Touch sabe
‘Advantages of Nonverbal Communication
1 opti com i communica
on and care while gently upping onthe back during the
1 used mote frequently while aig with th
4 igh the
widered as the most imitate and sophisticated offre seme
uso, Hap
+ Communication sary with the people having language barrier,
© You can communicate with the people who cannot speak
2 Communication cry when you dont want others except the recive o Know your mesa
+ Easy way af communication, when the reciver ito far or nay fm oe Ka an
pesonas
7 With he hp of novebal commanicaton by using minimal e no words, ou can expres
Disodvantages of Nonverbel Communication
+ Nonmerbl communication does ot support the long messages or
D. The gestures and signs used during nonvertal communication may be fren for diferent.
cules
She precise message that you want to comey othe receiver cant he ven
D. Nonverbal communication sn ineffective tol for gov comunica,
D Noarerbl communication cannot be sed with every community ox gende people
#
Aia! ct
CHAPTER 3 » Implementation
PATIENT EDUCATION TEACH-BACK
The majority of communication Between the hell care team and patients à handle by nurses
This inches proving information about heath concer, dagneis, (etment plans ad drug
repens to pitt and her amis This laity especialy crucial for family nurse practitioners
sho ge beat and educational consi o patients nd thee (als Pati each baci à
communication appruch in which doctors urge patient to repeat what they have wad them. This
approach increases patientcomprehension and encourageepainto follow ae guidelines Patients
snd hee fais may become worried o defensive a result of lack U understanding of acts
“wie gone over quite abit of data, To make sue you remember eveything 1 ike you to
sepa everything back tome
“Cond yon lease repeat the directions or earning this drug to me?”
bo ogh wht e just spoke al. sit posible fr pu convey to mei your om
BASIC ELEMENTS OF COMMUNICATION PROCESS
Communication i the exchange of information and the sharing of meaning beeen tmo oF more
individuals When you examine the communication process, youll notice tha M a chain. with
isumcthaks Sender mesage encoding decoding rece. snd feedback arealliks in ths proces.
only as strong is wakes link (Fig 213)
‘he communication network ik ay othe
Sender
The sender and the recipco ate bah involved the communication process. The sender can bean
‘aiid a group of individuals, or a organo tha wants 1 comunica format for à
¿estat casa or in antcpation e pei action or response. The process eps when heslo
mind toa by an de, a feng or knoledge The sender, a the promus of proces must
he aps from the communication proces and de eee
have à ler peur of
= we —
pal
SE] Pita
SI rexibook of Educational Technology /Nutting Education
soigne lin one a w
aos menage yrange words bal
er darum and gore cong th pce amet ternal ought a
ioe atten pe te ese el ot y oe
aci so ero medi ht bth he sent amd e ren cm
‘comprehen es ie recipient neo nen eee he sae ay tl he
sender ce
Message/information
The messages the physical monifstation of thought tha maybe perceived and unfenstood by one
or more of the receter sense. The communication proces alos for he delivery of information
ora message in the form of words, symbols, a other mda he Intended ecipient. In truths à
Ime ane mg anno ay aero vine inthe ene ea ab
specific purpose
Channel/Media
{Sanne mde of anmn fr menage The mess tuys nd theta
Is sent a this point Before delivering hi message the sender must examine all aypec speed, os
and prompt seep, printer rec, sonia, ad
Receiver
Ihe receiver the member a the group who perceives the com 4
r communication and gives it meaning
There ls mo communication if there I no receiver, The scenario tu ideal. Thought Menage
not Thoughts Dec
g Receiver Reception the
"communication reaches the river but he or she doesnot understand understanding improve.
LECTURE
Introduction
"Te lecture method is defined as th
des method in the field of teaching. Us bso on the
ony of idealism. This method refers tothe explanation of the topic to the students The
rc by the respective educator. The teacher ai the
pais de given on Ihe content
by change n vice, pose, mo
ded knowledge gestes, and single devices
nd facial expressions. ths process of teaching and learning the
ucator are more active and students are pase ut the teachers alo adapt the tendency of
on by asking frequent que mt in between the sesso,
CHARTERS » Implementation
li lange class, but alas some mitatlons. This med makes the
There le very Il scope or ppl ac. I again the principle of
sets are ene
kn yg dos a tab oder indi ren des ot der e
lee nigh ses becomes monensin he den
“Ih fe compa prc apc, thi mea has many mins ut the
wot common sed tod. The lecture method cn be made fete by wing he flowing
sn
late sho be range pope
The teacher should hea poes between he son
There sho bean abundant repetition of he opie
The teacher hold ennarge student ts questions.
Teaching shuld lobe ved make the etre ce
The content fhe etre shou be logical and according 10 ie standard of the students.
‘un, we conclue hat he lecture meth can be very elective. ft made more interactive and
Interesting for students
Definition,
Lecture method defined asthe tlk given to provide valuable updated information to caso group
at people Oxford Dictionary
The lecture mod can alo be defined a an ral presentation intended to teach or presenta
particular subject
Facture methods sad to be the presentation method comprising content, lariicaio of
the conten, clarification of the debts, explanation ofthe existed facts, various relationships and
principles,
Ways of Delivering Lecture
“There are various ways of detivering the etre 10 help the targeted group ea the knomledge,
2" Trdional oral essay: Traditional oa method implies the historial method ar an ancient
method soe bythe teachers or presenters where they ae only allowed 1 deliver lectures in
Fam sing minimal aids. This way, Inthe alent period, was found to be efetve but asthe
tration «approaching moc technology. the rational method was not enough o each he
dant therfore the other creative ways wer ncaded inthe curriculum.
«Participatory lecture Paricipatory method she method where the evaluation and discusion
ie being emphasted. The teacher while delivering he lecture takes he evaluation of the
angered une The presenter belle» in brainstorming acy s helps te individual to
boost the eet an ably to question,
«Feedback tector, Feedback lecture method hs uo aspects, one where the information given
by he teachers regarding the overall progres of the learner Second where he arms wi
Fone fetbackrepuding the content delivery techniques wed, sum and explanation
reid ao toward (and be capable of producing) Improvement in stodens leaning
Feedback redirects or tefocuses either the teacher or the leaner ations to achieve a gal.
EN ano tft and atv with an outcome. an be abot the op ofthe acti the
ca a the acy the sade: management f heir ering o sel relation, or them ar
AA
SI rexibook of Educational Technology /Nutting Education
soigne lin one a w
aos menage yrange words bal
er darum and gore cong th pce amet ternal ought a
ioe atten pe te ese el ot y oe
aci so ero medi ht bth he sent amd e ren cm
‘comprehen es ie recipient neo nen eee he sae ay tl he
sender ce
Message/information
The messages the physical monifstation of thought tha maybe perceived and unfenstood by one
or more of the receter sense. The communication proces alos for he delivery of information
ora message in the form of words, symbols, a other mda he Intended ecipient. In truths à
Ime ane mg anno ay aero vine inthe ene ea ab
specific purpose
Channel/Media
{Sanne mde of anmn fr menage The mess tuys nd theta
Is sent a this point Before delivering hi message the sender must examine all aypec speed, os
and prompt seep, printer rec, sonia, ad
Receiver
Ihe receiver the member a the group who perceives the com 4
r communication and gives it meaning
There ls mo communication if there I no receiver, The scenario tu ideal. Thought Menage
not Thoughts Dec
g Receiver Reception the
"communication reaches the river but he or she doesnot understand understanding improve.
LECTURE
Introduction
"Te lecture method is defined as th
des method in the field of teaching. Us bso on the
ony of idealism. This method refers tothe explanation of the topic to the students The
rc by the respective educator. The teacher ai the
pais de given on Ihe content
by change n vice, pose, mo
ded knowledge gestes, and single devices
nd facial expressions. ths process of teaching and learning the
ucator are more active and students are pase ut the teachers alo adapt the tendency of
on by asking frequent que mt in between the sesso,
CHARTERS » Implementation
li lange class, but alas some mitatlons. This med makes the
There le very Il scope or ppl ac. I again the principle of
sets are ene
kn yg dos a tab oder indi ren des ot der e
lee nigh ses becomes monensin he den
“Ih fe compa prc apc, thi mea has many mins ut the
wot common sed tod. The lecture method cn be made fete by wing he flowing
sn
late sho be range pope
The teacher should hea poes between he son
There sho bean abundant repetition of he opie
The teacher hold ennarge student ts questions.
Teaching shuld lobe ved make the etre ce
The content fhe etre shou be logical and according 10 ie standard of the students.
‘un, we conclue hat he lecture meth can be very elective. ft made more interactive and
Interesting for students
Definition,
Lecture method defined asthe tlk given to provide valuable updated information to caso group
at people Oxford Dictionary
The lecture mod can alo be defined a an ral presentation intended to teach or presenta
particular subject
Facture methods sad to be the presentation method comprising content, lariicaio of
the conten, clarification of the debts, explanation ofthe existed facts, various relationships and
principles,
Ways of Delivering Lecture
“There are various ways of detivering the etre 10 help the targeted group ea the knomledge,
2" Trdional oral essay: Traditional oa method implies the historial method ar an ancient
method soe bythe teachers or presenters where they ae only allowed 1 deliver lectures in
Fam sing minimal aids. This way, Inthe alent period, was found to be efetve but asthe
tration «approaching moc technology. the rational method was not enough o each he
dant therfore the other creative ways wer ncaded inthe curriculum.
«Participatory lecture Paricipatory method she method where the evaluation and discusion
ie being emphasted. The teacher while delivering he lecture takes he evaluation of the
angered une The presenter belle» in brainstorming acy s helps te individual to
boost the eet an ably to question,
«Feedback tector, Feedback lecture method hs uo aspects, one where the information given
by he teachers regarding the overall progres of the learner Second where he arms wi
Fone fetbackrepuding the content delivery techniques wed, sum and explanation
reid ao toward (and be capable of producing) Improvement in stodens leaning
Feedback redirects or tefocuses either the teacher or the leaner ations to achieve a gal.
EN ano tft and atv with an outcome. an be abot the op ofthe acti the
ca a the acy the sade: management f heir ering o sel relation, or them ar
AA
r .
el ous
im ana Textbook of Edveatona Technology/Nung Education
deal (ich tends to be the Kast fete) Feeback dies tea o show a vet igh
«fect on earning ut the fdback can ehe ive you with poste or nep reopen h
‘therefore important Yo understand the potential cute and bc
toi litis othe teaching and lenin penacho
© Mediated lecture: we al ab the medi exited method of eching as pr th od
madeira ec the dem ince toward chology nd cet bu re
Impr ha he vari mea dor comidee mb ein orar
‘The we lee assed chin PowerPoint presentation, sort documentaries ugh
"anboquin help the student to grab the delivered content fst and brash up om the ate a
the ina
Purpose of lecture method I we alk shou the lecture tethod ic
comeniet and cay method of anvasng the knowledges ae rau
‘metho hardy requires the use of sent appart can
lecture method i considered tobe a presente oriented malos,
Jnformaton-sentred delivery approach In his as the peer
enc, this makes the ambience being and doe
The llowing purposes ae being served
+ Hes to similar the thinking by ofthe ind
alps to develop the concentration le indivi]
Help the individual enhance problem soli ab.
‘Helps the person to build more concentration intern of ster
Develops the chung sills by corran the sev
a alo be
onsidered the mos
of people The sure
ms and minimal aldo The
8 has acord and an
the one doing al he king
iat
Uses and shortcomings of Lecture Method
for the promotion of tiking sills and the changing
Compulsory attendance: Stent ul
* Time ofthe day: Morning lecture seems superior ts
information, bt this may
Pyioopcl aleros occur bet Is he
* Length Auction declines consider
+ Recall Rea
ho are absent these front cares do Les wel in
Pomel ad evidence impli tht there crcl ol lic and ne a
sed 1 dave information at exil aaa In ir forms sch are Prima
‘hough et
CHAPTER » Implementation 2
pn rman ht ac
‘heer planto eves nd pm wa the polig of dentro,
volen adden by means o cies during ee
cl ite an spent fre y
the des acre
lve ne tn neces elo dependence he putt
tatoo ato ic oi ects qn ln al nd dr
yy Be petal cde encoge wl Ca ds racic
‘Qualities ofa Good Lecture
{he ete aho nether be lengthy nor shor. K should be able o hold students! atencion The
gles oa pod eta ae
Hao dre oe api or concept
Ia simpy ech cms
Uso include ell acquaited examples and representations,
There sould bea natal low wie explaining technical content
A goal lecture shoul we case tation rom the clinical af
shoul be based on avadabl (coral
+ soul be edi vario
Domains of Lecture Method
othe ete me ing used very (regen. This
quire knowledge and clear the concep related tthe delivered topic This
sual focuses othe coge objective The man emphasis being ve 10 the delivery ofthe
lent at the pesentr ie contig the whole process teaching and learning
ho st et the objectives ofthe comen hat
he cognitive and fective objectives. Sting the
I conter hat must De delivered important to give the workfres am
une the basin in which the presente ls supposed to
ent Objestives ml el he preventer to evaluate the
us be delivered. The jets comprise
to the driven content, Objectives ps
pen i
+ Activities Activites hee ands fi
contest ther it cn b hraugh perform
the actions which are being implemented t deliver be
soup activities, lecture, o indulging the student
dy the teaching and L
+ Nature of theo
ent: The content that being planed to diver is mature an eer be
simple or complex depending upon he argeted group The inten ofthe content shou lado
he correct nds, shill and method The purpose fur which the content bring dead.
el ous
im ana Textbook of Edveatona Technology/Nung Education
deal (ich tends to be the Kast fete) Feeback dies tea o show a vet igh
«fect on earning ut the fdback can ehe ive you with poste or nep reopen h
‘therefore important Yo understand the potential cute and bc
toi litis othe teaching and lenin penacho
© Mediated lecture: we al ab the medi exited method of eching as pr th od
madeira ec the dem ince toward chology nd cet bu re
Impr ha he vari mea dor comidee mb ein orar
‘The we lee assed chin PowerPoint presentation, sort documentaries ugh
"anboquin help the student to grab the delivered content fst and brash up om the ate a
the ina
Purpose of lecture method I we alk shou the lecture tethod ic
comeniet and cay method of anvasng the knowledges ae rau
‘metho hardy requires the use of sent appart can
lecture method i considered tobe a presente oriented malos,
Jnformaton-sentred delivery approach In his as the peer
enc, this makes the ambience being and doe
The llowing purposes ae being served
+ Hes to similar the thinking by ofthe ind
alps to develop the concentration le indivi]
Help the individual enhance problem soli ab.
‘Helps the person to build more concentration intern of ster
Develops the chung sills by corran the sev
a alo be
onsidered the mos
of people The sure
ms and minimal aldo The
8 has acord and an
the one doing al he king
iat
Uses and shortcomings of Lecture Method
for the promotion of tiking sills and the changing
Compulsory attendance: Stent ul
* Time ofthe day: Morning lecture seems superior ts
information, bt this may
Pyioopcl aleros occur bet Is he
* Length Auction declines consider
+ Recall Rea
ho are absent these front cares do Les wel in
Pomel ad evidence impli tht there crcl ol lic and ne a
sed 1 dave information at exil aaa In ir forms sch are Prima
‘hough et
CHAPTER » Implementation 2
pn rman ht ac
‘heer planto eves nd pm wa the polig of dentro,
volen adden by means o cies during ee
cl ite an spent fre y
the des acre
lve ne tn neces elo dependence he putt
tatoo ato ic oi ects qn ln al nd dr
yy Be petal cde encoge wl Ca ds racic
‘Qualities ofa Good Lecture
{he ete aho nether be lengthy nor shor. K should be able o hold students! atencion The
gles oa pod eta ae
Hao dre oe api or concept
Ia simpy ech cms
Uso include ell acquaited examples and representations,
There sould bea natal low wie explaining technical content
A goal lecture shoul we case tation rom the clinical af
shoul be based on avadabl (coral
+ soul be edi vario
Domains of Lecture Method
othe ete me ing used very (regen. This
quire knowledge and clear the concep related tthe delivered topic This
sual focuses othe coge objective The man emphasis being ve 10 the delivery ofthe
lent at the pesentr ie contig the whole process teaching and learning
ho st et the objectives ofthe comen hat
he cognitive and fective objectives. Sting the
I conter hat must De delivered important to give the workfres am
une the basin in which the presente ls supposed to
ent Objestives ml el he preventer to evaluate the
us be delivered. The jets comprise
to the driven content, Objectives ps
pen i
+ Activities Activites hee ands fi
contest ther it cn b hraugh perform
the actions which are being implemented t deliver be
soup activities, lecture, o indulging the student
dy the teaching and L
+ Nature of theo
ent: The content that being planed to diver is mature an eer be
simple or complex depending upon he argeted group The inten ofthe content shou lado
he correct nds, shill and method The purpose fur which the content bring dead.
Textbook of Educational Technology/Nusing Education
Components of Lecture (Fig. 3.14)
+ Times The presenter should have thet
pren, the tine nr il Rey e ma
Shane he cont moe eke nd gl
ime boundares while im
Sama |
{ume you can put into the given tak ue
enters Us apply many sl while teaching a
sive the importance to
Appearance
of the content ax well as the presentable
ro testo take ative partit
+ Manner: The way you interact withthe L p matters a
; argo ltrs a ot fhe presenti hing.
rat sapere thot dering vil automatically make the group annie
ibe to the group, they are going to
the group mor aking ners in
learning. the presentr wil autom
y
il
[CHAPTER » Implementation
+The lecture shold always be sated by Introducing your even when adri al
totherngs Give a bre Introduction regarding the top before Jumping 1 the scenic
he content which to be presented must be organized sper the objectives
+The voice puch and volume to be altre and emphasis shouldbe ge 1 the important
won or paragraphs.
+ Develp a routine pose depending upon the lees ofthe student or grow athe pace an
‘ve inreaed while dealing with the simple topic and slowed down while dealing with he
ii ones
+ Take the valo ln between helps the partant tobe actively involved in the
lecture
+ Use he simple planning method in the iia phase While dealing withthe tpl, ee to
the notes inbetween bu void continuouly reading rom the ote
+ Gesture: Teaches use representational stars to depict des, becs and relationships.
Advantages of Lecture Method
Ellen}. Le, one teacher an communicate with many students
A well presented lecture may increase student motivation.
New knuedge maybe presented which not yet in texbooks
Teachers can Integrate he subject mate bete than tet
Iris ond fo introducing ane topic
Useful forgiving framework upon which students can build.
Disadvantages of Lecture Method
+ Students attention may wae
2 Students bere ae age pase,
+ doc ot teo Indus student ned
+ Teachers bias may be evident
+ Students obtain mater second-hand rather han fom primary source
GROUP DISCUSSION
(Group Ancunton (GD) i refered oa he collection ofthe individual who ted to be in regal
Interaction wth ne another ad commonly work o achieve te same st of objects, Im talk
shout discusion, hen refered 1 as when fw or more people ae sharing valuable thoughts on
gen top The discusion can lead in favor or agains the opie À Group discusion ay a
‘und of brainstorming activity where the idiidal are sharing ther perspectives and helping each
ther toga knowledge in ever asp
A group discussion, often known a GD a ort of discusion in which participants share ideas
‘or activities. The patipants inthe group il ae waite by a common theme Everyone
{he group represents is her point of lew based on that concep
The GD asses candidate’ bites in areas such as leadership, communication social ils
a behavior cv, camuork, itening capacity, general soreness, confidence, and problem
Solving abies, among thers
Components of Lecture (Fig. 3.14)
+ Times The presenter should have thet
pren, the tine nr il Rey e ma
Shane he cont moe eke nd gl
ime boundares while im
Sama |
{ume you can put into the given tak ue
enters Us apply many sl while teaching a
sive the importance to
Appearance
of the content ax well as the presentable
ro testo take ative partit
+ Manner: The way you interact withthe L p matters a
; argo ltrs a ot fhe presenti hing.
rat sapere thot dering vil automatically make the group annie
ibe to the group, they are going to
the group mor aking ners in
learning. the presentr wil autom
y
il
[CHAPTER » Implementation
+The lecture shold always be sated by Introducing your even when adri al
totherngs Give a bre Introduction regarding the top before Jumping 1 the scenic
he content which to be presented must be organized sper the objectives
+The voice puch and volume to be altre and emphasis shouldbe ge 1 the important
won or paragraphs.
+ Develp a routine pose depending upon the lees ofthe student or grow athe pace an
‘ve inreaed while dealing with the simple topic and slowed down while dealing with he
ii ones
+ Take the valo ln between helps the partant tobe actively involved in the
lecture
+ Use he simple planning method in the iia phase While dealing withthe tpl, ee to
the notes inbetween bu void continuouly reading rom the ote
+ Gesture: Teaches use representational stars to depict des, becs and relationships.
Advantages of Lecture Method
Ellen}. Le, one teacher an communicate with many students
A well presented lecture may increase student motivation.
New knuedge maybe presented which not yet in texbooks
Teachers can Integrate he subject mate bete than tet
Iris ond fo introducing ane topic
Useful forgiving framework upon which students can build.
Disadvantages of Lecture Method
+ Students attention may wae
2 Students bere ae age pase,
+ doc ot teo Indus student ned
+ Teachers bias may be evident
+ Students obtain mater second-hand rather han fom primary source
GROUP DISCUSSION
(Group Ancunton (GD) i refered oa he collection ofthe individual who ted to be in regal
Interaction wth ne another ad commonly work o achieve te same st of objects, Im talk
shout discusion, hen refered 1 as when fw or more people ae sharing valuable thoughts on
gen top The discusion can lead in favor or agains the opie À Group discusion ay a
‘und of brainstorming activity where the idiidal are sharing ther perspectives and helping each
ther toga knowledge in ever asp
A group discussion, often known a GD a ort of discusion in which participants share ideas
‘or activities. The patipants inthe group il ae waite by a common theme Everyone
{he group represents is her point of lew based on that concep
The GD asses candidate’ bites in areas such as leadership, communication social ils
a behavior cv, camuork, itening capacity, general soreness, confidence, and problem
Solving abies, among thers
Textbook of Educational Technology/Nutsing Education
Fallowing the admision exam fr a profesional degree the group discussions ml the
folowing step. Depending onthe company or organization, group discusion ca he the fs or Le
step inthe recrutent proces.
The ter "group discussion ls made op ofthe words group” and Union Le take close
ook ati
Group
A group colin of pope who are ug together ches mon gol Calor
‘otk of india determines how wel a group performs A groups ll a ter mene
Feros working together
cumin” refer a fae oc coves In which wo or more peopl exchange
¡ela meo eri ih nn ren te ae
a discussion of a specific subje 2
A scie cocon, enhanced understanding act
ment, nd so ocn a ee eo od produc à up nn
iis à debate, doubt searing disagree
Group Discussion Process
Figure 15 hows he group discussion process
The procedure of gro discussion De
rc discussion begins with the ape bei
techsical actual orcas sty top 2
core starting ie debat, 2
¿se tement he ine cn lo be eee
+ The opc can be started by any group member Anyone in the group can continue th
Parts inthe group ded op one bye
+ Neomestoanend when tbe
to sumar tbe GD Remember to cover the mention aes jove ate
The words tht were nt ce omy
announced. I ould be à
e preparation period is given. Inthe as of a protracted
net calls halo the dncssion or ask one ox m pants
9.213: Paton depict of group duo proces
y
l
CHAPTER » Implementation
Effective Group Discussion
mega discusion is sald tbe effective when ri
Tribe group dicision on à particule top gi
1 peca group of people to make elective and all the participants ae spy
sure that the topic I divided ito further subtopics 10 reassure Ihe equal
top A group of two
linking being done by everyone
The group discusion must be conducted 1
ea to give eu
partial
patio and cover ll the specific ad important parameters of
Dive dest need leader bu once the number reaches ost, leader or facilitator can be helpful
lo continue the dicusion smooth
‘When the group numbers eight or more, a leader or facilitator, whether formal or informal, +
host abs helpful in ensuring an effective discussion.
À group discusion sa typeof discussion, but er fr formal ro informal discussions in
the allowing ways:
le may not havea specific gol
season a paticuar opi
Iris formal and may have note constrains, or structure order
2 Idea sua ls wette than hat fa meeting.
A6 emphasizes proces (the consideration of iles) over the product (pri tasks to be
rou kicking around
agenda
accompa within the confines ofthe meting sell
son group is ot the sumeas running a misting. fp much loser to ating os
for but mot exact the ame a ha tie.
br of element (Fig. 3.16)
discusion hata
{i goo mab an par ath ders des ar perspcives |
Purposes for Group Discussion
ive or the exchange o ean The group discussion is sid
PL acomplia Ihe given purpose
there lective nomade gain. This rhe allows the ie
In have the follwing purposes (Fg 317)
Die. CU
Fallowing the admision exam fr a profesional degree the group discussions ml the
folowing step. Depending onthe company or organization, group discusion ca he the fs or Le
step inthe recrutent proces.
The ter "group discussion ls made op ofthe words group” and Union Le take close
ook ati
Group
A group colin of pope who are ug together ches mon gol Calor
‘otk of india determines how wel a group performs A groups ll a ter mene
Feros working together
cumin” refer a fae oc coves In which wo or more peopl exchange
¡ela meo eri ih nn ren te ae
a discussion of a specific subje 2
A scie cocon, enhanced understanding act
ment, nd so ocn a ee eo od produc à up nn
iis à debate, doubt searing disagree
Group Discussion Process
Figure 15 hows he group discussion process
The procedure of gro discussion De
rc discussion begins with the ape bei
techsical actual orcas sty top 2
core starting ie debat, 2
¿se tement he ine cn lo be eee
+ The opc can be started by any group member Anyone in the group can continue th
Parts inthe group ded op one bye
+ Neomestoanend when tbe
to sumar tbe GD Remember to cover the mention aes jove ate
The words tht were nt ce omy
announced. I ould be à
e preparation period is given. Inthe as of a protracted
net calls halo the dncssion or ask one ox m pants
9.213: Paton depict of group duo proces
y
l
CHAPTER » Implementation
Effective Group Discussion
mega discusion is sald tbe effective when ri
Tribe group dicision on à particule top gi
1 peca group of people to make elective and all the participants ae spy
sure that the topic I divided ito further subtopics 10 reassure Ihe equal
top A group of two
linking being done by everyone
The group discusion must be conducted 1
ea to give eu
partial
patio and cover ll the specific ad important parameters of
Dive dest need leader bu once the number reaches ost, leader or facilitator can be helpful
lo continue the dicusion smooth
‘When the group numbers eight or more, a leader or facilitator, whether formal or informal, +
host abs helpful in ensuring an effective discussion.
À group discusion sa typeof discussion, but er fr formal ro informal discussions in
the allowing ways:
le may not havea specific gol
season a paticuar opi
Iris formal and may have note constrains, or structure order
2 Idea sua ls wette than hat fa meeting.
A6 emphasizes proces (the consideration of iles) over the product (pri tasks to be
rou kicking around
agenda
accompa within the confines ofthe meting sell
son group is ot the sumeas running a misting. fp much loser to ating os
for but mot exact the ame a ha tie.
br of element (Fig. 3.16)
discusion hata
{i goo mab an par ath ders des ar perspcives |
Purposes for Group Discussion
ive or the exchange o ean The group discussion is sid
PL acomplia Ihe given purpose
there lective nomade gain. This rhe allows the ie
In have the follwing purposes (Fg 317)
Die. CU
Pilot.
Textbook of Lavcational Technology/Nuning Education
To rl ew vato o Snes |
Lisbonne ase copete bave among ro men |
|
‘icin te etn pn
‘als tie sg on cuenta stone
Save rte and ene enn
9.3.17: Dagan representing p
Points for Group Discussion
AS explained in the opening paragraph bene, group discussions
ep the thot
brad while beginning any en
Kommen In a desnocatie
x Therefore, certain points a
a (Fg. 4.18) ae a follows:
te
Leading a Group Discussion
The need or desire o
son might ofcourse aie anytime, but here are sometimes
hen spat
+ -Atthenartfsomething new: Whe yo ar designing an intervention tningan nat
reg eve program, bling a coalition. or embarking
dvocacy or another campaign,
est posible plan and creating
isch fo be crucial generating the de
pen oft
When an isue can no longer be ignored Whos you
ce reaches crit pon, when
wine the HIV infection ate mb the
cuss the is and devel action plans towing
the pendulam nthe other direction.
‘When groups need to be brought together: One way to del with sailor cnc hot.
all he factions soled The
so make
personal connect dies everyones concerns and reduce
Epson spears
CHAPTER 3 + Implementation.
Un group ls considering Is net step or seeking 10 address an ise of
rrtance ol The aff community service organization, for stance, may want o plan
(ts work forthe next fw months rt work ut how to dea wth people wäh particular qu
for problems
+ Try o neukcae the behavior that you want rom the group member sone should give respect
to each othe, and al shold he open toward lesen. Asking questions and clarifying the
abs greeing and supporting when one has right pont fo sae, accepting and agreeing
him ka le curl sensitive and intra,
+ courage the body langage, gesture, and tone of à perso: Keep your body positioning
pyroachable and open while iening others.
+ Have a postive ate toward the people who showed interes to join the group discussion,
pet the points fall metnber or he show postive motivation toward tei work
+ Asa leds you must be aware ofthe sensitivity toward the emotional or sprtual front ofall the
paripant, same ofthe participants are Beng hurt by the opposition team, a leader held
handle the sition calm
+ Trytoaskıhe open-ended questions atthe nd ofthe discussion in place of simply ag pes or
0 one mest respond wo the anal nd ational or agresing or disagrecing,
Haine to be controlled whe you should pot out facta errors or dea tha are inaccurate
and respect of others An open proces demands that you do nt impose our views on the
sp and that you ep others from doing the ame.
Dents
+ Dont let he small group or any individual dominate any ofthe discusion. People who hare
assertive behavior an ry to speak in between the discusion and do not let anyone speak
Pere the people who speak les wil oe the hance to participate actively.
+ Donitletone pinta view override others, unes Ri based on fact and log, and is convincing.
group members to change ther minds Ia point of view dominates because ol its merit and ts
appel participants illlectual and ethical series, thats ie Is in act what you hope
vel happen in good group discussion.
+ Dont presume any Bts aboot the participants ofthe group regarding cultural. religous, or
+ Dont ry take al your wisdom a lade though you might be aware ofthe general topic of
the dacusion you should try oi within the participants of your group and let them keep thee
penpeaties
SEMINAR
Seminar maybe termed when à group of people gather together o have a discusion on a particular
topi bt ete the discussion is usually an iterative session where the participants engage inthe
dscusion about the delineated topic The seminar ull e head by One o we presenters who
head the canin twas the dest path
An
Textbook of Lavcational Technology/Nuning Education
To rl ew vato o Snes |
Lisbonne ase copete bave among ro men |
|
‘icin te etn pn
‘als tie sg on cuenta stone
Save rte and ene enn
9.3.17: Dagan representing p
Points for Group Discussion
AS explained in the opening paragraph bene, group discussions
ep the thot
brad while beginning any en
Kommen In a desnocatie
x Therefore, certain points a
a (Fg. 4.18) ae a follows:
te
Leading a Group Discussion
The need or desire o
son might ofcourse aie anytime, but here are sometimes
hen spat
+ -Atthenartfsomething new: Whe yo ar designing an intervention tningan nat
reg eve program, bling a coalition. or embarking
dvocacy or another campaign,
est posible plan and creating
isch fo be crucial generating the de
pen oft
When an isue can no longer be ignored Whos you
ce reaches crit pon, when
wine the HIV infection ate mb the
cuss the is and devel action plans towing
the pendulam nthe other direction.
‘When groups need to be brought together: One way to del with sailor cnc hot.
all he factions soled The
so make
personal connect dies everyones concerns and reduce
Epson spears
CHAPTER 3 + Implementation.
Un group ls considering Is net step or seeking 10 address an ise of
rrtance ol The aff community service organization, for stance, may want o plan
(ts work forthe next fw months rt work ut how to dea wth people wäh particular qu
for problems
+ Try o neukcae the behavior that you want rom the group member sone should give respect
to each othe, and al shold he open toward lesen. Asking questions and clarifying the
abs greeing and supporting when one has right pont fo sae, accepting and agreeing
him ka le curl sensitive and intra,
+ courage the body langage, gesture, and tone of à perso: Keep your body positioning
pyroachable and open while iening others.
+ Have a postive ate toward the people who showed interes to join the group discussion,
pet the points fall metnber or he show postive motivation toward tei work
+ Asa leds you must be aware ofthe sensitivity toward the emotional or sprtual front ofall the
paripant, same ofthe participants are Beng hurt by the opposition team, a leader held
handle the sition calm
+ Trytoaskıhe open-ended questions atthe nd ofthe discussion in place of simply ag pes or
0 one mest respond wo the anal nd ational or agresing or disagrecing,
Haine to be controlled whe you should pot out facta errors or dea tha are inaccurate
and respect of others An open proces demands that you do nt impose our views on the
sp and that you ep others from doing the ame.
Dents
+ Dont let he small group or any individual dominate any ofthe discusion. People who hare
assertive behavior an ry to speak in between the discusion and do not let anyone speak
Pere the people who speak les wil oe the hance to participate actively.
+ Donitletone pinta view override others, unes Ri based on fact and log, and is convincing.
group members to change ther minds Ia point of view dominates because ol its merit and ts
appel participants illlectual and ethical series, thats ie Is in act what you hope
vel happen in good group discussion.
+ Dont presume any Bts aboot the participants ofthe group regarding cultural. religous, or
+ Dont ry take al your wisdom a lade though you might be aware ofthe general topic of
the dacusion you should try oi within the participants of your group and let them keep thee
penpeaties
SEMINAR
Seminar maybe termed when à group of people gather together o have a discusion on a particular
topi bt ete the discussion is usually an iterative session where the participants engage inthe
dscusion about the delineated topic The seminar ull e head by One o we presenters who
head the canin twas the dest path
An
— >
Textbock ol Educational Technology/Nusing Education
seminar ia atering of people who come together to discus asp topic. pal Ihe
_eterings reporta sessions in which tends engage in scus regarding a prado
‘mined ep One two presenter usualy hea orl the sn seri coca
Fk en,
Purpose of the Seminar
A sonia might eve mul functions or ont one. Fr example, a seminar maybe wl oe
catan purpose ch rate in which upon emp a nano oe
Er et Son gt anun hc Ok ps stan
temas may be ranged to th partant pei lor Kile Potala ua
ating rl ein vet and the fms or
recommendations concerning the op ef acumion ar xampleel sch ia 0
Seminars are meme ja ol forDniespeple and eh msde ope to net
and pesar pole who sha the meros Andes ah era he Re epee
‘rete potentially valuable contacts that will help them advance in cr careers or end hun
À seminar may have several purposes oe only one lik
onl one inked pur of he
the example of tue inthe cl where the pic comen enced
the uen gun rented E
+ Seminar can be motivational wel none to mota he senden and et
Better people nie
{Seminar can a be pa in implementing the sls the have eared fom the sema
+ Seminar ep the learners to ora the ne kr 1 de
into consideran the preset cts eal pings
+ Sometimes the seminar ae networks to Dal channel and met peopl of
Withthe ep fhe sources and channels the pare he a una
working. Dainsnn, corporate vr, sth sets andere lg oe
scusion Lets take
nd the purpose it et
eared kl ky
inctcan wrk to achive
I general public
‘Seminar Planning
‘The fw sage in arranging 2 good seminar iso gue out he pol Con
uence se whet thy stand o gain by aiding Demi he gende of aor at
seria budget and suck o do ge ec lt a
po
Ive wants plan a es seminar, tenth inl ep sto beware hat what pur
to serve hil cond
Neal think and plan out the targets participants forthe seminar This
of th society you want ere by rpaizing this seminar athe asia
*+ Beery onpnized seminar comprises the agen forthe eminat So determine th agen forthe
seminar o be organized. re
Bad plays an portant oe Keep i mind that for
urine None af he comics are vee ur andere
Dont get oo much cared out fr he ve Ir
possibly cost more
|
CHAPTERS » Implementation
Seminar
efor tions
nthe speaker for the seminar sc the hlp of he ana
peso an jst the gie ope
Hike speakers that ar selected müs be professional
wedge ad author :
Tiy to ind oat the appropriate venue lor the seminar Sometimes selecting the venue
unsere the intatructure and the avaiable technical support
Make sure that the venue hou have proper ano wisual facies and communication
xen Cri a ig to ele stander he miso ai, Ding he
Sammetine, es condition to work propery, proper ventilatonor do the place that es
Le king fr the attendees:
Seminar and
co he the people sith the requ
be
mr sneer impartan hing pe fe
2 Sea invita te made forthe resource person a the enden r
corre the acne making fr ther
+ Biken to im he ure person p
tik abet ad fie spar oe conc
+ Gale the comen tall hc sure pam sud ay ndeane
A ne cl nude and eal alone fhe toner hil po oni
ne
he attendcn ae rom outside, ensure their accommodation. car pickups and fod
about the time and top they ate supposed o
ng through online mode, enur the pre practice
al sy
enanos
+ any
+ Contirm the number o atendees on a frequent basis o avoid any imerruptons 1 the
Select volunteer 1 help it cities Ike guiding and ping the seminar attends.
ced the taining o familiar themselves eth ther expected date, ensure that they recene
Sch training wel cad ofthe seria,
‘ake seo sendanspaisl cand. Thank then for her partition an taking the sesion
ake sre that the participation and resource person certification reach the respective poupe
Alter the Seminar
Analyze the outcome ofthe seminar. inclucig the response ofthe attendees and hei back in
ba hank yu notes
‘onder to discover mcr the alms of the enna wer et. Yo an a se
tothe tenes through nia and any ther fallow up. uch as upcoming seminars
Advantages
+ Sdn ge ova i the earring proces when the emir method is wed
© Aves seminar bay the potato teach uns hm t analyze content and fi leant
mater inde in their presentation
he venir.
alate group opinion, nfrmation and wea are eich
i tu LE CE
+ Partio pers he tuent probem-slving ss a they ean
Textbock ol Educational Technology/Nusing Education
seminar ia atering of people who come together to discus asp topic. pal Ihe
_eterings reporta sessions in which tends engage in scus regarding a prado
‘mined ep One two presenter usualy hea orl the sn seri coca
Fk en,
Purpose of the Seminar
A sonia might eve mul functions or ont one. Fr example, a seminar maybe wl oe
catan purpose ch rate in which upon emp a nano oe
Er et Son gt anun hc Ok ps stan
temas may be ranged to th partant pei lor Kile Potala ua
ating rl ein vet and the fms or
recommendations concerning the op ef acumion ar xampleel sch ia 0
Seminars are meme ja ol forDniespeple and eh msde ope to net
and pesar pole who sha the meros Andes ah era he Re epee
‘rete potentially valuable contacts that will help them advance in cr careers or end hun
À seminar may have several purposes oe only one lik
onl one inked pur of he
the example of tue inthe cl where the pic comen enced
the uen gun rented E
+ Seminar can be motivational wel none to mota he senden and et
Better people nie
{Seminar can a be pa in implementing the sls the have eared fom the sema
+ Seminar ep the learners to ora the ne kr 1 de
into consideran the preset cts eal pings
+ Sometimes the seminar ae networks to Dal channel and met peopl of
Withthe ep fhe sources and channels the pare he a una
working. Dainsnn, corporate vr, sth sets andere lg oe
scusion Lets take
nd the purpose it et
eared kl ky
inctcan wrk to achive
I general public
‘Seminar Planning
‘The fw sage in arranging 2 good seminar iso gue out he pol Con
uence se whet thy stand o gain by aiding Demi he gende of aor at
seria budget and suck o do ge ec lt a
po
Ive wants plan a es seminar, tenth inl ep sto beware hat what pur
to serve hil cond
Neal think and plan out the targets participants forthe seminar This
of th society you want ere by rpaizing this seminar athe asia
*+ Beery onpnized seminar comprises the agen forthe eminat So determine th agen forthe
seminar o be organized. re
Bad plays an portant oe Keep i mind that for
urine None af he comics are vee ur andere
Dont get oo much cared out fr he ve Ir
possibly cost more
|
CHAPTERS » Implementation
Seminar
efor tions
nthe speaker for the seminar sc the hlp of he ana
peso an jst the gie ope
Hike speakers that ar selected müs be professional
wedge ad author :
Tiy to ind oat the appropriate venue lor the seminar Sometimes selecting the venue
unsere the intatructure and the avaiable technical support
Make sure that the venue hou have proper ano wisual facies and communication
xen Cri a ig to ele stander he miso ai, Ding he
Sammetine, es condition to work propery, proper ventilatonor do the place that es
Le king fr the attendees:
Seminar and
co he the people sith the requ
be
mr sneer impartan hing pe fe
2 Sea invita te made forthe resource person a the enden r
corre the acne making fr ther
+ Biken to im he ure person p
tik abet ad fie spar oe conc
+ Gale the comen tall hc sure pam sud ay ndeane
A ne cl nude and eal alone fhe toner hil po oni
ne
he attendcn ae rom outside, ensure their accommodation. car pickups and fod
about the time and top they ate supposed o
ng through online mode, enur the pre practice
al sy
enanos
+ any
+ Contirm the number o atendees on a frequent basis o avoid any imerruptons 1 the
Select volunteer 1 help it cities Ike guiding and ping the seminar attends.
ced the taining o familiar themselves eth ther expected date, ensure that they recene
Sch training wel cad ofthe seria,
‘ake seo sendanspaisl cand. Thank then for her partition an taking the sesion
ake sre that the participation and resource person certification reach the respective poupe
Alter the Seminar
Analyze the outcome ofthe seminar. inclucig the response ofthe attendees and hei back in
ba hank yu notes
‘onder to discover mcr the alms of the enna wer et. Yo an a se
tothe tenes through nia and any ther fallow up. uch as upcoming seminars
Advantages
+ Sdn ge ova i the earring proces when the emir method is wed
© Aves seminar bay the potato teach uns hm t analyze content and fi leant
mater inde in their presentation
he venir.
alate group opinion, nfrmation and wea are eich
i tu LE CE
+ Partio pers he tuent probem-slving ss a they ean
Limitation
Seminar a ime:consumin proces
cannot be app to fresher toa new subia,
Sdents who ae hy oF weak may Be anno
the tonic
Stndent wh lick the ability to ex
may find it challenging to do so
Unnecesary discussie
sion ase i Ye bjt nord
first an Find ical al with or convey
pres themselves dueto lack ofwocabolry or an
age hls
ges poe
SYMPOSIUM
Symposium general defined a uherng organizo her 1
share their experiences and experiments in the various fields they are ml
‘current issues and trends or recommend atin
Ayn
ne together to
specialized in dscusing the
um belps the par
‘raw conclusions regarding à pa
hich concepts and topics can ed
pants and expert o clarify her ow Meas and thoughts and
lr ue oF tpl is an teresting met of teaching by
Meaning
A symposium i gathering of
Zope from the same ld for the im of exchangig
eligi des and others serving sth al
ie of discusion in Which people exchange ideas con
a ple exchange ideas, concept, and methods about a
A symposium i
amen ouh fl ci en aun pen la,
rin spl during he present scenario when near del the pandemic
ie E E. a Or A. 7
SI € taten and provide he pans wih ane
Seeger aha
for he une Present afer al he hard ch wok ls polos ba na
mens A m il pas, many rc por be nn ee
treatment. Mary
each category
de ¿Dee
inated by the publi
+ The paper shouldbe
she
sue a cal forthe research papers in hand. This
nd thei corresponding website
ant social medi platform,
‚bove mentioned steps only, the m
Submision,
cone the presenter based on ther
your given paper i nt used, then per orm
use then the organiers may preselec the paper or
P oper or may rest the
per must be completed in advance befor
Textbook of Educational Technology/Nuning Education
¥
HAPTER » Implementation
purposes
übe ale to recognae and comprehend numerous aspect of topic or subject
tu provide solutions to the sue and refine ski of decision making
Jo sense students participants on atope/Miseaselcuture and emotions
To facta the participants to form protocol related tothe sue/<ondition
Fo investigate a problem from several points of view
Tu boot students bilis speak in the group
To encourage student to study independent
Characteristics
A helps tocomprehend opi or problem
Ye audienc allowed to participate ina selected sue ora problem
Symposium ina method teaching used in higher clases or specific theme ora problem
A develop à clin of cooperation and adjustment
The symposium technique ads In reaching the synthesis and assessment goals.
Spmpostum provides diferent views onthe ope
Principles
+ Persuasive argumentative, and instructive speeches ar al possiblities.
+ Presentation objetve and accurate
© Th method always includes a summary nthe end
+ Every speaker presents thee content uninterrupted
© he sunvenc introduces the theme and may also give tb Keynote address.
2 Allthe presenters are seated facing te audience wih the convene inthe mille or ane side.
©. Theseatng arrangement canbe dane according to the content Being presented. ksa debate,
then the presenter speaking Tor" and “gain” the top maybe seated on two sides of the stage
ain he convene tthe enter of the tage
Format of the Symposium
‘Symposium can have many formats according othe number of presenters.
Welcome remarks are delivered by the hosts/organizer of the sympontu.
Introduction of moderator forthe sympastum who wil in turn introduce the keynote speaker
and the panels pose questions and facia discusion.
‘A keynote speaker wil deliver remarks onthe overall theme of the symposium. The keynote
Speech is play presented before the panel discusion or during rafter luncheon.
During the panel discusion, the moderator introduces each presenter witha brie biography
‘The speaker will have «few minute to speak on the topic and may give an overview plus hs
‘or er personal or professional perspective. After te individual presentations the moderator
fides round table discussion among the panel Its often with preselected. questions that
fave Been sent to the pal sin advance
The symposium generally conchales wih a question-and-ansmer period. Ofen, the host
simply fake microphones ito the audience Fora more structured environment questions can
bebe on writing and ed bythe moderate.
Seminar a ime:consumin proces
cannot be app to fresher toa new subia,
Sdents who ae hy oF weak may Be anno
the tonic
Stndent wh lick the ability to ex
may find it challenging to do so
Unnecesary discussie
sion ase i Ye bjt nord
first an Find ical al with or convey
pres themselves dueto lack ofwocabolry or an
age hls
ges poe
SYMPOSIUM
Symposium general defined a uherng organizo her 1
share their experiences and experiments in the various fields they are ml
‘current issues and trends or recommend atin
Ayn
ne together to
specialized in dscusing the
um belps the par
‘raw conclusions regarding à pa
hich concepts and topics can ed
pants and expert o clarify her ow Meas and thoughts and
lr ue oF tpl is an teresting met of teaching by
Meaning
A symposium i gathering of
Zope from the same ld for the im of exchangig
eligi des and others serving sth al
ie of discusion in Which people exchange ideas con
a ple exchange ideas, concept, and methods about a
A symposium i
amen ouh fl ci en aun pen la,
rin spl during he present scenario when near del the pandemic
ie E E. a Or A. 7
SI € taten and provide he pans wih ane
Seeger aha
for he une Present afer al he hard ch wok ls polos ba na
mens A m il pas, many rc por be nn ee
treatment. Mary
each category
de ¿Dee
inated by the publi
+ The paper shouldbe
she
sue a cal forthe research papers in hand. This
nd thei corresponding website
ant social medi platform,
‚bove mentioned steps only, the m
Submision,
cone the presenter based on ther
your given paper i nt used, then per orm
use then the organiers may preselec the paper or
P oper or may rest the
per must be completed in advance befor
Textbook of Educational Technology/Nuning Education
¥
HAPTER » Implementation
purposes
übe ale to recognae and comprehend numerous aspect of topic or subject
tu provide solutions to the sue and refine ski of decision making
Jo sense students participants on atope/Miseaselcuture and emotions
To facta the participants to form protocol related tothe sue/<ondition
Fo investigate a problem from several points of view
Tu boot students bilis speak in the group
To encourage student to study independent
Characteristics
A helps tocomprehend opi or problem
Ye audienc allowed to participate ina selected sue ora problem
Symposium ina method teaching used in higher clases or specific theme ora problem
A develop à clin of cooperation and adjustment
The symposium technique ads In reaching the synthesis and assessment goals.
Spmpostum provides diferent views onthe ope
Principles
+ Persuasive argumentative, and instructive speeches ar al possiblities.
+ Presentation objetve and accurate
© Th method always includes a summary nthe end
+ Every speaker presents thee content uninterrupted
© he sunvenc introduces the theme and may also give tb Keynote address.
2 Allthe presenters are seated facing te audience wih the convene inthe mille or ane side.
©. Theseatng arrangement canbe dane according to the content Being presented. ksa debate,
then the presenter speaking Tor" and “gain” the top maybe seated on two sides of the stage
ain he convene tthe enter of the tage
Format of the Symposium
‘Symposium can have many formats according othe number of presenters.
Welcome remarks are delivered by the hosts/organizer of the sympontu.
Introduction of moderator forthe sympastum who wil in turn introduce the keynote speaker
and the panels pose questions and facia discusion.
‘A keynote speaker wil deliver remarks onthe overall theme of the symposium. The keynote
Speech is play presented before the panel discusion or during rafter luncheon.
During the panel discusion, the moderator introduces each presenter witha brie biography
‘The speaker will have «few minute to speak on the topic and may give an overview plus hs
‘or er personal or professional perspective. After te individual presentations the moderator
fides round table discussion among the panel Its often with preselected. questions that
fave Been sent to the pal sin advance
The symposium generally conchales wih a question-and-ansmer period. Ofen, the host
simply fake microphones ito the audience Fora more structured environment questions can
bebe on writing and ed bythe moderate.
Textbook of Educational Technology/Nursing Education
2 Theconvener ofthe sesion
+ Each pate allocated 18
+ Each speaker would ge the
E
cling emotions
nce the ubtheme and highlights Rey points
int ol View, ops, saree sharing rei fono,
+ The ssn i avilable 1 the pu
lowing ch yeahs present
laity od the topic
Advantages
+ Syrposiim can be wet ses lane prop os
+ gives deeper insight im the top
+ diet he stadent for continuous indepen
avide the oppo
Speakers are free o prepare and convey their conten, and the chairman cannot prevent th
from expressing themselves on the topic. Thy À a
theme or iu 4
+ There a chance thatthe
the fc
Im to preset any facet ofthe
The atc tie stn lb pet cac ne pene may pro eme
er speakers, making it liu or tens o understood
+ Thelen remains pune inthe sme because they ar mt ge an
PANEL DISCUSSION
The forma ofthe pane discuss
ry
i ce oy
+ Implementation 2
quarters
xf
peti the Purpose
er, We ant ed 1 sk ruhen what sans or
respecting the diferent opiicas of sharing.
updated nonedge on any of
pe and are
A purpose cn Be either serving he diversity or Fs
the perpete. The panel discusion can be bated on sharing the
the lop of Knowing the diferent existing o
. you have decided the objectives, you wl be able 10 stramline the bs
Wit be a formal concept ar «casual or entertaining oe. The purpose should al
Saved on the group that you are going
{he formal form bu fhe panel casio is going 1 ake place nfs ofthe co
large, I the group i only ofthe professor
‘mon publi. tan
tokeep the audience engaged
choote the Right Panelist
‘the tpic bat with alight change In th perspectives. The panel
the panelists ae of the sme prof and experience
thle to cover he divene
Preparing the Panelist
site. and ost. Not ony the speaking ofthe words but abo there
2 Theconvener ofthe sesion
+ Each pate allocated 18
+ Each speaker would ge the
E
cling emotions
nce the ubtheme and highlights Rey points
int ol View, ops, saree sharing rei fono,
+ The ssn i avilable 1 the pu
lowing ch yeahs present
laity od the topic
Advantages
+ Syrposiim can be wet ses lane prop os
+ gives deeper insight im the top
+ diet he stadent for continuous indepen
avide the oppo
Speakers are free o prepare and convey their conten, and the chairman cannot prevent th
from expressing themselves on the topic. Thy À a
theme or iu 4
+ There a chance thatthe
the fc
Im to preset any facet ofthe
The atc tie stn lb pet cac ne pene may pro eme
er speakers, making it liu or tens o understood
+ Thelen remains pune inthe sme because they ar mt ge an
PANEL DISCUSSION
The forma ofthe pane discuss
ry
i ce oy
+ Implementation 2
quarters
xf
peti the Purpose
er, We ant ed 1 sk ruhen what sans or
respecting the diferent opiicas of sharing.
updated nonedge on any of
pe and are
A purpose cn Be either serving he diversity or Fs
the perpete. The panel discusion can be bated on sharing the
the lop of Knowing the diferent existing o
. you have decided the objectives, you wl be able 10 stramline the bs
Wit be a formal concept ar «casual or entertaining oe. The purpose should al
Saved on the group that you are going
{he formal form bu fhe panel casio is going 1 ake place nfs ofthe co
large, I the group i only ofthe professor
‘mon publi. tan
tokeep the audience engaged
choote the Right Panelist
‘the tpic bat with alight change In th perspectives. The panel
the panelists ae of the sme prof and experience
thle to cover he divene
Preparing the Panelist
site. and ost. Not ony the speaking ofthe words but abo there
FF FMARETIILOEL ES Jt
Be ee SOON
Bu |
Textbook of Educational achnolopy/nursng Education
Strong Moderator
AN econ that he modesto pi
eso play an pt en the pel dc
FN me oi any a he mp and que ea ee a
any fascinating algae
he crow the tia. He mad
i the mar «cam change the scsi o
re fet o be awhile chosing the
"rat ms fulfil multiple functions ke
Managing ie foreach a tpl
Managing the basting of th
4 0 Rayon the tps
lating amd
ing an answer 1 a
+ Facing the
vd
Engage the Audience
When we talk about the Bet
st ce pand dacusion, I an ad
Atncasson, Panel discussions are sont Ë ae
een Par ‘Se amazing for ponding a vary of viewpoints hau
tee dc ferment to keynotes and other presentation
Sesser wa ma af hem hey wll nee cose te
tha po hi pancita ave Ben an
Advantages
Limitations
I basic knowledge of thet
feof the topic
CHAPTER » Implementation ==
pues tothe head of your depa or desa and you ea hey woo be pepperig yo th
vn bout yo
‘Whatever the station. chances aretha you were nervous about he presentation and practicing
pl ada a have helped you recone your any. special wi,
at question and dic medica
un going 0 face and we wi se ho he stud
Challenging and dic situations.
ole play is the entr cenario im which an indi resets 0
wiz to sensi pupils a alt of cents, which id in empathy development. Rol ply
aloes students to become more aware of cis and real-life situations tsa widely acepte method
‘of teaching in several disciplines ike nursing. medicine, maragemen, and many other. I can be
ted in counseling patient and relatives, conflict management ee
Uses
Role play ithe scenario tha canbe created between two or more people fyou wan present tin
public tact out the cena
A wil be helpful o you and your contrite team members to prepare for unfair and
“cut situations and impose creative learning For example, you can use them to study the sigs
nd symptoms of various disease conditions and o cer the myths peopl are having about disease
‘onions or veo make the comunity aware regarding tement forthe diese conditions.
By acting on various cenanos ke these, you can explore how the community people ar lily
torespond othe diferent ad creative approach for those people who found this method productive
“This cen hls you to delo an empathetic eling regarding the sfferers varios dienen and
vil be abeto form a close connection with the community people.
Als, by preparing fr any sation using roleplay, he individual ges ready t lowly bell up
the experience and slionflenee fr handling the diferent situations in ra if, and can develop
‘he kl for insunctvely ge correct reactions to situation. This means thatthe person wl react
eve as situations evolve. her than making mistakes or becoming overaheimed by events.
Role play exercises allow pups to take on Ihe ol of another person or ct out a scenario
Individual student, couples of student, or groups of students can play these roles in a more
Sophisticated sceso.Studets participate in role plays that put them in real settings or
serais hat ean be test unfamalar, ful or contentious tguring them 1 analyze their
‘own sentiment toward people and thelr ircumsances
Benefits of Role Play,
+ Inthe elsroom, roe pay can be used to motivate and engage students: improve current
tescung practices.
+ Provides students wth rea Me circumstances to aid the learaing
Fate amigo abilities that an be applied in ea Me neusten aegotiton, debate,
Pride opportunities tr peers to be obser cial
Be ee SOON
Bu |
Textbook of Educational achnolopy/nursng Education
Strong Moderator
AN econ that he modesto pi
eso play an pt en the pel dc
FN me oi any a he mp and que ea ee a
any fascinating algae
he crow the tia. He mad
i the mar «cam change the scsi o
re fet o be awhile chosing the
"rat ms fulfil multiple functions ke
Managing ie foreach a tpl
Managing the basting of th
4 0 Rayon the tps
lating amd
ing an answer 1 a
+ Facing the
vd
Engage the Audience
When we talk about the Bet
st ce pand dacusion, I an ad
Atncasson, Panel discussions are sont Ë ae
een Par ‘Se amazing for ponding a vary of viewpoints hau
tee dc ferment to keynotes and other presentation
Sesser wa ma af hem hey wll nee cose te
tha po hi pancita ave Ben an
Advantages
Limitations
I basic knowledge of thet
feof the topic
CHAPTER » Implementation ==
pues tothe head of your depa or desa and you ea hey woo be pepperig yo th
vn bout yo
‘Whatever the station. chances aretha you were nervous about he presentation and practicing
pl ada a have helped you recone your any. special wi,
at question and dic medica
un going 0 face and we wi se ho he stud
Challenging and dic situations.
ole play is the entr cenario im which an indi resets 0
wiz to sensi pupils a alt of cents, which id in empathy development. Rol ply
aloes students to become more aware of cis and real-life situations tsa widely acepte method
‘of teaching in several disciplines ike nursing. medicine, maragemen, and many other. I can be
ted in counseling patient and relatives, conflict management ee
Uses
Role play ithe scenario tha canbe created between two or more people fyou wan present tin
public tact out the cena
A wil be helpful o you and your contrite team members to prepare for unfair and
“cut situations and impose creative learning For example, you can use them to study the sigs
nd symptoms of various disease conditions and o cer the myths peopl are having about disease
‘onions or veo make the comunity aware regarding tement forthe diese conditions.
By acting on various cenanos ke these, you can explore how the community people ar lily
torespond othe diferent ad creative approach for those people who found this method productive
“This cen hls you to delo an empathetic eling regarding the sfferers varios dienen and
vil be abeto form a close connection with the community people.
Als, by preparing fr any sation using roleplay, he individual ges ready t lowly bell up
the experience and slionflenee fr handling the diferent situations in ra if, and can develop
‘he kl for insunctvely ge correct reactions to situation. This means thatthe person wl react
eve as situations evolve. her than making mistakes or becoming overaheimed by events.
Role play exercises allow pups to take on Ihe ol of another person or ct out a scenario
Individual student, couples of student, or groups of students can play these roles in a more
Sophisticated sceso.Studets participate in role plays that put them in real settings or
serais hat ean be test unfamalar, ful or contentious tguring them 1 analyze their
‘own sentiment toward people and thelr ircumsances
Benefits of Role Play,
+ Inthe elsroom, roe pay can be used to motivate and engage students: improve current
tescung practices.
+ Provides students wth rea Me circumstances to aid the learaing
Fate amigo abilities that an be applied in ea Me neusten aegotiton, debate,
Pride opportunities tr peers to be obser cial
Role Play Developing Guidelines
+ ntroduce tre: nongraded rol plays ety in and trough the semester 1 ast stents
repare fr lager foe play that wil be assed Fy plan 0 ue mie playing as à rade
+ Decide hw the replaying willbe rae Wi observersbe given io eat? Wil
the mie player be informed ofthe abrir comments and cores? Wil the chere scores
‘be shard with the instructors scores? WI the rl players have another chance o beara
nd preset the roleplay? Wil server be taught how to correc alae à perbrwonce
provide sell crit that ast mental bt rater jis ol practical ad waned
remarks
str dents thatthe prove of the oe play sto communicate à mesa bout the topic
than to focus onthe person hs playing the fle
“Connect role past ring opties no tha stunden may sce how they o)
‘Allow student tie o practice he rol play even Ai on the pot, they an think
shoot and expres tna memingíl wey
Rode lr mous of content into smaller
fects
+ Ela goal ofthe role play and answer
encre Provide conten standards such an
der
portions hat can be delivered a a role play more
questions s that stents can propel prepare the
¡ena presentation behavior (eye Contac, pote
Projection): prop and particular languag
Language o avd (pola lang)
Wade going role plays challenge all students similar
footing
o we (sujet related terminology and
that everyone evaluated on an equal
Framing a Role Play
nis easy t do a proper setup and run a le pla plan sing these
basi five steps (ig. 320)
1.Identiyingthe Situation
To art with he procs. gr people together who ate going to
{Gre active participation, introduce al 1 the current problem ood
‘encourage al forthe open-end discussion to unconer ll te levas
issue This wil bp the participants to sarı thinking about the
Assigned le
‘etn ode soie
problem before the roleplay begins ua
you ae in a group and all the participant ar unfall ih pie
‚uch other consider doing ome interactive exercises beforehand to 192.20: 0
aleta a good IPR and comfort level or bene performance Parameter orice
2.Adding the Details
BSE ep sto setup a scenario enough detal as to make 4 tl “ea M
Span is clear shout the agenda that you ae eying to work roue
Achiee by the end ofthe sesion. The sn
[emucepasinmind as ould give be porta.
ake sure that ex
jh and wat you wan
tained in detail keepin
NANI » Implementation as
rana ‘of the embers identify the various
aa ip Un nay od ey e ka
rele sie lil e ela an ger
be nd eet ner la y en el
us Ope ese be ena ht
Seer Ti te po sca pri pt
Ped
4 Acting Out the Scenario
{ach person can now asume he situation mentioned the stp, yo do the jsi by practicing
the scenario tying ren approaches where necessary
The practice can be useful he scenarios demand higher testy Fr instance, she aim of
your oe play ito practice gathering he person playing the ole ofthe potential lent con tart
an Kal cent. ad, through a series of scenarios, could become increasingly hale und fc.
You could then tex and practice diferent approache or handing situations otha ou can give
participante experiences handling them,
$ Evalvate Learning
Wien you are done wit the roleplay, doi forget to take the evaluation a I wil help you to Know
the areas of improvement and what the targeted group has gaine and your objectives are being
ean to specific level oe not
Advantages
{+ Helps bud interest tthe beginning of teaching sesion.
+ bald rusia among student
+ Improves students al o disemunate information to a large audience through visual
presento
Motte students 1 think out ofthe box.
Helps to integrate diferent aspects
Helps to rai sensitive nes.
Allows fr the lara of personal concerns
have arisen
Allows you put yourself the shoes ofthe character and havea better understanding ofthe
situations complexity and breadth
Limitations
* Learner should ately participate in roleplay a passive observer docs not help in attainment
of educational objectives
(hear in oder to perform elective ol play
Students may ne fel confortable in playing al (yperufchancter
Time i needed
DIPPAPPP D D DPIP PLP Po Ra
+ ntroduce tre: nongraded rol plays ety in and trough the semester 1 ast stents
repare fr lager foe play that wil be assed Fy plan 0 ue mie playing as à rade
+ Decide hw the replaying willbe rae Wi observersbe given io eat? Wil
the mie player be informed ofthe abrir comments and cores? Wil the chere scores
‘be shard with the instructors scores? WI the rl players have another chance o beara
nd preset the roleplay? Wil server be taught how to correc alae à perbrwonce
provide sell crit that ast mental bt rater jis ol practical ad waned
remarks
str dents thatthe prove of the oe play sto communicate à mesa bout the topic
than to focus onthe person hs playing the fle
“Connect role past ring opties no tha stunden may sce how they o)
‘Allow student tie o practice he rol play even Ai on the pot, they an think
shoot and expres tna memingíl wey
Rode lr mous of content into smaller
fects
+ Ela goal ofthe role play and answer
encre Provide conten standards such an
der
portions hat can be delivered a a role play more
questions s that stents can propel prepare the
¡ena presentation behavior (eye Contac, pote
Projection): prop and particular languag
Language o avd (pola lang)
Wade going role plays challenge all students similar
footing
o we (sujet related terminology and
that everyone evaluated on an equal
Framing a Role Play
nis easy t do a proper setup and run a le pla plan sing these
basi five steps (ig. 320)
1.Identiyingthe Situation
To art with he procs. gr people together who ate going to
{Gre active participation, introduce al 1 the current problem ood
‘encourage al forthe open-end discussion to unconer ll te levas
issue This wil bp the participants to sarı thinking about the
Assigned le
‘etn ode soie
problem before the roleplay begins ua
you ae in a group and all the participant ar unfall ih pie
‚uch other consider doing ome interactive exercises beforehand to 192.20: 0
aleta a good IPR and comfort level or bene performance Parameter orice
2.Adding the Details
BSE ep sto setup a scenario enough detal as to make 4 tl “ea M
Span is clear shout the agenda that you ae eying to work roue
Achiee by the end ofthe sesion. The sn
[emucepasinmind as ould give be porta.
ake sure that ex
jh and wat you wan
tained in detail keepin
NANI » Implementation as
rana ‘of the embers identify the various
aa ip Un nay od ey e ka
rele sie lil e ela an ger
be nd eet ner la y en el
us Ope ese be ena ht
Seer Ti te po sca pri pt
Ped
4 Acting Out the Scenario
{ach person can now asume he situation mentioned the stp, yo do the jsi by practicing
the scenario tying ren approaches where necessary
The practice can be useful he scenarios demand higher testy Fr instance, she aim of
your oe play ito practice gathering he person playing the ole ofthe potential lent con tart
an Kal cent. ad, through a series of scenarios, could become increasingly hale und fc.
You could then tex and practice diferent approache or handing situations otha ou can give
participante experiences handling them,
$ Evalvate Learning
Wien you are done wit the roleplay, doi forget to take the evaluation a I wil help you to Know
the areas of improvement and what the targeted group has gaine and your objectives are being
ean to specific level oe not
Advantages
{+ Helps bud interest tthe beginning of teaching sesion.
+ bald rusia among student
+ Improves students al o disemunate information to a large audience through visual
presento
Motte students 1 think out ofthe box.
Helps to integrate diferent aspects
Helps to rai sensitive nes.
Allows fr the lara of personal concerns
have arisen
Allows you put yourself the shoes ofthe character and havea better understanding ofthe
situations complexity and breadth
Limitations
* Learner should ately participate in roleplay a passive observer docs not help in attainment
of educational objectives
(hear in oder to perform elective ol play
Students may ne fel confortable in playing al (yperufchancter
Time i needed
DIPPAPPP D D DPIP PLP Po Ra
DPF A AS
Textbook of Educational Tecmology/Nuring Education
FIELD TRIP
“The term "ick inp is ben knoe eo
Sethe ra alt get
said tr be Le
cat a the sco i
being common nga
et is the exposure and live exper 4
tras nei tee tan he stats
Who ae been on lesrning and dbemennp So
the field trap,
A fill tip ore
urine tp taken by go of po
‘heir usual surroundings 3 al
„I tp egy etn yee non ein
students expres sie he '
rman ich pla campa wh he acer
snd casas The oa ofthis study to bere the opin anna ba lc
i posite Feld ps ve a common ground for mort an lee ang see
ves secs hat a
bene are going ora tas regarding
toca that diferent fom
mal research, ot o provide
Si soe etme carl er ne se
‘have already experienced cultural institutions outside of educational institution ay
N pen Ba dolor tse th en tp pt
he dinate and the abc Esos ec, kets ms md
ons are all common activites during field tps. Following up actives are ual
thattak place inthe claro fe the eld tmp. me
Zoos, nature center. community ap
agencies localcompants amusement pati so
as and hospitals, government
nee museum and industrie area pope el rp
à na opportunities to student nds hey corporate
some fr of commen servi can benefit the nny. Stans ca a ke à ea om
et regular routine and engage tn more hands-on learning through fil ip Interactive ex
such as those found at zoos and nature center, allow children to touch plants and
destinations Field tips ge aerate edcat
al
Educational Field Trip
We define il trp as aj
rey taken by a group
students o plc dro from thei una
Scting forthe purpose of rtund obrevainallsrming We can expres he meaning of id
Le the experi tnd Wen con be tare in
eis a teaching
through watching oc
wctional our or schol up, Thee re the concep
fit hand experience outside the classroom
hans tearing in a nal set
breaking up the monotony ofthe classroom or changing the normal pate
A fed tip might he scheduled to train hal management about adminseatoe functions
Learning increase by fed tps in vario subject suchas commit ath nursing anatomyand
poly, mirsing education, and nursing admiotation. À id tp
tee postmortem canbe arranged
oth hospitals mort)
ct ration food hy o he preparo
cw thr visting the central kitchen or departmental dicte
Purposes
+ To draws
7
plement helo
ans given in the classroom.
A
Lar
CHANIA» Inplomentaton SS u
proie authentic earning experience
7 Cal ed as an Intrducon o «Ut
{tubulin eating vea tods have earned during the ip
© aang eapesiencetheigh observing, Ich Hearing smeling and using,
sypesof Field Tip
tinted below lipides haut give cea picture
fed tp mean
“oy to create a spark in student Imagination,
Falo then 10 gain valuable experiences and refresh
thee minds fier day wi lsroom teachings. An
‘clucationl tur an be theme with one typeof il
trip or combined by varios types of educational tips
2)
Sightseeing Field Trio
‘Students ae definitely going to be eager if we talk
A he sightuceng tis eapiating them by an inumerat appealing charisma of thi favorite
‘nation The students usally admire welt known atracos offered by ther cites as hiso
Structure, discover World Herkage Sites, spectacular landscapes which of them incredible
is and hep them gain knowlege and understand o edmire the ancient concepts and new
technologies.
Language ond Culture Educational led Trip
For students those who are interested in Iarniog foreign languages and ae cages o lear about
Ihe dev caste and eins feed by diferent cutre, sch fed trips ae helpful improve
Oca and explore the aluin indigenous culture. The students also gt chance 10 fin
nee attest dhe focal ght ste he local food get cance to ara language lestons
Ma loca masts to explore the eit of he place ep to mania understanding wit
local peuple thei culture and thei captivating paces of ie
Gardening ond Farming Feld Tip moe
dant gang cry mg tc e tcs fs ltd ion
ungen o e ne Ti wl ip be ads dien
nie np oder. ah ps raten, ore pato
a sa ar pode, a td ge et do dion ing
ret i Sern compat thc ber one Theol peop mt chance
Ins gaye ih he stents
Manufacturing Facility Feld Tip ER
‘ents canbe taken 10 a place where they can be guide to any factory where equipment, med
a ae ninumens, portable devices packing or any ther hing are made Vsting the
SEN ct wl hip hem Yar and get exposure regndng assembly ies and working of
sre ata par, dent alo cam about he production process, how raw maleals relied
anne others us the to make the ina produc,
Textbook of Educational Tecmology/Nuring Education
FIELD TRIP
“The term "ick inp is ben knoe eo
Sethe ra alt get
said tr be Le
cat a the sco i
being common nga
et is the exposure and live exper 4
tras nei tee tan he stats
Who ae been on lesrning and dbemennp So
the field trap,
A fill tip ore
urine tp taken by go of po
‘heir usual surroundings 3 al
„I tp egy etn yee non ein
students expres sie he '
rman ich pla campa wh he acer
snd casas The oa ofthis study to bere the opin anna ba lc
i posite Feld ps ve a common ground for mort an lee ang see
ves secs hat a
bene are going ora tas regarding
toca that diferent fom
mal research, ot o provide
Si soe etme carl er ne se
‘have already experienced cultural institutions outside of educational institution ay
N pen Ba dolor tse th en tp pt
he dinate and the abc Esos ec, kets ms md
ons are all common activites during field tps. Following up actives are ual
thattak place inthe claro fe the eld tmp. me
Zoos, nature center. community ap
agencies localcompants amusement pati so
as and hospitals, government
nee museum and industrie area pope el rp
à na opportunities to student nds hey corporate
some fr of commen servi can benefit the nny. Stans ca a ke à ea om
et regular routine and engage tn more hands-on learning through fil ip Interactive ex
such as those found at zoos and nature center, allow children to touch plants and
destinations Field tips ge aerate edcat
al
Educational Field Trip
We define il trp as aj
rey taken by a group
students o plc dro from thei una
Scting forthe purpose of rtund obrevainallsrming We can expres he meaning of id
Le the experi tnd Wen con be tare in
eis a teaching
through watching oc
wctional our or schol up, Thee re the concep
fit hand experience outside the classroom
hans tearing in a nal set
breaking up the monotony ofthe classroom or changing the normal pate
A fed tip might he scheduled to train hal management about adminseatoe functions
Learning increase by fed tps in vario subject suchas commit ath nursing anatomyand
poly, mirsing education, and nursing admiotation. À id tp
tee postmortem canbe arranged
oth hospitals mort)
ct ration food hy o he preparo
cw thr visting the central kitchen or departmental dicte
Purposes
+ To draws
7
plement helo
ans given in the classroom.
A
Lar
CHANIA» Inplomentaton SS u
proie authentic earning experience
7 Cal ed as an Intrducon o «Ut
{tubulin eating vea tods have earned during the ip
© aang eapesiencetheigh observing, Ich Hearing smeling and using,
sypesof Field Tip
tinted below lipides haut give cea picture
fed tp mean
“oy to create a spark in student Imagination,
Falo then 10 gain valuable experiences and refresh
thee minds fier day wi lsroom teachings. An
‘clucationl tur an be theme with one typeof il
trip or combined by varios types of educational tips
2)
Sightseeing Field Trio
‘Students ae definitely going to be eager if we talk
A he sightuceng tis eapiating them by an inumerat appealing charisma of thi favorite
‘nation The students usally admire welt known atracos offered by ther cites as hiso
Structure, discover World Herkage Sites, spectacular landscapes which of them incredible
is and hep them gain knowlege and understand o edmire the ancient concepts and new
technologies.
Language ond Culture Educational led Trip
For students those who are interested in Iarniog foreign languages and ae cages o lear about
Ihe dev caste and eins feed by diferent cutre, sch fed trips ae helpful improve
Oca and explore the aluin indigenous culture. The students also gt chance 10 fin
nee attest dhe focal ght ste he local food get cance to ara language lestons
Ma loca masts to explore the eit of he place ep to mania understanding wit
local peuple thei culture and thei captivating paces of ie
Gardening ond Farming Feld Tip moe
dant gang cry mg tc e tcs fs ltd ion
ungen o e ne Ti wl ip be ads dien
nie np oder. ah ps raten, ore pato
a sa ar pode, a td ge et do dion ing
ret i Sern compat thc ber one Theol peop mt chance
Ins gaye ih he stents
Manufacturing Facility Feld Tip ER
‘ents canbe taken 10 a place where they can be guide to any factory where equipment, med
a ae ninumens, portable devices packing or any ther hing are made Vsting the
SEN ct wl hip hem Yar and get exposure regndng assembly ies and working of
sre ata par, dent alo cam about he production process, how raw maleals relied
anne others us the to make the ina produc,
y a
etd on
m AT Textbook of Educational Technology/Nursing Education,
co-adventurat Feld Tip
‘Discovering the natural world isi be highly tte cr. 10 the inking a nd serve
a relaxing thera, Students canbe entertained and ees! by orang comps ve tra
through veto) natural location to adore and apprit the atte and wie ovals, Ti
“opportunity also ads to oa storia factors such teary he tenants
‘Business Educational Tour
Business tay rip, dg the sens by basting Anata asin centers Bes stud
trips hep proces business his i the casroom in ie a students en ret commer
‘organiaaons. Busines eld tp gives students the chance o immerse in at an dy a
enviaments Vii oa range of mel organizations and age so
school tps,
ton ate pet business
‘Teachers Role
+ Ateacher devs» plan atthe beginning of wa academic ye
* While planning a teacher must review pas experience, dics eneounired and check or
unexpected holis
+ rior tothe field np obtain the raid permission, iru students on dros ce tis to
carie, decorum t be maintained and the aan background fo hee
+ Prepare the objects ofthe vlt and communicate the objectives with tie tens
+ Provide guidelines to stents with ai of questo
that
+ fier the fd vs teacher must bre
check that sh
e rip comes fective
Advantages
Te
: il of dscovering sumthing ew energies student
+ make social
+ renales the earner o lear in an unstructrad we:
+ ‘Rater thn bing di
the interes
bythe teacher or the curricula, stent earning can
ne gue by
+ Leaning becomes more integrated and holistic
+ Learnings enriched and enforced with multimedia 6
Limitations
+ Asthenamber of tents inrenses ie wip be
Inadegute sop
es soc thing rather an alain on
sion may lead to indiscipline amwag students ™
CHAPTER > Implementation
pefinition
A being defined as. group o peop
int problem. These participants meet ogether to
ie dans sation and skille
work
ee practice and discusion,
A hou nti dy car pra Ba
fine workshop as where the experienced people a responsable position o
ut ccd e acti anti
Ma filly in dling Hen the ce o se os can say ag group or di
unge mater A
® he tern ‘worshoy! comes fu the il of engineering. According to his de
hucae complete a asi thee hands 10
Mani t develop skills For example,
In ci nursing, there ae workshops
pics place where» group of people €
ace something, Sima, in education, workshops a
ung ss
maten diferent sal
pl :
Tesla required in question paper setting, v
to teach esearch meted
ering of 10.25 pop wi
Skills va intensive work
Essential Features of Workshop (Fig. 3.22),
bre
Fig. 322; Drum representing atures of workshop
Principles of Workshop
1+ Alloning the patcipants to prepare and select objectives to increase
+ Providing the prtiipants wit the opportunities 10 take te session; his wl help 0 improve
caching sls
+ Umprore the atta ofa per
otal ter oman retire
1 toward other people
worksHoP ne e dde rem
a _ — e
PA AA
PPP D M D +4 AAA
N
AP
&
etd on
m AT Textbook of Educational Technology/Nursing Education,
co-adventurat Feld Tip
‘Discovering the natural world isi be highly tte cr. 10 the inking a nd serve
a relaxing thera, Students canbe entertained and ees! by orang comps ve tra
through veto) natural location to adore and apprit the atte and wie ovals, Ti
“opportunity also ads to oa storia factors such teary he tenants
‘Business Educational Tour
Business tay rip, dg the sens by basting Anata asin centers Bes stud
trips hep proces business his i the casroom in ie a students en ret commer
‘organiaaons. Busines eld tp gives students the chance o immerse in at an dy a
enviaments Vii oa range of mel organizations and age so
school tps,
ton ate pet business
‘Teachers Role
+ Ateacher devs» plan atthe beginning of wa academic ye
* While planning a teacher must review pas experience, dics eneounired and check or
unexpected holis
+ rior tothe field np obtain the raid permission, iru students on dros ce tis to
carie, decorum t be maintained and the aan background fo hee
+ Prepare the objects ofthe vlt and communicate the objectives with tie tens
+ Provide guidelines to stents with ai of questo
that
+ fier the fd vs teacher must bre
check that sh
e rip comes fective
Advantages
Te
: il of dscovering sumthing ew energies student
+ make social
+ renales the earner o lear in an unstructrad we:
+ ‘Rater thn bing di
the interes
bythe teacher or the curricula, stent earning can
ne gue by
+ Leaning becomes more integrated and holistic
+ Learnings enriched and enforced with multimedia 6
Limitations
+ Asthenamber of tents inrenses ie wip be
Inadegute sop
es soc thing rather an alain on
sion may lead to indiscipline amwag students ™
CHAPTER > Implementation
pefinition
A being defined as. group o peop
int problem. These participants meet ogether to
ie dans sation and skille
work
ee practice and discusion,
A hou nti dy car pra Ba
fine workshop as where the experienced people a responsable position o
ut ccd e acti anti
Ma filly in dling Hen the ce o se os can say ag group or di
unge mater A
® he tern ‘worshoy! comes fu the il of engineering. According to his de
hucae complete a asi thee hands 10
Mani t develop skills For example,
In ci nursing, there ae workshops
pics place where» group of people €
ace something, Sima, in education, workshops a
ung ss
maten diferent sal
pl :
Tesla required in question paper setting, v
to teach esearch meted
ering of 10.25 pop wi
Skills va intensive work
Essential Features of Workshop (Fig. 3.22),
bre
Fig. 322; Drum representing atures of workshop
Principles of Workshop
1+ Alloning the patcipants to prepare and select objectives to increase
+ Providing the prtiipants wit the opportunities 10 take te session; his wl help 0 improve
caching sls
+ Umprore the atta ofa per
otal ter oman retire
1 toward other people
worksHoP ne e dde rem
a _ — e
PA AA
PPP D M D +4 AAA
N
AP
&
e As] Pt À
Textbook of Education:
À ol EaveatonalTechnaiogy/Nuning Education
HAFT» Implementation ESS, gy!
Objectives of Workshop (Fg, 3.23) tb
= sen site
Cote omens 2° a at gis a rca ti oe workshop the eto feng
Cogan sees ar nly dead sae the RER 7 Make seta st the AV aida shoul he visible al he participants
ers leeching ru ‘Ao mae seeping the brea ce between he ne
* Te prose répit and soc backgound | Sinn ) 2 Keim mindthtenerone m al loca he ven ry keep the ven nes the working
Sor insruconal nd teaching atone \ min rod tre tion
To enti the educa! bete nthe present «Tithe paint othe resource persan ae coming fom out of atin, ey o atrange the
dept secommodatior city for hem
+ develop the understand
En Ming regarding the Fia.2.2 Two yes of worahop ste Prepare an agenda)
ec + Prpar the important agenda ht have to be discussed inthe wokaop and break down tb
Psychomotor Objectives log pls and make them precia whe communicatig
+ Todevelp theta which + st the visa as that required throughout he presentation and ask forthe technical
+ Vols we the teaching stapes hablen csi
+ Melania eo r
ee ep to se he teaching ai ete Sp: Develop afllowup)
logan dba o a 1 eed, deny the solution oa be ony way find ot whether the workshop has een sceful or na 10 aay tae the
apor ot Wortchop «alto fo the patcpant. The eralustn can e nthe form of que nie post est and
them let of opportunay to share the opinion. With the help of vation we et the scope
> erheben > profesional fr proesonalgowth Active Phi
A, hir problems tone ae dirt cont and cone to 2 Fat tage In the to you can ay he Il ph, the theoretical aspects ofthe decided
+ Thich he pro topics ae eig dase relating th the varios each stds as wel The resource
= al tan new ch salve tht problems in poe eon ite to dian the awareness and understanding of the opi
Werthop wit he + Second sage: n tb second wage the aricpant group ar being ded onthe Basi of
— he teachers tn enhance ther own keting sills Tang, ale sty and curricula, resource peion assigned to provide the gidace
and work var impronemen foc the work the performed. Fr example, the whole participants ae SO and they farther ae
san dde into five rps and given tak tae care for he patent and ech willbe nen one
ofthe now person or the mentor 0 guide.
Preactve Phase +The stage Now the thin ag going ove artis he epportoniy to repeeen their
S01: (tie goats "indigo cba. The parto pants ae requested abort the eamiog experienc:
on Promise of the Advantages of Workshop
scie m ne + Mau ee the cogi and pychomator objectives.
©. Mao understand he proficiency. creat and et rate implementations in teaching
= Hp denlp and provide the ppt fr he presenters to work onthe capabilites
+» 2 Hepstoincreat he ay to cootinate with he group cooperation wih earn work
2 apto dec ne teaching and nant methods in teaching karning process
A : fee pst pro he profesional ken
Disadvantages of Workshop
+The educator might mot tae Interes inthe curriculum end ntrodace sew teaching practice
uring the cas
Textbook of Education:
À ol EaveatonalTechnaiogy/Nuning Education
HAFT» Implementation ESS, gy!
Objectives of Workshop (Fg, 3.23) tb
= sen site
Cote omens 2° a at gis a rca ti oe workshop the eto feng
Cogan sees ar nly dead sae the RER 7 Make seta st the AV aida shoul he visible al he participants
ers leeching ru ‘Ao mae seeping the brea ce between he ne
* Te prose répit and soc backgound | Sinn ) 2 Keim mindthtenerone m al loca he ven ry keep the ven nes the working
Sor insruconal nd teaching atone \ min rod tre tion
To enti the educa! bete nthe present «Tithe paint othe resource persan ae coming fom out of atin, ey o atrange the
dept secommodatior city for hem
+ develop the understand
En Ming regarding the Fia.2.2 Two yes of worahop ste Prepare an agenda)
ec + Prpar the important agenda ht have to be discussed inthe wokaop and break down tb
Psychomotor Objectives log pls and make them precia whe communicatig
+ Todevelp theta which + st the visa as that required throughout he presentation and ask forthe technical
+ Vols we the teaching stapes hablen csi
+ Melania eo r
ee ep to se he teaching ai ete Sp: Develop afllowup)
logan dba o a 1 eed, deny the solution oa be ony way find ot whether the workshop has een sceful or na 10 aay tae the
apor ot Wortchop «alto fo the patcpant. The eralustn can e nthe form of que nie post est and
them let of opportunay to share the opinion. With the help of vation we et the scope
> erheben > profesional fr proesonalgowth Active Phi
A, hir problems tone ae dirt cont and cone to 2 Fat tage In the to you can ay he Il ph, the theoretical aspects ofthe decided
+ Thich he pro topics ae eig dase relating th the varios each stds as wel The resource
= al tan new ch salve tht problems in poe eon ite to dian the awareness and understanding of the opi
Werthop wit he + Second sage: n tb second wage the aricpant group ar being ded onthe Basi of
— he teachers tn enhance ther own keting sills Tang, ale sty and curricula, resource peion assigned to provide the gidace
and work var impronemen foc the work the performed. Fr example, the whole participants ae SO and they farther ae
san dde into five rps and given tak tae care for he patent and ech willbe nen one
ofthe now person or the mentor 0 guide.
Preactve Phase +The stage Now the thin ag going ove artis he epportoniy to repeeen their
S01: (tie goats "indigo cba. The parto pants ae requested abort the eamiog experienc:
on Promise of the Advantages of Workshop
scie m ne + Mau ee the cogi and pychomator objectives.
©. Mao understand he proficiency. creat and et rate implementations in teaching
= Hp denlp and provide the ppt fr he presenters to work onthe capabilites
+» 2 Hepstoincreat he ay to cootinate with he group cooperation wih earn work
2 apto dec ne teaching and nant methods in teaching karning process
A : fee pst pro he profesional ken
Disadvantages of Workshop
+The educator might mot tae Interes inthe curriculum end ntrodace sew teaching practice
uring the cas
Do.
à eh the ae gr eg mi te at
We en
+ Viva sgh take he Ines nt
‘unity ad of er fe parc
COMPUTER: ASSISTED LEARNING PROGKAM
wie Heating tn
Contre a
pete al he bi ‘cay ai won
1 I ah abt the ca Freie teaching lor
an or uc, ura vo e aly are aot ppt Pt 0 a
Compas
ANO o th a og
vera ho the lala
process oth nun
Input
a daa Im Ihe y
ihn MI eae à
syste programming
y ns te a
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CONAPA A» lnpiemantation
output
He pce prod vests alter ocean ve ata for mag ne a pese,
ay Ml cli loo ps nda 0 0 mW
ve etre ral fr mn aan
control
ring ol pa rg In prog e lla o pt ep ae
hot he onto vl
Punctienat Unit of Computer
the aus futon i he compu eric, asks ae ing allocated oy
une wit ave (I) Arte gia wn 0) contol wi aa Ctrl
onde do
siren on
al unit (ALU) Alter you cer dat ong ve np le I sore 1
ak presi of e ata an mann a prone Oy
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suene ud
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all CH ue a any enter ae a oh
étions a ol e computer
co
Input Device
ce el he yon le I
work wilt re feeding you
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of he
he computer
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COMPUTER: ASSISTED LEARNING PROGKAM
wie Heating tn
Contre a
pete al he bi ‘cay ai won
1 I ah abt the ca Freie teaching lor
an or uc, ura vo e aly are aot ppt Pt 0 a
Compas
ANO o th a og
vera ho the lala
process oth nun
Input
a daa Im Ihe y
ihn MI eae à
syste programming
y ns te a
Hate the
CONAPA A» lnpiemantation
output
He pce prod vests alter ocean ve ata for mag ne a pese,
ay Ml cli loo ps nda 0 0 mW
ve etre ral fr mn aan
control
ring ol pa rg In prog e lla o pt ep ae
hot he onto vl
Punctienat Unit of Computer
the aus futon i he compu eric, asks ae ing allocated oy
une wit ave (I) Arte gia wn 0) contol wi aa Ctrl
onde do
siren on
al unit (ALU) Alter you cer dat ong ve np le I sore 1
ak presi of e ata an mann a prone Oy
e
i hoi ad compar
A ECU Th ent open compas le Co
resi hal ve hinge ave dam prope Fano
oma pur ad hing ih procesan of
A e main m he st tone a alg of gl
suene ud
PU The ALY andthe CU af ae st ar Joy wn
all CH ue a any enter ae a oh
étions a ol e computer
co
Input Device
ce el he yon le I
work wilt re feeding you
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Central Processing Unit
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he computer
witht wn gl
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ling nn
Textoook of Educational Technology/Nursing Education
Th CPU comas the hes intro peso! 1 operate the compte, but doesnot have the
“pty tore the programme age sts dts permanenly Jo ie the human bathe
‘mp has an sal memory wher it can store large amount f data which ep procesa
att and logica operations and also hols programmes and he data being manipula Th
arcs all memory or storage, Data an e al sored in secondary wor
Be carried to other onputere Computer
‘Write Memory) ROM (Read-only memory) and secondary merony ike Hard Disk (Local D,
‘Optica Disks CD-R. CD-RW DVD-R. DVD-RW, Pen drive. Zip dave and Memory Cada
Computer asa Learning Source
In theater phase we used tocol the knowledge or information regarding any of he topi with
the hep of books. newspaper and magazines textbooks, reference books, rech mans, but
in today modera cr, the knomledge sn our hands with the ha ogi int
login in o goog
All that yo wat earn ju 1 he today Teaming kl ath the
ep ointrmet and how we an se them as th source of ele
away Let us under
The Web Leorning
We general con
the internet Webste ode on competes BE
peirempuerae chp tayo wanted ice. The Uno estee Lost (URL)
Internet corning
Terme lame ha given ing wecan
rich there main pupa
1. The inern a techno
2 Teint
Y The imernt ss social
The interes the technol the large stock data ke
es, visual ais graph a and ets consider tae the pon of nol and
| serves ire purpon u .
LA ie can use the internet o acces various hooks sol serves as tbc in-hand hry where the
der can as many books for fee
scene can he the student o publi their kon materials as in the
netbooks. resatces
he inert as the classroom with lcroni white board and asynchronous discusion
y
CHAPTER » Implementation
ah le stadents eating a rép Ca af gt id rope
efor, to hep them to enhance tel learing,
sls a hp in
computer Assisted Learning
‘The teaching tearing ac will ot simply hp i teaching bu wil ep the educator 10
bail he creative ways o arin in the class The use o computer in teaching and learning is
enhance the quant of teaching There ae different modes or computer assisted teaching.
+ Doi and practice sesion: This isthe phase where the computer is generating large number
of ere Ike evaluating, feedback and reponses Here the computer gives the immediate
respons in terms af corecon ad alo by providing hint fr how the corrections can be made.
+ Tutorial mode: This peo section when the information and the explanatory mar
presented into small section in he fr of questions. For expe, mulple practice questions
ne being formulate a form of cer or the student and afer responding the students re
able evaluate the incrrct answers theme. The program decides how apy mater
Should be generated and hove much shouldbe cover, In this mode, computer ls used to
sine the most ble part of your activity 1 transit knowledge and check whether the
owe bas heen core tramite,
+ Data anat Inn typeof programming, Ie dats gathered eps o anlyae the el andthe
resul being potted inthe numerical or graphical fom. À more reist approach being
‘made eh theo appropiate planning or bung upset of dat For example, you wart
take he da of statistics othe stents and want them 0 es about correlation oct
‘graph prevention ofthe dts, Computer con be sed for anal, interpretation and
‘presentation of leen data sel
+ Stimulation: Compuleied stimulation are sth to be the imitation model of procemes
Stimulation hep the students to learn from thet expenences and 1 take the rk without
suing the comeqaence The student can stay the eet of changing various asp by
serving the outcomeofech ae st develop an appreciation andthe sce and limitan
+ Modeling: Modeling stay involves cresting, aapting. or choosing thereat mode in
carepodence wih the ratoral phenomenon or manmade system. Ths spe ol phenomenon
ds usually sed and adapted m higher edocation sytem, An example of hs type of program
volves ining he reatonshlp Between detent aspects 1 form ancional unified whale
+ Information, retrieval and sora: Information nthe computer can be erre in various
formu by having Tage data bank. Compute has the capacity to provide knowlege and
Information in wide variety and say accibe than books and other sources Information
‘ocd nthe computer can be easy updated xpunded and enlarged upon. Ths type of CAL
program lows students t stay topes which regule aces to large databases that anna be
‘sly handled manual.
Th CPU comas the hes intro peso! 1 operate the compte, but doesnot have the
“pty tore the programme age sts dts permanenly Jo ie the human bathe
‘mp has an sal memory wher it can store large amount f data which ep procesa
att and logica operations and also hols programmes and he data being manipula Th
arcs all memory or storage, Data an e al sored in secondary wor
Be carried to other onputere Computer
‘Write Memory) ROM (Read-only memory) and secondary merony ike Hard Disk (Local D,
‘Optica Disks CD-R. CD-RW DVD-R. DVD-RW, Pen drive. Zip dave and Memory Cada
Computer asa Learning Source
In theater phase we used tocol the knowledge or information regarding any of he topi with
the hep of books. newspaper and magazines textbooks, reference books, rech mans, but
in today modera cr, the knomledge sn our hands with the ha ogi int
login in o goog
All that yo wat earn ju 1 he today Teaming kl ath the
ep ointrmet and how we an se them as th source of ele
away Let us under
The Web Leorning
We general con
the internet Webste ode on competes BE
peirempuerae chp tayo wanted ice. The Uno estee Lost (URL)
Internet corning
Terme lame ha given ing wecan
rich there main pupa
1. The inern a techno
2 Teint
Y The imernt ss social
The interes the technol the large stock data ke
es, visual ais graph a and ets consider tae the pon of nol and
| serves ire purpon u .
LA ie can use the internet o acces various hooks sol serves as tbc in-hand hry where the
der can as many books for fee
scene can he the student o publi their kon materials as in the
netbooks. resatces
he inert as the classroom with lcroni white board and asynchronous discusion
y
CHAPTER » Implementation
ah le stadents eating a rép Ca af gt id rope
efor, to hep them to enhance tel learing,
sls a hp in
computer Assisted Learning
‘The teaching tearing ac will ot simply hp i teaching bu wil ep the educator 10
bail he creative ways o arin in the class The use o computer in teaching and learning is
enhance the quant of teaching There ae different modes or computer assisted teaching.
+ Doi and practice sesion: This isthe phase where the computer is generating large number
of ere Ike evaluating, feedback and reponses Here the computer gives the immediate
respons in terms af corecon ad alo by providing hint fr how the corrections can be made.
+ Tutorial mode: This peo section when the information and the explanatory mar
presented into small section in he fr of questions. For expe, mulple practice questions
ne being formulate a form of cer or the student and afer responding the students re
able evaluate the incrrct answers theme. The program decides how apy mater
Should be generated and hove much shouldbe cover, In this mode, computer ls used to
sine the most ble part of your activity 1 transit knowledge and check whether the
owe bas heen core tramite,
+ Data anat Inn typeof programming, Ie dats gathered eps o anlyae the el andthe
resul being potted inthe numerical or graphical fom. À more reist approach being
‘made eh theo appropiate planning or bung upset of dat For example, you wart
take he da of statistics othe stents and want them 0 es about correlation oct
‘graph prevention ofthe dts, Computer con be sed for anal, interpretation and
‘presentation of leen data sel
+ Stimulation: Compuleied stimulation are sth to be the imitation model of procemes
Stimulation hep the students to learn from thet expenences and 1 take the rk without
suing the comeqaence The student can stay the eet of changing various asp by
serving the outcomeofech ae st develop an appreciation andthe sce and limitan
+ Modeling: Modeling stay involves cresting, aapting. or choosing thereat mode in
carepodence wih the ratoral phenomenon or manmade system. Ths spe ol phenomenon
ds usually sed and adapted m higher edocation sytem, An example of hs type of program
volves ining he reatonshlp Between detent aspects 1 form ancional unified whale
+ Information, retrieval and sora: Information nthe computer can be erre in various
formu by having Tage data bank. Compute has the capacity to provide knowlege and
Information in wide variety and say accibe than books and other sources Information
‘ocd nthe computer can be easy updated xpunded and enlarged upon. Ths type of CAL
program lows students t stay topes which regule aces to large databases that anna be
‘sly handled manual.
ES
r
I a
a
che
EEE Textbook of Educational Technology/Nuring Education
‘Advantages of Computer
+ provides multiple modes of communicating data and opportunity to ear 4 variety of sil
and knowiedge
Stats ca lear at their own pac work and seguire next ace vel
Ie prove two ay flow of information
provides lecture materia
tas prompt feedback
1 fiat more accurate monitoring of arnes progres
Limitations of Computer
Learner shoul be slated
requires computers and eher resourses
Leaver can face stwarefhardware r Internet sonnet
One mst know how to ue a computes
Time commitment a required to complete and prepare salons.
Resistance of learners and teachers Lo lie CAL resources
Indo erences nearing yc.
MICROTEACHING
Micotachings Being referred to a appropriate ad innovat vay tot helps the trance eahers
get rained in the college o tht they can enhance tei acquisitions to desired teaching Or we can
elie micrteaching a specialized technique used 1 train thet à
some ofthe teaching sil. Microteaching i a type of miniature eching in terms of clas ie le
uration and the content which ha tobe covered Micrteaching is the tol whichis being used fot
training the entraine o the working envionment
purpose sto make them practice the speci skis
Introducing the micotaching an be bene
prove i advatageoos on account of he spec
Non dependence over the practicing
‘This hs in practicing one slat on
Help in reducing the completes ofthe clas
Helps pie the appropiate opportunites for ssematicaly übersing the te
immediately providing wih the eedack to bring improvement
+ Providing the ae teachers,
est practice and develop
new eacher or justo mae ther a
nd thas why adopted by many cours to
us aching
ing sills
ping tht teaching sills in a
Characteristics of Microteaching
+ With the hep of
teaching sil
‘+ Miereeachingheip in geting
© Microteaching is considered the scale down teaching, hence, has no
disciple
ote, à 1
2 à trance can concentre un practicing the well-defined
pain feedback rom the students
y
w
CHAPTER » Implementation
Teaching sessions ae organized peer
sde wth beter contol, condition and suai
y par ofthe teaches teaming io Inda
+ Lespuble
Memes helps take he reser
Micotesching is considered an intra
steps of Microteaching
Figure 326 shows the steps of micrteaching
Planning: This involve selection ofthe sil to
A onents of the
be practiced, actes of
Ah section of stable concept, wei
mieraeson with specific objective
+ Teaching. The following setting Is suggest
forthe micoteching technique.
+ Tine: 5 minutes
© Student: Per group-5 or o, numberof
Supervise Lor2
A posible he teaching canbe done under camera
tupervsion so thatthe teacher can selfanalye the
teaching sil,
CO Feedbacks This is considered a vital aspect 10
car with the concept ts must to sat the
Focas teaching ole as I is a kind of evaluation this adds. The appraisal from the
den as well as Ihe supervisor, Ths method i used 10 give clear picture to the teacher by
ig. 2.26: The steps of microtesehing
providing cope foe mprosemen
FReplan: Keeping in mind the feedback. the ts
extng teaching method and improving min
à each The teacher tance fetaches, Incrporaing the suggested changes with the
den or ame group Of Students Supervisor checks 10 se whether thece is any
y bringing changes
chi.
improvement in il
+ Relea: Thesuperie
Advantages of Microteaching
+ Mlcoteaching helps in inypeoving the fc and can be used in pre service and imserico
caching an take pce inthe sunulatei ass room orth eal cas room.
Ts inthe improsement of
2 Mictoeacing helps to stain the practice and knowledge wh
aching i too that help nthe improvement of teaching ad earning sil
the tention on leaching behavior o many and improve inthe
© Mirteaching helps o
deve direction
+ Mleotaching
© Mitoteaching eps in permitio
2 Thedemonstration teaching wih the x
through micoteching
sonst to be an ect to to modi teachers
rl and regulating teaching practice
ssn teacing and sort fi are posible
PPIAPRMDAMADADOE PM 9.9 »D RG
r
I a
a
che
EEE Textbook of Educational Technology/Nuring Education
‘Advantages of Computer
+ provides multiple modes of communicating data and opportunity to ear 4 variety of sil
and knowiedge
Stats ca lear at their own pac work and seguire next ace vel
Ie prove two ay flow of information
provides lecture materia
tas prompt feedback
1 fiat more accurate monitoring of arnes progres
Limitations of Computer
Learner shoul be slated
requires computers and eher resourses
Leaver can face stwarefhardware r Internet sonnet
One mst know how to ue a computes
Time commitment a required to complete and prepare salons.
Resistance of learners and teachers Lo lie CAL resources
Indo erences nearing yc.
MICROTEACHING
Micotachings Being referred to a appropriate ad innovat vay tot helps the trance eahers
get rained in the college o tht they can enhance tei acquisitions to desired teaching Or we can
elie micrteaching a specialized technique used 1 train thet à
some ofthe teaching sil. Microteaching i a type of miniature eching in terms of clas ie le
uration and the content which ha tobe covered Micrteaching is the tol whichis being used fot
training the entraine o the working envionment
purpose sto make them practice the speci skis
Introducing the micotaching an be bene
prove i advatageoos on account of he spec
Non dependence over the practicing
‘This hs in practicing one slat on
Help in reducing the completes ofthe clas
Helps pie the appropiate opportunites for ssematicaly übersing the te
immediately providing wih the eedack to bring improvement
+ Providing the ae teachers,
est practice and develop
new eacher or justo mae ther a
nd thas why adopted by many cours to
us aching
ing sills
ping tht teaching sills in a
Characteristics of Microteaching
+ With the hep of
teaching sil
‘+ Miereeachingheip in geting
© Microteaching is considered the scale down teaching, hence, has no
disciple
ote, à 1
2 à trance can concentre un practicing the well-defined
pain feedback rom the students
y
w
CHAPTER » Implementation
Teaching sessions ae organized peer
sde wth beter contol, condition and suai
y par ofthe teaches teaming io Inda
+ Lespuble
Memes helps take he reser
Micotesching is considered an intra
steps of Microteaching
Figure 326 shows the steps of micrteaching
Planning: This involve selection ofthe sil to
A onents of the
be practiced, actes of
Ah section of stable concept, wei
mieraeson with specific objective
+ Teaching. The following setting Is suggest
forthe micoteching technique.
+ Tine: 5 minutes
© Student: Per group-5 or o, numberof
Supervise Lor2
A posible he teaching canbe done under camera
tupervsion so thatthe teacher can selfanalye the
teaching sil,
CO Feedbacks This is considered a vital aspect 10
car with the concept ts must to sat the
Focas teaching ole as I is a kind of evaluation this adds. The appraisal from the
den as well as Ihe supervisor, Ths method i used 10 give clear picture to the teacher by
ig. 2.26: The steps of microtesehing
providing cope foe mprosemen
FReplan: Keeping in mind the feedback. the ts
extng teaching method and improving min
à each The teacher tance fetaches, Incrporaing the suggested changes with the
den or ame group Of Students Supervisor checks 10 se whether thece is any
y bringing changes
chi.
improvement in il
+ Relea: Thesuperie
Advantages of Microteaching
+ Mlcoteaching helps in inypeoving the fc and can be used in pre service and imserico
caching an take pce inthe sunulatei ass room orth eal cas room.
Ts inthe improsement of
2 Mictoeacing helps to stain the practice and knowledge wh
aching i too that help nthe improvement of teaching ad earning sil
the tention on leaching behavior o many and improve inthe
© Mirteaching helps o
deve direction
+ Mleotaching
© Mitoteaching eps in permitio
2 Thedemonstration teaching wih the x
through micoteching
sonst to be an ect to to modi teachers
rl and regulating teaching practice
ssn teacing and sort fi are posible
PPIAPRMDAMADADOE PM 9.9 »D RG
"777777. Tool oftaicatona Tecnloy/MuringEducalón y | «Artt > Inplmantaton acs
Disadvantages of Mcroteaching ¥
© ren eno ec the re he ache hato comple the in à
perio Loft covering all the mpetant sib topics. i il
Mt ne en ne
Mic eu we raed
+ eps understand the atte ad behavior of the india
2 Group scusion helps in ipoving the Tistemin kil ofthe candidates
+ Grp sacuson cta exchanging though with the her members of the group. Every
to ne thing practi member discusses hit her thoughts wth the group reso na wide range of dene,
and experienced teachers as they will be well are to
Sle RE a er igh nn ee
‘need other methods too, h N A simulation is an animated model that simulates the operation of à current or ted.
. bir oo Process fs also considered time-consuming as again and again teacher needs to ‚such as a banks day-to-day operations, assembly line operations or staffing in a hospital or cal
Esla conten tb bas att ono
ofthe comen
al was You can create
+ Some ofthe sis might overlay a there wil Be fragment sal mock vp of your proces using intuitive simaation software like simu,
Petal si eich works similarly toa lowchart. The simulation can precisely mim our el process by adding
and a an elle at nd een ajc requ dient ap and metido occ timings and rales around the actives, resources and restrictions Uat make up your tem.
nd so alone ican only be helpful in obtaining minor sills iz
Benefits of Using Simulation.
ma ee
as ee Simuain es apes then Rol Wo Texting
ee ae
en edge the candidatos performance, os ct line tt pa he ol
tity foe them to exprese
A bea
lode the sum
fhe Experimenting inthe actual work has a number of drawbacks. There are oss connected withthe
Ispereussonsof het decisions. nado othe capital investment of altering process reculing
participant pero es people oc
yc ing customers income, and
: Toucan ey makes by xem can ng va alan prio ae |
Ste ne q aba ica o alt
ers have enjoyed mul
lion dalla eturns on thei investment |
The number of
Different Concepts are put tothe Test Under the Same Conditions
It o replete he precie cumstances while ceasing changes In real Me therefore, you |
right any get one chance to elle he xls fan exprimer |
Asa es po won be abe to ui te alternative Keane the same conditions, and as |
2 real you wot be ale o make accuse conclunions
You can test the same system multiple times with varied inputs wing simulation software,
uarateeing that oy changes o processes have hen adequate examined. |
arte
Duration of a Group Discussion
Deep ai
the conversation 103 clove inthe middle The pr
ming hat the GD wl last ofr
should no make the mistake of a
nines Determines How Process Changes will Affect You inthe Long Run
= ig rc medita map he am med ft nh eater, how cn you be |
Importance of Group Discussion ep nn mt one |
Group discusion is an aspect ol evaluating applicants in businesses, ae well asthe | For example, if you are recruiting thre extra doctors with the goal of reducing patient wa
Feeruitment process. I also aids in the development of a candidate’ abilities 1 ‘ime over the next (wo years, ould generally have to wait for two years to assess the return on Your |
Helps in uncreasing, investment, il
eco dry ising Yon con meh sen 10 ps nto here eon sng mas Thi res
Help in improving communication sits ee
Helps in semuving the he
Information you need to make informed decisions now rather than ter. when
late change the outcome you have already commited time and money,
maybe too
“alps in improving the team work
Disadvantages of Mcroteaching ¥
© ren eno ec the re he ache hato comple the in à
perio Loft covering all the mpetant sib topics. i il
Mt ne en ne
Mic eu we raed
+ eps understand the atte ad behavior of the india
2 Group scusion helps in ipoving the Tistemin kil ofthe candidates
+ Grp sacuson cta exchanging though with the her members of the group. Every
to ne thing practi member discusses hit her thoughts wth the group reso na wide range of dene,
and experienced teachers as they will be well are to
Sle RE a er igh nn ee
‘need other methods too, h N A simulation is an animated model that simulates the operation of à current or ted.
. bir oo Process fs also considered time-consuming as again and again teacher needs to ‚such as a banks day-to-day operations, assembly line operations or staffing in a hospital or cal
Esla conten tb bas att ono
ofthe comen
al was You can create
+ Some ofthe sis might overlay a there wil Be fragment sal mock vp of your proces using intuitive simaation software like simu,
Petal si eich works similarly toa lowchart. The simulation can precisely mim our el process by adding
and a an elle at nd een ajc requ dient ap and metido occ timings and rales around the actives, resources and restrictions Uat make up your tem.
nd so alone ican only be helpful in obtaining minor sills iz
Benefits of Using Simulation.
ma ee
as ee Simuain es apes then Rol Wo Texting
ee ae
en edge the candidatos performance, os ct line tt pa he ol
tity foe them to exprese
A bea
lode the sum
fhe Experimenting inthe actual work has a number of drawbacks. There are oss connected withthe
Ispereussonsof het decisions. nado othe capital investment of altering process reculing
participant pero es people oc
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fs} === textbook of Educational Technology/Nusing Education
2 How can te learned retin?
+ Am adaptable in my knowlege aplication?
Do have faith in my abit to conse concept?
© Wen do know Pvc learned eveything here sto know?
+ When should you engage in sl election and when should you consul wth our advising
faculty member?
ACTIVE LEARNING STRATEGIES
‘The education fed changing so fs that you need to keep abet of more moder stein,
“Otherwise may be hard for yout ft in
+ Tnteracivelewons + gas
+ Using vital ely technology + Choad computing teaching
+ Un Alin education + Fippedelasroom
+ Blended leaning + Peer teaching
+ sD printing + Peer fedback
+ Weihe dengn thinking process + Crosover teaching
+ Projet based learning + Personales teaching
+ Inquiry-based learning
Artificial Intelligence
Al assis sin doi so mach o ur work, s we cantusetáneducaton? This method is surprisingly
widespread these dye
Using Al doesnt mean it does everything and replaces you. I is not ike in the sci moves
here computers and robots move around and teach ur students.
3D printing makes your lessons more fun and gives students hands-on experience to lar
‘ew things bete This method takes classroom engagement to anew eel that textbooks can ever
compare
"Thisoneisasolution based strategy to solve problems, collaborate and park students crest
‘There ar ive stages but silent rom other methods because you dont hae 1 follow step
by-tep guide oran order It is non-linear proces, 0 you can custome used un your lectura
and curs
Team-Based Learning
“Team Based learning ia ystemtictype of sal group learning that focuses on student preparation
‘utside of las and knowiedge application in clas. People at intencional arrange ino fre
{cams of 5-7 students that collaborate throughout the clas Stades prepare ut cas y reading
before each uni of module ofthe course.
Students participate in a "Readiness Assurance Posen“ or RAP in the module ist cas tn
Particular, ach student takes an exam on thet om
Participants then perform the “group Kealiness Assurance Test or RAT. with thor group
‘members. The grades ofthe students ar nllenced by bth individual and group ones san
fen complete the group tet wig 2 "scratch of” shot and cur themes, decreasing adi
time and encouraging student debate of ight anse
CHAPTER » Implementation
pa questions that they ot wrong fer the students it
5 ale the information, evaluate hei comprehension,
the instuctor encourage teams
ps Student ar encourage
ie gr
tend ici decision through the appt
abused learn an alive, student-centered method applied in à group of
ui he management of single trino who sa peca, Thee ar threes in the eased
‘Lining me preparo, doplay fran and plementation. Team based leaning an
eating Meg in medical eduction In ths uy, he strate and bask prince of
{Gin bse sig the ps ofthc method assessment ad alain ar cued
problem: Based Learning (PBL)
he PRL à à student centered approach in which student lor about subject by siving an
opsnended problem un tiger material The PBL approach doesnot emphasize problem saving,
tik a predetermined answer, but does aloe forthe development of ether desirable abilities
And chaactersties This involves Improved group collaboration and communication, a well ae
Avwledge development. The PBL process was created for medical education and has now been
expanded include other lesring programs Learners are able to gan bles that vl be we
thee future practice aa res of he given procedure
‘Workinginsmallgroupsofleanersisa important pat ofthe PBL
takes on formal or informal role within the group, which they frequently such I ewes on the
student ality o develop thee own learning through reflection and reasoning. Clarifying wor,
defining problems), brainstorming. structure and hypothess. Jarnin objectives, independent
study and synthesis ae ll par of he Mass seven Jump proce In a tb ts figuring out
vea they alteady knaw, what they need o know, aná how and where they can ge fresh information
that ould lp them solve the problem The ators job to make lemming ease y assisting. guiding
and monitoring the erning proces. The utr goal isto crea pup confidence in desing with
<hallenges while also broadening thee knowledge Const vtivim is sed to guide ths process PBL
is paradigm change from traditional lecture based teaching and Iarningpllosophy
oval proces Each student
Peer Sharing
+ Peertopcerles
+ Bull an active and cooperative earning environment
‘Encourage students to give and rete feedback and cal cach où
+ Promote postive interdependence and secountabity
+ Increase participation, motivation ad student engagement
Improve communication kil, achievement and pctv
+ Promote nership of learning and desper understanding of new cones
Case Study Analysis
Ace
dy analy isnot merely a descriptive ba, as the term self suggests acta execs,
pi an examination of a sation or nition with view toward making comen
(Case study analyzes are included in many courses o ive st
eal stations Rte chapter
in decision making, Cases ae usualy ha
a
Wig Me
— i
a
old on
fs} === textbook of Educational Technology/Nusing Education
2 How can te learned retin?
+ Am adaptable in my knowlege aplication?
Do have faith in my abit to conse concept?
© Wen do know Pvc learned eveything here sto know?
+ When should you engage in sl election and when should you consul wth our advising
faculty member?
ACTIVE LEARNING STRATEGIES
‘The education fed changing so fs that you need to keep abet of more moder stein,
“Otherwise may be hard for yout ft in
+ Tnteracivelewons + gas
+ Using vital ely technology + Choad computing teaching
+ Un Alin education + Fippedelasroom
+ Blended leaning + Peer teaching
+ sD printing + Peer fedback
+ Weihe dengn thinking process + Crosover teaching
+ Projet based learning + Personales teaching
+ Inquiry-based learning
Artificial Intelligence
Al assis sin doi so mach o ur work, s we cantusetáneducaton? This method is surprisingly
widespread these dye
Using Al doesnt mean it does everything and replaces you. I is not ike in the sci moves
here computers and robots move around and teach ur students.
3D printing makes your lessons more fun and gives students hands-on experience to lar
‘ew things bete This method takes classroom engagement to anew eel that textbooks can ever
compare
"Thisoneisasolution based strategy to solve problems, collaborate and park students crest
‘There ar ive stages but silent rom other methods because you dont hae 1 follow step
by-tep guide oran order It is non-linear proces, 0 you can custome used un your lectura
and curs
Team-Based Learning
“Team Based learning ia ystemtictype of sal group learning that focuses on student preparation
‘utside of las and knowiedge application in clas. People at intencional arrange ino fre
{cams of 5-7 students that collaborate throughout the clas Stades prepare ut cas y reading
before each uni of module ofthe course.
Students participate in a "Readiness Assurance Posen“ or RAP in the module ist cas tn
Particular, ach student takes an exam on thet om
Participants then perform the “group Kealiness Assurance Test or RAT. with thor group
‘members. The grades ofthe students ar nllenced by bth individual and group ones san
fen complete the group tet wig 2 "scratch of” shot and cur themes, decreasing adi
time and encouraging student debate of ight anse
CHAPTER » Implementation
pa questions that they ot wrong fer the students it
5 ale the information, evaluate hei comprehension,
the instuctor encourage teams
ps Student ar encourage
ie gr
tend ici decision through the appt
abused learn an alive, student-centered method applied in à group of
ui he management of single trino who sa peca, Thee ar threes in the eased
‘Lining me preparo, doplay fran and plementation. Team based leaning an
eating Meg in medical eduction In ths uy, he strate and bask prince of
{Gin bse sig the ps ofthc method assessment ad alain ar cued
problem: Based Learning (PBL)
he PRL à à student centered approach in which student lor about subject by siving an
opsnended problem un tiger material The PBL approach doesnot emphasize problem saving,
tik a predetermined answer, but does aloe forthe development of ether desirable abilities
And chaactersties This involves Improved group collaboration and communication, a well ae
Avwledge development. The PBL process was created for medical education and has now been
expanded include other lesring programs Learners are able to gan bles that vl be we
thee future practice aa res of he given procedure
‘Workinginsmallgroupsofleanersisa important pat ofthe PBL
takes on formal or informal role within the group, which they frequently such I ewes on the
student ality o develop thee own learning through reflection and reasoning. Clarifying wor,
defining problems), brainstorming. structure and hypothess. Jarnin objectives, independent
study and synthesis ae ll par of he Mass seven Jump proce In a tb ts figuring out
vea they alteady knaw, what they need o know, aná how and where they can ge fresh information
that ould lp them solve the problem The ators job to make lemming ease y assisting. guiding
and monitoring the erning proces. The utr goal isto crea pup confidence in desing with
<hallenges while also broadening thee knowledge Const vtivim is sed to guide ths process PBL
is paradigm change from traditional lecture based teaching and Iarningpllosophy
oval proces Each student
Peer Sharing
+ Peertopcerles
+ Bull an active and cooperative earning environment
‘Encourage students to give and rete feedback and cal cach où
+ Promote postive interdependence and secountabity
+ Increase participation, motivation ad student engagement
Improve communication kil, achievement and pctv
+ Promote nership of learning and desper understanding of new cones
Case Study Analysis
Ace
dy analy isnot merely a descriptive ba, as the term self suggests acta execs,
pi an examination of a sation or nition with view toward making comen
(Case study analyzes are included in many courses o ive st
eal stations Rte chapter
in decision making, Cases ae usualy ha
a
Wig Me
— i
m
oy SES) Per
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Textbook of Education Tecmology/Nuning Educa
E x 9 Education CHAPTER » Implementation
Debate,
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‘al formal or normal rar, dee, hoon diagonal.
Debateisateaching strategy in nosing education ht enhances
debe cn be an efect teaching rg. bo Boots the sel ond
Rn CONCLUSION
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Ares the manager must ut mel gts, evalua and
Interprofessional Education
Imterprotesons education (PE) cial approach or iat fective with cent, coworkers
ña porta compet. a hens cama motivts employes 5 perform at
h nigh of pion place culture Remember that comunico eto way tet,
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ma dute manner you kam to communicate mare
Advantages of Being a Good Communicator
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N =
Textbook of Education Tecmology/Nuning Educa
E x 9 Education CHAPTER » Implementation
Debate,
a intrpcrsonalIterdpartmental and intsorganizaiona communication canbe
‘al formal or normal rar, dee, hoon diagonal.
Debateisateaching strategy in nosing education ht enhances
debe cn be an efect teaching rg. bo Boots the sel ond
Rn CONCLUSION
Game-bas ng has attracted much attention H De
Ares the manager must ut mel gts, evalua and
Interprofessional Education
Imterprotesons education (PE) cial approach or iat fective with cent, coworkers
ña porta compet. a hens cama motivts employes 5 perform at
h nigh of pion place culture Remember that comunico eto way tet,
À y of aient ca eh nd nonverbal cue of other as vel our own
ma dute manner you kam to communicate mare
Advantages of Being a Good Communicator
em ong Answer Questions
Sur were nen el
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Dawmaumis +...
Search one co
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CHAPTER
4
CLINICAL LEARNING ENVIRONMENT
Search one co
h 4
CHAPTER
4
CLINICAL LEARNING ENVIRONMENT
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Purposes of Clinical Teaching
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TEACHING IN THE CLINIC
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Interviewing the Client
Collecting the History ofthe Patient
CHAPTER A » gin he C 1109
Physical Examination
Integument
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mo fe extbook of Educational Technology/Nuting Education
TEACHING IN THE CLINIC
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CHAPTER A » gin he C 1109
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ih 1-20 voluntary nk per minute
ea dar cea, and leg. nd the ine rece
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oc the extraocular male, both eyes moved in unison ad in
Eorsand heating
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Nose andsinus
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+ Lip The ents ips are uniformly pink, mois, symmetri, and smooth in texture. When
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cal mucosa as consiste pink, moi, sft shiny ad ela un texture
‘lems tongue si the center of the pitan. has a pink tin we, ad as ough
fe
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ERSTE Textbook ol Educallona!Techmology/Nurting Education,
+ ies ples right pink nd ooo but the hard plates have a rougher texte
À Te ent va pine the sf palate mine
Neck
‘The munce nthe neck ar ll he same aie With dico, the lent demonstrated
synchronized id bed movement
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{The trachea cel ner te nek mine
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mb bu are not be during
Thorax, Lungs and Abdomen
amg
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| Demographic Date
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Namo the surgery
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ERSTE Textbook ol Educallona!Techmology/Nurting Education,
+ ies ples right pink nd ooo but the hard plates have a rougher texte
À Te ent va pine the sf palate mine
Neck
‘The munce nthe neck ar ll he same aie With dico, the lent demonstrated
synchronized id bed movement
+ Thechents mph nodes ar not palpable
{The trachea cel ner te nek mine
Tetra i not abl on inspection, and the glam
along
mb bu are not be during
Thorax, Lungs and Abdomen
amg
“There pan or ups ón th chest wall When assi for he reset excursion, there I
‘fall and mme expansion and the thumbs spt 2-3 cm aera dep inhalation. The les
rating ws quiet, thm, and flores
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“Theorie and pulmonic portions othe her nd no apparent ulations. There ae o heaves
Abdomen
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shape, Ava rent othe cent resthing ihre wer y
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metrical menemens
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Banc Tes),
extremities
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muscles
Inthe sbience of tremors te muse rent perceptible. They are una
smooth, coordinated manne ries
Bones
Ti ero sberlin sons ring ne
toc ring e ens, Thee vs lr sn
in the joints, and they moved freely, s
NURSING ROUNDS
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pint rounds, ae a crucial aspect fte patent are
¡process You maybe able to wnes or participe in patient rounds if you area medial, nosing,
"physician assistant stent is enel wo haves bai eso the ounds and wht expect,
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tok questions about care
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| Demographic Date
| Name
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Ares
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{Date of admissions:
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[e ramiy history
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> Pep
+ Eardrum:
Nose
Esten
Discharge
Nasal septum:
Sinus:
| mouth and pharynx
lo ue
fe Gums
[> teeth
Tongue
Palate
ps _ =
Y
CHAPTER 4 » Teaching in the Clinical Seling
Neck
Neck muscle
Komp
History of present nes
|vieat Signs
| rem pe sep BP
Head-to-Toe Examination
‘General Appearance
+ Body ype
Gat
Acts
Vital Signs
© Puke
Respiration:
|" ostra
|Height and Weight
integument
‘Skin
+ Colo
Maure
Temperature
je Tone
2 Tang
HairandScalp
[+ Distribution
+ Appearance:
> Seal
© Hair fics
En
NE rin,
Textbook of Educational Technotogy/Nurin
Je Renna pce
hay ol
FE ==
men par ts
+ Position and alignment
2 Eyebrows
+ Cornea
> Pep
+ Eardrum:
Nose
Esten
Discharge
Nasal septum:
Sinus:
| mouth and pharynx
lo ue
fe Gums
[> teeth
Tongue
Palate
ps _ =
Y
CHAPTER 4 » Teaching in the Clinical Seling
Neck
Neck muscle
Komp
History of present nes
|vieat Signs
| rem pe sep BP
Head-to-Toe Examination
‘General Appearance
+ Body ype
Gat
Acts
Vital Signs
© Puke
Respiration:
|" ostra
|Height and Weight
integument
‘Skin
+ Colo
Maure
Temperature
je Tone
2 Tang
HairandScalp
[+ Distribution
+ Appearance:
> Seal
© Hair fics
En
book af Educational Technology /Nurting Educar
Ce
Intercostal spaces: |
ee
Thoracic muscles
Has
Percussion: |
‘Anterior Thorax
+ Thoracic muscles:
+ remata
|Lotere! Thorax
| vest
etapa |
Nome
aa
la
Abdomen
pee
Doctors Order
A TR
Casein Detail
+ induction
+ Definition
Ce
Intercostal spaces: |
ee
Thoracic muscles
Has
Percussion: |
‘Anterior Thorax
+ Thoracic muscles:
+ remata
|Lotere! Thorax
| vest
etapa |
Nome
aa
la
Abdomen
pee
Doctors Order
A TR
Casein Detail
+ induction
+ Definition
ir ARHIQUER woman ana.
CHAPTER » Teaching in he Cial setting
Y AA E
Reflexes |
es |
radar
|S Asien |
Enden |
- assessment
Recording Sonar | | subject das |
|
Peto) an are dy mt
ce SUMMARY
rei ori The ole oil teacher is Immensch important o impar ki in nun practice
pp 7 pue of ina teaching 0 rate and sstain Faring environment that encourages
port pation in karing and self malvas
ut ue selections chncllerningesperiencesae good mentoring, support given
tothe ud opportunites fr practice innoatve and creative environment for practice.
+ Cuat outcomes should documented fo ach emm.
| The focus of teaching arin proces hold be on stent behavior.
ls lee In sins teaching Iike number of patients In thecal sting,
2 tere are
conduce easing envionment and poor insructlons.
À pes pate history wth cical examination wh al sbjectve,ojecive data to be
hoeumente prépare cie sg cr plan.
heure for teaching
Rectum and Anus 5
ecke: «Nursing rounds, os studie
CONCLUSION
Musculoskeletal system
1. Inspection: | Aldhoogh cla rang ls an important pat of the medical school curriculum, ther are
2 Papa Dm ous incentives to improve how sats develop clinical skill Anion, concentration.
3. Range of moti o and ki sepetion character Jeberteprcce whichis a crucial technique fr acquiring
4 Muscle tone and strength sd ring polssonal experts. A beter Knowledge of how medical stants gun essential
As abilities pari lo the areas of diagnose thinking, communication, and phykalı
Neurological System “examination bas red fom research
ae vanes information technology and instuctional design are asbting in strengthening of
an he connection between formal educational activites and opportuni karning opportun
CHAPTER » Teaching in he Cial setting
Y AA E
Reflexes |
es |
radar
|S Asien |
Enden |
- assessment
Recording Sonar | | subject das |
|
Peto) an are dy mt
ce SUMMARY
rei ori The ole oil teacher is Immensch important o impar ki in nun practice
pp 7 pue of ina teaching 0 rate and sstain Faring environment that encourages
port pation in karing and self malvas
ut ue selections chncllerningesperiencesae good mentoring, support given
tothe ud opportunites fr practice innoatve and creative environment for practice.
+ Cuat outcomes should documented fo ach emm.
| The focus of teaching arin proces hold be on stent behavior.
ls lee In sins teaching Iike number of patients In thecal sting,
2 tere are
conduce easing envionment and poor insructlons.
À pes pate history wth cical examination wh al sbjectve,ojecive data to be
hoeumente prépare cie sg cr plan.
heure for teaching
Rectum and Anus 5
ecke: «Nursing rounds, os studie
CONCLUSION
Musculoskeletal system
1. Inspection: | Aldhoogh cla rang ls an important pat of the medical school curriculum, ther are
2 Papa Dm ous incentives to improve how sats develop clinical skill Anion, concentration.
3. Range of moti o and ki sepetion character Jeberteprcce whichis a crucial technique fr acquiring
4 Muscle tone and strength sd ring polssonal experts. A beter Knowledge of how medical stants gun essential
As abilities pari lo the areas of diagnose thinking, communication, and phykalı
Neurological System “examination bas red fom research
ae vanes information technology and instuctional design are asbting in strengthening of
an he connection between formal educational activites and opportuni karning opportun
HAPTER Ay
Answer Key
Nigh Yield ropics
Revise on the Go
ring NertLe
Answer Key
Nigh Yield ropics
Revise on the Go
ring NertLe
"|
CHAPTER
Educational/Teaching Media
LEARNING OBJECTIVES.
my ÉXAM centre
es 7 E AE A
CHAPTER
Educational/Teaching Media
LEARNING OBJECTIVES.
my ÉXAM centre
es 7 E AE A
= = a
> A ion Sc
et ou.
Textbook of Educational Technology/Nuring Education
INTRODUCTION
George Berard Shy clans that “The numberof opi who can ro tiny he mame pope
ho an ead lor ary purpone even fewer, nd the number of people who ate to exh
end ater long day at work age. Escept forthe Bd ad deal, every can se and her Us
‘hte why odio vial ad o important fr teaching, unin, and conmunaung A You
Lan se, ade aia ie re important tls the teaching and lang process wl
heal education programe Let look at how communication mains are defined and what the
ohare for sing them
COMMUNICATION MEDIA/AUDIO-VISUAL AIDS
Direct acto face communication betwen te teacher and the pupas was comite, a well as
modited communication. To transmit information to student. he teacher employs Intrrenog |
Betcha gan, Ad nal non
isthe bread term for mediated communication. In dire face t-te communication, the teacher
conve the es othe dent through dialogue, which includes word thought body gestures,
and facial expressions (Le. diga signs). She can also utile the object sell as well a pho où
diagram oft (Le. conic igs). The picture ol an object or the object tal sa Koni ign a à
‘word main the abject sa digital sg. mean that im face to face communication, he teach
‘kes us of wudio-vsul sds 1 materials (be. on sigs) o draw the meaning from word and
‘eas wich ae red and presented bythe caches wo student so at there i concrete earning
‘Thus, educational commeniaton media encompass not ly audio visual materials such
as educational exis, object graphic ach, and electron medi, bt also verbal sigas, such as
swords and ideas: body language writen material, and materi that communicate though ouch,
ase, and smell. Audio-visual aids and communication media ae interchangeable terminologies
Communication mediums wil be referred to a Audi: Vial Material ads from now on
Definitions
‘The flowing are some example of wef and purpocfa definitions provided by varios autos
+ Burton Audi la ae ear objets vu lt lp drs ei is
em
+ Kinder James Any technology that maybe used o make the learning experience more der,
relic and ra od td =
‘McKnown and Roberts Audio: via) ads re auxlary technologies that allow the teacher to
day, establish, and correlate concepts, m
sensory channels
tions, and aprecations by uiliing several
‘Meaning of Audio-Visual Aids
‘The following isthe meaning hat may be derived om these defini
apd touch objets relevant to ie
Mie sensory experience provided by audio-visual aus asias teachers In clarifying spoke
words and des, establishing and understanding corslanons of cs (concepts fc and
'
Di
CHAPTERS » Educallona/Teaching Medio $e
ato bic asst er in ag ending learning more comerte Le
oll and vid, cn, and interina
purposes of Audio. Visual Aids
to make teaching larg mane
11. ame and impo the eacher om nse
meaning vid, fee, ad engage Ba
Freeman cane dee 0 pupl ned of a teacher the classroom 10 pera
escala and of sll sucha Through tion pie cinc oF RTE
nefits of Audio-Visual Aids
LAY aks ar increasing being nied in today introns programs. à
rare a eh ante bet ll ave a least fw types odiosa
at orechngund ain, When appropriate empleyedin teaching
Ings AV une eno tn the lowing Dems
ar sr ae lc pereps ad concept earning by proving die seso
renege in ich on iS het ouch, taste, adsl swell a in SE TE,
Tins telling m concret earning mae
«AY ale ae el m cg and maine pup’ attention: Though dire emery
ne he u of andrea ant rl I eer perception and understanding of
ps a ol pui tention captured nd maitined nie claro
+ NUS pue students Etes and encourage them to er: The use of audio-visual ads in
vec Karin ears a e we ef anatonical models and specimens o tate
re and coin loros and ystems would nat ond improve nde,
Va woul ab pique den interest and motivate bem Lar. would ao keep pls
aenioo fr long tne
ad ing ere lea
Move long tem earning sgn of deve to study a weilas
od perceptual an conceal Tarnung through multisensory experiences
+ AV ald allow students to portion teaching les the fallen wars
‘Students can handle and operate a vary ol AN ans such as Tousing ling, and seeing,
à specimen, a model a map. ur a picture AV ails that are properly chosen can provid
intentional seats and student participation,
AV ads sate energy and time or bot teachers ad tete AV aks help teachers and students
lay rnp and internalize topics tirana
pa amd interpretations, among other things
sd eit work that occurred ln past
Conference ta ditan place on television, activities ol
profesional as can substitute experience that cannot be obtained in
sal Hecau 8 occurred in the pas gs management TR a RENTE
the past though vilo li, deberan of a ct on
+ acné ocurred in the past eg, management of
through video fli, deiberations of
ations. ec AV ai
ense ava distant place on television, te
The AV ads provide a nearrealay experience, which encourages tainces 10 engage in
iy, such ac à mannequin base vesusciaon demons
het a range of AV as tha an De wed to
sat the needs
nor a Re on SON
> A ion Sc
et ou.
Textbook of Educational Technology/Nuring Education
INTRODUCTION
George Berard Shy clans that “The numberof opi who can ro tiny he mame pope
ho an ead lor ary purpone even fewer, nd the number of people who ate to exh
end ater long day at work age. Escept forthe Bd ad deal, every can se and her Us
‘hte why odio vial ad o important fr teaching, unin, and conmunaung A You
Lan se, ade aia ie re important tls the teaching and lang process wl
heal education programe Let look at how communication mains are defined and what the
ohare for sing them
COMMUNICATION MEDIA/AUDIO-VISUAL AIDS
Direct acto face communication betwen te teacher and the pupas was comite, a well as
modited communication. To transmit information to student. he teacher employs Intrrenog |
Betcha gan, Ad nal non
isthe bread term for mediated communication. In dire face t-te communication, the teacher
conve the es othe dent through dialogue, which includes word thought body gestures,
and facial expressions (Le. diga signs). She can also utile the object sell as well a pho où
diagram oft (Le. conic igs). The picture ol an object or the object tal sa Koni ign a à
‘word main the abject sa digital sg. mean that im face to face communication, he teach
‘kes us of wudio-vsul sds 1 materials (be. on sigs) o draw the meaning from word and
‘eas wich ae red and presented bythe caches wo student so at there i concrete earning
‘Thus, educational commeniaton media encompass not ly audio visual materials such
as educational exis, object graphic ach, and electron medi, bt also verbal sigas, such as
swords and ideas: body language writen material, and materi that communicate though ouch,
ase, and smell. Audio-visual aids and communication media ae interchangeable terminologies
Communication mediums wil be referred to a Audi: Vial Material ads from now on
Definitions
‘The flowing are some example of wef and purpocfa definitions provided by varios autos
+ Burton Audi la ae ear objets vu lt lp drs ei is
em
+ Kinder James Any technology that maybe used o make the learning experience more der,
relic and ra od td =
‘McKnown and Roberts Audio: via) ads re auxlary technologies that allow the teacher to
day, establish, and correlate concepts, m
sensory channels
tions, and aprecations by uiliing several
‘Meaning of Audio-Visual Aids
‘The following isthe meaning hat may be derived om these defini
apd touch objets relevant to ie
Mie sensory experience provided by audio-visual aus asias teachers In clarifying spoke
words and des, establishing and understanding corslanons of cs (concepts fc and
'
Di
CHAPTERS » Educallona/Teaching Medio $e
ato bic asst er in ag ending learning more comerte Le
oll and vid, cn, and interina
purposes of Audio. Visual Aids
to make teaching larg mane
11. ame and impo the eacher om nse
meaning vid, fee, ad engage Ba
Freeman cane dee 0 pupl ned of a teacher the classroom 10 pera
escala and of sll sucha Through tion pie cinc oF RTE
nefits of Audio-Visual Aids
LAY aks ar increasing being nied in today introns programs. à
rare a eh ante bet ll ave a least fw types odiosa
at orechngund ain, When appropriate empleyedin teaching
Ings AV une eno tn the lowing Dems
ar sr ae lc pereps ad concept earning by proving die seso
renege in ich on iS het ouch, taste, adsl swell a in SE TE,
Tins telling m concret earning mae
«AY ale ae el m cg and maine pup’ attention: Though dire emery
ne he u of andrea ant rl I eer perception and understanding of
ps a ol pui tention captured nd maitined nie claro
+ NUS pue students Etes and encourage them to er: The use of audio-visual ads in
vec Karin ears a e we ef anatonical models and specimens o tate
re and coin loros and ystems would nat ond improve nde,
Va woul ab pique den interest and motivate bem Lar. would ao keep pls
aenioo fr long tne
ad ing ere lea
Move long tem earning sgn of deve to study a weilas
od perceptual an conceal Tarnung through multisensory experiences
+ AV ald allow students to portion teaching les the fallen wars
‘Students can handle and operate a vary ol AN ans such as Tousing ling, and seeing,
à specimen, a model a map. ur a picture AV ails that are properly chosen can provid
intentional seats and student participation,
AV ads sate energy and time or bot teachers ad tete AV aks help teachers and students
lay rnp and internalize topics tirana
pa amd interpretations, among other things
sd eit work that occurred ln past
Conference ta ditan place on television, activities ol
profesional as can substitute experience that cannot be obtained in
sal Hecau 8 occurred in the pas gs management TR a RENTE
the past though vilo li, deberan of a ct on
+ acné ocurred in the past eg, management of
through video fli, deiberations of
ations. ec AV ai
ense ava distant place on television, te
The AV ads provide a nearrealay experience, which encourages tainces 10 engage in
iy, such ac à mannequin base vesusciaon demons
het a range of AV as tha an De wed to
sat the needs
nor a Re on SON
>
a
qua ME PRL ox ot taucotono technology Et
oda of re types of sens fr exe ai can FH the expt of tens
teh av ea: focused val dementias ca lp sone students ad van st Bet
ty doing
Asal Vhs ine tr
acai, he anf sul son fe stent using etn
alan
Principles of AV Aids
Principle of Selection
AV ad hold be ac
things. Thy souk have te raion of des! arg Ej
Selection
Principle of Preparation tepaahon
Teacher sul be wl cpr hp AV A, AV A soul cs «ci
+ Ar pons ala at sl ul Handlin
+ Ter some lang in pr se Kung
+ cree en a ACTE
D mme Rae.
Evaluadion
Principle of Handing Kiauvalion
Arya ig ae fe ol! en and it hole dora o ee te
Be Bra caca ere ey
cale AN AV
Principle of Presentation
+ “They should rath Tamara themes wh the we an amp
+ Adequate care shoul be ake to hand atin sch a ayas no damage ls done to
$ The ee abel be di N students are able barre
N aan popes dent are able o see observe and
ere the maximum Bert run
Principle of Response
hee can expla and
Principle valuation
Contin of AV aids necessary toi ut their effectiveness and whether the srl
Fr Reset on oot abel NT cee and pre.
Principle of reservation
AV Al onc made hey shoul be pt ae and ead o se
sarna ro AO Aus
Well yt ego he AV als presen nat
In a ate of ways
14.8: Dario representation of
pes of ao nua is
rt Aa pi
vr ears dio dd
e arte ne
+ Ten sa, le le en
E ande ate Tee Rad ep
A comen
Na gefahr divided ithe allowing
chats, digo, Gasca, anne and Kha graph, poses Mpehars, mapa
ar Steppin ent. can un ES
+ Thvee-divensional aid The three .dimenslonl ads include object specimens; modes,
cai mock-ups, puppets ete ae
cards Di
nara Includes pamphlets, booklet, eft, handout ee
Audio Ads The audio ads include radi, eoings,eevsion,ete.
+ Act lds Activity aids include dramatc, demonstration, Held tips compute:
ad traction, programed instructions, teaching machine, te
Classification as Audio Visual, and Audio Visual Aids
‘+ Mearing aids auditory aids These are the elements that can be heard Rada, ape recorder
nd distribution systems, microphones and other equipment ae among hem.
‘+ Visual alde Thoe that an be sen are et
sds, display boards and print materia
al: Auo-iual aka
+ Audionisu sth
"They inch al ofthe AV ade discussed in the previous section
side
Classification as Simple and Sophisticated Aids
+ Simple AV Aids Simple AV ais Include graph
and prit mater
Sophisticated AV Ald Sophisticated AV aid inclue all those AV aids which are It under
J sted under noprofeied AV an
a
qua ME PRL ox ot taucotono technology Et
oda of re types of sens fr exe ai can FH the expt of tens
teh av ea: focused val dementias ca lp sone students ad van st Bet
ty doing
Asal Vhs ine tr
acai, he anf sul son fe stent using etn
alan
Principles of AV Aids
Principle of Selection
AV ad hold be ac
things. Thy souk have te raion of des! arg Ej
Selection
Principle of Preparation tepaahon
Teacher sul be wl cpr hp AV A, AV A soul cs «ci
+ Ar pons ala at sl ul Handlin
+ Ter some lang in pr se Kung
+ cree en a ACTE
D mme Rae.
Evaluadion
Principle of Handing Kiauvalion
Arya ig ae fe ol! en and it hole dora o ee te
Be Bra caca ere ey
cale AN AV
Principle of Presentation
+ “They should rath Tamara themes wh the we an amp
+ Adequate care shoul be ake to hand atin sch a ayas no damage ls done to
$ The ee abel be di N students are able barre
N aan popes dent are able o see observe and
ere the maximum Bert run
Principle of Response
hee can expla and
Principle valuation
Contin of AV aids necessary toi ut their effectiveness and whether the srl
Fr Reset on oot abel NT cee and pre.
Principle of reservation
AV Al onc made hey shoul be pt ae and ead o se
sarna ro AO Aus
Well yt ego he AV als presen nat
In a ate of ways
14.8: Dario representation of
pes of ao nua is
rt Aa pi
vr ears dio dd
e arte ne
+ Ten sa, le le en
E ande ate Tee Rad ep
A comen
Na gefahr divided ithe allowing
chats, digo, Gasca, anne and Kha graph, poses Mpehars, mapa
ar Steppin ent. can un ES
+ Thvee-divensional aid The three .dimenslonl ads include object specimens; modes,
cai mock-ups, puppets ete ae
cards Di
nara Includes pamphlets, booklet, eft, handout ee
Audio Ads The audio ads include radi, eoings,eevsion,ete.
+ Act lds Activity aids include dramatc, demonstration, Held tips compute:
ad traction, programed instructions, teaching machine, te
Classification as Audio Visual, and Audio Visual Aids
‘+ Mearing aids auditory aids These are the elements that can be heard Rada, ape recorder
nd distribution systems, microphones and other equipment ae among hem.
‘+ Visual alde Thoe that an be sen are et
sds, display boards and print materia
al: Auo-iual aka
+ Audionisu sth
"They inch al ofthe AV ade discussed in the previous section
side
Classification as Simple and Sophisticated Aids
+ Simple AV Aids Simple AV ais Include graph
and prit mater
Sophisticated AV Ald Sophisticated AV aid inclue all those AV aids which are It under
J sted under noprofeied AV an
Factors influencing the Effectiveness of AV Aids
‘The teacher must hp fw elements in nnd in der toe
AV aids toe fr teaching and karing bist
Preparation of Teacher and Student
he teaches shoul le well prepare fo the fen, Bl fr the
Tes aigle soul
em ho to pere Stadt shoul! be fair wh the peo ado al Nue
should be sated in sacha way hat everyone can see rd har what goin on and benefit en
Ted should be doped in an appropiate lation
Selection of AV ids
Whatever teaching aids Ihe teacher intends 10 emplo
ah Ting ty thet hy ed
The papi ag. interest, and ineignce and AV awsivance should wo! be ur
AV assistance that lied should always be in good moving
Purpose of employing the ausstance tt Cache Caron, Rec students en)
Promote conversation, and boost reeuton, among ether things
Preparation of AV Aids
The eacher should prepare AV as whencre usable and necessary Sc shoul uy locally aval
mater as much a faible She may enlist he help of pape nthe repair of audio visual is
“Teacher should he gen the opportunity crm how o prepare AV aids
Proper Presentation
appropriate provided, the so can be fly realizo E
the sm a AV ads can be fly realize.
and hea the is and they shld ie used a necesa youre wing Hanne
‘reveal them when they're needed to desnomtrate and clarify the point youre making. To emphasize
your points always uve a pointer. Display the AV ais in 3 logical and appealing manner while
Keeping in mind the teaching learning scenario and wing them té and atthe appropriate
Evaluation
Yow should gras the efficiency of any AV tos you use Ku
amply the var
in panned Conner
ma lo them, Any
be ae
sand
y
f
a
Min Vil
CHAPTERS » Educationol/Teaching Media
be kept ay fr moist, dat insects
arts pes and haha should be used. Fil
eur special attention, ich an be leaned in deta when needed. fs etal maintain and
Hardware fr anticipated ads on regla ass and to guarantee that computer viruses are
computers at sed equ
COMMON AUDIO-VISUAL AIDS USED FOR
NURSING STUDENTS
CHALKBOARD/BLACKBOARD, WHITEBOARD,
pl and lint sa a Ua way
1 can be url repre idea and
\ehenever and fr slong sone require
Definition
A char with hal ar daccord or wit amoot ac on which Ge can ie ot
daw wih calor any ih materials ed a à on o ofthe ot bi nd
ide walle SER
hala are able in a vary of mates. including
arab ole Bar aviat
2 lt, pls, mgnetc
mate and sone, The
Advantages of Using a Chalkboard
+ pie ous mith le practi.
ascompihed by looking ce Kling
Tete sel scheme and layout working
the display me onganaed and appealing the eye and
Did accomplish the goal of teaching the subject topic?
Was Jena”
ui al arjneapensve(ont-flecienes)?
ProperPreservonon
Al cio visual aids tha are used by teaches
rmaitepance and ypksop Making n up
Tori lid roque
op ut aportar ar aa
Tan be wind m 3 mide vay of ways, ©, simple cis, drawings à summary ol min
a ar of the audience
lement ol here
PAS per tv
Disadvantages of Chalkboard
aan sot
xls alos
O POP R. Rs
‘The teacher must hp fw elements in nnd in der toe
AV aids toe fr teaching and karing bist
Preparation of Teacher and Student
he teaches shoul le well prepare fo the fen, Bl fr the
Tes aigle soul
em ho to pere Stadt shoul! be fair wh the peo ado al Nue
should be sated in sacha way hat everyone can see rd har what goin on and benefit en
Ted should be doped in an appropiate lation
Selection of AV ids
Whatever teaching aids Ihe teacher intends 10 emplo
ah Ting ty thet hy ed
The papi ag. interest, and ineignce and AV awsivance should wo! be ur
AV assistance that lied should always be in good moving
Purpose of employing the ausstance tt Cache Caron, Rec students en)
Promote conversation, and boost reeuton, among ether things
Preparation of AV Aids
The eacher should prepare AV as whencre usable and necessary Sc shoul uy locally aval
mater as much a faible She may enlist he help of pape nthe repair of audio visual is
“Teacher should he gen the opportunity crm how o prepare AV aids
Proper Presentation
appropriate provided, the so can be fly realizo E
the sm a AV ads can be fly realize.
and hea the is and they shld ie used a necesa youre wing Hanne
‘reveal them when they're needed to desnomtrate and clarify the point youre making. To emphasize
your points always uve a pointer. Display the AV ais in 3 logical and appealing manner while
Keeping in mind the teaching learning scenario and wing them té and atthe appropriate
Evaluation
Yow should gras the efficiency of any AV tos you use Ku
amply the var
in panned Conner
ma lo them, Any
be ae
sand
y
f
a
Min Vil
CHAPTERS » Educationol/Teaching Media
be kept ay fr moist, dat insects
arts pes and haha should be used. Fil
eur special attention, ich an be leaned in deta when needed. fs etal maintain and
Hardware fr anticipated ads on regla ass and to guarantee that computer viruses are
computers at sed equ
COMMON AUDIO-VISUAL AIDS USED FOR
NURSING STUDENTS
CHALKBOARD/BLACKBOARD, WHITEBOARD,
pl and lint sa a Ua way
1 can be url repre idea and
\ehenever and fr slong sone require
Definition
A char with hal ar daccord or wit amoot ac on which Ge can ie ot
daw wih calor any ih materials ed a à on o ofthe ot bi nd
ide walle SER
hala are able in a vary of mates. including
arab ole Bar aviat
2 lt, pls, mgnetc
mate and sone, The
Advantages of Using a Chalkboard
+ pie ous mith le practi.
ascompihed by looking ce Kling
Tete sel scheme and layout working
the display me onganaed and appealing the eye and
Did accomplish the goal of teaching the subject topic?
Was Jena”
ui al arjneapensve(ont-flecienes)?
ProperPreservonon
Al cio visual aids tha are used by teaches
rmaitepance and ypksop Making n up
Tori lid roque
op ut aportar ar aa
Tan be wind m 3 mide vay of ways, ©, simple cis, drawings à summary ol min
a ar of the audience
lement ol here
PAS per tv
Disadvantages of Chalkboard
aan sot
xls alos
O POP R. Rs
QUER mn ten
Effective Use of Chalkboards
Far estive use ofthe Chalkboan fll the gunos as under
abet ran adn
sence for an een sno goo en
Im manner. Many people re unae i oy ween sentences.
ng TS om or o rte drawing lo accom we oe
Textbook of Ectucatlono! Technology/Nusing Education
> Tuning ye
© veuetentus
Avoid com he board with words
Tepe ont sah
+ Wine down new ord
Do clean the Nac
the mater you have wt
res in coal ete th
lhe sence
promu |
est thee ey ha taken
2 Bias aline and al debate when wring on the Boards he word il be ot the est
Seda
‘When peaking to dents, sep your ack on hem
OBJECTS, SPECIMENS AND MODELS
ride used as teaching als. Let un
Objects
becs ar sar aid
x It bas ie ame appearance el and
Chase daly
chair athe thing I comes very han chen the orinal agile or iaccss
dummie pees and focus ae cal few examples
The benefi of adopting a replica i at provides an authentic representation of ner polos
and featares as weil a malted to lcming
> Pe" .
y
r
E erh your bands, Oe a proper ers in up and den motion ase
CHAPTER » Educalional/tsachng Media
jones
nd WEN, cn be
(or handing ther, the student gin ft and
ER os
palate
es and cel By looking
Models
A ole ths denon ep of enuin em ha cn be coi cold beth ae
BER Fi dpi ert Tepe al Ky e el opt nd
trom a way ol peeves Da ng models I be canto moe eng
«cv andre thn wing harto re th ey wo dimen eens
A Model or ching canbe ied fer aro purpose ch neato
+ Sie Whe something 0e be ol pe onl pec plan or bing
orth cool of ig
«Time fe wan ach coming abot the pat or ere
5 Phyl cc: Places we ane at ee, moda of rami
© Unable rn e mater al no! be wd ear ody mod he
aman har ama jes Jalea.
‘The advantages of wing a model are follow
+ Disicion and me do po became impediments.
Meca busto describe concept structures, and how pices work. Ode tol or simulting
diva or group partition in elas e possible
Provides vist havoc, ad oral ml he lesrne enhancing the esrning experience
tons area follows
Model are expensive
Ir pare o communicate incore concept
Mor orage puse
“Only sel or tesching senal rap
Ti
POSTERS
"ned to inform yu how common postr re for various topic subject because you see
ly everyday when tracing your int.
Definition
Effective Use of Chalkboards
Far estive use ofthe Chalkboan fll the gunos as under
abet ran adn
sence for an een sno goo en
Im manner. Many people re unae i oy ween sentences.
ng TS om or o rte drawing lo accom we oe
Textbook of Ectucatlono! Technology/Nusing Education
> Tuning ye
© veuetentus
Avoid com he board with words
Tepe ont sah
+ Wine down new ord
Do clean the Nac
the mater you have wt
res in coal ete th
lhe sence
promu |
est thee ey ha taken
2 Bias aline and al debate when wring on the Boards he word il be ot the est
Seda
‘When peaking to dents, sep your ack on hem
OBJECTS, SPECIMENS AND MODELS
ride used as teaching als. Let un
Objects
becs ar sar aid
x It bas ie ame appearance el and
Chase daly
chair athe thing I comes very han chen the orinal agile or iaccss
dummie pees and focus ae cal few examples
The benefi of adopting a replica i at provides an authentic representation of ner polos
and featares as weil a malted to lcming
> Pe" .
y
r
E erh your bands, Oe a proper ers in up and den motion ase
CHAPTER » Educalional/tsachng Media
jones
nd WEN, cn be
(or handing ther, the student gin ft and
ER os
palate
es and cel By looking
Models
A ole ths denon ep of enuin em ha cn be coi cold beth ae
BER Fi dpi ert Tepe al Ky e el opt nd
trom a way ol peeves Da ng models I be canto moe eng
«cv andre thn wing harto re th ey wo dimen eens
A Model or ching canbe ied fer aro purpose ch neato
+ Sie Whe something 0e be ol pe onl pec plan or bing
orth cool of ig
«Time fe wan ach coming abot the pat or ere
5 Phyl cc: Places we ane at ee, moda of rami
© Unable rn e mater al no! be wd ear ody mod he
aman har ama jes Jalea.
‘The advantages of wing a model are follow
+ Disicion and me do po became impediments.
Meca busto describe concept structures, and how pices work. Ode tol or simulting
diva or group partition in elas e possible
Provides vist havoc, ad oral ml he lesrne enhancing the esrning experience
tons area follows
Model are expensive
Ir pare o communicate incore concept
Mor orage puse
“Only sel or tesching senal rap
Ti
POSTERS
"ned to inform yu how common postr re for various topic subject because you see
ly everyday when tracing your int.
Definition
“The purposes of posters ae a allows
+ To provide general motivation
+ Toros an aesthetic o atmosphere fet
To communicate mor gen
+ To thru the age for leading to tion
+ Used for teaching in the classroom ani the community.
‘Advantages of Using Posters
“The advantages fusing posten area ln
Ig polation
Re nes
1 does ot cea a thorough img.
‘A good poster motivates people.
I van and aplaza:
Disadvantages of Using Postes
Tre dsadvantage of thet uses are a flow:
“The information on he pote not always salient
When a poster ssf many Times, becomes par ofthe un
and ssi pe
Features ofa Good Poster
Conciseness: The message shoul be i
Simply: The meso sould be spl a comprehen
ea: tt shoold be based on a iat both relevant and unique
Layout; To acute the eal lyout, few al workouts should be completed
olen Te mae poser ape and caching ue apie coy and eo
‘When displaying» pose, make sur tis in a well ars whet it wl be sen y many people
CHARTS
Definition
‘Anatomical charts and figure, gras, and other visual sds diy graphical and writen key
Information na systematic shin o summarise, SF
es
% To provide an outine tops ha wl be covered throu he pose
pare cna ano
"Y
Textbook of Educational Technology/Nursing Education r
CHAPIER 5 » Educationai/Teaching Medi
Advantages
advantages ac as follows
isa useful oo or tacha and earning
A pes pepe interest
naa chp pi
Wetmore,
Donne
Mie tamb pupas
lo aly, ml nd explain difficult dings
tal SR cy aes
Era tention nest need for vocal explanation, and motivates people o take action
Disadvantages
Is adrantages ae:
Types
‘Chats come in a variety af ape and sizes and they cam be we for a vay of purposes: The
teacher must decide hw she wan to peer the sujet: Table chats, wal charts lw hats ip
charts, pul charts, a ur fons ae avaible Al the chart are print om chart paper tht
ea valle in the ae te 20°30" 40")
Features of a Good Chart
‘The features fa god chart are tha it shouldbe
J th information.
hold lab es
“There ae few paras between symbols and speech
nos importan pol»
FLANNEL GRAPHS/KHADI GRAPH/WELT BOARD
Definition
bus and figures constructo fight cadboard adhered with anne kad at
‘he back ae dpa these Tough felt bouts ner with king Manne! mool or Khaki
Advantages
lei, dynamic, portable handy, and reusable areal words that come to mind when describing
this produc
+ locally made low con and cleanly nolcahe when displayed pproprisey
+ To provide general motivation
+ Toros an aesthetic o atmosphere fet
To communicate mor gen
+ To thru the age for leading to tion
+ Used for teaching in the classroom ani the community.
‘Advantages of Using Posters
“The advantages fusing posten area ln
Ig polation
Re nes
1 does ot cea a thorough img.
‘A good poster motivates people.
I van and aplaza:
Disadvantages of Using Postes
Tre dsadvantage of thet uses are a flow:
“The information on he pote not always salient
When a poster ssf many Times, becomes par ofthe un
and ssi pe
Features ofa Good Poster
Conciseness: The message shoul be i
Simply: The meso sould be spl a comprehen
ea: tt shoold be based on a iat both relevant and unique
Layout; To acute the eal lyout, few al workouts should be completed
olen Te mae poser ape and caching ue apie coy and eo
‘When displaying» pose, make sur tis in a well ars whet it wl be sen y many people
CHARTS
Definition
‘Anatomical charts and figure, gras, and other visual sds diy graphical and writen key
Information na systematic shin o summarise, SF
es
% To provide an outine tops ha wl be covered throu he pose
pare cna ano
"Y
Textbook of Educational Technology/Nursing Education r
CHAPIER 5 » Educationai/Teaching Medi
Advantages
advantages ac as follows
isa useful oo or tacha and earning
A pes pepe interest
naa chp pi
Wetmore,
Donne
Mie tamb pupas
lo aly, ml nd explain difficult dings
tal SR cy aes
Era tention nest need for vocal explanation, and motivates people o take action
Disadvantages
Is adrantages ae:
Types
‘Chats come in a variety af ape and sizes and they cam be we for a vay of purposes: The
teacher must decide hw she wan to peer the sujet: Table chats, wal charts lw hats ip
charts, pul charts, a ur fons ae avaible Al the chart are print om chart paper tht
ea valle in the ae te 20°30" 40")
Features of a Good Chart
‘The features fa god chart are tha it shouldbe
J th information.
hold lab es
“There ae few paras between symbols and speech
nos importan pol»
FLANNEL GRAPHS/KHADI GRAPH/WELT BOARD
Definition
bus and figures constructo fight cadboard adhered with anne kad at
‘he back ae dpa these Tough felt bouts ner with king Manne! mool or Khaki
Advantages
lei, dynamic, portable handy, and reusable areal words that come to mind when describing
this produc
+ locally made low con and cleanly nolcahe when displayed pproprisey
Ve
iit
= texto of Econo! Technatagy/uning Eee ton ñ
he refer pa sara
east ide Stent cam als ma gn e e em
À HT ad varia sea) an we in sti where er ares ate
Disadvantages
abe ram gathering ath ha
Take yo me with he i practice and rare
Nina ih orde LD pst,
mite he Bs ick be a 4 gee ange
AOS fhe ant pre TRE
AA pce ma have om cemetary
Make re the a con
BULLETIN BOARD
Definition
Ma device oc only shonin stds. maria current esto. ls stents work, done by
des and fr sens In mary clos Ih desc the mos elective and entertaining
gin lement
Purposes
[Bacoaage the eens
+ An end the senscy esperen ant allows puis 1 interact with people fom diferent
+ Aspwovides the ost hong data
A appemen at este stanton Tiger an aes time
Items tebe place on the butin boards
og, nor Kind af rca work of the ets group atte
vides knowlege and pgs intrest
u
LENA 8 » Eoucalonalfeoching Meda
advantage
os bei o pl o ar m erate
eue ui Bort et
The neg or tee ho eco ere wel alae
{ape mai tage herman meat nel
ee snd
ne girar pe
FLASHCARDS
Detintion
ld lud adecuen
+ Teach process
Advantage
‘act the tension of ther
+ “Gayo prepare. transportable, oni cesta
Al ere po
Disadvantages
How to Use Flash Cards?
+ Take your time wath the drawing Image, and script
iit
= texto of Econo! Technatagy/uning Eee ton ñ
he refer pa sara
east ide Stent cam als ma gn e e em
À HT ad varia sea) an we in sti where er ares ate
Disadvantages
abe ram gathering ath ha
Take yo me with he i practice and rare
Nina ih orde LD pst,
mite he Bs ick be a 4 gee ange
AOS fhe ant pre TRE
AA pce ma have om cemetary
Make re the a con
BULLETIN BOARD
Definition
Ma device oc only shonin stds. maria current esto. ls stents work, done by
des and fr sens In mary clos Ih desc the mos elective and entertaining
gin lement
Purposes
[Bacoaage the eens
+ An end the senscy esperen ant allows puis 1 interact with people fom diferent
+ Aspwovides the ost hong data
A appemen at este stanton Tiger an aes time
Items tebe place on the butin boards
og, nor Kind af rca work of the ets group atte
vides knowlege and pgs intrest
u
LENA 8 » Eoucalonalfeoching Meda
advantage
os bei o pl o ar m erate
eue ui Bort et
The neg or tee ho eco ere wel alae
{ape mai tage herman meat nel
ee snd
ne girar pe
FLASHCARDS
Detintion
ld lud adecuen
+ Teach process
Advantage
‘act the tension of ther
+ “Gayo prepare. transportable, oni cesta
Al ere po
Disadvantages
How to Use Flash Cards?
+ Take your time wath the drawing Image, and script
“+ Arrange cards in sequential oder, then fash each one with commentary, emphasing
“aspects and coaching mith aap lash =
+ Yon display the cards by bling them against your ches. or by sing fle ac ran,
‘orbax. They can also be hung on wall or exited on ali Doar
THREE-DIMENSIONAL AIDS
‘All the AV materials and three dimensional sds are nears o ving experiences. These sde,
such as models and Mock-ups are replicas or reconstructions ofthe real thing. They are ont
à experiences whee ely i aire or simplified for teaching purposes A simple clasifican of
escalas given below:
|
A model ia tree dimensional representation ola gene thing, in which the height, with, a
Sept are sensed ely
Types of Models (Fig. 5.2)
"Solid mode tia duplicate ofan orginal tem produced rum a suitable material sch a lay
Par, wood, ron, o other saab material to depict the outward parts ofthe em
For example a sabe and a human and animal day model
+ Cutaway and Xray models sre nach Cb originals used to demonstate the
Anterior working of an em. Cross-sectional models are deu bul a the class or
in insttutions because they demand knowledge For example,» cross-sectional model of thy
human,
+ Working model: These model ae either real functional objects or small reproductions uf
them, For demonstrating» procedure, a motor for example o a generator.
(> Sand model: Made by sing sand, ly, or sau ex atrial vile. of
Advantage:
1 Because model ar three-dimensioal, they heighten the realty of things and make learn
more direct and mean
Mores show how speci concepts and laws are applied, and they simply diu and detailed
activites to make them case o understand.
dee ai al nde es expensive atonal tc
Sul models can be easily created with iscarded material such a empty bones pins, clips als
and cay,
| ou | Xe Mean sng
mone | | meses | mas
CHAPTER 5 » Educollonal/Teaching Medio
Moses are ofa manageable e aid ar cas o han.
2 Model make use ola ve senses, resulting in more elective learning
imitations
aka it ned for knowledge
takes along me,
2 Some ofthe model could be gute costly.
s
mocı
gi the funcional relationship be ©
re meaning or the purpose of taining, SOME
A mockup is à sak moda fa ce or devs that pill nd for cation
demonstration, testing. and ether purposes. Mock-ops are requenly utilized in the consumer
pnt industry to fet and approve size Impresion, and/or artworks as part of the product
{Evelopment process When discussing an ul layout or sketch of a website or GUI program. the
tern “mock-up is frequently used
Objects and Specimens.
Definition
Objects: tion of el dings wed for educational purposes. A spesimen sa repli ofa al
Rue
Using Object
A teacher must keep the following puits in mind ile using specmens an artfct as teaching
ads
7
nd Specimens
or sons hy making a few simple and direct observations of the object or tem In
+ Inner 0 di
students ques
1 more details on the aspects ofthe objector item under observation, ask the
‘+ Clay and accentuate the object or specimen under obscevation’ significant structural
characteris.
+ To make learning persistent, provide review and practice
Sources of Objects and Specimens
Y Local markets as well as manu
have been dacanded
‘+ Student ight collect specimens fom nature during eld trips and nature bunts
nd facto, ae available. Household materials that
‘Objects and specimens shoul be m
an aesthetic
Lin hallow cases and wrap
manner Use sel adhesive paper v abe ech objector ie
“aspects and coaching mith aap lash =
+ Yon display the cards by bling them against your ches. or by sing fle ac ran,
‘orbax. They can also be hung on wall or exited on ali Doar
THREE-DIMENSIONAL AIDS
‘All the AV materials and three dimensional sds are nears o ving experiences. These sde,
such as models and Mock-ups are replicas or reconstructions ofthe real thing. They are ont
à experiences whee ely i aire or simplified for teaching purposes A simple clasifican of
escalas given below:
|
A model ia tree dimensional representation ola gene thing, in which the height, with, a
Sept are sensed ely
Types of Models (Fig. 5.2)
"Solid mode tia duplicate ofan orginal tem produced rum a suitable material sch a lay
Par, wood, ron, o other saab material to depict the outward parts ofthe em
For example a sabe and a human and animal day model
+ Cutaway and Xray models sre nach Cb originals used to demonstate the
Anterior working of an em. Cross-sectional models are deu bul a the class or
in insttutions because they demand knowledge For example,» cross-sectional model of thy
human,
+ Working model: These model ae either real functional objects or small reproductions uf
them, For demonstrating» procedure, a motor for example o a generator.
(> Sand model: Made by sing sand, ly, or sau ex atrial vile. of
Advantage:
1 Because model ar three-dimensioal, they heighten the realty of things and make learn
more direct and mean
Mores show how speci concepts and laws are applied, and they simply diu and detailed
activites to make them case o understand.
dee ai al nde es expensive atonal tc
Sul models can be easily created with iscarded material such a empty bones pins, clips als
and cay,
| ou | Xe Mean sng
mone | | meses | mas
CHAPTER 5 » Educollonal/Teaching Medio
Moses are ofa manageable e aid ar cas o han.
2 Model make use ola ve senses, resulting in more elective learning
imitations
aka it ned for knowledge
takes along me,
2 Some ofthe model could be gute costly.
s
mocı
gi the funcional relationship be ©
re meaning or the purpose of taining, SOME
A mockup is à sak moda fa ce or devs that pill nd for cation
demonstration, testing. and ether purposes. Mock-ops are requenly utilized in the consumer
pnt industry to fet and approve size Impresion, and/or artworks as part of the product
{Evelopment process When discussing an ul layout or sketch of a website or GUI program. the
tern “mock-up is frequently used
Objects and Specimens.
Definition
Objects: tion of el dings wed for educational purposes. A spesimen sa repli ofa al
Rue
Using Object
A teacher must keep the following puits in mind ile using specmens an artfct as teaching
ads
7
nd Specimens
or sons hy making a few simple and direct observations of the object or tem In
+ Inner 0 di
students ques
1 more details on the aspects ofthe objector item under observation, ask the
‘+ Clay and accentuate the object or specimen under obscevation’ significant structural
characteris.
+ To make learning persistent, provide review and practice
Sources of Objects and Specimens
Y Local markets as well as manu
have been dacanded
‘+ Student ight collect specimens fom nature during eld trips and nature bunts
nd facto, ae available. Household materials that
‘Objects and specimens shoul be m
an aesthetic
Lin hallow cases and wrap
manner Use sel adhesive paper v abe ech objector ie
19 calle eet ad recien, Whi eh 1 the
Sets ai in rom ling and haying this an pele since they an
igor important othe sh an he he
of bist and species ac ganes seis power l observation and i
Hand experencee
‘Sue personal echonsafartcs andepcimenscn ba lube source coming
wand agent
+ Thetacherand pub id colecingariciandopecimensto be engin canal
eden
+ Me heat itr ring
SE eta
% EXHIBITIONS
Many times, in school a department ora chs woul display thei work fr those outside these hat
tose, and hs Roo ER FE are the pices of work create y
pom ES
Requisites for Exhibition
= Theexhibition should havea major subjeet with few sub themes to focus attention on a certain
subject.
© Theeshibite should be dean aud cunt abe the exhibitions should
eancepts of color, contrat and size
= Theeshitvte should be tuted in such à way that most visitors can see them.
= Theeshibits and the venue shoul be well eS:
Both: motion and sound should be used y amd interest of visitors
+ Theeshibioan should Sm such the and
handles that vistos can manipulate to watch various happenings
© Demonstrations shu! bend! in the display since they engage students and vistors dep
© To promote integrated learning. the display shouldbe abe to connect diverse sublec areas
}
Advantages.
+ Exhibitions motivate d
ren cam by dog things for themselves giving he a sone of
Exhibitions so help students develop soil si auch ax communication compr
coordination Secs tt oe es
and
+ Favtions ep to improve schoo! community partnerships and
the school
+ Exhibitions combine information wit
ment, and they encourage pup tobe creative
‘hou be leaned and muntaned.o a regular basi.
PUPPETS
entertainment in which puppet are ‚mer to portray characters in a,
Defi 7 y
Loupe ya manie esse as a character, and the the person sho, i
1 1 Jo the intended impact, a compelct puppeteer must combine Rs technique wi
dramatization, 1 popular icching tol for languages and social sciences
Types of Puppets (Fig. 5.4)
pets Marionettes are puppets
tare controle by nine
required movements
estonal puppeters ate mostly in charge of mani
lating these poppet
+ Stick puppets suck puppets are paloted cut-outs that
Ba ger Abe The Teacher era
mampulie the puppets ans by iding behind a screen
so hat only the puppets re viable tothe audience orcas.
Fig. 54: Types of Puppets
Sets ai in rom ling and haying this an pele since they an
igor important othe sh an he he
of bist and species ac ganes seis power l observation and i
Hand experencee
‘Sue personal echonsafartcs andepcimenscn ba lube source coming
wand agent
+ Thetacherand pub id colecingariciandopecimensto be engin canal
eden
+ Me heat itr ring
SE eta
% EXHIBITIONS
Many times, in school a department ora chs woul display thei work fr those outside these hat
tose, and hs Roo ER FE are the pices of work create y
pom ES
Requisites for Exhibition
= Theexhibition should havea major subjeet with few sub themes to focus attention on a certain
subject.
© Theeshibite should be dean aud cunt abe the exhibitions should
eancepts of color, contrat and size
= Theeshitvte should be tuted in such à way that most visitors can see them.
= Theeshibits and the venue shoul be well eS:
Both: motion and sound should be used y amd interest of visitors
+ Theeshibioan should Sm such the and
handles that vistos can manipulate to watch various happenings
© Demonstrations shu! bend! in the display since they engage students and vistors dep
© To promote integrated learning. the display shouldbe abe to connect diverse sublec areas
}
Advantages.
+ Exhibitions motivate d
ren cam by dog things for themselves giving he a sone of
Exhibitions so help students develop soil si auch ax communication compr
coordination Secs tt oe es
and
+ Favtions ep to improve schoo! community partnerships and
the school
+ Exhibitions combine information wit
ment, and they encourage pup tobe creative
‘hou be leaned and muntaned.o a regular basi.
PUPPETS
entertainment in which puppet are ‚mer to portray characters in a,
Defi 7 y
Loupe ya manie esse as a character, and the the person sho, i
1 1 Jo the intended impact, a compelct puppeteer must combine Rs technique wi
dramatization, 1 popular icching tol for languages and social sciences
Types of Puppets (Fig. 5.4)
pets Marionettes are puppets
tare controle by nine
required movements
estonal puppeters ate mostly in charge of mani
lating these poppet
+ Stick puppets suck puppets are paloted cut-outs that
Ba ger Abe The Teacher era
mampulie the puppets ans by iding behind a screen
so hat only the puppets re viable tothe audience orcas.
Fig. 54: Types of Puppets
Toxtbook of Gducotional Technology/Nursing Education,
+ Shadow puppets: Shadow puppets ate cardboard bovis that at shadows on white
screen, The teacher and pops manip TH of thew hte
SR E a pares ws ard la al bars rl cor can,
pue onthe ads Thee se worn Seager at or the more Teck
Solid os the stag lower eve,
Advantages
+ Sins
+ Grestieknunledscinabt prod,
+ PappeLican eine method teaching
+ ctra ade
+ Esp cam and pete
Disadvantages
+ Rogue tamwrk and coordination
+ Requires preparation and apply espe
Presentation sills are requires.
OTHER AIDS.
Printed Materials
Handoutsmand ils
+ Wel panned meter oo an ss si
ae
be wed to summarize the tp, ra tral or ea
own Simple clan language with shor sentences shou be sed hl preparing han
# needed sketches, graphs should be draw and label its ses shoul be use
+ Stabe colon cn be used.
Leotet
Leas are prined mater on a Single sheet ol paper olde to make a
Pamphlets
Pape can be fled into two or thee o ive the mater wl be rite eter single side
des.
Brochure.
Amal book wih pictures and information
Me:
CA
E Ai
CHAPTERS » Edvcotiona/teacting Meca U 5
moving Visa
se
A vide cassette a carte containing vdeotpe The vi
RE athe audi casete recorder anda lost
ing video In ua sai pictures à an festive method of evoking strong emotions. Video
make own recording
technology erstes an opportunity to take lors On avr
Feld pt places hey may never isi
1 The video canette recorder helps o enh
nce the educational an entertainment values ofthe
«+The vide sons are more fective han the convention lessons and serve as better models
vos
Pig vido dik or dpa ven
Actually
material and sve non a DVD and fer play o
Digital Video Sharing
sr generated, searchable
TV cigs, must video, tutorials and amateur and profesonally proved
ube, TeacherTube Teach the Wor. (eschertube com) laches im
97 similar to YouTube but dedicated eniely to cational content. This vidoo- hosting website
rie rage topics relat different sects and cover a range of tutorial and teacher
Audio Aids/Audio Media
Ando tapescompact dks, Radio and ape recon
nak are te imstrctoal devices through which message can only be hen. Teachers who
de psc
or lecture rom an authortaran source we audio recordings to supplement
Advontages
lee inexpensive,
to ue and rey salable
upon cay
© Reconded and used again and gai editing
© Useful i individual group and mas teaching methods é
Overomes the
Ado mes
are moe drama tha
Portable and canbe usd ed stations,
nt messages
+The sequence of presentation i fie
+ Shadow puppets: Shadow puppets ate cardboard bovis that at shadows on white
screen, The teacher and pops manip TH of thew hte
SR E a pares ws ard la al bars rl cor can,
pue onthe ads Thee se worn Seager at or the more Teck
Solid os the stag lower eve,
Advantages
+ Sins
+ Grestieknunledscinabt prod,
+ PappeLican eine method teaching
+ ctra ade
+ Esp cam and pete
Disadvantages
+ Rogue tamwrk and coordination
+ Requires preparation and apply espe
Presentation sills are requires.
OTHER AIDS.
Printed Materials
Handoutsmand ils
+ Wel panned meter oo an ss si
ae
be wed to summarize the tp, ra tral or ea
own Simple clan language with shor sentences shou be sed hl preparing han
# needed sketches, graphs should be draw and label its ses shoul be use
+ Stabe colon cn be used.
Leotet
Leas are prined mater on a Single sheet ol paper olde to make a
Pamphlets
Pape can be fled into two or thee o ive the mater wl be rite eter single side
des.
Brochure.
Amal book wih pictures and information
Me:
CA
E Ai
CHAPTERS » Edvcotiona/teacting Meca U 5
moving Visa
se
A vide cassette a carte containing vdeotpe The vi
RE athe audi casete recorder anda lost
ing video In ua sai pictures à an festive method of evoking strong emotions. Video
make own recording
technology erstes an opportunity to take lors On avr
Feld pt places hey may never isi
1 The video canette recorder helps o enh
nce the educational an entertainment values ofthe
«+The vide sons are more fective han the convention lessons and serve as better models
vos
Pig vido dik or dpa ven
Actually
material and sve non a DVD and fer play o
Digital Video Sharing
sr generated, searchable
TV cigs, must video, tutorials and amateur and profesonally proved
ube, TeacherTube Teach the Wor. (eschertube com) laches im
97 similar to YouTube but dedicated eniely to cational content. This vidoo- hosting website
rie rage topics relat different sects and cover a range of tutorial and teacher
Audio Aids/Audio Media
Ando tapescompact dks, Radio and ape recon
nak are te imstrctoal devices through which message can only be hen. Teachers who
de psc
or lecture rom an authortaran source we audio recordings to supplement
Advontages
lee inexpensive,
to ue and rey salable
upon cay
© Reconded and used again and gai editing
© Useful i individual group and mas teaching methods é
Overomes the
Ado mes
are moe drama tha
Portable and canbe usd ed stations,
nt messages
+The sequence of presentation i fie
dent can ace tothe Internet or Information such bout any top ing computer
nefits of Computer
Enhances rest and hing sl,
2 ronde efficent and betr we oT Technology.
oth and helps in commen wth deren education providers.
maton om an topic in fst ingle dic and many more
jade Microsoft PowerPoint, Googe Present
rs tht eae presentation sis
odio E-LEARNING
Isa tora rame of sills and
the hp of ac
Flaming Tough E-learning the
tet a he same dfn time regal,
ELECTRONIC MEDIA/COMPUTER LEARNING RESOURCES 0
COMPUTERS dives Krowlae can e share ia the Interne, wh
cea apr, rime.
miralo of tate methods, uch as learning portals
vide, and ve Web broadest: and
chee and timed oie
active shared whiteboard that
sing med ince the wt fa
nefits of Computer
Enhances rest and hing sl,
2 ronde efficent and betr we oT Technology.
oth and helps in commen wth deren education providers.
maton om an topic in fst ingle dic and many more
jade Microsoft PowerPoint, Googe Present
rs tht eae presentation sis
odio E-LEARNING
Isa tora rame of sills and
the hp of ac
Flaming Tough E-learning the
tet a he same dfn time regal,
ELECTRONIC MEDIA/COMPUTER LEARNING RESOURCES 0
COMPUTERS dives Krowlae can e share ia the Interne, wh
cea apr, rime.
miralo of tate methods, uch as learning portals
vide, and ve Web broadest: and
chee and timed oie
active shared whiteboard that
sing med ince the wt fa
Textbook ol Educational Technology/Nusing Education
“There area variety of Espai
Nase open online counes(MOOCS) on the weh MOOC ae courses of sly made
‘rable a age group of people ver the internet mal
SMART CLASSROOM,
ons images multimedia, computer
‘st This incre the engagement co and ends to beter peros ade
TELECOMMUNICATION (DISTANCE EDUCATION)
emma ithe asian of sig gral tigo. word sounds, menage ant
images by radio, wie optical or ther trompe sem
scar be ae communication occur mhen
help ol technology. Y allows
Radi suse to broadcast educational pieces information
Educational broadcast are special designed an delivered fore
ed in sons, in he form o ado less crues cc
Educational broadcasting I avaabe by AIR and thes
University IGNOU) hast owe rad tra
‘Telehealth Nursing Tele Nursing
Telenuring refers to the use of information tech
ion a distance. may involve edocaung and ne
‘iéeocnnferencing. interne, or idophane
Nurses have aces tothe patient rods
manage paints. Student can observe and le
gives cay aces to pants case histories,
logy tthe provision of nursing services
sing, counseling ente using telephone
ac I hs te cal dat nda and
ar Pen and mage iy eg
and other valvable information. ‘i
‘Mobile Technology
Mobile technology accelerates the proces of eval
ng ening reas nd yes sens a
Meachers the opportunity to track progress quickly I. M ma
enables earners to aces ed
onal materials
y
ge
nye nan sing mobi ad iter tec They ae generally cho, pole
tn Hebe heer me esol nem, to Be ery are Fans a ab
the learning process Mabie
fearing proces nl
CHAPTER $ » Educational/Teaching Media
et hae seve span tha can be wef
I general ftv, sch Word Eel, ad ower am
he al problem-solving software, etc
tions such a language Iaring,mathen
ation
[Mulia combines lement rom a variety of audio-viual aks allowing teacher to use his mn
insert with others. Multimedia may use website, e shows, computer base training courses.
nd TV in one teaching sesion, Multimedia offer an arrangement of communication ool for an
‘dence that may nti several earning styles
SUMMARY
+ Auda ae wed augen and improve ch own sro, Enable dens
ounderand bets flog ie mat
+ Terre pancples tobe ep in mind wil preparing AV ad ike principle reparation
Thee a pe fA ad sued poe ed pected AV ai
+ One mun reenter the faces wie izing the AV ads Ike the growth of student their
cal back gn aná eligen lee e
+ Tree dien metas wd the preparation of AV kl whch ae very effective een
tly ke cab, ppp ie
‘Nowadays we have very advance AV al lo available ik mobile echnlogy: maimed, 3D
AV aids
CONCLUSION
Alli-xisal sis les along time memo ind! One can tech many and give
nude obiger group by using ect audio visual aids. These are the best tools to nee
teaching mane effective AV aids can be use fo all types of learners, educated, ina mache
Mire adoos yeti population you name a ican be devicd seo otic
Long Answer Questions
3. uss the tive dimemoral ads (AV cn deta
2. Classy and evan the pes of AV ais
PDOPP PPD 1 DO
“There area variety of Espai
Nase open online counes(MOOCS) on the weh MOOC ae courses of sly made
‘rable a age group of people ver the internet mal
SMART CLASSROOM,
ons images multimedia, computer
‘st This incre the engagement co and ends to beter peros ade
TELECOMMUNICATION (DISTANCE EDUCATION)
emma ithe asian of sig gral tigo. word sounds, menage ant
images by radio, wie optical or ther trompe sem
scar be ae communication occur mhen
help ol technology. Y allows
Radi suse to broadcast educational pieces information
Educational broadcast are special designed an delivered fore
ed in sons, in he form o ado less crues cc
Educational broadcasting I avaabe by AIR and thes
University IGNOU) hast owe rad tra
‘Telehealth Nursing Tele Nursing
Telenuring refers to the use of information tech
ion a distance. may involve edocaung and ne
‘iéeocnnferencing. interne, or idophane
Nurses have aces tothe patient rods
manage paints. Student can observe and le
gives cay aces to pants case histories,
logy tthe provision of nursing services
sing, counseling ente using telephone
ac I hs te cal dat nda and
ar Pen and mage iy eg
and other valvable information. ‘i
‘Mobile Technology
Mobile technology accelerates the proces of eval
ng ening reas nd yes sens a
Meachers the opportunity to track progress quickly I. M ma
enables earners to aces ed
onal materials
y
ge
nye nan sing mobi ad iter tec They ae generally cho, pole
tn Hebe heer me esol nem, to Be ery are Fans a ab
the learning process Mabie
fearing proces nl
CHAPTER $ » Educational/Teaching Media
et hae seve span tha can be wef
I general ftv, sch Word Eel, ad ower am
he al problem-solving software, etc
tions such a language Iaring,mathen
ation
[Mulia combines lement rom a variety of audio-viual aks allowing teacher to use his mn
insert with others. Multimedia may use website, e shows, computer base training courses.
nd TV in one teaching sesion, Multimedia offer an arrangement of communication ool for an
‘dence that may nti several earning styles
SUMMARY
+ Auda ae wed augen and improve ch own sro, Enable dens
ounderand bets flog ie mat
+ Terre pancples tobe ep in mind wil preparing AV ad ike principle reparation
Thee a pe fA ad sued poe ed pected AV ai
+ One mun reenter the faces wie izing the AV ads Ike the growth of student their
cal back gn aná eligen lee e
+ Tree dien metas wd the preparation of AV kl whch ae very effective een
tly ke cab, ppp ie
‘Nowadays we have very advance AV al lo available ik mobile echnlogy: maimed, 3D
AV aids
CONCLUSION
Alli-xisal sis les along time memo ind! One can tech many and give
nude obiger group by using ect audio visual aids. These are the best tools to nee
teaching mane effective AV aids can be use fo all types of learners, educated, ina mache
Mire adoos yeti population you name a ican be devicd seo otic
Long Answer Questions
3. uss the tive dimemoral ads (AV cn deta
2. Classy and evan the pes of AV ais
PDOPP PPD 1 DO
am ER a mince ew RA
oH Answer Qo
CHAPTER $ » ducaflona/fencnng Media
Bot
deen, Las Kehl, DA (201), Tansy for ning, hing nd eg À
ec Y Bom Pony of Eaton OMe New York nga
y Avmtong nd) Alm) Taxonomy, Cente fr Teaching, Vander Until
À oon, RS: Fnglha M D Pur E MN, A Kohl, DR. (190) Tay 9
costal ote The clasifican of aucaina gl Handbook I Cognitive domain New
‘York: David Mekay Company
nt “Lest
and Uni Pane The Ra for naruto ASCO, Hatier
à Cunningham,
Doherty, Heanor (2012) Auignmente Mater How 0 Tram Uiban School Ihr
in Alesana, VA" ASCÓ. p 9, ISBN 781416814401
of he pochomoto doma New York: aid MeKay Co
ow Web-based ining eng
{hump up a hed Michell Diana and Stephen Tchad, “pling and Teaching the nl
Language Avis" (th a). Boston, MA Ally and on, 19,
Reviews Inrodactin,Techinghioryor. Access 1 fume 201
ve Intact Strategies: Prom Theory t alice, Lo Angeles
Fate Lex
9, Les
Hi. Nage Sarah A Far Dawn W Hooks, Sra. (2019) “Lesson Planning With Eagagerent in
Mind Proactive Classroom Management Strategies for Curcumin: Intervention I
School and Cini 4 (3) 131-140 do 101177108451 214767906.
5.0 (2008), "What ia Leon Pla?” Innovative Technology Centre the Univers af
Huntington Unversity à
Tennesse Archived rom the orignal oa
Plans Archie 2011-07-22 atthe Way Back Mach
eg ranked among America best colleges 18 Mar 2009.
ASSESS vourseit
Every Step Counts
oH Answer Qo
CHAPTER $ » ducaflona/fencnng Media
Bot
deen, Las Kehl, DA (201), Tansy for ning, hing nd eg À
ec Y Bom Pony of Eaton OMe New York nga
y Avmtong nd) Alm) Taxonomy, Cente fr Teaching, Vander Until
À oon, RS: Fnglha M D Pur E MN, A Kohl, DR. (190) Tay 9
costal ote The clasifican of aucaina gl Handbook I Cognitive domain New
‘York: David Mekay Company
nt “Lest
and Uni Pane The Ra for naruto ASCO, Hatier
à Cunningham,
Doherty, Heanor (2012) Auignmente Mater How 0 Tram Uiban School Ihr
in Alesana, VA" ASCÓ. p 9, ISBN 781416814401
of he pochomoto doma New York: aid MeKay Co
ow Web-based ining eng
{hump up a hed Michell Diana and Stephen Tchad, “pling and Teaching the nl
Language Avis" (th a). Boston, MA Ally and on, 19,
Reviews Inrodactin,Techinghioryor. Access 1 fume 201
ve Intact Strategies: Prom Theory t alice, Lo Angeles
Fate Lex
9, Les
Hi. Nage Sarah A Far Dawn W Hooks, Sra. (2019) “Lesson Planning With Eagagerent in
Mind Proactive Classroom Management Strategies for Curcumin: Intervention I
School and Cini 4 (3) 131-140 do 101177108451 214767906.
5.0 (2008), "What ia Leon Pla?” Innovative Technology Centre the Univers af
Huntington Unversity à
Tennesse Archived rom the orignal oa
Plans Archie 2011-07-22 atthe Way Back Mach
eg ranked among America best colleges 18 Mar 2009.
ASSESS vourseit
Every Step Counts
a 4
hi
cHarter
pu Assessment and Evaluation
à Methodologies
SE = ANA
hi
cHarter
pu Assessment and Evaluation
à Methodologies
SE = ANA
eee we TP OCCT HT HE CEA
Textbook of Educational Technology/Nursing Education
INTRODUCTION
rmination ofa subject meri worth and recvance wig era define by
of standards refered as vaa, can help an organ program design pet a
the intervention or mate ase any ea ra concpUprponl orale 1
decision making: or determine the deprecof achievement or value gar
nn aking the goal and objectives,
nes of any such action that ha ben completed. Ase fom geting insight ing
zie ores pet handel ul amet alent ie
DEFINITIONS
ane interpretation and asugring of meaning to projected ot actu implications of
rojo organization withthe goal
sear efetivencs lan also be summative
nadsted touts context the theory, needs, gral
valuation e cell à
procedure stats the us of resources such a ealting knowl L
is component elements achive
manner as feasible (St Legerand Wordsworth el} [verifica
jective knowledge and measuring
ct (Stllcbean) The emphasis in this definition is on facts as wells vale Eden
tests of hep nes and value
Assessment isthe proces of documenting knowledge, sil, atitude, and boi, usually in
umentin, and applying i
m educational task s known s assessment in elation,
CONCEPT OF EVALUATION
Ieee man pon at th pp em On
is crucial cates ela sci develo vent. Le er =
EGM ame lor ampli nde porn Mu en
i y
F
CHAPTER 6 » Assessment and Evaluation Methodologies
Itactsasa busin monitor within the software allowing ou to check on your learning progress
a any moment. I aio provides uel input on the programs design and implementation. As a
‘esl, rations erucia in any educational program.
Inthe teaching learning proces, evaluation ie extremely important. ass teachers and
students in improving thelr teaching and learning. Evaluation continua procedure that takes
Place ona regular basis
NATURE OF EVALU/
In an educational environment, evaluation refers toa broad program that assess achievements
sttudes, interes, personal, Mtrbutes ad sl Asa resul, the evaluation process measures
ogo. emotional and psychomotor learning outcomes. The evaluation it pli int two parts The
fist element of aessment is deciding what o alte (ga), and the second partis determining,
wether or not the goals have been met
PURPOSES OF EVALUATION
The overarching gol wil be to supply information that wil allow cach student to develop to his
full potential within the content of educational gol, Thefllawing goals were expressed by Bloom:
+ Todetermine the amount to which the student has pogsested inthe beginning organizing and
ahaneing his or her daly work. as wel as to ei hi or her strengths and weikneses in
‘order ta provide further guidance
+ o evaluate the current sate ofthe student behavior as well as any changes
+ Toperiodcally examine the students progres and reveal the students needs and posites
+ Toforecast a student academic achievement in the future
+ To promde a foundation for curriculum and course adaptation
2 Fo encourage pups t achieve higher levels of achievement and growth,
«medial ation is required:
+ To emi areas where
PURPOSES OF EVALUATION IN NURSING
+ To ases Ue pup’ knowledge and comprehension at varios point time
+ To determine the eve of incl performance of students at various age.
+ To dr a digeam ol cacho sudent strength and weaknese, as well recommend remedial
+ To motivate students lo learn by assessing their progres and informing them of hei
accomplishments
+ Toast students in developing an atte of sl evaluation and se direction in hir te,
+ Toinspte students to engage in critical thinking, principi application, and decision: making
2 determine how effective tachingand learning techniques, subject content, ad instructional
the objectives.
dia are hep in.
ct dats or adwinisteativpurpones such a slcting tens for advanced courses,
iv
placing students tn advanced traning, and soon.
Textbook of Educational Technology/Nursing Education
INTRODUCTION
rmination ofa subject meri worth and recvance wig era define by
of standards refered as vaa, can help an organ program design pet a
the intervention or mate ase any ea ra concpUprponl orale 1
decision making: or determine the deprecof achievement or value gar
nn aking the goal and objectives,
nes of any such action that ha ben completed. Ase fom geting insight ing
zie ores pet handel ul amet alent ie
DEFINITIONS
ane interpretation and asugring of meaning to projected ot actu implications of
rojo organization withthe goal
sear efetivencs lan also be summative
nadsted touts context the theory, needs, gral
valuation e cell à
procedure stats the us of resources such a ealting knowl L
is component elements achive
manner as feasible (St Legerand Wordsworth el} [verifica
jective knowledge and measuring
ct (Stllcbean) The emphasis in this definition is on facts as wells vale Eden
tests of hep nes and value
Assessment isthe proces of documenting knowledge, sil, atitude, and boi, usually in
umentin, and applying i
m educational task s known s assessment in elation,
CONCEPT OF EVALUATION
Ieee man pon at th pp em On
is crucial cates ela sci develo vent. Le er =
EGM ame lor ampli nde porn Mu en
i y
F
CHAPTER 6 » Assessment and Evaluation Methodologies
Itactsasa busin monitor within the software allowing ou to check on your learning progress
a any moment. I aio provides uel input on the programs design and implementation. As a
‘esl, rations erucia in any educational program.
Inthe teaching learning proces, evaluation ie extremely important. ass teachers and
students in improving thelr teaching and learning. Evaluation continua procedure that takes
Place ona regular basis
NATURE OF EVALU/
In an educational environment, evaluation refers toa broad program that assess achievements
sttudes, interes, personal, Mtrbutes ad sl Asa resul, the evaluation process measures
ogo. emotional and psychomotor learning outcomes. The evaluation it pli int two parts The
fist element of aessment is deciding what o alte (ga), and the second partis determining,
wether or not the goals have been met
PURPOSES OF EVALUATION
The overarching gol wil be to supply information that wil allow cach student to develop to his
full potential within the content of educational gol, Thefllawing goals were expressed by Bloom:
+ Todetermine the amount to which the student has pogsested inthe beginning organizing and
ahaneing his or her daly work. as wel as to ei hi or her strengths and weikneses in
‘order ta provide further guidance
+ o evaluate the current sate ofthe student behavior as well as any changes
+ Toperiodcally examine the students progres and reveal the students needs and posites
+ Toforecast a student academic achievement in the future
+ To promde a foundation for curriculum and course adaptation
2 Fo encourage pups t achieve higher levels of achievement and growth,
«medial ation is required:
+ To emi areas where
PURPOSES OF EVALUATION IN NURSING
+ To ases Ue pup’ knowledge and comprehension at varios point time
+ To determine the eve of incl performance of students at various age.
+ To dr a digeam ol cacho sudent strength and weaknese, as well recommend remedial
+ To motivate students lo learn by assessing their progres and informing them of hei
accomplishments
+ Toast students in developing an atte of sl evaluation and se direction in hir te,
+ Toinspte students to engage in critical thinking, principi application, and decision: making
2 determine how effective tachingand learning techniques, subject content, ad instructional
the objectives.
dia are hep in.
ct dats or adwinisteativpurpones such a slcting tens for advanced courses,
iv
placing students tn advanced traning, and soon.
tg y
SCOPEOF EVALUATION PP PES or ASSESSMENT/EVALUATION es
Ve — Bang — 2
8 Scope of vat
BARRIERS TO EVALUATION
Hanning: Eauation shouldbe well plana and vl
10 not having the righ amount of tne pde
in what outcomes to achieve, and
funding personne space ec) or he
x planning can lead to m
ction,
: Evaluation shoul be sc as à proc,
commente wih al es who area na
Ineffective approaches: it met
et the require ress a Rey cement ofthe cl
6 tha se 10 mach jargon that don tee
ey. and tht doe aves lear an
respand ae all problem that wil turn e
Hack of expert evaluator Asesinos
see or done i sie wut
tal ot be achieve
=
SCOPEOF EVALUATION PP PES or ASSESSMENT/EVALUATION es
Ve — Bang — 2
8 Scope of vat
BARRIERS TO EVALUATION
Hanning: Eauation shouldbe well plana and vl
10 not having the righ amount of tne pde
in what outcomes to achieve, and
funding personne space ec) or he
x planning can lead to m
ction,
: Evaluation shoul be sc as à proc,
commente wih al es who area na
Ineffective approaches: it met
et the require ress a Rey cement ofthe cl
6 tha se 10 mach jargon that don tee
ey. and tht doe aves lear an
respand ae all problem that wil turn e
Hack of expert evaluator Asesinos
see or done i sie wut
tal ot be achieve
=
INT
> d
y Textbook of Educational Technology/Nutsing Education
CLASSIFICATION OF TOOLS AND TECHNIQUES OF ASSESSMENT
cessent otinomtodge | sessment bf kl
1 Semanter tier
ASSESSMENT OF KNOWLEDGE
Essay Type Questions
is bouk à companion tothe pamphlet Student Assesment! which provides a comprehensive
rie at many asenment methodologies able The current book dees
deeper mo specific orm af eatin instrument arica prolonged say te question.
Ta ak begins by evening the various ype ey ype question and providing adi om bot
chaos the bes nef if prods thorough instructions on how
by pro dance on how
on Flowing h
cu and grade
Diterent forms of ssey Questions
Anal ay quelo ar ea ips tha ar prs In such a vn that te iter hat he
» in determining Ib natur and extent bis response; jet othe Inrena Hits
nen by ie topic mater arabe me, dd other actors Extended creme
Example I Vice tse pag sa about ame character
+ Example 2 Do practicing cents truly use the phase “scenic metho o jn a
fabrication of plosopheó maga? a appoximtly
sample 3: Coon ay sca th
personal viewpoint onthe op. and offer a wel thought wu argent ut
CHAPTER 6 » Assessment ond Evaluation Methodologies
structured Essay Questions
Sérum (amener call ete response questions dr rom unrctured
say guest ht runde the ext gran ih les contrer theatre ad breath
ithe response Tnded they ae stractre im sch war hat hey provide the ts ih re deal
inet ao the fem and subject ofthe say Two such instaces ar provided below
say onthe bloga elects along radio.
fon on Ising te them eth the spec let
lieth the
+ Example e "its tree o fve-p
ling rt withthe geral elect of ra
‘human Bong (a ot the hole ho and “individual organ level and
smile longterm genet elects onthe human rca
+ Example: Esplin how cla fasion can nue highly henry maces to mirate toa more
stable configuration ad se the semi emprical mas formol to get an esto or he amount
energy roxy ich symm fission Explai he ae ofthe energie
‘eth hn expre e ala ss than one might predic. Esplin how the potential ari
‘hat ini spontneaus iar Hsin gia sing wei le ram. Examine the
Parameters tht influence whether «gules 1 senta sable as spontaneous fusion.
plan waa cis “Tasnabiy parameter and bow ocala he ab rein.
Explain bey why a mocos hat esti sabe guns spontaneous son can havea
Ate chance dla sa
Short Notes Questions
Short nates gestions te questions wi sorter answer than fl essay question but a length
hover thn an ope shot answer Quen Sach gueto can tke à ant of forms apd aa be
Included ns ancy fests and examination Below ae tw such samples.
Example (A shet-notesgueton ofthe type that might be included as ne ofthe option in
2 traditional answer any x fom ype ey paper) Choose four ofthe ling topic and
decreta th eet oe phenomens e sw a pia eplnation for how tour in ach
2 Thomion effet
ho Peer tet
© Melser tet
À terror
© Meses
Magna chart
sample 2 A bora gain ofthe type ha might he incorporated in paper costing of
uen af mint lor amuer and sor nates querian) WH the aid
abot sagan, describe the Blood Circulation tte of he beat ad eplain why
rat orp.
Example 3: White dort mats on any woof the Fi
à Management patent with fer
À Sepicabrton
Infection contro in IC
> d
y Textbook of Educational Technology/Nutsing Education
CLASSIFICATION OF TOOLS AND TECHNIQUES OF ASSESSMENT
cessent otinomtodge | sessment bf kl
1 Semanter tier
ASSESSMENT OF KNOWLEDGE
Essay Type Questions
is bouk à companion tothe pamphlet Student Assesment! which provides a comprehensive
rie at many asenment methodologies able The current book dees
deeper mo specific orm af eatin instrument arica prolonged say te question.
Ta ak begins by evening the various ype ey ype question and providing adi om bot
chaos the bes nef if prods thorough instructions on how
by pro dance on how
on Flowing h
cu and grade
Diterent forms of ssey Questions
Anal ay quelo ar ea ips tha ar prs In such a vn that te iter hat he
» in determining Ib natur and extent bis response; jet othe Inrena Hits
nen by ie topic mater arabe me, dd other actors Extended creme
Example I Vice tse pag sa about ame character
+ Example 2 Do practicing cents truly use the phase “scenic metho o jn a
fabrication of plosopheó maga? a appoximtly
sample 3: Coon ay sca th
personal viewpoint onthe op. and offer a wel thought wu argent ut
CHAPTER 6 » Assessment ond Evaluation Methodologies
structured Essay Questions
Sérum (amener call ete response questions dr rom unrctured
say guest ht runde the ext gran ih les contrer theatre ad breath
ithe response Tnded they ae stractre im sch war hat hey provide the ts ih re deal
inet ao the fem and subject ofthe say Two such instaces ar provided below
say onthe bloga elects along radio.
fon on Ising te them eth the spec let
lieth the
+ Example e "its tree o fve-p
ling rt withthe geral elect of ra
‘human Bong (a ot the hole ho and “individual organ level and
smile longterm genet elects onthe human rca
+ Example: Esplin how cla fasion can nue highly henry maces to mirate toa more
stable configuration ad se the semi emprical mas formol to get an esto or he amount
energy roxy ich symm fission Explai he ae ofthe energie
‘eth hn expre e ala ss than one might predic. Esplin how the potential ari
‘hat ini spontneaus iar Hsin gia sing wei le ram. Examine the
Parameters tht influence whether «gules 1 senta sable as spontaneous fusion.
plan waa cis “Tasnabiy parameter and bow ocala he ab rein.
Explain bey why a mocos hat esti sabe guns spontaneous son can havea
Ate chance dla sa
Short Notes Questions
Short nates gestions te questions wi sorter answer than fl essay question but a length
hover thn an ope shot answer Quen Sach gueto can tke à ant of forms apd aa be
Included ns ancy fests and examination Below ae tw such samples.
Example (A shet-notesgueton ofthe type that might be included as ne ofthe option in
2 traditional answer any x fom ype ey paper) Choose four ofthe ling topic and
decreta th eet oe phenomens e sw a pia eplnation for how tour in ach
2 Thomion effet
ho Peer tet
© Melser tet
À terror
© Meses
Magna chart
sample 2 A bora gain ofthe type ha might he incorporated in paper costing of
uen af mint lor amuer and sor nates querian) WH the aid
abot sagan, describe the Blood Circulation tte of he beat ad eplain why
rat orp.
Example 3: White dort mats on any woof the Fi
à Management patent with fer
À Sepicabrton
Infection contro in IC
El voie 2
| ee
= Textbook of Educational Technology/Nuring Education, CHAPTER 6 » Assessment and Evaluation Metnodologie:
Multiple Choice Questions ASSESSMENT OF SKILLS
A muliple-choice inquiry sone in which the espondent must o
iii ma sc Select one or move items fom à servational Checklist
nen Aste creara icon male panic che qt E
+,
noie : e an hen a old Ty ea ar ee
e Ft ein ln ad e mn wa
1 consider This by no
Tren rt (Ohnerving students that you might want
cans a comprehensive
ss world
se multiple choice question takes le
ne to complete than punis Records.
a ee een
tinuously observed. The observer
during a pectic activity. The observers
a natural occureng behavior rather than
0 condita colt large amet of dt sx
sive in nature. After taking notes, the observer
hat happened
Wiley
re guckto proces. the
‘takes time to come up with excellent eu
ny produce quantitative date and ds
Fer Running cons makes i any
ioral pile descriptive narative dats concerning development i manne. The ky
epee RE sue for teachers ha they need time made ot
in a methodical manner. The key
teaching assistant, may make the record. Making good runn y
ough grasp of how children learn, familiarity with the
Simple semence structure and exact we esha
Mate al possible plane
Make al four answer options
child being observed, sensitiv
he same length
Double negatives should be avoided. ss
Rearrange he core anaes he
Anecdotal Records
sequence (when testing knomladge)
‘Avoid deceiving es tar y anesung
Examples
Which the flowing tint ps Me
ig marins helps for tisse eps Dali me
à Vian
o sic
ne =
Bm
An anecdota record, as opposed 1 2 narcaive about
1, onjudgmenal written account of ene pe
A lly seen episode. After the observation, the
w essence of what the pup said and dh as
thei reading bis,
abl the episode and concisely capes
walla te sen
documented only somethin
8 he students say or do that appears to be
‘Typically, the observer can jot down a few
i notes are commonly used by professionals fa many
ongsters engaged in learning cv se
lo à specific
Wand valuables kept on le
‘The narse isto administer an IM injection to à 6. Serie
learning ate ora pio
+ Or à prior tay
hd Wha ton plan (EP). Isa get in the students
Darren D QT agen es
2 Dorsal gluteal rae at
the pupilsdevelopment 7
3. Venta gates) E
ee 4 they ae with running recois They neces
Se
| ee
= Textbook of Educational Technology/Nuring Education, CHAPTER 6 » Assessment and Evaluation Metnodologie:
Multiple Choice Questions ASSESSMENT OF SKILLS
A muliple-choice inquiry sone in which the espondent must o
iii ma sc Select one or move items fom à servational Checklist
nen Aste creara icon male panic che qt E
+,
noie : e an hen a old Ty ea ar ee
e Ft ein ln ad e mn wa
1 consider This by no
Tren rt (Ohnerving students that you might want
cans a comprehensive
ss world
se multiple choice question takes le
ne to complete than punis Records.
a ee een
tinuously observed. The observer
during a pectic activity. The observers
a natural occureng behavior rather than
0 condita colt large amet of dt sx
sive in nature. After taking notes, the observer
hat happened
Wiley
re guckto proces. the
‘takes time to come up with excellent eu
ny produce quantitative date and ds
Fer Running cons makes i any
ioral pile descriptive narative dats concerning development i manne. The ky
epee RE sue for teachers ha they need time made ot
in a methodical manner. The key
teaching assistant, may make the record. Making good runn y
ough grasp of how children learn, familiarity with the
Simple semence structure and exact we esha
Mate al possible plane
Make al four answer options
child being observed, sensitiv
he same length
Double negatives should be avoided. ss
Rearrange he core anaes he
Anecdotal Records
sequence (when testing knomladge)
‘Avoid deceiving es tar y anesung
Examples
Which the flowing tint ps Me
ig marins helps for tisse eps Dali me
à Vian
o sic
ne =
Bm
An anecdota record, as opposed 1 2 narcaive about
1, onjudgmenal written account of ene pe
A lly seen episode. After the observation, the
w essence of what the pup said and dh as
thei reading bis,
abl the episode and concisely capes
walla te sen
documented only somethin
8 he students say or do that appears to be
‘Typically, the observer can jot down a few
i notes are commonly used by professionals fa many
ongsters engaged in learning cv se
lo à specific
Wand valuables kept on le
‘The narse isto administer an IM injection to à 6. Serie
learning ate ora pio
+ Or à prior tay
hd Wha ton plan (EP). Isa get in the students
Darren D QT agen es
2 Dorsal gluteal rae at
the pupilsdevelopment 7
3. Venta gates) E
ee 4 they ae with running recois They neces
Se
ERE ST TLTTITTZ
fexlbook ol Educational Technology/Nuring Education
tae to judge o ate the quai o puis pie rp,
tment of deed have and ak moe whether thy occur or mo af aslo
se nen emotional and behavioral develope lcs 20
u 'Corricalom Authority APhough codos some ts ers the Pret
N igs en Se tat wk ee eee
ed rating cle well no des ranging from 1 o. with | being exam
: haracertics ofthe pup ae described nn desriploes of
ABC Analyses
cl noted This known as event sampling ho evaluate wheter
Principles I he alin assessment code and ips, Méthode a eva shi be
3 — d
f
a
dan ite ove
[CHAPTERS » Assessment and Evoluotion Methodologies M — uni
“he objectives should be stated in tem of Behavior and content. The asesment determines to
nt extent th objective othe course ar met Or not.
Asesument should be valid: Assessment shouldbe exlctly designed to measure students
creen ofthe intended leaning outcomes and ll intended learning outcomes shold be
summative ase
«Assessment shouldbe ellable: The assesment method should be reliable o ensure level of
+ Assessment should be equitable: Dirt ascument methods may be appropiate for
dierent Lamine styles A dient of ancient methods should be used o allow all
Students to demonstrat her Knowledge, understanding, nd il according to ther unique
characteristics,
+ “Assesment should he explicit and transparent: Price o undertaking any asesment tsk
Siente shoud e clearly informed ofthe purpose and requirements of the tsk and sec
sement criteria should be proved tha ll be und for marking Feedback wo students
Should be related to the stated learning outcomes and specific anesement reí.
‘Clear information on the policies and processes felting lo anesment abou be easly
valle toall volved inthe anesment roces
nt should supper the student learning process: lasses tk influence the
‘ayn which students approach their easing
‘Stadents shoal reee mel feedback om ases work willow them to senti hon
‘hoy cam pre thee performance
+ Asseument should be efficient: Assessment shouldbe ficient for both students and af
Ut earnng outcomes ae not very ases and that knowledge and sls can be sample.
+ Assessment outcomes shold be monitored and this monitoring should be wed to support the
enhance and program o teaching strategies and methode.
osce
The Objective Stractred Clinical Examination (OSCE) is an assesment tool in which the
ponts of dial competence such as istry taking, phyia examination, spe procedures,
season of lb feral, patient management problems, communication, aitude, et. are
teste wing esc chelas and rotating he student roid number of stations ome which have
The OSCE examination coms of about 15-20 sation each of which requires about
{-Sminutesof time Altos should be capable of beng complete these ime The students
‘ove to the ext tation ath signal, Since the sation
erly independent, ants an tar at any ofthe procedure stations and complet the yee
nuts cach, 15 students can complet the examination within U hot.
+ Procedure statlons In these stations students ar given tasks t perform on patenta simulator.
Atal uch stations, thre are obsevervvalatos with agreed checks core he students
+ Response stations: At thee stations, students respond to questions ofthe objective type or
yet dat recon the indigo Ko the previous procedure tation,
fexlbook ol Educational Technology/Nuring Education
tae to judge o ate the quai o puis pie rp,
tment of deed have and ak moe whether thy occur or mo af aslo
se nen emotional and behavioral develope lcs 20
u 'Corricalom Authority APhough codos some ts ers the Pret
N igs en Se tat wk ee eee
ed rating cle well no des ranging from 1 o. with | being exam
: haracertics ofthe pup ae described nn desriploes of
ABC Analyses
cl noted This known as event sampling ho evaluate wheter
Principles I he alin assessment code and ips, Méthode a eva shi be
3 — d
f
a
dan ite ove
[CHAPTERS » Assessment and Evoluotion Methodologies M — uni
“he objectives should be stated in tem of Behavior and content. The asesment determines to
nt extent th objective othe course ar met Or not.
Asesument should be valid: Assessment shouldbe exlctly designed to measure students
creen ofthe intended leaning outcomes and ll intended learning outcomes shold be
summative ase
«Assessment shouldbe ellable: The assesment method should be reliable o ensure level of
+ Assessment should be equitable: Dirt ascument methods may be appropiate for
dierent Lamine styles A dient of ancient methods should be used o allow all
Students to demonstrat her Knowledge, understanding, nd il according to ther unique
characteristics,
+ “Assesment should he explicit and transparent: Price o undertaking any asesment tsk
Siente shoud e clearly informed ofthe purpose and requirements of the tsk and sec
sement criteria should be proved tha ll be und for marking Feedback wo students
Should be related to the stated learning outcomes and specific anesement reí.
‘Clear information on the policies and processes felting lo anesment abou be easly
valle toall volved inthe anesment roces
nt should supper the student learning process: lasses tk influence the
‘ayn which students approach their easing
‘Stadents shoal reee mel feedback om ases work willow them to senti hon
‘hoy cam pre thee performance
+ Asseument should be efficient: Assessment shouldbe ficient for both students and af
Ut earnng outcomes ae not very ases and that knowledge and sls can be sample.
+ Assessment outcomes shold be monitored and this monitoring should be wed to support the
enhance and program o teaching strategies and methode.
osce
The Objective Stractred Clinical Examination (OSCE) is an assesment tool in which the
ponts of dial competence such as istry taking, phyia examination, spe procedures,
season of lb feral, patient management problems, communication, aitude, et. are
teste wing esc chelas and rotating he student roid number of stations ome which have
The OSCE examination coms of about 15-20 sation each of which requires about
{-Sminutesof time Altos should be capable of beng complete these ime The students
‘ove to the ext tation ath signal, Since the sation
erly independent, ants an tar at any ofthe procedure stations and complet the yee
nuts cach, 15 students can complet the examination within U hot.
+ Procedure statlons In these stations students ar given tasks t perform on patenta simulator.
Atal uch stations, thre are obsevervvalatos with agreed checks core he students
+ Response stations: At thee stations, students respond to questions ofthe objective type or
yet dat recon the indigo Ko the previous procedure tation,
F
ke
a
3E esa
Fach e EEE
ne er ER
el
HR cn on mi
camion The scoring bete ie standards of competence ae pro adagio siete
‚are used for scoring. Where questions are asked in response stations, these are always jet >
Simulanons can be used for acute cases and there ls scope for immediate feedback. ©
ospe
“he cbnctne structured praia examination (OSPE) can ass prac competences in an
apropia sep wise, medial, bj, and ine evened manner wi di
‘ofthe staden performance during planned nia on aos
“There are mail two tes lao
1 SN stations: Questions reprding dierent top, for ample nta ed blood cel (RBC)
unig agit ts or RIC and hemstcrt measurement i
2 Reppense tation Quest depend onthe corta au tps sch aa mu
cre phology and the replay and Carioca pum. Dill tol sre and
la) Fand. Ichling some ptr eto» durer and asking the sade to dr,
the diene. (1) Veco showings core or incre procedure cto as eurent ot
he examine pet the de to seal what experien What fa got Moses
Simulation: Simulacion provides à rl sti ad ae emronmen fr students apply
the End they lune in ca Then they can a what he age in snus a
sr a mace
A bips dem 7
protean”
Sutin can be sed aa ass med Gr unio tudes to eva te nal
‘hl before they ot wrk on real patents
“his proce allows students te he mods ad ledge om the tion ich
inches aking eer ad kerning rm tema amine pets
Some ofthe pol implementan formation educa in pri
End de cane
Sian Rend Acuna and
Spots
as cal ve
Assessment Tests for Higher Learning
tp queso An iterprde question asks fr evidence to prove the pl that s biog
pla deren Coon tions, scr wr these question yp a
Sennprbetslon and undestanding. They ae cena in Merc tos dase
Smeets et i sq ed An erre quo sald ci cel
Là
é
CHAPTERS » Aszexsmen! and Evaluation Methodologies
nec ppt in the oem of
nor These questions require cs int responses ut they al
‘ence. it evidence ati key In making or the answer ots Iterpreiie questions ae
amer higher lees they require criti hiking is
amples of Inepecie Question Starters
Wy dd? Wha had ou ink about
fo? Mike eses.
Cam you explain. How mat ilar
amples:
at the impact o plo on he environment?
‘What rth ry ference and smilies Beinen OSCE and OSPE?
ES
ese at no conte rIncoret answers tothe hosp analysis question. Sales are presented
‘ethan image and alc particule area a the nse
samples of HotSpot questions include these:
Anatomy Locate parto of theo
© Geography: Late arcas on ma
+ Drag and drop: Drag and drop question contains 2 st of words
‘em tha theese mus rag nto response rg gs
+ This question pe challenge the learners tie alo analyzing the
llene a hand in ondr to apy the infra
Ont ro anne Oro Speed ci
set an gan mn le cre hy
pre m
Example: The nues prepares to place a asogasric ube (NG tube In an cel male patient tha
Bere abstraction Arrange the lowing ep in he order he nase on pri them
(a) Postion peat hg Fowlers postion
pol the nose to the ctlbe tthe ho procesa
through the naco. Apply gentle Jomar pure
€ mt be ama
To asen quoi, the pato place
ec tube
ASSESSMENT OF ATTITUDE
ke
a
3E esa
Fach e EEE
ne er ER
el
HR cn on mi
camion The scoring bete ie standards of competence ae pro adagio siete
‚are used for scoring. Where questions are asked in response stations, these are always jet >
Simulanons can be used for acute cases and there ls scope for immediate feedback. ©
ospe
“he cbnctne structured praia examination (OSPE) can ass prac competences in an
apropia sep wise, medial, bj, and ine evened manner wi di
‘ofthe staden performance during planned nia on aos
“There are mail two tes lao
1 SN stations: Questions reprding dierent top, for ample nta ed blood cel (RBC)
unig agit ts or RIC and hemstcrt measurement i
2 Reppense tation Quest depend onthe corta au tps sch aa mu
cre phology and the replay and Carioca pum. Dill tol sre and
la) Fand. Ichling some ptr eto» durer and asking the sade to dr,
the diene. (1) Veco showings core or incre procedure cto as eurent ot
he examine pet the de to seal what experien What fa got Moses
Simulation: Simulacion provides à rl sti ad ae emronmen fr students apply
the End they lune in ca Then they can a what he age in snus a
sr a mace
A bips dem 7
protean”
Sutin can be sed aa ass med Gr unio tudes to eva te nal
‘hl before they ot wrk on real patents
“his proce allows students te he mods ad ledge om the tion ich
inches aking eer ad kerning rm tema amine pets
Some ofthe pol implementan formation educa in pri
End de cane
Sian Rend Acuna and
Spots
as cal ve
Assessment Tests for Higher Learning
tp queso An iterprde question asks fr evidence to prove the pl that s biog
pla deren Coon tions, scr wr these question yp a
Sennprbetslon and undestanding. They ae cena in Merc tos dase
Smeets et i sq ed An erre quo sald ci cel
Là
é
CHAPTERS » Aszexsmen! and Evaluation Methodologies
nec ppt in the oem of
nor These questions require cs int responses ut they al
‘ence. it evidence ati key In making or the answer ots Iterpreiie questions ae
amer higher lees they require criti hiking is
amples of Inepecie Question Starters
Wy dd? Wha had ou ink about
fo? Mike eses.
Cam you explain. How mat ilar
amples:
at the impact o plo on he environment?
‘What rth ry ference and smilies Beinen OSCE and OSPE?
ES
ese at no conte rIncoret answers tothe hosp analysis question. Sales are presented
‘ethan image and alc particule area a the nse
samples of HotSpot questions include these:
Anatomy Locate parto of theo
© Geography: Late arcas on ma
+ Drag and drop: Drag and drop question contains 2 st of words
‘em tha theese mus rag nto response rg gs
+ This question pe challenge the learners tie alo analyzing the
llene a hand in ondr to apy the infra
Ont ro anne Oro Speed ci
set an gan mn le cre hy
pre m
Example: The nues prepares to place a asogasric ube (NG tube In an cel male patient tha
Bere abstraction Arrange the lowing ep in he order he nase on pri them
(a) Postion peat hg Fowlers postion
pol the nose to the ctlbe tthe ho procesa
through the naco. Apply gentle Jomar pure
€ mt be ama
To asen quoi, the pato place
ec tube
ASSESSMENT OF ATTITUDE
ed IIIS TITO
r
Attitude Surveys
its provide aque se neo questo on the tpn. A respondent
Rating Scales
he rating cale in which the exponents indicate the extent to
wt coman atthe Thustone nd he Likert Seales, named
Semantic Dierentil Scale
Cognitive Measures
En 5 pe
eh en
cond Evaluation Methodologies
CHAPTERS » Assesemen
nats anciens The mot el known plc measures tet he Impl Asocialon Tes
I) develope by Greenval McGhee and Schwarz (1998)
PROGRESS NOTES
‘ong progres notes ae the records nure and doctors keep during a patients hospaiaion
dara Re fe ae the profesional who pend the mos me wi patients, they add peca
aie sbot the care the paient receiving and their recovery pros
thse nates help medical professionals keep track ofthe medications and cate a patent received
and lo for the patent medical record to be af up-to-date s possible. In many ass progres
A a help doctors ad nurses cent pate care plans sti patin condition change
Nursing Care Plan
Care plans help muni focus on patients na Poli lg picture way so they can deliver evidence
fans als bl hospital ensure conil of are eros marin
‘pits Promote inter profesional collaboration y geting everyone on the same pag, and meet
cumin requirements or nsucers and governing bodies.
sel paten-entred ate Ca
Student Nursing Care Plans
‘Client Jon Sark
Care plan: W
moored xt
(hair sehen main Sesam manes
Cennsounds selten optimal gas ae om
a Stole Slane,” MUA depende change
tom Sem einen méréote AEB normal
Reasons mere eftedegreet realen
(reduce Sapin goles me
foe ureatereany andundenene Sn,
+ fees as patients Coughing
Eraser pomos ther breathing
sens Bee etc
Sue
r
Attitude Surveys
its provide aque se neo questo on the tpn. A respondent
Rating Scales
he rating cale in which the exponents indicate the extent to
wt coman atthe Thustone nd he Likert Seales, named
Semantic Dierentil Scale
Cognitive Measures
En 5 pe
eh en
cond Evaluation Methodologies
CHAPTERS » Assesemen
nats anciens The mot el known plc measures tet he Impl Asocialon Tes
I) develope by Greenval McGhee and Schwarz (1998)
PROGRESS NOTES
‘ong progres notes ae the records nure and doctors keep during a patients hospaiaion
dara Re fe ae the profesional who pend the mos me wi patients, they add peca
aie sbot the care the paient receiving and their recovery pros
thse nates help medical professionals keep track ofthe medications and cate a patent received
and lo for the patent medical record to be af up-to-date s possible. In many ass progres
A a help doctors ad nurses cent pate care plans sti patin condition change
Nursing Care Plan
Care plans help muni focus on patients na Poli lg picture way so they can deliver evidence
fans als bl hospital ensure conil of are eros marin
‘pits Promote inter profesional collaboration y geting everyone on the same pag, and meet
cumin requirements or nsucers and governing bodies.
sel paten-entred ate Ca
Student Nursing Care Plans
‘Client Jon Sark
Care plan: W
moored xt
(hair sehen main Sesam manes
Cennsounds selten optimal gas ae om
a Stole Slane,” MUA depende change
tom Sem einen méréote AEB normal
Reasons mere eftedegreet realen
(reduce Sapin goles me
foe ureatereany andundenene Sn,
+ fees as patients Coughing
Eraser pomos ther breathing
sens Bee etc
Sue
E 7) =
Guidance/Academic Advising
Counseling and Discipline
at
Guidance/Academic Advising
Counseling and Discipline
at
—
a
Pital
no tenboot of educational Technology/Nusing Education
oc ot men tht here sno lar att The teachers do teach in he ease bu in a
mann whch enables the stants to Karn on thei own and which eae them to deep ie
A prota wen karing Si
‘Theat othe K-12 cation system st devo stan int sl ibe and independent
nd. The system encourages optimas lering through varios resources that Is 10
ile, Opie earning de ot nce ont coca thing br alv cb the tuent 1.
eel ote il a wel tht re esr ie
GUIDANCE
Sede pees ad rods iow hams Sgr sp
‘iow nue vr pe u eon she sper ve acho,
Shape esc
an Pet les that balanced development ofthe individual can be facilitated $
“education which include enabling a person to realize hi ai
ln na pa arn pu
dc he prea lp
Jones A guidance ts cation but
ties ae the are or the development,
og peso 10 develo and cc an nepal nd sá
serca uy wh
continuous ad sequential proces ad a achleing a ao
pda bins
lt sonal decana
home and e avala at cool and do co
‘According to sachen of Guidance Met
leonard M Miler idas a
thes, Carne Clon! Dunsmoor and
sean of helping indivi to undentand and use wy he
vr
LE
ne 19:
CHAPTER » Gurdance/Acodermie Adna a
vice Ganlance encompasses problem
ot Tanke place in
ct
Guidance can, therfore, be considered à hen ian m
sober ant understanding ones sis and environment o tht his development Gan
Tandem nth the enitanment. Gudance involves undertaking malice
the development gol achieved
a shin as, “Guidance seeks to create within the child the
min oe to prepa balance shet of hi sete
Te roh and mies ina manner that fers the
The nature ofguidance as been defined by M
ned and power to explore and understand hi
“nd labia that he sale plan out his
tnarimum lklihood of success and satisfaction:
dance is based on certain base principles which are described a follows
+ Guidanceaimsatthe holistic development ofan individual: Guidance ms a the development
tf person as a wbole The aim ofthe gudance isnot jus achieving academic excelence for
kn indivi I focuses on the physica and social aspects ofthe development of individuals as
well
+ Guidance recognizes he individuality of every person: Guidance is based on the principle
that very india dire! fom the others and that every person is unique, The guidance
‘phases the fact that every person aces tobe shown espe as he digniy ol an individual
[supreme In her words the digoty and espec fora person should not be affected y factors
he age, gender and appearance
+ Guidance maneuvers individual behavioral processes: Guidance affects the behavior of an
india and enables person
In other words here te several people who guide an individual into im
atude to develop at an indivi
The authors of An Introduction to Guide, Lester D Crow and Alice Crow have id down the
falowing principles of guidance which are accept, especial, when it comes to education
+ Principle of around development: According to this principle, guidance must tke
ito comen th overall dsiopic ln ia hen ais 1 bring aboot
developmental adrasiment in the ind
ing the eight values and
ic ofhuman uniqueness According to this principle, guidance takes nto consideration
‘he fc that very individuals unique and his distinct characte
Guidance terre, meets the developmen
sus fiat his development
tal needs ofeach individual na different manner.
Prindple of holistic development: Guidance must focus on the total development of the
personal ofan individual Guidance must take
ity of an individual that affect his development. ®
Principle of cooperation: According prin le no individual
Tobe guided. he consent and cooperation ofthe person seeking Ride east
* Principle of continuity: According otis principle, guidance mast be proc ean individual
Principio extension According et
be forcetinto guidunce
gto this principe guidance int mite to only children who
guidance must be provided to people fall ages especialy thane
tito eon suse mat peal ow
are studying in schools tn fa
a
Pital
no tenboot of educational Technology/Nusing Education
oc ot men tht here sno lar att The teachers do teach in he ease bu in a
mann whch enables the stants to Karn on thei own and which eae them to deep ie
A prota wen karing Si
‘Theat othe K-12 cation system st devo stan int sl ibe and independent
nd. The system encourages optimas lering through varios resources that Is 10
ile, Opie earning de ot nce ont coca thing br alv cb the tuent 1.
eel ote il a wel tht re esr ie
GUIDANCE
Sede pees ad rods iow hams Sgr sp
‘iow nue vr pe u eon she sper ve acho,
Shape esc
an Pet les that balanced development ofthe individual can be facilitated $
“education which include enabling a person to realize hi ai
ln na pa arn pu
dc he prea lp
Jones A guidance ts cation but
ties ae the are or the development,
og peso 10 develo and cc an nepal nd sá
serca uy wh
continuous ad sequential proces ad a achleing a ao
pda bins
lt sonal decana
home and e avala at cool and do co
‘According to sachen of Guidance Met
leonard M Miler idas a
thes, Carne Clon! Dunsmoor and
sean of helping indivi to undentand and use wy he
vr
LE
ne 19:
CHAPTER » Gurdance/Acodermie Adna a
vice Ganlance encompasses problem
ot Tanke place in
ct
Guidance can, therfore, be considered à hen ian m
sober ant understanding ones sis and environment o tht his development Gan
Tandem nth the enitanment. Gudance involves undertaking malice
the development gol achieved
a shin as, “Guidance seeks to create within the child the
min oe to prepa balance shet of hi sete
Te roh and mies ina manner that fers the
The nature ofguidance as been defined by M
ned and power to explore and understand hi
“nd labia that he sale plan out his
tnarimum lklihood of success and satisfaction:
dance is based on certain base principles which are described a follows
+ Guidanceaimsatthe holistic development ofan individual: Guidance ms a the development
tf person as a wbole The aim ofthe gudance isnot jus achieving academic excelence for
kn indivi I focuses on the physica and social aspects ofthe development of individuals as
well
+ Guidance recognizes he individuality of every person: Guidance is based on the principle
that very india dire! fom the others and that every person is unique, The guidance
‘phases the fact that every person aces tobe shown espe as he digniy ol an individual
[supreme In her words the digoty and espec fora person should not be affected y factors
he age, gender and appearance
+ Guidance maneuvers individual behavioral processes: Guidance affects the behavior of an
india and enables person
In other words here te several people who guide an individual into im
atude to develop at an indivi
The authors of An Introduction to Guide, Lester D Crow and Alice Crow have id down the
falowing principles of guidance which are accept, especial, when it comes to education
+ Principle of around development: According to this principle, guidance must tke
ito comen th overall dsiopic ln ia hen ais 1 bring aboot
developmental adrasiment in the ind
ing the eight values and
ic ofhuman uniqueness According to this principle, guidance takes nto consideration
‘he fc that very individuals unique and his distinct characte
Guidance terre, meets the developmen
sus fiat his development
tal needs ofeach individual na different manner.
Prindple of holistic development: Guidance must focus on the total development of the
personal ofan individual Guidance must take
ity of an individual that affect his development. ®
Principle of cooperation: According prin le no individual
Tobe guided. he consent and cooperation ofthe person seeking Ride east
* Principle of continuity: According otis principle, guidance mast be proc ean individual
Principio extension According et
be forcetinto guidunce
gto this principe guidance int mite to only children who
guidance must be provided to people fall ages especialy thane
tito eon suse mat peal ow
are studying in schools tn fa
CCC MC ddd eed doll
= Textbook of Educational Technology/Nursng Education,
ple of elaboration: This principle tats tht when gudance is provided as an
partofedacat
that gundance can turn out to be an effective process. y pres
Princip fade The pce o
his physical, mental and soctal needs and environment,
+ Principe mal sen
» According to this principle, he needs of every individual ae
fret and so guidance must be provided in accordance with these needs and demanda
Guidance mus enable an individual to take decisions tat met his needs.
nil of expert opinion: dance ms edly he pole wh at expert nthe
Principle of evaluation
to mate fete ande
Principle of responsibility: According to this principe, guidance isthe responsibility of
aid professionals who ar thei services to help eters
rinciple of periodic ap
l tats that guidance program mus be evaluated for
ram snot fc, improvement mus be brought about
eres. a gu
$ o this principle, guidace program must be
pprased at periodic intervals so that these can be improved fr Ihe o be efi and work
oran fr the following reasons:
5 ing and edict
1 rent ofa dvd
on ive deren problem
2 eh am academic growth and development
+ itpromotes soil aswell as personal adjustment ofan indi
+ It promotes national development
Guidance is therfore, considered important not only for students but abo fr parents teaches
sAdministatos and community members. When R comes to education, guidance coves the whole
pectrum of the educational word. Guidance inches all ypes of education formal informal
cational and special. With ration to edcatlon, guidance cn, thus, be viewed as follows
+A specialized service which helps am individual solve his problems by opting for the right
luton to hs problem among the various optons valle
+ À general service whichis similar to education and th various educational processes
+ À subproceso education which focuses an developmental need ofthe learners.
According 10 Secondary Education Comite (1952-53), "Guidance invales the dificultar of
helping boys andes plan tutor wisely the ul igh ol the factors that can be mastered
nc hey are to ve and work
‘Guida, as state, has always been an integral par of education. However over he ls few
years, Abe need or guidance hs increased because of advancement in technology, social change
¡obalizaio, need for outstanding leadership, changes in moray and integrity ay spin
And so on. Guidance therefore, needs to be made avaiable atthe very basic and grund level in
CHAPTER 7 » Guidance/Academic Advising...
educational institutions so that an indo an adj to is environment socal, physi
‘mentally and emotionally
Cansdering the fc that guidances needed by very Individual lt has a wide scope and comers
al aspects ofan individual
Types and Areas of Guidance
“Tre following are the types of gukance and tb res where guidances needed the most
Personal
Peron glance help nthe emotional, yal ral acl and ment development of
an india Perna dance moy be needed by students who ie personal problems These
prose cn berated fami ends, paren teaches and 008 If personal gudance mt
prod tothe students the right me they may deve ous seem whch wil evenly
Make them fel ica in whatever they o. Ths pena glance hes an india
dent him and dsl wh personal problem à mature manner enables an india
{otek the necewarydecitons bse on ight Judgment. Persona uan also eps an india
to view the social word in the eight penpectie and make the necenary social and personal
met 2 ed à Papier ie Perna une requ in al ages fe and mus be
fathered by educational stations a à mandatory par of education. A the slementay school
ste, personal gidance lathe india to del hic ay seal acepte ad discipline
andres indulto be pren enough el with personal problems
‘tthe secondary tage, prnl gukance plays an important rol in theives of ascents
who under soil phynal and sua changes Personal guidance at this sage help the
Indus adjust personly a el an soil: Ath etary sage personal guidanc enables an
A 0 ew personal problems inthe ate! of am ral a nia ad
‘metal, yall and emotionally wth vais people who form à ar ofthe amy and this in
‘um ep the india taj with he kinds of people esting socie; Thus the scope of
else thi sage the wie Persona puce eee esa ia to ade the
‘nou problems that ae confronted fet the varios tages enable an Ind 10 emerge
Enger pen bth al and mentally
Educational
Educational guidance adresse he several educational problems hat th students face during the
peurs when they rece education in educational stations, Educational guidance is associated
vith every aspect of eduction, covers the curricular, he methods finstruction, xtacuricular
cts disciplines, problems wal teachers and so forth. Educational guidance is provided to
Students tha they an understand thee potential wih respect tothe various fs of education.
“The man am of eeationl guidance isto enable students o make an educational plan based
on her ait, gls and interest Educational guidance also helps students develop good study
ha and to just tothe schoo or college envionment. Tis type of guidance alo helps the
stents to takepart inthe various educational activites and develop seca an leadership qualities
“Educational guidance lso helps the students t cp track oftheir progres. AX the lementarylenl,
«educational guidance enables stants to make a good beginning in the educacional ld. A is
= Textbook of Educational Technology/Nursng Education,
ple of elaboration: This principle tats tht when gudance is provided as an
partofedacat
that gundance can turn out to be an effective process. y pres
Princip fade The pce o
his physical, mental and soctal needs and environment,
+ Principe mal sen
» According to this principle, he needs of every individual ae
fret and so guidance must be provided in accordance with these needs and demanda
Guidance mus enable an individual to take decisions tat met his needs.
nil of expert opinion: dance ms edly he pole wh at expert nthe
Principle of evaluation
to mate fete ande
Principle of responsibility: According to this principe, guidance isthe responsibility of
aid professionals who ar thei services to help eters
rinciple of periodic ap
l tats that guidance program mus be evaluated for
ram snot fc, improvement mus be brought about
eres. a gu
$ o this principle, guidace program must be
pprased at periodic intervals so that these can be improved fr Ihe o be efi and work
oran fr the following reasons:
5 ing and edict
1 rent ofa dvd
on ive deren problem
2 eh am academic growth and development
+ itpromotes soil aswell as personal adjustment ofan indi
+ It promotes national development
Guidance is therfore, considered important not only for students but abo fr parents teaches
sAdministatos and community members. When R comes to education, guidance coves the whole
pectrum of the educational word. Guidance inches all ypes of education formal informal
cational and special. With ration to edcatlon, guidance cn, thus, be viewed as follows
+A specialized service which helps am individual solve his problems by opting for the right
luton to hs problem among the various optons valle
+ À general service whichis similar to education and th various educational processes
+ À subproceso education which focuses an developmental need ofthe learners.
According 10 Secondary Education Comite (1952-53), "Guidance invales the dificultar of
helping boys andes plan tutor wisely the ul igh ol the factors that can be mastered
nc hey are to ve and work
‘Guida, as state, has always been an integral par of education. However over he ls few
years, Abe need or guidance hs increased because of advancement in technology, social change
¡obalizaio, need for outstanding leadership, changes in moray and integrity ay spin
And so on. Guidance therefore, needs to be made avaiable atthe very basic and grund level in
CHAPTER 7 » Guidance/Academic Advising...
educational institutions so that an indo an adj to is environment socal, physi
‘mentally and emotionally
Cansdering the fc that guidances needed by very Individual lt has a wide scope and comers
al aspects ofan individual
Types and Areas of Guidance
“Tre following are the types of gukance and tb res where guidances needed the most
Personal
Peron glance help nthe emotional, yal ral acl and ment development of
an india Perna dance moy be needed by students who ie personal problems These
prose cn berated fami ends, paren teaches and 008 If personal gudance mt
prod tothe students the right me they may deve ous seem whch wil evenly
Make them fel ica in whatever they o. Ths pena glance hes an india
dent him and dsl wh personal problem à mature manner enables an india
{otek the necewarydecitons bse on ight Judgment. Persona uan also eps an india
to view the social word in the eight penpectie and make the necenary social and personal
met 2 ed à Papier ie Perna une requ in al ages fe and mus be
fathered by educational stations a à mandatory par of education. A the slementay school
ste, personal gidance lathe india to del hic ay seal acepte ad discipline
andres indulto be pren enough el with personal problems
‘tthe secondary tage, prnl gukance plays an important rol in theives of ascents
who under soil phynal and sua changes Personal guidance at this sage help the
Indus adjust personly a el an soil: Ath etary sage personal guidanc enables an
A 0 ew personal problems inthe ate! of am ral a nia ad
‘metal, yall and emotionally wth vais people who form à ar ofthe amy and this in
‘um ep the india taj with he kinds of people esting socie; Thus the scope of
else thi sage the wie Persona puce eee esa ia to ade the
‘nou problems that ae confronted fet the varios tages enable an Ind 10 emerge
Enger pen bth al and mentally
Educational
Educational guidance adresse he several educational problems hat th students face during the
peurs when they rece education in educational stations, Educational guidance is associated
vith every aspect of eduction, covers the curricular, he methods finstruction, xtacuricular
cts disciplines, problems wal teachers and so forth. Educational guidance is provided to
Students tha they an understand thee potential wih respect tothe various fs of education.
“The man am of eeationl guidance isto enable students o make an educational plan based
on her ait, gls and interest Educational guidance also helps students develop good study
ha and to just tothe schoo or college envionment. Tis type of guidance alo helps the
stents to takepart inthe various educational activites and develop seca an leadership qualities
“Educational guidance lso helps the students t cp track oftheir progres. AX the lementarylenl,
«educational guidance enables stants to make a good beginning in the educacional ld. A is
A
ZT Textbook of Educational Technology/Nursing Education
stage educational guidance help to prepare sets or secondary education in choos and pa
tw dem special nde the students and abo the ice they fase Ate secondary wage
dction, educational uldance helps he students to understand he dierent aspect of the school,
the diferent courses offered and thei mp
varios subject taught in the choo. At the etary level educational guidance must hey student
know about the higher study opos availabe and the scope these tus I. the
reach college or university to havea special guidance uni
Vocational
Technological development has opened the avenues for several occupations and specialized jobs
This lads to an increased ned or vocational gukance Vocational idence dss with ating
individual opt for the right occupation or Job. Vocainalguidnce helps an individual choose the
right occupation and then also prepare fri and tack his press accordingly. The main aim of
‘vocational gudanceisto ep individuals build a eter future a chose the right carer Vocational
_gidance helps an individual o reine his potential and sl and then un his ass dci te eight
arr also helps an individual to develop the right atid wad work.
‘Vocational education helps an individual to ealate every job and carer option avaiable
tal and then choose the right one. At the cemetary sag, no orl vocational guidance
‘ay be reguzed but training canbe provided o develop SK that re of vocational significance
lke cooperation, un of hands respec fr manual work, develope! inepersonal relatos
and so on. A the secondary age, vocational guidance canbe proved o help students ent
their areas of vocational iret and to develop employment renden. A this sae, vocatoal
ride can bl the students o ak the ight decisions related to thai carer At the rar og,
ocaional guidance must be provided in a more formal manner. At this stage, guilance mus be
provided to student 1 inform them sbou the various cocer options arab, the carer opt
that match tei ails, the traning faites vale in relation tthe various care pt
a the varios pprentichip programs elle, Vocational training mus enable the
‘hoote the right carer option deso
[Notes An Overview: Guidance and Counseling in Education.
‘Aims of Guidance: Kothari Commission
“Thon, on the basis ofthe need of guidnce at various stages of
Education Commission has specie the following ats of gudance atthe secondary shoo! eve
fe and education, the Kotha
ps te adolescents to know about thee skill and bite and lo develo the same in a
dfscive manne
+) enables the stents to undentand ther srenghs and weakness It a
todo cholate work ape hir abilities and sills
A ps students in making educational and vocational choice which ar rai nature
Alona helping dentin acquiring information about various cdactonal opportunities
"Top the stents oat othe personal as wll as social space ad entro
hp the school authorities 1 understand stunts a tat the ect programs cun be
designed and dlvered ina elective manner.
y Pa E
CHAPTER? » Guidonce/Academic Advising
fot aims of guidance
education stage, Crow and Grow have ste the
Bea coming o thei able,
«Guidance aime o help the stems 0 chose the sure ac
pense ay haa which que them toward sce
(alo
thee neds
+ Guan
fs cs the tenso deny the schol th hey may watt ater to aqui higher
fo understand the purpose
ms bly students in fing ot what the chou as 1 oer in ern of uy
education
Teams lp the tents to select andın
{isms tothe tents in developing leadership
various school cis.
Tame top the student fo develop and maintain fitness
the various corses that hey maf e interested in.
ales by allowing them to participate in.
levels that can lp them to conte
develop an atte to continue thee studies inthe chosen.
The ins of guidance ca, ths, be summarized a follows
«aims help the individual o solve hs problems and make proper choice and adjustment.
Zaren po the india lay a permanent foundation for soundand mature austen
Aalto lve wel balanced fe nal aspects physical mental, emotional
© Ta hay the ind
and soil
Ics lead ben sd that gudanse ls integral o education and is needed at all vet of education,
Te abc of guidance. hus keep hanging with each evel ol education. At Ue primary level
ain not much formal guidances needed by the students. the secondary and tb higher
Stage ever stents oe forma guide rom pers, teachers and tainersand als profesional
Aims of Vocational Guidance
aires these of vocational guidance as
1 functions, the
© teams at slim the student o air koowlodge of the character
Ate and wand ofthe occupation of is choice
he gencra and specific abies and
un about the qualifications age
+ Nocational pudance enables stents
rs ree for the spa
on ın and oto school so that hey get practical
This enables the individual to develop Ihe essential
dr i
+ Tocnable tants to experience work con
rede about the work environment
bar well
+ Maar top the india! lie se importance of hard work
= Wembley an individual to ger vocational informacion and lo male the aren
‘cal manner that ial decison about a cation can be taken
adentro emy island bles relato aspect Wxation oroscupaton
+ Menablesthe
4
a
Hn wy
PP
PFIDZDIAT
ZT Textbook of Educational Technology/Nursing Education
stage educational guidance help to prepare sets or secondary education in choos and pa
tw dem special nde the students and abo the ice they fase Ate secondary wage
dction, educational uldance helps he students to understand he dierent aspect of the school,
the diferent courses offered and thei mp
varios subject taught in the choo. At the etary level educational guidance must hey student
know about the higher study opos availabe and the scope these tus I. the
reach college or university to havea special guidance uni
Vocational
Technological development has opened the avenues for several occupations and specialized jobs
This lads to an increased ned or vocational gukance Vocational idence dss with ating
individual opt for the right occupation or Job. Vocainalguidnce helps an individual choose the
right occupation and then also prepare fri and tack his press accordingly. The main aim of
‘vocational gudanceisto ep individuals build a eter future a chose the right carer Vocational
_gidance helps an individual o reine his potential and sl and then un his ass dci te eight
arr also helps an individual to develop the right atid wad work.
‘Vocational education helps an individual to ealate every job and carer option avaiable
tal and then choose the right one. At the cemetary sag, no orl vocational guidance
‘ay be reguzed but training canbe provided o develop SK that re of vocational significance
lke cooperation, un of hands respec fr manual work, develope! inepersonal relatos
and so on. A the secondary age, vocational guidance canbe proved o help students ent
their areas of vocational iret and to develop employment renden. A this sae, vocatoal
ride can bl the students o ak the ight decisions related to thai carer At the rar og,
ocaional guidance must be provided in a more formal manner. At this stage, guilance mus be
provided to student 1 inform them sbou the various cocer options arab, the carer opt
that match tei ails, the traning faites vale in relation tthe various care pt
a the varios pprentichip programs elle, Vocational training mus enable the
‘hoote the right carer option deso
[Notes An Overview: Guidance and Counseling in Education.
‘Aims of Guidance: Kothari Commission
“Thon, on the basis ofthe need of guidnce at various stages of
Education Commission has specie the following ats of gudance atthe secondary shoo! eve
fe and education, the Kotha
ps te adolescents to know about thee skill and bite and lo develo the same in a
dfscive manne
+) enables the stents to undentand ther srenghs and weakness It a
todo cholate work ape hir abilities and sills
A ps students in making educational and vocational choice which ar rai nature
Alona helping dentin acquiring information about various cdactonal opportunities
"Top the stents oat othe personal as wll as social space ad entro
hp the school authorities 1 understand stunts a tat the ect programs cun be
designed and dlvered ina elective manner.
y Pa E
CHAPTER? » Guidonce/Academic Advising
fot aims of guidance
education stage, Crow and Grow have ste the
Bea coming o thei able,
«Guidance aime o help the stems 0 chose the sure ac
pense ay haa which que them toward sce
(alo
thee neds
+ Guan
fs cs the tenso deny the schol th hey may watt ater to aqui higher
fo understand the purpose
ms bly students in fing ot what the chou as 1 oer in ern of uy
education
Teams lp the tents to select andın
{isms tothe tents in developing leadership
various school cis.
Tame top the student fo develop and maintain fitness
the various corses that hey maf e interested in.
ales by allowing them to participate in.
levels that can lp them to conte
develop an atte to continue thee studies inthe chosen.
The ins of guidance ca, ths, be summarized a follows
«aims help the individual o solve hs problems and make proper choice and adjustment.
Zaren po the india lay a permanent foundation for soundand mature austen
Aalto lve wel balanced fe nal aspects physical mental, emotional
© Ta hay the ind
and soil
Ics lead ben sd that gudanse ls integral o education and is needed at all vet of education,
Te abc of guidance. hus keep hanging with each evel ol education. At Ue primary level
ain not much formal guidances needed by the students. the secondary and tb higher
Stage ever stents oe forma guide rom pers, teachers and tainersand als profesional
Aims of Vocational Guidance
aires these of vocational guidance as
1 functions, the
© teams at slim the student o air koowlodge of the character
Ate and wand ofthe occupation of is choice
he gencra and specific abies and
un about the qualifications age
+ Nocational pudance enables stents
rs ree for the spa
on ın and oto school so that hey get practical
This enables the individual to develop Ihe essential
dr i
+ Tocnable tants to experience work con
rede about the work environment
bar well
+ Maar top the india! lie se importance of hard work
= Wembley an individual to ger vocational informacion and lo male the aren
‘cal manner that ial decison about a cation can be taken
adentro emy island bles relato aspect Wxation oroscupaton
+ Menablesthe
4
a
Hn wy
PP
PFIDZDIAT
a
SP etd on lance/Academic Adi
a. ko Escalona! Technolgy Nuting Escaton nn
ns the handicapped aswell as the economically weak individuals to develop sil to find à SS
and make e belek the primary education ste the objective of guidance ca, thus be summarized as floes:
: : a 4+ Teast the students in developing a better attudetowar school activites.
di formation el howto et these ington and what are ih EM enables the salero 10 ¡dra thee problema repr, admet a CARS =
pen al + ttm th adn independent
= LAS < Heures cooperation among he students
+ 1 fciitates he ransion of students from primary to high school
a à «student Thai where vocational guidance ©. provides information t children regarding high school
ve manner. À vocational uidance etna secure ces Pap a een E
: ofthe salma the students choose the ght ac + main objectives to omic the students with thee school envionment and enables ther
he prope canned, This type a guidance cubes he India to cooperate with heir asmates
: recur activi nd, hos, eps hem to develop interpol atl + enables the students to rca analyae the subject options and to help them choose the Best
nie according to thei apt
Social + encourage the student patate in o-Curkulr stehe according o ti sis for
thet over development.
Problem when comes social raton Students dép ther + ensure thatthe students gro in healthy environment and have a healthy mind and body.
‘ cols where they mec eters fom dire + helps to meet the individual and social needs o adolescent
€ wd soil ats ad, heeor, som students may ace proa + Guidance endeavors to reste an environment exible or he heathy growth and development
ment Social dance paysan importan rl er athlete ante ofthe des
i a aceptas and socal duster, Soc guidance laches adden
eal dedo ag soc seen Soda a ‘The objectives of guidance at the higher level oí education include the following:
nations hres informal socia guano et be proved + sims to inform he students bout the proces of admins t college and universes
Socal guidance mast be provided atthe very base inthe oy + provides information to students bout the co-curricular activites they can packte in
Yu ic inthe sci thee college or unver
mes + Tesis to help the students choose subjects and programs that can help them build bright
impor pin the als and el ofthe students, Mora + Guidance ans to hepie students get voctional advice ota the students can choose a are
ming eed hy at ead them to indulge in undesirable foethemsche
stn apie austin da ean * Mainste develop an environment conducive othe educational and socal neds ofthe students.
; “ue a dance plays an important role in the development ofan individual. Guidance, thas has a
developmental function sociated with it which eps in sl realzado and self-develonmcat tan
creative and carat dale oa individual Guidance ao help in national development. Another important functon a guidance
hem to develop holy eating habs and for hem e know aba oe E jus function, Guidance hs individuals o adjust to her ennronment which cat be thee
sto A eme rodea age tente amd | 00 cg workplace wees hom. Hence by hig Inda ood eer ae
fein ia ro he entre pari cc and to ensure that an individual can ve peaefily in his environment. Oriental function of glance
| ing th m dary in cho or proper and bal development ann <a the steno core th the required information that an hep solve various problem
» bio set mus bes cooper lor rt ft that they may face. Guidance lot an individual o career planning. educational perl and
|
dance services, therefore, today form an m
he globe These services help the student
develop into responsible citizens y
portant art of schools, colleges and universities
justo al aspects of thei life and development
E society: These guidance services undertake guldance
—— ___,
and
:
SP etd on lance/Academic Adi
a. ko Escalona! Technolgy Nuting Escaton nn
ns the handicapped aswell as the economically weak individuals to develop sil to find à SS
and make e belek the primary education ste the objective of guidance ca, thus be summarized as floes:
: : a 4+ Teast the students in developing a better attudetowar school activites.
di formation el howto et these ington and what are ih EM enables the salero 10 ¡dra thee problema repr, admet a CARS =
pen al + ttm th adn independent
= LAS < Heures cooperation among he students
+ 1 fciitates he ransion of students from primary to high school
a à «student Thai where vocational guidance ©. provides information t children regarding high school
ve manner. À vocational uidance etna secure ces Pap a een E
: ofthe salma the students choose the ght ac + main objectives to omic the students with thee school envionment and enables ther
he prope canned, This type a guidance cubes he India to cooperate with heir asmates
: recur activi nd, hos, eps hem to develop interpol atl + enables the students to rca analyae the subject options and to help them choose the Best
nie according to thei apt
Social + encourage the student patate in o-Curkulr stehe according o ti sis for
thet over development.
Problem when comes social raton Students dép ther + ensure thatthe students gro in healthy environment and have a healthy mind and body.
‘ cols where they mec eters fom dire + helps to meet the individual and social needs o adolescent
€ wd soil ats ad, heeor, som students may ace proa + Guidance endeavors to reste an environment exible or he heathy growth and development
ment Social dance paysan importan rl er athlete ante ofthe des
i a aceptas and socal duster, Soc guidance laches adden
eal dedo ag soc seen Soda a ‘The objectives of guidance at the higher level oí education include the following:
nations hres informal socia guano et be proved + sims to inform he students bout the proces of admins t college and universes
Socal guidance mast be provided atthe very base inthe oy + provides information to students bout the co-curricular activites they can packte in
Yu ic inthe sci thee college or unver
mes + Tesis to help the students choose subjects and programs that can help them build bright
impor pin the als and el ofthe students, Mora + Guidance ans to hepie students get voctional advice ota the students can choose a are
ming eed hy at ead them to indulge in undesirable foethemsche
stn apie austin da ean * Mainste develop an environment conducive othe educational and socal neds ofthe students.
; “ue a dance plays an important role in the development ofan individual. Guidance, thas has a
developmental function sociated with it which eps in sl realzado and self-develonmcat tan
creative and carat dale oa individual Guidance ao help in national development. Another important functon a guidance
hem to develop holy eating habs and for hem e know aba oe E jus function, Guidance hs individuals o adjust to her ennronment which cat be thee
sto A eme rodea age tente amd | 00 cg workplace wees hom. Hence by hig Inda ood eer ae
fein ia ro he entre pari cc and to ensure that an individual can ve peaefily in his environment. Oriental function of glance
| ing th m dary in cho or proper and bal development ann <a the steno core th the required information that an hep solve various problem
» bio set mus bes cooper lor rt ft that they may face. Guidance lot an individual o career planning. educational perl and
|
dance services, therefore, today form an m
he globe These services help the student
develop into responsible citizens y
portant art of schools, colleges and universities
justo al aspects of thei life and development
E society: These guidance services undertake guldance
—— ___,
and
:
Pu bn he qu ea the ns an tein costo i ht
ha whi the Bask aim fest
‘example Providing guidanceto childcare providers
ips for cil cate rover for
e cid care provers ust hep the als simple and cay ur ne
They dics the rules wit he chen and repent hem fe apoco
fellow the droles. few rules that work well th chien acetic onan lets
The chen mus bl eachother.
The ehren are regule o take care oftheir ye
The children musty ples and ae yu!
The cl car prove st yw they ean and inten oo
positive behavior among the students. The a
© Come bold my hand instead of ost och yin
‘Keep yo fet onthe oo Ines o ont climb on he ile
"e quiet oie Id intend sop sh
The cud day ar providers must make sre to hp ie sentences simple an
snake sre alk othe children eather than shouting at hem
‘os maintain eye contact with the chen an sho
the children ine to respond and thei views sould
(Children at day care een by observ
When lig. e dy cre prover
1 ot etre them at lega They ma ge
et be reos.
and. thee is eel ut he dy exe provers et gone
nd bearing the ight mane
aged o seta god example or
Ai the ay cr, 10 nee gpd behavior i the hte he halen me gen snl and
The chldren must alo be encour
tach other since ot fleeing aks pac by observing each
ot be forced odo something When children se fred o ag they
negative manner and do ox behave in a postie manne a
The children mtb shown respect and must net be pune fo the
ready Intend the day cae providers cn alka
¡aid im o cha in the ight manne
baie in ont of
behavior ofthe child lan and
The day cue provider nut vay apprchte
ani them fer thir naughy ac Thi wil farther encourage the chien ob
car
and postie manne.
he day ear rowers m
es lens to at
way method. The providers must til of games tha enable the he lara nocd a
i
¢
(CHAPTER? + Guidonco/Acodeme Aduna,
and wey he ings tars Ti ens te chen to apagas and ay sry he
a eee mnt mune ne pale ms ake
D ane ech sod gi hn 1 che amen te pies mu make are
at nahe we of ga one od stead eps the uk ta chang is behavior a
COUNSELING
(unde The proce of comas win tonto abi and an pen
‘Ween say, Lou s 2 dynamic and purponefl ealonship Between tw people ho
ap à meray defined poem wth natal Condes fr euch ther to the end hat the
range ot Tes mateo more trouble ofthe à
aided oa selene elton 0 is
Acconting to Arche uns ls hp a person o com wo ace who he ely what he
ha and docs nt hee wht he can do as, ha he can do wth dt
hy and what he cannot do
tal isa dose sharing of « human rlaionahip wäh one who as or hima high pa one who
sn les him uncondional acceptance, but one who bas wo uarates no ann
“Acoring to auhen Shenzer and Stone wanschng san interaction process which faites
ful understanding of stand emironmt and rol m the süblshment andi
‘nition of ous and ales fr fate behavior
© Lewis the bo of The Polly of Cousin, defines coun a, counslng
ls proces by which woud person cen) ipo to tel and behave in a more personaly
sing miner through stration wath an uniolied penon (Course) who probes
information and eins eich simul the cnt o devel have
more fia wah Niet and is enone
able int del
Thu, counecling has cneged a a proces that erben tuo nd uals al mot
couperation betwce them Coman nates an nd dual gas sel understanding and dee <
se aceepanc Ins sen. Abel coanıng tame a dance nl counseling alo ps
indivi do Heron ed Ce
3 ting information, advice and counseling This
ower docs ot mean tht cousin is nite to 3 single acts, Men, conan cano be
conned
Aerpting weve the problem
ha whi the Bask aim fest
‘example Providing guidanceto childcare providers
ips for cil cate rover for
e cid care provers ust hep the als simple and cay ur ne
They dics the rules wit he chen and repent hem fe apoco
fellow the droles. few rules that work well th chien acetic onan lets
The chen mus bl eachother.
The ehren are regule o take care oftheir ye
The children musty ples and ae yu!
The cl car prove st yw they ean and inten oo
positive behavior among the students. The a
© Come bold my hand instead of ost och yin
‘Keep yo fet onthe oo Ines o ont climb on he ile
"e quiet oie Id intend sop sh
The cud day ar providers must make sre to hp ie sentences simple an
snake sre alk othe children eather than shouting at hem
‘os maintain eye contact with the chen an sho
the children ine to respond and thei views sould
(Children at day care een by observ
When lig. e dy cre prover
1 ot etre them at lega They ma ge
et be reos.
and. thee is eel ut he dy exe provers et gone
nd bearing the ight mane
aged o seta god example or
Ai the ay cr, 10 nee gpd behavior i the hte he halen me gen snl and
The chldren must alo be encour
tach other since ot fleeing aks pac by observing each
ot be forced odo something When children se fred o ag they
negative manner and do ox behave in a postie manne a
The children mtb shown respect and must net be pune fo the
ready Intend the day cae providers cn alka
¡aid im o cha in the ight manne
baie in ont of
behavior ofthe child lan and
The day cue provider nut vay apprchte
ani them fer thir naughy ac Thi wil farther encourage the chien ob
car
and postie manne.
he day ear rowers m
es lens to at
way method. The providers must til of games tha enable the he lara nocd a
i
¢
(CHAPTER? + Guidonco/Acodeme Aduna,
and wey he ings tars Ti ens te chen to apagas and ay sry he
a eee mnt mune ne pale ms ake
D ane ech sod gi hn 1 che amen te pies mu make are
at nahe we of ga one od stead eps the uk ta chang is behavior a
COUNSELING
(unde The proce of comas win tonto abi and an pen
‘Ween say, Lou s 2 dynamic and purponefl ealonship Between tw people ho
ap à meray defined poem wth natal Condes fr euch ther to the end hat the
range ot Tes mateo more trouble ofthe à
aided oa selene elton 0 is
Acconting to Arche uns ls hp a person o com wo ace who he ely what he
ha and docs nt hee wht he can do as, ha he can do wth dt
hy and what he cannot do
tal isa dose sharing of « human rlaionahip wäh one who as or hima high pa one who
sn les him uncondional acceptance, but one who bas wo uarates no ann
“Acoring to auhen Shenzer and Stone wanschng san interaction process which faites
ful understanding of stand emironmt and rol m the süblshment andi
‘nition of ous and ales fr fate behavior
© Lewis the bo of The Polly of Cousin, defines coun a, counslng
ls proces by which woud person cen) ipo to tel and behave in a more personaly
sing miner through stration wath an uniolied penon (Course) who probes
information and eins eich simul the cnt o devel have
more fia wah Niet and is enone
able int del
Thu, counecling has cneged a a proces that erben tuo nd uals al mot
couperation betwce them Coman nates an nd dual gas sel understanding and dee <
se aceepanc Ins sen. Abel coanıng tame a dance nl counseling alo ps
indivi do Heron ed Ce
3 ting information, advice and counseling This
ower docs ot mean tht cousin is nite to 3 single acts, Men, conan cano be
conned
Aerpting weve the problem
Jede
eds ddr dl ed d /
(AFTER » Guidancelhcaderrie Ana
Principles of Couns
the flowing are the ba principle of counseling
+ Principle of acceptance: This principle says tha every person sei coursing mat be
an wha has unique needs ther mord, two people general sd
el fot he sane raso and this fc mas be aceptes by he coun
ding ths principle of counseling the proce coma
to be developed ss per he indrdnaf needs, Ala the race of
cun rit deep optimal the dial
+ Principe respect Ths principle ts that counseling must expect an individual einge
the person seeking» counslo mut Be itera 1 the
+ Principle of thinking with the individual: Counseling at à process emphasizes on thinking,
In siher werd,a counselor must be abe think na manner tht matches
ol idl becas oy then can the counselor work aleve wth
nd slo ote prole
+ Principe unig a proce ha nal lang and is
elements sacate wth learning
nie of consistency with deals of democracy: Counseling and all ts oer princes
Il of democracy. The deal of democracy husicly emphasize on
accepting an individual and showing respect. In fc, expect considered to be the right of
al when comes othe Weal of deoxracy Counseling a has already ben stated
respect an individu and hs unique reeds and, thus based upon the eal of
lina respects the dere need and behavior of the various individual
Coming has bee sated sa profesional service and, therefore, must be governed by certain
Showing ate the eth principle of coumiling
og trvstworthy: According o this principle, a counsel mt be trustworthy In ib sense
tact in accordance we the int tus shown in hm Since doing counseing, à
‘he our mut regard he confident ofthe chent
‘sam obligation ad, heer, must ot hac any information about the ent wih anyone
en sites the ent right tobe sell govering. In other words,
ha the chen must Devin to participate i the counseling
nay participate in the procn and the cular has o sgh.
+ encicene: his principi says that the counselor most cary out ounseig hat
Ting ofthe let The comer must workin the bet interest of the det and for this
the aa
the best pombe manner
+ Nonmaleficence: Ths principle sate that the counselor uit ere that he etl rt
Sin any manner. Non pa
eds ddr dl ed d /
(AFTER » Guidancelhcaderrie Ana
Principles of Couns
the flowing are the ba principle of counseling
+ Principle of acceptance: This principle says tha every person sei coursing mat be
an wha has unique needs ther mord, two people general sd
el fot he sane raso and this fc mas be aceptes by he coun
ding ths principle of counseling the proce coma
to be developed ss per he indrdnaf needs, Ala the race of
cun rit deep optimal the dial
+ Principe respect Ths principle ts that counseling must expect an individual einge
the person seeking» counslo mut Be itera 1 the
+ Principle of thinking with the individual: Counseling at à process emphasizes on thinking,
In siher werd,a counselor must be abe think na manner tht matches
ol idl becas oy then can the counselor work aleve wth
nd slo ote prole
+ Principe unig a proce ha nal lang and is
elements sacate wth learning
nie of consistency with deals of democracy: Counseling and all ts oer princes
Il of democracy. The deal of democracy husicly emphasize on
accepting an individual and showing respect. In fc, expect considered to be the right of
al when comes othe Weal of deoxracy Counseling a has already ben stated
respect an individu and hs unique reeds and, thus based upon the eal of
lina respects the dere need and behavior of the various individual
Coming has bee sated sa profesional service and, therefore, must be governed by certain
Showing ate the eth principle of coumiling
og trvstworthy: According o this principle, a counsel mt be trustworthy In ib sense
tact in accordance we the int tus shown in hm Since doing counseing, à
‘he our mut regard he confident ofthe chent
‘sam obligation ad, heer, must ot hac any information about the ent wih anyone
en sites the ent right tobe sell govering. In other words,
ha the chen must Devin to participate i the counseling
nay participate in the procn and the cular has o sgh.
+ encicene: his principi says that the counselor most cary out ounseig hat
Ting ofthe let The comer must workin the bet interest of the det and for this
the aa
the best pombe manner
+ Nonmaleficence: Ths principle sate that the counselor uit ere that he etl rt
Sin any manner. Non pa
ur
R
po
em
ba any ear Ranch, emotional and seul TNs ab yes the fst Aha he
ame must avo tl any and aati
+ hati Tee a yaa then mn proves es sericesto testis
a ber rent oe rise abs eae a and imparta eaten al
Sa e e o competent ane y the come ab cul eme prova
Sloan wall cents seo the ent ne an reasons o cus
Snap ARE thi Fes ca mi teal ops y Hing
volen ant giant now aba ean anal y caring a Ta senal
sco these and emg hh ge nthe plain
textbeek ef Educational Technology /Nuning Education
Dream lei ca sun llos
> humedos
ange thr pbs cle
‘easter teats to mate cer une lens or
Types of Counseling,
Senn can De ct it the Flog the types tase on the tl fe couse and
‘de ater nthe um Function
recive Counseting
The chief epee
sie sourcing 8 G Willams, Directive counseling ls counselor
cena a the me laps majo lin sling the problem The counselor enti defines,
<hagncnes the problem and then provide slut. The courses has a major ole o Alpin
deectvecoomsting as be diets thinking by inform, eng nteepecting and aime the
het The counselor in dret coche performs the folowing sche
‘+ The count docs an amas which etal collecting dat from various sources that
the problem ofthe cen can de unsern:
Me pa og data which inves interectin and organizing the data collect to now
boat the cents strengths makes an! we
= Hecate the mar ofthe problem and alo what causes the probe
Ie contest 2 prognoss which involves predicting the development ofthe probes inthe
+ Coumacting which involves taking steps to hep the chen ads
pu
He conducts a fallos which invalves helping the cent ie and again or when the heat
faces the same ypc of prob again
The mern ofthe dect counsling proces ar allows
+ Rivecomica and doesnt take mach tive
+ The che pes a sli tothe problem for
+ Te meta focas on ttle adjustment othe lic rather han entice
The allowing ae the demerit ofthis ppecach
+ The process is counselor oriented and, tro, the ent Decomen de
the problem and eva
a a
à &
CHAPTER » Guidance/Academic Adwiing..
+ -Theapprach democratic ast does mot ge any ght the lee
IR
hin len an wats Ihe core vie a
Sn schen centered counsel
Sal aes and ude The couler
the possible solutions. The counselee is an active participant, who discusses is
SE nd vt bp ol de ounce ates at ation and as
“ihe tuk wa pune me The man eof the ansehe eae an amos
‘feta elo work ont ow am lution othe problem This approach
mot af he cet athe han he inlet ns
The mettle none coin peach athe low
apps pores teed othe pecan sching coming
En etme te an are tement br he chi en a
1 cran scr dependen on e coun fo finding son to
dre vado toward sll sepa >
nal ps a pain mosphee.he an sonic valió
The deme noir coeneingare the along
A ume comeing proces athe our mt a profesional whe can
prob
+ Sat proces cet centered. ei othe proble may nat ce
Jaden and vda te ie cannot e eed upon cnet Ths x because the
SEN ang the polen and may De under res and tesis and theron
+ Nondirvtv codage on discon ofthe problem with the coumelor an
a thew nca. Homes al problems cannot be saved empty y
‘nay aces cer tasques and too a wel
tect rung
The che exponente ec oun FC Tre, Ect comia
‘tose had The let sd te cos cora ad oa
in pc, The po oes on te pee ande ed
Se ins ei ht can beset bed la othe poe oa
{evolve in soci coumaling are the
The coumcor studies the newts and personality of the cheat,
“The counselor selects the appropriate techniques ater consulting the client.
‘The techaigues ar applied to solve the problem, 3
“The {nues and the svuning prose ae evaluated 10 know whether
+ Coemselingis en done by the counselor
2 The counselor ees the opinion oft
have been of ep ot
nt on whether the technique ande
R
po
em
ba any ear Ranch, emotional and seul TNs ab yes the fst Aha he
ame must avo tl any and aati
+ hati Tee a yaa then mn proves es sericesto testis
a ber rent oe rise abs eae a and imparta eaten al
Sa e e o competent ane y the come ab cul eme prova
Sloan wall cents seo the ent ne an reasons o cus
Snap ARE thi Fes ca mi teal ops y Hing
volen ant giant now aba ean anal y caring a Ta senal
sco these and emg hh ge nthe plain
textbeek ef Educational Technology /Nuning Education
Dream lei ca sun llos
> humedos
ange thr pbs cle
‘easter teats to mate cer une lens or
Types of Counseling,
Senn can De ct it the Flog the types tase on the tl fe couse and
‘de ater nthe um Function
recive Counseting
The chief epee
sie sourcing 8 G Willams, Directive counseling ls counselor
cena a the me laps majo lin sling the problem The counselor enti defines,
<hagncnes the problem and then provide slut. The courses has a major ole o Alpin
deectvecoomsting as be diets thinking by inform, eng nteepecting and aime the
het The counselor in dret coche performs the folowing sche
‘+ The count docs an amas which etal collecting dat from various sources that
the problem ofthe cen can de unsern:
Me pa og data which inves interectin and organizing the data collect to now
boat the cents strengths makes an! we
= Hecate the mar ofthe problem and alo what causes the probe
Ie contest 2 prognoss which involves predicting the development ofthe probes inthe
+ Coumacting which involves taking steps to hep the chen ads
pu
He conducts a fallos which invalves helping the cent ie and again or when the heat
faces the same ypc of prob again
The mern ofthe dect counsling proces ar allows
+ Rivecomica and doesnt take mach tive
+ The che pes a sli tothe problem for
+ Te meta focas on ttle adjustment othe lic rather han entice
The allowing ae the demerit ofthis ppecach
+ The process is counselor oriented and, tro, the ent Decomen de
the problem and eva
a a
à &
CHAPTER » Guidance/Academic Adwiing..
+ -Theapprach democratic ast does mot ge any ght the lee
IR
hin len an wats Ihe core vie a
Sn schen centered counsel
Sal aes and ude The couler
the possible solutions. The counselee is an active participant, who discusses is
SE nd vt bp ol de ounce ates at ation and as
“ihe tuk wa pune me The man eof the ansehe eae an amos
‘feta elo work ont ow am lution othe problem This approach
mot af he cet athe han he inlet ns
The mettle none coin peach athe low
apps pores teed othe pecan sching coming
En etme te an are tement br he chi en a
1 cran scr dependen on e coun fo finding son to
dre vado toward sll sepa >
nal ps a pain mosphee.he an sonic valió
The deme noir coeneingare the along
A ume comeing proces athe our mt a profesional whe can
prob
+ Sat proces cet centered. ei othe proble may nat ce
Jaden and vda te ie cannot e eed upon cnet Ths x because the
SEN ang the polen and may De under res and tesis and theron
+ Nondirvtv codage on discon ofthe problem with the coumelor an
a thew nca. Homes al problems cannot be saved empty y
‘nay aces cer tasques and too a wel
tect rung
The che exponente ec oun FC Tre, Ect comia
‘tose had The let sd te cos cora ad oa
in pc, The po oes on te pee ande ed
Se ins ei ht can beset bed la othe poe oa
{evolve in soci coumaling are the
The coumcor studies the newts and personality of the cheat,
“The counselor selects the appropriate techniques ater consulting the client.
‘The techaigues ar applied to solve the problem, 3
“The {nues and the svuning prose ae evaluated 10 know whether
+ Coemselingis en done by the counselor
2 The counselor ees the opinion oft
have been of ep ot
nt on whether the technique ande
leo):
Ceeeeeasddd dd dd YY
Textbook of Educational Technology/Nutsing Education
msl i active and oa more practical oli an be ard
+ The spproach is applicable practical in most csc
ele gta bete night of hi strengths and cane
lng are solos
he approach is considered to be vague and opportunist
There sno role tht states the extent of feed that can be given 1 he client when comes to
tothe problem
ple are of he view ha oth the couneee and counselor cant be given equal rights
and cannot be activ at he same time in nding a solution oth proble.
Theory of Self
he theory a sip forward by Cal Roger, ia theory applied to counseling and revolves around
+ Thetheory state thatthe coule has the abi I
the ability o determine the problem and the undedying
‘use ofthe problem, The counsele alo has the ability to solve his own problem.
he theory stats that or counscing a comfortable and accepable atmosphere needs to be
counsece iat ese in discussing his problem and working toward solving the
n al stats thatthe counscce is mature enough to understand is personality and
y state thatthe counselors ineve
In is minimal when 4 comes to finding a
he theory of wef the role ofthe counselor can be oui in the loin ways:
lor shoud present himself an pen, genuine and consiste person
stand the ints viewpoint
dapt tos process of thinking,
er of à changing work and, therefor, continually Rep cvolving
sm reacia a organized whole o the eat
Wien a pemon seats o the reali, a pur ol th reality becomes a difrentited par of the
Ansndwidua heel when he steracs withthe realty and with others. This
set thecefore. plays a importan ol forming the pattern of rely
wth
aire The organism docs
CHAPTER 7 » Guidonce/Academic Advising.
2. Thebes manner in which the behavior oan individual a rganam canbe understod is by
understanding he setecnal sel ofthe india
8. Behuoris nothing bt the gal directed attempt ofan individual or an organism ost 1
need.
9. Behaior always accompanied by an emation which further flats the maintenance and
enhancement ofthe organ.
10. Every india experience value. Thee values may be experienced direct or by taking over
or ebiervng th vales e other orgasm
11. Experiences ae à part of the fe lam individual and a these occu, ey re symbole.
perceived and organized int some relation o the slr ignored and denied symibolization
because he experience are considered inconsistent wit he structure ofthe sl.
12. Organisms adapta specie Behavior that becomes consistent with he concep ofthe self ofan
organism o indivi
13. Sometimes an indvdusl may behave i a specific manner because of certain experiences and
this behavior 5 ot content wit the ell
14. Fer individual neds pychologialadjntmet especially when all eperencesofan individ
a consisten with the concept of the self ofthe ind.
15. Psychological maladjustment may lo tke place when an india! dene al he experiences
that take place around him as not being related to or consistent withthe concept of self. This
leads to prychological tensions which an individual may often experience.
16. When an experience ls ot considered consistent with he concept ofthe self of an individual,
Ati considered tobe a threat These threats make dife for an individ maintain is
self-esteem,
17. When threats are absent, certain experiences that were previously considered inconsistent with
the concept of clan be reise nd imite aan experience ofthe sl
18. An individual ater perceiving and accepting all consistent and inconsistent experiences as
Part ofthe si concept can understand the fact that he s diferent from other individuals and
also understands the fat that al individ are separate and unique.
19. When an individual assimilates several experiences in his concept of being, he undergoes 2
change in the system of vals acquired by hm.
“The theory was basicaly developed asthe foundation of therapy which involved the emotional tte
‘of individual, According to Cal Roger, the attitude and the contribution of the counselor plays
important role makıng therapy fective
Example: Need of Councing for Students
Counting services in schools and college need tobe administered 10 met the administration
and cational needs ofthe stats. Counseling ls needed by students for he following reasons
Cow lp in the overall development ofthe stent
Ie asas thatthe stants make proper chics of courses
A nues thatthe stents make proper cater choices and do nt go wrong
Ie fates the students in their vations development.
It motivates the fos graduates to care a niche for themselves in socie
Glance and counseling series are necessary to help stents ac the stations of ie and
shot tothe iron physically mental swell as emotional
Ceeeeeasddd dd dd YY
Textbook of Educational Technology/Nutsing Education
msl i active and oa more practical oli an be ard
+ The spproach is applicable practical in most csc
ele gta bete night of hi strengths and cane
lng are solos
he approach is considered to be vague and opportunist
There sno role tht states the extent of feed that can be given 1 he client when comes to
tothe problem
ple are of he view ha oth the couneee and counselor cant be given equal rights
and cannot be activ at he same time in nding a solution oth proble.
Theory of Self
he theory a sip forward by Cal Roger, ia theory applied to counseling and revolves around
+ Thetheory state thatthe coule has the abi I
the ability o determine the problem and the undedying
‘use ofthe problem, The counsele alo has the ability to solve his own problem.
he theory stats that or counscing a comfortable and accepable atmosphere needs to be
counsece iat ese in discussing his problem and working toward solving the
n al stats thatthe counscce is mature enough to understand is personality and
y state thatthe counselors ineve
In is minimal when 4 comes to finding a
he theory of wef the role ofthe counselor can be oui in the loin ways:
lor shoud present himself an pen, genuine and consiste person
stand the ints viewpoint
dapt tos process of thinking,
er of à changing work and, therefor, continually Rep cvolving
sm reacia a organized whole o the eat
Wien a pemon seats o the reali, a pur ol th reality becomes a difrentited par of the
Ansndwidua heel when he steracs withthe realty and with others. This
set thecefore. plays a importan ol forming the pattern of rely
wth
aire The organism docs
CHAPTER 7 » Guidonce/Academic Advising.
2. Thebes manner in which the behavior oan individual a rganam canbe understod is by
understanding he setecnal sel ofthe india
8. Behuoris nothing bt the gal directed attempt ofan individual or an organism ost 1
need.
9. Behaior always accompanied by an emation which further flats the maintenance and
enhancement ofthe organ.
10. Every india experience value. Thee values may be experienced direct or by taking over
or ebiervng th vales e other orgasm
11. Experiences ae à part of the fe lam individual and a these occu, ey re symbole.
perceived and organized int some relation o the slr ignored and denied symibolization
because he experience are considered inconsistent wit he structure ofthe sl.
12. Organisms adapta specie Behavior that becomes consistent with he concep ofthe self ofan
organism o indivi
13. Sometimes an indvdusl may behave i a specific manner because of certain experiences and
this behavior 5 ot content wit the ell
14. Fer individual neds pychologialadjntmet especially when all eperencesofan individ
a consisten with the concept of the self ofthe ind.
15. Psychological maladjustment may lo tke place when an india! dene al he experiences
that take place around him as not being related to or consistent withthe concept of self. This
leads to prychological tensions which an individual may often experience.
16. When an experience ls ot considered consistent with he concept ofthe self of an individual,
Ati considered tobe a threat These threats make dife for an individ maintain is
self-esteem,
17. When threats are absent, certain experiences that were previously considered inconsistent with
the concept of clan be reise nd imite aan experience ofthe sl
18. An individual ater perceiving and accepting all consistent and inconsistent experiences as
Part ofthe si concept can understand the fact that he s diferent from other individuals and
also understands the fat that al individ are separate and unique.
19. When an individual assimilates several experiences in his concept of being, he undergoes 2
change in the system of vals acquired by hm.
“The theory was basicaly developed asthe foundation of therapy which involved the emotional tte
‘of individual, According to Cal Roger, the attitude and the contribution of the counselor plays
important role makıng therapy fective
Example: Need of Councing for Students
Counting services in schools and college need tobe administered 10 met the administration
and cational needs ofthe stats. Counseling ls needed by students for he following reasons
Cow lp in the overall development ofthe stent
Ie asas thatthe stants make proper chics of courses
A nues thatthe stents make proper cater choices and do nt go wrong
Ie fates the students in their vations development.
It motivates the fos graduates to care a niche for themselves in socie
Glance and counseling series are necessary to help stents ac the stations of ie and
shot tothe iron physically mental swell as emotional
en EI Pina +
Tentbook ol Educatenal Technology ring Education
To per stage and sg
Information or Schools Students end Famites
r
CHAPTER7 » Guidon
y Academic Adi,
pare sten information wth ec profeonas 1
I stents. cum
of confidently ad fo he
srk bi the ie the ae
‘Conslation support provided Su
al schol al members who
elo provide cation
DIFFERENCE BETWEEN COUNSELING AND GUIDANCE
ng ate toh mold wah the devant of a nd. Bat hp
2 individ in facing and ang the problems and mona towards tela an
pomeimen However dopae tit hat bol
ed coaching ae ime at hp un
dienes etme ih tm pa
sion this problem thee ae
es pes the coun the les th par
tare olen as we The le oe
PUTT
/
Tentbook ol Educatenal Technology ring Education
To per stage and sg
Information or Schools Students end Famites
r
CHAPTER7 » Guidon
y Academic Adi,
pare sten information wth ec profeonas 1
I stents. cum
of confidently ad fo he
srk bi the ie the ae
‘Conslation support provided Su
al schol al members who
elo provide cation
DIFFERENCE BETWEEN COUNSELING AND GUIDANCE
ng ate toh mold wah the devant of a nd. Bat hp
2 individ in facing and ang the problems and mona towards tela an
pomeimen However dopae tit hat bol
ed coaching ae ime at hp un
dienes etme ih tm pa
sion this problem thee ae
es pes the coun the les th par
tare olen as we The le oe
PUTT
/
Textbook of Educational Technology/Nusing Education
‘CHAPTER 7 » Guidonce/Acagemic Advising
enables an india o examine the fcings, ations and thoughts nd then
rue adjustment wherever necessary. Counseling. however cable an individual 0 explore
personal development an brings djstments nthe feo that the problem canbe overcome,
Counseling enables people to deni hir problems and take poste sep o eee sch
‘sues: Paychotherapy basically help people to dei and salve poycolopkal robles tht they
have develope aver à long period ol ume Counseling ths a Uerpeui treatment fr people
who already have an understanding of thee well bin, Paychoterapy focue on hepng people
evel habs that wl promete the wll being
‘Counseling asa sort term proces encourages behavioral changes s hat a person can make
asjastments to overcome problems Pychtherapy as 4 long term proces enables a person a
derstand his eins, actions and thoughts na beter manne nd ps he ndo (ace
‘ational ses and problem.
Counseling ocuse on the problem and then on the bass ofthe problem took or solution.
hie psychotherapy focuses onthe reson and causes that unde the problem and focuses on
‘hanging the thought proces of th inva that he problem can be aed.
‘OCCUPATIONAL AND EDUCATIONAL INFORMATION
‘Occupations Information refe 1 information about work. incudes information rested to
vais jobs valle, raining and preparation fo Jobs arabe entry to a occupation sale,
veo condon, emoluments, emplee outlook and prospects Occupational informaron forms
important par el vocatonal guidance and counseling services. The need for occupational
information mentioned flows
ET Occupational information i erent or career planning, provides all necemary information
related to varios carer prospects va and, ths helps an individuo analy and ete
Information to chao the ight cae
+ Carcerdevelopnen sao dependen upon he sable occupational information, Occupation
information make sabe information related 10 the een kil, aos tres and
shies which re seeded for creer development. Using ths information, an inva gee
accurate information about sp ob or career and ths can develop bis sil according
Occupational information when made available at an car sage of carer choles hlp a.
individual to wide vocational thinking Sach information enables the individuals o explore
and, this, choose the best occupation
+ Occupational information when made avaiable tan individual so change the perespion
‘ofan individual Sometimes, an individual may have wrong or distorted notion abont a speci.
Job When occupational formation made avaible ania perception related the
Qccuptnal information als fps in placement an nd. Oral informa
mation reat. pci ob and, ths, an individual can develo
hi opt heb
ries the een
Sources
here ae several information sources that can provide occupations information: Primary soures
re the dnt or original sources of occupational information. Primary sources make aalable
‘CHAPTER 7 » Guidonce/Acagemic Advising
enables an india o examine the fcings, ations and thoughts nd then
rue adjustment wherever necessary. Counseling. however cable an individual 0 explore
personal development an brings djstments nthe feo that the problem canbe overcome,
Counseling enables people to deni hir problems and take poste sep o eee sch
‘sues: Paychotherapy basically help people to dei and salve poycolopkal robles tht they
have develope aver à long period ol ume Counseling ths a Uerpeui treatment fr people
who already have an understanding of thee well bin, Paychoterapy focue on hepng people
evel habs that wl promete the wll being
‘Counseling asa sort term proces encourages behavioral changes s hat a person can make
asjastments to overcome problems Pychtherapy as 4 long term proces enables a person a
derstand his eins, actions and thoughts na beter manne nd ps he ndo (ace
‘ational ses and problem.
Counseling ocuse on the problem and then on the bass ofthe problem took or solution.
hie psychotherapy focuses onthe reson and causes that unde the problem and focuses on
‘hanging the thought proces of th inva that he problem can be aed.
‘OCCUPATIONAL AND EDUCATIONAL INFORMATION
‘Occupations Information refe 1 information about work. incudes information rested to
vais jobs valle, raining and preparation fo Jobs arabe entry to a occupation sale,
veo condon, emoluments, emplee outlook and prospects Occupational informaron forms
important par el vocatonal guidance and counseling services. The need for occupational
information mentioned flows
ET Occupational information i erent or career planning, provides all necemary information
related to varios carer prospects va and, ths helps an individuo analy and ete
Information to chao the ight cae
+ Carcerdevelopnen sao dependen upon he sable occupational information, Occupation
information make sabe information related 10 the een kil, aos tres and
shies which re seeded for creer development. Using ths information, an inva gee
accurate information about sp ob or career and ths can develop bis sil according
Occupational information when made available at an car sage of carer choles hlp a.
individual to wide vocational thinking Sach information enables the individuals o explore
and, this, choose the best occupation
+ Occupational information when made avaiable tan individual so change the perespion
‘ofan individual Sometimes, an individual may have wrong or distorted notion abont a speci.
Job When occupational formation made avaible ania perception related the
Qccuptnal information als fps in placement an nd. Oral informa
mation reat. pci ob and, ths, an individual can develo
hi opt heb
ries the een
Sources
here ae several information sources that can provide occupations information: Primary soures
re the dnt or original sources of occupational information. Primary sources make aalable
Textbook of Educ ot
an:
a Technology/Nuring Education (carre 7 » Guidance/Academic Ads nn
ns: Carer exons are sondere tu be mast fie techniques
Seaman lated to several vocation the sam i
ern asd for providing the relevant occupational
enim cca
à so these cn fer an
cl bie Ia schools sei are a regalar feature and 0 1
Sea cin, diem seupational information o talents a the scandy
nd gr lee a education.
Sbjct teaching At the se
tary shoo! ee subst teaching can be one of the most
F frein the information
tines of diserinaig occupational information mere
D hc ech motte the students 1 explore he various avenues and lb
Publications Po
ions can be public perl provide oscupational infor
stots and one skin an et ito am occupation
dues didas cher of demini occupational ttormati eos
kcal toma nec ted denis he ig manner. Individual consi sions
Fe the neconat informativo th pean seeking the information.
vase the pono dowsing the formation must be an expert an mus have the
AMES snd sl to pone the relevant information. Inicial costs
etl depen on
wri ior raed to educational arsch gradation, education
Dissemination
Tas and lectures: ahs
rece cso nor ected and prose ty the ston islas
ir te pec eco course. Sch actual nations Fave special cells that
cue oe nation rete 1 the cour and thee scat aspect
hee als one ha notion gets collecte o that he information af id
ofthc thie the fling:
« a ectures can be organe fr students wh are Interes ln
spl colin course, Sach talks and care provide ina pe LE
he nato tering the Soar, fe structure and any thee
oral inormaton. General, ach fae and biens provide formato sb
re nt hr ton und oe an eo e eo
etn: Te ec cto non pub ao
publications offer the man elevan educational
an:
a Technology/Nuring Education (carre 7 » Guidance/Academic Ads nn
ns: Carer exons are sondere tu be mast fie techniques
Seaman lated to several vocation the sam i
ern asd for providing the relevant occupational
enim cca
à so these cn fer an
cl bie Ia schools sei are a regalar feature and 0 1
Sea cin, diem seupational information o talents a the scandy
nd gr lee a education.
Sbjct teaching At the se
tary shoo! ee subst teaching can be one of the most
F frein the information
tines of diserinaig occupational information mere
D hc ech motte the students 1 explore he various avenues and lb
Publications Po
ions can be public perl provide oscupational infor
stots and one skin an et ito am occupation
dues didas cher of demini occupational ttormati eos
kcal toma nec ted denis he ig manner. Individual consi sions
Fe the neconat informativo th pean seeking the information.
vase the pono dowsing the formation must be an expert an mus have the
AMES snd sl to pone the relevant information. Inicial costs
etl depen on
wri ior raed to educational arsch gradation, education
Dissemination
Tas and lectures: ahs
rece cso nor ected and prose ty the ston islas
ir te pec eco course. Sch actual nations Fave special cells that
cue oe nation rete 1 the cour and thee scat aspect
hee als one ha notion gets collecte o that he information af id
ofthc thie the fling:
« a ectures can be organe fr students wh are Interes ln
spl colin course, Sach talks and care provide ina pe LE
he nato tering the Soar, fe structure and any thee
oral inormaton. General, ach fae and biens provide formato sb
re nt hr ton und oe an eo e eo
etn: Te ec cto non pub ao
publications offer the man elevan educational
Textbook o! Educational Technology/Nursing Education
+ Schon and colleges Soa nd coles ar mens ha can best provide een
nf stants who no! Sonar a aves can be arrange cho and
‘allege ep dvi cuca information equ by the det
+ Individual counting octal norman can bo be dissented by india
aces nets where they ae puede information about Sucina ras ia
‘tach tal, able and knowledge ee.
Apart tom the above mentioned nique teaches parent ad pers an ao provide leva
scans ine tothe tert ho aed
Example captor Oot took
The Occupational Ok and (OOH) cre source which os information rated
15 hundred a je und cute in the Unted Sates of Ameria (USA), Each cupo bs
thx cited a cepto pole hat desc he ate, work mirent uc and
ng ceed forthe aban he lary actes with tb ob The pt o ah caption
sadn a very spl manner which as any fr he ob suchr o understand the ob
© Work em
als show the on job tha may be
hen the ake the jb 0 thatthe nec sl and abies can
a The summary oo bids al of he
‘What they do: Ths section banal gs Das information on what ia og
to doin the yo
Alt ofl dates and tsk toe performed theo te pec fr allob inthe OOF. This
Secthon as prods information related o e equipment, ton state, or cher ema tat
CHAPTER 7 » Guidance/Acodemic AdWing..
Ina be el. The seco a st th people wäh whom the inal
hl weg
ther condo ht il e ae lor he ono wrk he
tees he voii. lamen ln be pe ering ad ate
ted inthe work The ct o sites whether emplee rege
teen ot Tse may een In cts ht mo coe
iss ep femme nd geht the worker maybe rege ver when
‘ection lt the estaa reqirent or pei pe of job The section alo
provides the uate andthe sl ht the workers mus ponent entry to he deed
¡oh The ston lo rods deta about ok eperience certain sem regir
required tbe abe ner the ob E
education: The education section ges a det ofthe educational eglrement or a job.
Sone als regi ema act we then de not rege formal education. There are
some cations ht need people om dret auction backgrounds coordinating and
‘woking og Thi section provider al ih tal Th ection may eve I deal abot
‘he subjects that most people stay to get it à pti ocupan The section may een
Is special come traning program that the worker can op for core enerig the ab
‘elie thi ales ad a
Work experience in related occupation: This section provides des of work experience
rues a pc ocupen profile Some job require an inde o have por werk.
"sees the same or rested ell we ters may take re rates who do nt Bae
cy werk perece such tals and pas o espenence areal ited in this sein.
"Training: The taining section provides ntomatn elated to o9-heab traning hat the
‘ddan may hae to go through ota they can develo he ete sl and alti to
‘workin an eine manner On th training may be sent to improve the product
tthe workers
This section alo proves information about apprentis, eri, and redency
Programs tha the workers may require ing up Before or during ti ob tere
Other experience Ths secon provides information elated tater ps of experiences and
ots that may be pln peroring wel athe pret fb Sometimes, some occupation
‘pte ina ating voltary work to bean add a rate fo thea ad any sich
‘ra experience lo ads tothe resume othe jb seekers
License certifications and registration. Tieton provides information rate eens
(run, and reparation ha maybe needed for a sec Jub oa apc type ofa
cepto, The sect lo describes how ao sec an car tes credentials,
cee mye ised 0 some people bythe tates that they can continue practicing thelr
ofen. Mon wrkn t same Ind med oapen fr am eam and qua nl
+ Schon and colleges Soa nd coles ar mens ha can best provide een
nf stants who no! Sonar a aves can be arrange cho and
‘allege ep dvi cuca information equ by the det
+ Individual counting octal norman can bo be dissented by india
aces nets where they ae puede information about Sucina ras ia
‘tach tal, able and knowledge ee.
Apart tom the above mentioned nique teaches parent ad pers an ao provide leva
scans ine tothe tert ho aed
Example captor Oot took
The Occupational Ok and (OOH) cre source which os information rated
15 hundred a je und cute in the Unted Sates of Ameria (USA), Each cupo bs
thx cited a cepto pole hat desc he ate, work mirent uc and
ng ceed forthe aban he lary actes with tb ob The pt o ah caption
sadn a very spl manner which as any fr he ob suchr o understand the ob
© Work em
als show the on job tha may be
hen the ake the jb 0 thatthe nec sl and abies can
a The summary oo bids al of he
‘What they do: Ths section banal gs Das information on what ia og
to doin the yo
Alt ofl dates and tsk toe performed theo te pec fr allob inthe OOF. This
Secthon as prods information related o e equipment, ton state, or cher ema tat
CHAPTER 7 » Guidance/Acodemic AdWing..
Ina be el. The seco a st th people wäh whom the inal
hl weg
ther condo ht il e ae lor he ono wrk he
tees he voii. lamen ln be pe ering ad ate
ted inthe work The ct o sites whether emplee rege
teen ot Tse may een In cts ht mo coe
iss ep femme nd geht the worker maybe rege ver when
‘ection lt the estaa reqirent or pei pe of job The section alo
provides the uate andthe sl ht the workers mus ponent entry to he deed
¡oh The ston lo rods deta about ok eperience certain sem regir
required tbe abe ner the ob E
education: The education section ges a det ofthe educational eglrement or a job.
Sone als regi ema act we then de not rege formal education. There are
some cations ht need people om dret auction backgrounds coordinating and
‘woking og Thi section provider al ih tal Th ection may eve I deal abot
‘he subjects that most people stay to get it à pti ocupan The section may een
Is special come traning program that the worker can op for core enerig the ab
‘elie thi ales ad a
Work experience in related occupation: This section provides des of work experience
rues a pc ocupen profile Some job require an inde o have por werk.
"sees the same or rested ell we ters may take re rates who do nt Bae
cy werk perece such tals and pas o espenence areal ited in this sein.
"Training: The taining section provides ntomatn elated to o9-heab traning hat the
‘ddan may hae to go through ota they can develo he ete sl and alti to
‘workin an eine manner On th training may be sent to improve the product
tthe workers
This section alo proves information about apprentis, eri, and redency
Programs tha the workers may require ing up Before or during ti ob tere
Other experience Ths secon provides information elated tater ps of experiences and
ots that may be pln peroring wel athe pret fb Sometimes, some occupation
‘pte ina ating voltary work to bean add a rate fo thea ad any sich
‘ra experience lo ads tothe resume othe jb seekers
License certifications and registration. Tieton provides information rate eens
(run, and reparation ha maybe needed for a sec Jub oa apc type ofa
cepto, The sect lo describes how ao sec an car tes credentials,
cee mye ised 0 some people bythe tates that they can continue practicing thelr
ofen. Mon wrkn t same Ind med oapen fr am eam and qua nl
real nection ad provide the
Collection
oscptiona in
Field tip ied rps provide fi sical formation bout an ocean as
+
CHAPTER 7 » Guidance/Acodemic Adna
‘caret exhibitions Career ca
patna infematon ela
Sf demining seco
ihe vel of educa
ice: At the secondary schon ton
= rg super nor
ceci tech
say th teacher motte the students 1 EN
techies
these san oe an
aes a the secondary
Le one ofthe most
y subject teaching an be
we he carious avenues and father
penaialy o provide occupational informa
nalts ls OP ay may ah ace pe
i E jenna call an provided bythe dain sti
Suc course. Such educational nations have special cll
Dissemination
ind lectures provide informatie
«include the allo
stats who are interested in
eegarding. the
toot and so cater tothe needs of
+ Publications There are several educational institutions that take out publications related 10
Collection
oscptiona in
Field tip ied rps provide fi sical formation bout an ocean as
+
CHAPTER 7 » Guidance/Acodemic Adna
‘caret exhibitions Career ca
patna infematon ela
Sf demining seco
ihe vel of educa
ice: At the secondary schon ton
= rg super nor
ceci tech
say th teacher motte the students 1 EN
techies
these san oe an
aes a the secondary
Le one ofthe most
y subject teaching an be
we he carious avenues and father
penaialy o provide occupational informa
nalts ls OP ay may ah ace pe
i E jenna call an provided bythe dain sti
Suc course. Such educational nations have special cll
Dissemination
ind lectures provide informatie
«include the allo
stats who are interested in
eegarding. the
toot and so cater tothe needs of
+ Publications There are several educational institutions that take out publications related 10
a E E E ML DY WW WI III Oe DS À .
Textbook ol Educational Technology/Nuning Education
+ Schools and colleges: Schools and cllge ar avenes tha can be wed to provide educational
seat to 1» and asemblic an be aranged in schools and
lego help iseminate educational information require by the dents.
+ Individual counseling: Educational information can abo be disenninted by individual
Counseling of students where they ae provide information about educational courts that
best match thes sil aies and knowledge level,
from the above mentioned techniques teachers patents and pees an alo provide relevant
nto the stants bo need
Example: Occupaona Owook Hancock
The Occupational Outlook Handbook (OOH) ia carer resource which offers information slated
to hundreds af jobs and occupations inthe United Stats of America (USA). Each occupation has
with a profile that describes the duti work environment education and
training needed for the jo and the salary associate withthe job, The profile foreach occupation
à sated in avery simple manner which makes cay for the jo searchers o understand the job
Summary: The summary section contains fact about the job
Median pay: This athe median pay which the workers ©
tel be information seker about the salary that he can expe from he
+ Typical entry-level education: This information pertains to the educational quaiicatons
ceded (or the job by ost workers to enter ito the occupation
+ Work experience in a related occupation: Some employers may give preference to w
ho have already worked in the ame or related occupations This prefrable x that the jo
De cn om clog ae Sc
+ Omthe-ob t
he
be developed and promoted inthe individual. The summary seth
ing: This section provides deals about the on jb-training that may be
backer sehen they take the jb o hat the cesary sills and bis can
ely describes al ofthe
sections included in each occupational profile
+ What they do: This section basically give basi information on what an individuals required
to-do nthe job
A lis ofall ties and tasks tobe performed inthe job are specified fr lljobs in the OOH. This
sect her em that
sso provides information related to the equipment, tools, sofware
High
CHAPTER? » Guidonce/Acodemic Advising. (os
may be used The ection also lists the people with whom the individual is required 1 interact
vile working
+ Work environment: This section provides information related to the work envionment or
‘the work conditions that wil be available for the person to work. The section provides details
related to the workplace, Ihe amount of time to be spent working and alo the physical activity
Involved inthe work The section ako states whether the employee ae required to travel at
some tne oF not. The section may even st activities that maybe considered harardous I even
lists the types of equipment and gar that he workers may be required to wear when working,
+ Work schedule: Thi section provided detailed information about the schedule ofthe workers
uring the working hore. The section states whether the employment is fl time or part-time
Ital states whether the work is seasonal or whether the work is continuous in nature. The
section aso states the amount of time tha the workers need to spend in a week at work.
“+ How to become one: This section typically lists how an individual can enter ito the ob. The
section lite the esentil education requirements fr a specific typeof job. The section also.
provides the qualities and the eile hat the workers must poses to get entry ino the desired
ob. The sectionals provides deal about work perience, cerications aswell as registrations
required to be able to enter the job.
“+ Education: The education section gives a detail of the educational requirements or a jo.
‘Some jos require formal education while others do not require formal education. There are
some occupation: that ned people from diferent educational backgrounds coordinating and
‘working together, This ection provides al sich deal The section may even list details about
‘the subjects that most people stud t ge into a paticslar occupation, The section may even
li special eourses and raining programs that the workers ca op fo before entering the fob to
refine her aah and kl.
+ Work experience in a related occupation: This section provides deal of work experience
require fora specific occupational profile. Some obs regir an individual to have prior work
experienc inthe same os red lel while others may take fresh graduates who do not have
ny work experience All such tall ad years of experience area ted in this section.
+ Training: The training section provides information elated to on-the-job training that the
individual may have to go through o that they can develop the requise sills and abilities to
Work i an fete manner. On the Jo traning may be essential to improve the productivity
othe worker
‘This action also provides information about apprenticeships, internship, and restency
programs tha the workers may require taking up before or during thes jb tenue.
+Other experience: This section provides information related to other ype of experiences and
works that may be helpful in performing well at the present ob. Sometimes. some occupations
require vocational traning o voluntary work tobe an added advantage forthe ob and any such
extra experience ako ato the resume ofthe ob seekers.
+ License cetitieations and egsteatios: This section provides information related to censes.
certifications, and regteations that may be needed fora specific jb ora specific type ofan
‘occupation, The section also describes how a job seeker can ear these credentials
senses maybe isc to some people by the State so that hey can continue practicing thelr
profesion Most workers to become licensed need to appear for an exam and qualify in it
Textbook ol Educational Technology/Nuning Education
+ Schools and colleges: Schools and cllge ar avenes tha can be wed to provide educational
seat to 1» and asemblic an be aranged in schools and
lego help iseminate educational information require by the dents.
+ Individual counseling: Educational information can abo be disenninted by individual
Counseling of students where they ae provide information about educational courts that
best match thes sil aies and knowledge level,
from the above mentioned techniques teachers patents and pees an alo provide relevant
nto the stants bo need
Example: Occupaona Owook Hancock
The Occupational Outlook Handbook (OOH) ia carer resource which offers information slated
to hundreds af jobs and occupations inthe United Stats of America (USA). Each occupation has
with a profile that describes the duti work environment education and
training needed for the jo and the salary associate withthe job, The profile foreach occupation
à sated in avery simple manner which makes cay for the jo searchers o understand the job
Summary: The summary section contains fact about the job
Median pay: This athe median pay which the workers ©
tel be information seker about the salary that he can expe from he
+ Typical entry-level education: This information pertains to the educational quaiicatons
ceded (or the job by ost workers to enter ito the occupation
+ Work experience in a related occupation: Some employers may give preference to w
ho have already worked in the ame or related occupations This prefrable x that the jo
De cn om clog ae Sc
+ Omthe-ob t
he
be developed and promoted inthe individual. The summary seth
ing: This section provides deals about the on jb-training that may be
backer sehen they take the jb o hat the cesary sills and bis can
ely describes al ofthe
sections included in each occupational profile
+ What they do: This section basically give basi information on what an individuals required
to-do nthe job
A lis ofall ties and tasks tobe performed inthe job are specified fr lljobs in the OOH. This
sect her em that
sso provides information related to the equipment, tools, sofware
High
CHAPTER? » Guidonce/Acodemic Advising. (os
may be used The ection also lists the people with whom the individual is required 1 interact
vile working
+ Work environment: This section provides information related to the work envionment or
‘the work conditions that wil be available for the person to work. The section provides details
related to the workplace, Ihe amount of time to be spent working and alo the physical activity
Involved inthe work The section ako states whether the employee ae required to travel at
some tne oF not. The section may even st activities that maybe considered harardous I even
lists the types of equipment and gar that he workers may be required to wear when working,
+ Work schedule: Thi section provided detailed information about the schedule ofthe workers
uring the working hore. The section states whether the employment is fl time or part-time
Ital states whether the work is seasonal or whether the work is continuous in nature. The
section aso states the amount of time tha the workers need to spend in a week at work.
“+ How to become one: This section typically lists how an individual can enter ito the ob. The
section lite the esentil education requirements fr a specific typeof job. The section also.
provides the qualities and the eile hat the workers must poses to get entry ino the desired
ob. The sectionals provides deal about work perience, cerications aswell as registrations
required to be able to enter the job.
“+ Education: The education section gives a detail of the educational requirements or a jo.
‘Some jos require formal education while others do not require formal education. There are
some occupation: that ned people from diferent educational backgrounds coordinating and
‘working together, This ection provides al sich deal The section may even list details about
‘the subjects that most people stud t ge into a paticslar occupation, The section may even
li special eourses and raining programs that the workers ca op fo before entering the fob to
refine her aah and kl.
+ Work experience in a related occupation: This section provides deal of work experience
require fora specific occupational profile. Some obs regir an individual to have prior work
experienc inthe same os red lel while others may take fresh graduates who do not have
ny work experience All such tall ad years of experience area ted in this section.
+ Training: The training section provides information elated to on-the-job training that the
individual may have to go through o that they can develop the requise sills and abilities to
Work i an fete manner. On the Jo traning may be essential to improve the productivity
othe worker
‘This action also provides information about apprenticeships, internship, and restency
programs tha the workers may require taking up before or during thes jb tenue.
+Other experience: This section provides information related to other ype of experiences and
works that may be helpful in performing well at the present ob. Sometimes. some occupations
require vocational traning o voluntary work tobe an added advantage forthe ob and any such
extra experience ako ato the resume ofthe ob seekers.
+ License cetitieations and egsteatios: This section provides information related to censes.
certifications, and regteations that may be needed fora specific jb ora specific type ofan
‘occupation, The section also describes how a job seeker can ear these credentials
senses maybe isc to some people by the State so that hey can continue practicing thelr
profesion Most workers to become licensed need to appear for an exam and qualify in it
D oss
py eee
Textbook of Educational Technology/Nursing Education
‘The wre may ao need to have bs cation qualifications and ay een need to le
ome y rei The requirements o obtain aliens may ar on one Sto
{nd ma be fleet fo even the ame ocupan
For son occupations ts senta er the wrk have cr
st Be certo work in he pes
Worker o demonstrate how they pr
‘ee show at
iether words person
the ad tak Job. Sometimes, wore a
they poms the regule kl and may even nea 1 au an man
forthe ceric. Cran ection requirements al ne
raed certo
Te sein provides dts of requirements that are esi o obtaining the ene an
sers The een ao provides information on ha a worker con on ems
en or certificate andthe chars hut nett be dete rte canes
+ Important qualite This section defines the santa care
ote mus pose omit speci uen o Jl
wi thse quai would be wel nthe spec
Ak, the personal ras ofthe worker een fr he oad uo pec
+ Advance Th
ote met for worker opt the
es and qualities that a
The section al estes a to
al orate
he advancement scan describes any advanced si
that the workers may get when working with the chosen organos: The pan
+ Pay Als ll osepational fl in the OOH show mean wage dt fr wage an sl
+ Job outlook This section provides information rated 10 how “
Slate and arca data ale
projections data by
This section provides links to sources fa
Labor Market informa Employment Projet
Cates afc. which cud s
occupational profiles and toos afin
Similar occupations: This econ
(LMI) oy india St ct Projet
aka Ts section provides inks o
CHAPTER » Guidonce/Acaderic Adviing.
ide sect th addon information reste he van obs and occupation
The etn a idas nk othe Occupation Network (O NET) ante or
met service oe té
the occupion or ocuptins incuded in he pte Se employment
COÍN today aplicas aod openings. Fr each occupation, PNET Its a number
open. inci commen ty near Knowledg and sl. and rquenty sed
COUNSELING SKILLS,
Thee ate some of the mos import counseling techniques tha shoul be sed ring counseling
Lstening/Observing
Listening one of the most valuable conan als inthe therapeutic an be used
‘Attending: Atending isthe abit tbe physical prevent fr the int. I means giving
‘hem undivided ation and makng appropriate ye contact, mirroring body language and
1 These tn ng behaviors show tat counselor scaring toma chen
2. Active listening: Acte Istening oscar when someone I ten with al of thei emacs
which may incl eye contact wong. ac expen sa
sand boy Language. Active lt
i fossa
3. Verbal listening hn ci of sho
selena
and o courage more information from the
0 le can abo be inthe ttm of paraphrasing ot
«len Ths can be m le yes or
emotion that the ent has a
Asking Questions.
‘Questions are helpful in the therapestic environment because they allow to Kar more ab the
Je. counselor should bes klein asking questions
hey aren stening, Thre are wo ype
fusion styles sea the counseling ick open and dosed,
1%. Closed closed question ithe practice of asking a question tat ca be answer ana ya oF
Cone questions should generally be aoa the counseling elton a hey de ul
h : to gather information. An open question e one
lens end. Every open gestion soul be
1 requires reto exploration un the
Reflection
Keener wet dese the lens tte ellos allow int 1 hear the fens they
py eee
Textbook of Educational Technology/Nursing Education
‘The wre may ao need to have bs cation qualifications and ay een need to le
ome y rei The requirements o obtain aliens may ar on one Sto
{nd ma be fleet fo even the ame ocupan
For son occupations ts senta er the wrk have cr
st Be certo work in he pes
Worker o demonstrate how they pr
‘ee show at
iether words person
the ad tak Job. Sometimes, wore a
they poms the regule kl and may even nea 1 au an man
forthe ceric. Cran ection requirements al ne
raed certo
Te sein provides dts of requirements that are esi o obtaining the ene an
sers The een ao provides information on ha a worker con on ems
en or certificate andthe chars hut nett be dete rte canes
+ Important qualite This section defines the santa care
ote mus pose omit speci uen o Jl
wi thse quai would be wel nthe spec
Ak, the personal ras ofthe worker een fr he oad uo pec
+ Advance Th
ote met for worker opt the
es and qualities that a
The section al estes a to
al orate
he advancement scan describes any advanced si
that the workers may get when working with the chosen organos: The pan
+ Pay Als ll osepational fl in the OOH show mean wage dt fr wage an sl
+ Job outlook This section provides information rated 10 how “
Slate and arca data ale
projections data by
This section provides links to sources fa
Labor Market informa Employment Projet
Cates afc. which cud s
occupational profiles and toos afin
Similar occupations: This econ
(LMI) oy india St ct Projet
aka Ts section provides inks o
CHAPTER » Guidonce/Acaderic Adviing.
ide sect th addon information reste he van obs and occupation
The etn a idas nk othe Occupation Network (O NET) ante or
met service oe té
the occupion or ocuptins incuded in he pte Se employment
COÍN today aplicas aod openings. Fr each occupation, PNET Its a number
open. inci commen ty near Knowledg and sl. and rquenty sed
COUNSELING SKILLS,
Thee ate some of the mos import counseling techniques tha shoul be sed ring counseling
Lstening/Observing
Listening one of the most valuable conan als inthe therapeutic an be used
‘Attending: Atending isthe abit tbe physical prevent fr the int. I means giving
‘hem undivided ation and makng appropriate ye contact, mirroring body language and
1 These tn ng behaviors show tat counselor scaring toma chen
2. Active listening: Acte Istening oscar when someone I ten with al of thei emacs
which may incl eye contact wong. ac expen sa
sand boy Language. Active lt
i fossa
3. Verbal listening hn ci of sho
selena
and o courage more information from the
0 le can abo be inthe ttm of paraphrasing ot
«len Ths can be m le yes or
emotion that the ent has a
Asking Questions.
‘Questions are helpful in the therapestic environment because they allow to Kar more ab the
Je. counselor should bes klein asking questions
hey aren stening, Thre are wo ype
fusion styles sea the counseling ick open and dosed,
1%. Closed closed question ithe practice of asking a question tat ca be answer ana ya oF
Cone questions should generally be aoa the counseling elton a hey de ul
h : to gather information. An open question e one
lens end. Every open gestion soul be
1 requires reto exploration un the
Reflection
Keener wet dese the lens tte ellos allow int 1 hear the fens they
EZ, cdo ~
~ E Textbook of Educational Technology/Nursing Education
+ Restating and rephrasing: Restting and rephrasing can build a stronger dent therspst
relationship Rephrasing cen statement allows counselor to better understand what a ent
has just sail and gai othe lan:
+ AMfiematio: Afirmation 4 à form of encouragement that usd o fi behavior or le
choices A few common affirmation include afring progress hat cient has made toward
a goal or encouraging lent to do what important to them,
Empathy
Empathie aby to puting one someone ca shoes. Ii much more than sympathy
Empathy the ability to lok a the client) station from thee perspective to understand their
experience Counselor should be genuine and authentic and the cent mus el af and nurtured
«during he counscing proces.
es creating congruence Between youre and your word. Every therapists different
erapeutic process. I I portant to remain genuine inal counseling
Techniques and verbal and nonverbal cues
Unconditione! Positive Regard
Demonstrating unconditional positive regu is the deu of accepting your cent for who they a
isa means of expreing warmth and respect and being nonjudgmental
ie diferent
Trustworthiness
Chiens must fe ke they can trust their counselor The lent needs totus that the counselor
wil maintain confidently, respect their experiences and withhold judgment. By building» sense
of rust the counselor helps the client cl a ease a they share persona and dificult Feelings aná
Counselor sell Disclosure
1 be used judiciously to help a cent. A general rule to follow sto only share personal
mation tha is beneficia tothe therapeutic process I might also be used t help Ihe counslor
Examples of Some of the Counseling Skils/Techniques.
ose Scenario
A Student nurses undergoing counseling or depression, Shes expressing her feelings regarding not
beng happy ot abet enjoy things. She has ust appeared i the end semester examination sedi
Pari stress regarding results She just had a bad fight with her rend
+ Demonstrating concern
= Client don fe ike ving anymore
+ Counselor: enger o eh Know ye going through some wugh challenges
+ Paraphrasing:
= Client: do not know how I wil perform in my examination. Lam woried that t wil be
tale.
CHAPTER 7 » Guidance/Academic Advising,
examination rating stes for you.
+ Affirmation:
‘Glen: wish get my real sooner >
Counselor: understand that youll e o know about your performance ln exa
+ Asking open-ended questions:
+ len hy end Ra as rng me a rn of my tec end y pe
+ Counselor can se at Rs onic was very sting you. Which pet fie
crue was mos disturbing?
+ Communicating empathy:
+ Glen: ta not able o enjoy anything, Lam sad all the ime.
+ Gounselor an fel the pain and disappoistment you must have had not feeling your
happiness was important
close:
dont know whether I should continue friendship wth Riya or not.
mad
©. Coumslor was lo conflicted about frend in a similar station,
DISCIPLINE AND GRIEVANCE IN STUDENTS a
"The student grecanc cl was se up in order to redres academic and non-academic problems
and grievances which the students undergo in the campus rievance redessal te ia process
to adres students grievances. and le can be defined as mechanisn that enables students o.
communicate thir concerns o Ihe management
According to the Richard D. Calhoon, “Discipline may be considered as force that prompts
Individuals or groups to observe the rules, regulations and procedures which ae deemed to be
necessary fo he effective function of an organization”
GRIEVANCE AND REDRESSAL CELL
Grievance and Redrscl Cll (GRO) as per UGC Grievance Redresal regulation works towards
resolving the complaints lodge by any ste. The Grievance Redresal Cell i aso empowered to
Took int the matters harassment. Anyone wih genuine grievance may pprosch othe principal
and members ol GRC. Incase he students unwiling to appear in person, written grievance may be
“roped in he Complainı Bos’ avalablein the reception area of a Career College.
Stadets must note that making complaints serous ad therefore, hey must us his power
‘respon mance. A ie same tie, the cales ares tens that one a compl
‘made, willbe treated with sensitivity nd confidentiality
Objectives
For Disciplinary Activities
+ To maintain discipline in the campus, college premises, lssroom wherever the
posted for clinical practice.
+ Te ace the gal of ain e. mota ad apt alee
supporting the un of postive atitudes and practices,
~ E Textbook of Educational Technology/Nursing Education
+ Restating and rephrasing: Restting and rephrasing can build a stronger dent therspst
relationship Rephrasing cen statement allows counselor to better understand what a ent
has just sail and gai othe lan:
+ AMfiematio: Afirmation 4 à form of encouragement that usd o fi behavior or le
choices A few common affirmation include afring progress hat cient has made toward
a goal or encouraging lent to do what important to them,
Empathy
Empathie aby to puting one someone ca shoes. Ii much more than sympathy
Empathy the ability to lok a the client) station from thee perspective to understand their
experience Counselor should be genuine and authentic and the cent mus el af and nurtured
«during he counscing proces.
es creating congruence Between youre and your word. Every therapists different
erapeutic process. I I portant to remain genuine inal counseling
Techniques and verbal and nonverbal cues
Unconditione! Positive Regard
Demonstrating unconditional positive regu is the deu of accepting your cent for who they a
isa means of expreing warmth and respect and being nonjudgmental
ie diferent
Trustworthiness
Chiens must fe ke they can trust their counselor The lent needs totus that the counselor
wil maintain confidently, respect their experiences and withhold judgment. By building» sense
of rust the counselor helps the client cl a ease a they share persona and dificult Feelings aná
Counselor sell Disclosure
1 be used judiciously to help a cent. A general rule to follow sto only share personal
mation tha is beneficia tothe therapeutic process I might also be used t help Ihe counslor
Examples of Some of the Counseling Skils/Techniques.
ose Scenario
A Student nurses undergoing counseling or depression, Shes expressing her feelings regarding not
beng happy ot abet enjoy things. She has ust appeared i the end semester examination sedi
Pari stress regarding results She just had a bad fight with her rend
+ Demonstrating concern
= Client don fe ike ving anymore
+ Counselor: enger o eh Know ye going through some wugh challenges
+ Paraphrasing:
= Client: do not know how I wil perform in my examination. Lam woried that t wil be
tale.
CHAPTER 7 » Guidance/Academic Advising,
examination rating stes for you.
+ Affirmation:
‘Glen: wish get my real sooner >
Counselor: understand that youll e o know about your performance ln exa
+ Asking open-ended questions:
+ len hy end Ra as rng me a rn of my tec end y pe
+ Counselor can se at Rs onic was very sting you. Which pet fie
crue was mos disturbing?
+ Communicating empathy:
+ Glen: ta not able o enjoy anything, Lam sad all the ime.
+ Gounselor an fel the pain and disappoistment you must have had not feeling your
happiness was important
close:
dont know whether I should continue friendship wth Riya or not.
mad
©. Coumslor was lo conflicted about frend in a similar station,
DISCIPLINE AND GRIEVANCE IN STUDENTS a
"The student grecanc cl was se up in order to redres academic and non-academic problems
and grievances which the students undergo in the campus rievance redessal te ia process
to adres students grievances. and le can be defined as mechanisn that enables students o.
communicate thir concerns o Ihe management
According to the Richard D. Calhoon, “Discipline may be considered as force that prompts
Individuals or groups to observe the rules, regulations and procedures which ae deemed to be
necessary fo he effective function of an organization”
GRIEVANCE AND REDRESSAL CELL
Grievance and Redrscl Cll (GRO) as per UGC Grievance Redresal regulation works towards
resolving the complaints lodge by any ste. The Grievance Redresal Cell i aso empowered to
Took int the matters harassment. Anyone wih genuine grievance may pprosch othe principal
and members ol GRC. Incase he students unwiling to appear in person, written grievance may be
“roped in he Complainı Bos’ avalablein the reception area of a Career College.
Stadets must note that making complaints serous ad therefore, hey must us his power
‘respon mance. A ie same tie, the cales ares tens that one a compl
‘made, willbe treated with sensitivity nd confidentiality
Objectives
For Disciplinary Activities
+ To maintain discipline in the campus, college premises, lssroom wherever the
posted for clinical practice.
+ Te ace the gal of ain e. mota ad apt alee
supporting the un of postive atitudes and practices,
er:
Cal isl wrens. Textb00K of Educational Technology/Nuring Education
© To uptake mesures for inappropriate behavior including progresse cine comprising
suspension and pain where nce.
To nor ste dre code among students
Monitor the movement of the students in the College and prevent student ltring around
the cordoes daring the College working hours
‘To maintain disipl inthe campus, college premiss, assoom as well sin the hospitals
wherever the students are posted for clinical practices,
‘To achieve the goa of creating a safe, moisting and supporting the we of pov atados
and prices
To vale measures for inappropriate behavior including progressive dsciline comprising
suspension and expulsion where necessary,
Toenorce sit des code among students
‘Monitor he movement ofthe students inthe Coll
decorador during the Cllge working hours
For Student Grievance
Grievance Reel Calis intended to find solutions to problems ke any hind of physica or
mental haran complains regarding soon teaching, management, competion of abs
teaching method ec
gs and prevent dens oi around in
2 To sar à fr, impartial and
stakeolders
To develop a responsive and a harmonious atmosphere inthe college camps
Toensur effective solution tthe ants riven
‘Toinvesigate the reason once.
To obtain where pole a speedy resolution
consistent mechanism for rade of varie es face by the
Role of Student Grievance Redressal CellCommittee
To review a compli that has not ben eso a the star adentra level a
melon when appropriate Le
Ven the complaints pertaining to the conduct of examinations and
Encourage stents and sao expres tec grivances witout any ero being
Ensure appropriate and mel review and resolution of tal nd ander pes
The Student Grievance Comites considers the spess by the stunts.
management 5
Managing Discptinary/Grievance Problems
For Displnary Activities
+ odian Nuning Counc, framed dcplnary commie 1 hunde day to day ies of
indscpne nd muconducı
Record of Meeting minutes to be verified by coun Inspector during pen,
‘Maintain discipline in the campus, allge premises, cassruom a weil sn the hospitals wherever
(he stadent ae posted for na practices,
er
CHAPIERT » Guidonce/Academic Advising.
+ o maintain harmonious educational atmosphere in the college
© ren
ll menbers
Fo Stadent Grevance i
ans Reel Cl end to find sion prob is any Rnd pe ar
nel arme compas repr dom aching management, competion of
o mr und nes o ae ee
+ Toren den ernten tapant pra! el i opor
encore dns o por the crac vos! ny Frein ict
À Tempe reporte nl scons ad eng te aaah bela
a amenas store th lege rps
+ Team credo tend time
© Terrine li recon el dation
<abbr pote pel ela pol
To prcal odie compan nd ake ede kale ea
+ Top og amework tree GreancesofStudetandother atch
To provide the talents acces 10 Imm, are fre recurse to have thee gievancen
reiten
SUMMARY
Guidance and ung hae bc a gal pr oh can pm beats oe
hangin ce leccion sco he bes
Beni singlets men ring Et or ral canbe deis aprcen
suing nat il bls vals nd a ato eel oe ec
2 Kat sem the mon wey ai ct tem ac the be pel
in ae td, United eet Amen (USA amd an
Caine simple tere means der ring aan someone who rea po
{at respecte ncn provided tal human Songs ty ome eons |
When mes to education guidance covers the whole ses ofthe canal mata
<Gasance mes a types of education formal, informal cational sad paca,
+ ation guidance ep an individual to mange ad we see me ln an la
manne Asa inane ser xo Cua activas ly an puta te
the deepen te sade 13
Guidance plays an important role in the development of an individual Glance,
developmental funcion associated with which lps in self teaiation and sel
séance abo bps national development.
‘nena wh 8
pf overcome the problem, Couniling is considerado ca
ofan individual G
Cal isl wrens. Textb00K of Educational Technology/Nuring Education
© To uptake mesures for inappropriate behavior including progresse cine comprising
suspension and pain where nce.
To nor ste dre code among students
Monitor the movement of the students in the College and prevent student ltring around
the cordoes daring the College working hours
‘To maintain disipl inthe campus, college premiss, assoom as well sin the hospitals
wherever the students are posted for clinical practices,
‘To achieve the goa of creating a safe, moisting and supporting the we of pov atados
and prices
To vale measures for inappropriate behavior including progressive dsciline comprising
suspension and expulsion where necessary,
Toenorce sit des code among students
‘Monitor he movement ofthe students inthe Coll
decorador during the Cllge working hours
For Student Grievance
Grievance Reel Calis intended to find solutions to problems ke any hind of physica or
mental haran complains regarding soon teaching, management, competion of abs
teaching method ec
gs and prevent dens oi around in
2 To sar à fr, impartial and
stakeolders
To develop a responsive and a harmonious atmosphere inthe college camps
Toensur effective solution tthe ants riven
‘Toinvesigate the reason once.
To obtain where pole a speedy resolution
consistent mechanism for rade of varie es face by the
Role of Student Grievance Redressal CellCommittee
To review a compli that has not ben eso a the star adentra level a
melon when appropriate Le
Ven the complaints pertaining to the conduct of examinations and
Encourage stents and sao expres tec grivances witout any ero being
Ensure appropriate and mel review and resolution of tal nd ander pes
The Student Grievance Comites considers the spess by the stunts.
management 5
Managing Discptinary/Grievance Problems
For Displnary Activities
+ odian Nuning Counc, framed dcplnary commie 1 hunde day to day ies of
indscpne nd muconducı
Record of Meeting minutes to be verified by coun Inspector during pen,
‘Maintain discipline in the campus, allge premises, cassruom a weil sn the hospitals wherever
(he stadent ae posted for na practices,
er
CHAPIERT » Guidonce/Academic Advising.
+ o maintain harmonious educational atmosphere in the college
© ren
ll menbers
Fo Stadent Grevance i
ans Reel Cl end to find sion prob is any Rnd pe ar
nel arme compas repr dom aching management, competion of
o mr und nes o ae ee
+ Toren den ernten tapant pra! el i opor
encore dns o por the crac vos! ny Frein ict
À Tempe reporte nl scons ad eng te aaah bela
a amenas store th lege rps
+ Team credo tend time
© Terrine li recon el dation
<abbr pote pel ela pol
To prcal odie compan nd ake ede kale ea
+ Top og amework tree GreancesofStudetandother atch
To provide the talents acces 10 Imm, are fre recurse to have thee gievancen
reiten
SUMMARY
Guidance and ung hae bc a gal pr oh can pm beats oe
hangin ce leccion sco he bes
Beni singlets men ring Et or ral canbe deis aprcen
suing nat il bls vals nd a ato eel oe ec
2 Kat sem the mon wey ai ct tem ac the be pel
in ae td, United eet Amen (USA amd an
Caine simple tere means der ring aan someone who rea po
{at respecte ncn provided tal human Songs ty ome eons |
When mes to education guidance covers the whole ses ofthe canal mata
<Gasance mes a types of education formal, informal cational sad paca,
+ ation guidance ep an individual to mange ad we see me ln an la
manne Asa inane ser xo Cua activas ly an puta te
the deepen te sade 13
Guidance plays an important role in the development of an individual Glance,
developmental funcion associated with which lps in self teaiation and sel
séance abo bps national development.
‘nena wh 8
pf overcome the problem, Couniling is considerado ca
ofan individual G
IEA A AAA AAA y e/e/e/e
Textbook of Educational Technology/Nuning Education
al Ro hep
und moving oad set caizaión and sel.
ha both gunlance and counting ac aimed a hé an Indus
in fading soluto to his problems. thee ar some differences between the Ima especial in
lero how hp ami ut and implementa
rable individuals to understand 4
CONCLUSION
fa 1 Mine confidence in slecting appropriate couse of action lr
; cing are ance sims fo provid the slt for a
deman integration, hard work, honcay and the
er Bea lp them although academic
Long Answer Questions.
1. Caplan concept and system of education.
2. Gane coves he whole spectrum ofthe educational mora” Discuss.
‘soln the aterenes between counseling and guidance
Short Answer Questions
What re the princes of gudance?
A. Menton the ams of gudance a sated by the Katar Eduction Commision
Bey dacs the terencesbedween counseling and prchatherag
Multiple Choice Questions
1. Empathy catia:
© Feelng share 8
erring aad
ating ones a someone ese potion
3 Workin lat . Cents depend on counselor
None of these
Personal and scat
© Fam and manage 100 adstment and mental heath problem
A Tome n/a een ing precy
© Toensblehim/her ception cagemicr@. MN MS
‘The sci aim of voeatona quan
Prove wah tu mc
Princes of counseling nudes al except:
Deven feng of sca acceptance
Both (abana)
Respect
© Autonomy 4. Respecto te counselor
7. The theory ol sl as developed by:
ope bo orina
© Gatos Ares 4 Ganssgn
il
Textbook of Educational Technology/Nuning Education
al Ro hep
und moving oad set caizaión and sel.
ha both gunlance and counting ac aimed a hé an Indus
in fading soluto to his problems. thee ar some differences between the Ima especial in
lero how hp ami ut and implementa
rable individuals to understand 4
CONCLUSION
fa 1 Mine confidence in slecting appropriate couse of action lr
; cing are ance sims fo provid the slt for a
deman integration, hard work, honcay and the
er Bea lp them although academic
Long Answer Questions.
1. Caplan concept and system of education.
2. Gane coves he whole spectrum ofthe educational mora” Discuss.
‘soln the aterenes between counseling and guidance
Short Answer Questions
What re the princes of gudance?
A. Menton the ams of gudance a sated by the Katar Eduction Commision
Bey dacs the terencesbedween counseling and prchatherag
Multiple Choice Questions
1. Empathy catia:
© Feelng share 8
erring aad
ating ones a someone ese potion
3 Workin lat . Cents depend on counselor
None of these
Personal and scat
© Fam and manage 100 adstment and mental heath problem
A Tome n/a een ing precy
© Toensblehim/her ception cagemicr@. MN MS
‘The sci aim of voeatona quan
Prove wah tu mc
Princes of counseling nudes al except:
Deven feng of sca acceptance
Both (abana)
Respect
© Autonomy 4. Respecto te counselor
7. The theory ol sl as developed by:
ope bo orina
© Gatos Ares 4 Ganssgn
il
CHAPTER 4
Ethics and Evidence-Based
Teaching in Nursing Education
Ethics and Evidence-Based
Teaching in Nursing Education
Textbook of Educational Technology/Nursing Education
INTRODUCTION
ui The term comes rom the Grek wo
thos which mens rate abc va ranch of
ves aptomatring, defending, and recommending the concepts of igh and
Rostworth Monito Kidder, an American autor amd thi tates that "standard dt
have typcallyinclad such phrase a “the cence 0 the ea human erat
ige Dctionar saphir states that the wor “aie à “Sommonly sed
al must hare
The American Nurses Asacaton (ANA) Jus
13 nur. ke al health
CODE OF ETHICS
ipl code of
Josie and nonmaleficence— must he
th gas of the pte Cable
TABLE 8.1: Code of ethics (American Nurses Association: ANA)
VALUE-BASED EDUCATI
isin nursing cducat
IN NURSING
sures hat tem running smoothly. The
The ah cation is an essential part because musing profession is value hased
riesen. T nein value based ede nung student, we can dre
A 1 muro can develop
usc mth tn nd values who know how lis ther nice othe aan
neat. persomlty developmen, hen developmen, and pais
od edd led d ceo eleld oleo).
oe
+ goes pots diction othe students wo shape thee ature and een el them to know the
purpose oir a
2 Bach them he best way u ie hat can be beca o individual as we a the people
sow them
+ Vacation
+ tthepe them to
response cen
+ Malo helps Sader develop strong lationship eh amy and fend
+ develops the character and personal ofthe tants
+ Vale edcaton develop poste viso if inthe students mind
ilps the students to become mar and more responsible ad serie
nerd the perspective of hen bet way and ead a succesful Mea
Cry. salud education enema for the hol development of a sent nur. In à
‘mex and constant ola work, values auch a een, integrand humo re now
‘nore moras presionas ad Teer sons organization. The im nursing edocaon must
Ie mor ap preparing the rss or he work ecosystem, eds o equip them withthe values
tnbecomeesponsiie compassionate ten vel an tical mare. Nunes have a responsibly
to themsete tht profe, and her patents maintain the highest cal principles.
VALUE DEVELOPMENT STRATEGIES
‘Scenic research has proven that valu based education ersten concise environment that
enhances academic learning and achivement while developing social sis and relationship
ding capitis Stents who adopt vales tan eal age are more content. competent and
‘eigen along wth being effective eter an good citizen. However, integrating values nthe
‘uriculum mest not be restricted to specific clases. Teaching of values should frm the backdrop
ofall academic and non academie pues Interating learning modules that derive fom ral
I stations ar Important isl vales such as loyalty, Kine, integrity, compasión and
class in students When they ae able o Link her learning experiences to the ral world, hey
petete sense o purpose ad th teachings remain wth them.
Today more and more youths are entering into the Geld ol nursing mainly because of god. i
hance ojo opportunities rather than fr th service of mankind To inculct he vale eter |
Inthe mind and mak them value oriente powerful lads educational instalo should take
Ihe native impar vale based education to this generation. Imbibing the qualities of good
«conduct self-confidence and high values woud help students earn a significant place in socie
Stents shoul elt that character bling equal importan as carer bung
‘Nursing aim 1 lp ind duals families ad soy ind solos o health problems; and
Ave them quality of e Nutses provide qualified sevice by respect thei honor, indadoalty
and ing, value and decisions ofthe person whom he regard asthe most valuable a. The
traning ole nuse whe can serv the mentioned quality s poble with the cation based
on the vales. Nursing sacan isthe whale of lots 1 create good people, god li, good
sessional members and à heat sci. For this reason, important hat nursing education
len be structure o reach the cognitive, emotional and peychomator sills aimed at ving
usa value to the stents: Student swarenes of certain vies. production of new vales
pt and slernaliatio of Behavior and eshbtione shouldbe the primary pos of
sing ection Table 82)
INTRODUCTION
ui The term comes rom the Grek wo
thos which mens rate abc va ranch of
ves aptomatring, defending, and recommending the concepts of igh and
Rostworth Monito Kidder, an American autor amd thi tates that "standard dt
have typcallyinclad such phrase a “the cence 0 the ea human erat
ige Dctionar saphir states that the wor “aie à “Sommonly sed
al must hare
The American Nurses Asacaton (ANA) Jus
13 nur. ke al health
CODE OF ETHICS
ipl code of
Josie and nonmaleficence— must he
th gas of the pte Cable
TABLE 8.1: Code of ethics (American Nurses Association: ANA)
VALUE-BASED EDUCATI
isin nursing cducat
IN NURSING
sures hat tem running smoothly. The
The ah cation is an essential part because musing profession is value hased
riesen. T nein value based ede nung student, we can dre
A 1 muro can develop
usc mth tn nd values who know how lis ther nice othe aan
neat. persomlty developmen, hen developmen, and pais
od edd led d ceo eleld oleo).
oe
+ goes pots diction othe students wo shape thee ature and een el them to know the
purpose oir a
2 Bach them he best way u ie hat can be beca o individual as we a the people
sow them
+ Vacation
+ tthepe them to
response cen
+ Malo helps Sader develop strong lationship eh amy and fend
+ develops the character and personal ofthe tants
+ Vale edcaton develop poste viso if inthe students mind
ilps the students to become mar and more responsible ad serie
nerd the perspective of hen bet way and ead a succesful Mea
Cry. salud education enema for the hol development of a sent nur. In à
‘mex and constant ola work, values auch a een, integrand humo re now
‘nore moras presionas ad Teer sons organization. The im nursing edocaon must
Ie mor ap preparing the rss or he work ecosystem, eds o equip them withthe values
tnbecomeesponsiie compassionate ten vel an tical mare. Nunes have a responsibly
to themsete tht profe, and her patents maintain the highest cal principles.
VALUE DEVELOPMENT STRATEGIES
‘Scenic research has proven that valu based education ersten concise environment that
enhances academic learning and achivement while developing social sis and relationship
ding capitis Stents who adopt vales tan eal age are more content. competent and
‘eigen along wth being effective eter an good citizen. However, integrating values nthe
‘uriculum mest not be restricted to specific clases. Teaching of values should frm the backdrop
ofall academic and non academie pues Interating learning modules that derive fom ral
I stations ar Important isl vales such as loyalty, Kine, integrity, compasión and
class in students When they ae able o Link her learning experiences to the ral world, hey
petete sense o purpose ad th teachings remain wth them.
Today more and more youths are entering into the Geld ol nursing mainly because of god. i
hance ojo opportunities rather than fr th service of mankind To inculct he vale eter |
Inthe mind and mak them value oriente powerful lads educational instalo should take
Ihe native impar vale based education to this generation. Imbibing the qualities of good
«conduct self-confidence and high values woud help students earn a significant place in socie
Stents shoul elt that character bling equal importan as carer bung
‘Nursing aim 1 lp ind duals families ad soy ind solos o health problems; and
Ave them quality of e Nutses provide qualified sevice by respect thei honor, indadoalty
and ing, value and decisions ofthe person whom he regard asthe most valuable a. The
traning ole nuse whe can serv the mentioned quality s poble with the cation based
on the vales. Nursing sacan isthe whale of lots 1 create good people, god li, good
sessional members and à heat sci. For this reason, important hat nursing education
len be structure o reach the cognitive, emotional and peychomator sills aimed at ving
usa value to the stents: Student swarenes of certain vies. production of new vales
pt and slernaliatio of Behavior and eshbtione shouldbe the primary pos of
sing ection Table 82)
= Textbook of Educational Technology/Nuring Education
TABLE 82: Vale development strategies
eo
race ny Caro mameance act: Socia developmen aci, arenes act,
Sead sty Cranston an value tones Ale ing and made
sete
Smt stig try Sal experience stay or tig ste ect, vo sin and
ETHICAL DECISION
Accom making poses romps hese la
ndiions and toque reviewing ll arable
‘limiating unethical vews and choosing the best tial aerate
‘Good econ ae bah fictive ad ethical In ronal eationships, pod decisions but
spect rt nd
general comite with good cine. Eine decis are elective
‘when they achieve whal hey were made
Ache hat products intended sal ins
and terco ot good
‘Thc key fo making good decisions isto thik abot te dicen hes that he ahead nor
to achieve the jet Fr ha on. is ale very Importa 1
between short-term vs mdi to long term objetos.
mera he difference
Maksgethical cion regieracertan sensi toc
cl tb considerations sociated with dec
sata metho ofcxaminine
rte for making ethical
econ, therefore senal. At this process ha ben performed afew tines the m
ted and tin exert walk tough the sep
The falling ia description oe
Vtilitaian Approach
This approach believes tha the
tion prods the mot
m I mang practices ther
damage o pai and ths cal al
Right Approach
The right approach use ha the mont thc eco i the un ha bot pss an spa
‘he moral nights fall scene. This approach args tat pop have dig bse on ha
ac th aby t rely bone wha they man oda eth si
Has 0 ha digit: hey hae Ub right 1 be cate equally by others and jst a a mans
toa) end I musing practice ach pair ight sl e protect a opus
CHAPTER » Ethics ond Evidence-Bosed Teaching.
Faimess or Justice Approach
tibial decison making involves qual teatime for al ut au ths
Standard a pliable In psig rate, uch patent should he rated quo it a
Common Good Approach
his approach gests tht lationship thin socket ate the bass of tical esoningand ae
Respect and compusion forall thers capecally te vlnerable ar reis fr mining
am ethical way of ie
virtue Approach
A ancient aproach to his the be that ating ethically must be in accordance with eta
Sue that car the development of humanity general. Virtus ae tendencies and habit th
Cabe man o act with he high potent of human
ETHICS IN EDUCATION
iis in education appraise as the segment ofthe human sgh 10 eduction, he motive of
‘this education fe ot direc learning tic fori purpose Fs objecten deploy Us body o
Knowledge wo mates
1. The fist motive te grow inklectal dimensions that wil suthorze peoples 10 recognize
ia dimension sue and addres ethical oes in the vario is uch as medic
uring economics und poley making. cé
The second purpose uf clic education 6 snpurtant to derlop cal thinking sills
intentional on once purpose partic the bay os and theoretical and practical
sleet af personal and elective human actions
rats tic has an sei plc inal ils fe Eaton abo abuse method of huma
Be So tw cation ccs has avery val and product rol. To become bete cien, ethics
stl be pat a way the educational yer. Es has ao Bee esata in ection ar
Scan 1a fandamenta method of human Me Ethie very wal bie in educan Wer
to understand the significance ofthis seta to ul cia in the aol stem.
The clica im cation l very crucial or all
personal of tint. Etc ln ication sont to
ts bis p
sents became he to des the
seth ation ptm and mul ie
nly takepart in human vel being Between moral ad cal principles the
that Knoniedge à an rns cruel anarens. Eis in air tees a Set rc
and bey the teacher and flo al the rules ease by the, Sd ld ob academic
dealing with go
Fals are impr a the lie ot
cement and moral du Fabs ae el establo levels that
‘eng. I late as que values a gr and line
ame am thers a apis hen I day rons, Eis impact the behavior and pen a
y an prove an pl tsk
TABLE 82: Vale development strategies
eo
race ny Caro mameance act: Socia developmen aci, arenes act,
Sead sty Cranston an value tones Ale ing and made
sete
Smt stig try Sal experience stay or tig ste ect, vo sin and
ETHICAL DECISION
Accom making poses romps hese la
ndiions and toque reviewing ll arable
‘limiating unethical vews and choosing the best tial aerate
‘Good econ ae bah fictive ad ethical In ronal eationships, pod decisions but
spect rt nd
general comite with good cine. Eine decis are elective
‘when they achieve whal hey were made
Ache hat products intended sal ins
and terco ot good
‘Thc key fo making good decisions isto thik abot te dicen hes that he ahead nor
to achieve the jet Fr ha on. is ale very Importa 1
between short-term vs mdi to long term objetos.
mera he difference
Maksgethical cion regieracertan sensi toc
cl tb considerations sociated with dec
sata metho ofcxaminine
rte for making ethical
econ, therefore senal. At this process ha ben performed afew tines the m
ted and tin exert walk tough the sep
The falling ia description oe
Vtilitaian Approach
This approach believes tha the
tion prods the mot
m I mang practices ther
damage o pai and ths cal al
Right Approach
The right approach use ha the mont thc eco i the un ha bot pss an spa
‘he moral nights fall scene. This approach args tat pop have dig bse on ha
ac th aby t rely bone wha they man oda eth si
Has 0 ha digit: hey hae Ub right 1 be cate equally by others and jst a a mans
toa) end I musing practice ach pair ight sl e protect a opus
CHAPTER » Ethics ond Evidence-Bosed Teaching.
Faimess or Justice Approach
tibial decison making involves qual teatime for al ut au ths
Standard a pliable In psig rate, uch patent should he rated quo it a
Common Good Approach
his approach gests tht lationship thin socket ate the bass of tical esoningand ae
Respect and compusion forall thers capecally te vlnerable ar reis fr mining
am ethical way of ie
virtue Approach
A ancient aproach to his the be that ating ethically must be in accordance with eta
Sue that car the development of humanity general. Virtus ae tendencies and habit th
Cabe man o act with he high potent of human
ETHICS IN EDUCATION
iis in education appraise as the segment ofthe human sgh 10 eduction, he motive of
‘this education fe ot direc learning tic fori purpose Fs objecten deploy Us body o
Knowledge wo mates
1. The fist motive te grow inklectal dimensions that wil suthorze peoples 10 recognize
ia dimension sue and addres ethical oes in the vario is uch as medic
uring economics und poley making. cé
The second purpose uf clic education 6 snpurtant to derlop cal thinking sills
intentional on once purpose partic the bay os and theoretical and practical
sleet af personal and elective human actions
rats tic has an sei plc inal ils fe Eaton abo abuse method of huma
Be So tw cation ccs has avery val and product rol. To become bete cien, ethics
stl be pat a way the educational yer. Es has ao Bee esata in ection ar
Scan 1a fandamenta method of human Me Ethie very wal bie in educan Wer
to understand the significance ofthis seta to ul cia in the aol stem.
The clica im cation l very crucial or all
personal of tint. Etc ln ication sont to
ts bis p
sents became he to des the
seth ation ptm and mul ie
nly takepart in human vel being Between moral ad cal principles the
that Knoniedge à an rns cruel anarens. Eis in air tees a Set rc
and bey the teacher and flo al the rules ease by the, Sd ld ob academic
dealing with go
Fals are impr a the lie ot
cement and moral du Fabs ae el establo levels that
‘eng. I late as que values a gr and line
ame am thers a apis hen I day rons, Eis impact the behavior and pen a
y an prove an pl tsk
dedo di ld dd do ld
PRINCIPLES OF ETHICS IN EDUCATION,
Honesty
“ he morality hat complement our education
Confidentiality
ormation to the unauthorized pa
frequently share det personal information
% untaned. Pat there may De a uk o lane the
Conflit of interest
Responsibility
Parcipatig in ls. sminrs, and lbs along wth
ETHICAL STANDARDS FOR STUDENTS
oa fat
Students should become increasingly independent Education should derdop an increased
sense af autonomy, confidence and sel direction Students must know what doe ean te beso
a, students mus prevent harm, Their ations
dial and groups and even themselves. They should not be noted
h malig thee charter and cae
harm à not an end in sl student should get opportunity o d good.
e postie modeling direction and adeeship opportunn
her with equity, Student bold vale Justice: recognizing that
Is ar diferent, the should retain bec in perception af thers
They must understand that trusts eetcl for developing relationship, Fidelity should be
ice in their commitment to confident, profesional and Knowledge of ther bites
loving and cating fr ater. This ethics ot only
ws its character, bt as creates go ie, great profesional members and sheath sc
Some ofthe othe basic tical peice which shoud be flowed by student ae as flo
hy and accountability: Students shoul! be responsible for their actions and
hy should raise concerns about anything hats ot ight
ould be honest and tral They shold act within ae
They should protect heir and others right of expen and fre speech
+ Faqualityofespect and opportunity Sudan should ct all wh dy and rem
+ Colles Students should work port eich other and behave app
STUDENT-FACULTY RELATIONSHIP
An elective educar student lationship ia key fc
ensure 3 positive earning climate where
a rellene can be srengthened. Students need a caring and supports
Aromen; neacóon that (constructing, acknowllges human tights and mikey oe of
propi nomertal communication. The educator must play quae sich a ove and care
st responsibility, morality, patience. being open to new des, mation, lignes o the
PRINCIPLES OF ETHICS IN EDUCATION,
Honesty
“ he morality hat complement our education
Confidentiality
ormation to the unauthorized pa
frequently share det personal information
% untaned. Pat there may De a uk o lane the
Conflit of interest
Responsibility
Parcipatig in ls. sminrs, and lbs along wth
ETHICAL STANDARDS FOR STUDENTS
oa fat
Students should become increasingly independent Education should derdop an increased
sense af autonomy, confidence and sel direction Students must know what doe ean te beso
a, students mus prevent harm, Their ations
dial and groups and even themselves. They should not be noted
h malig thee charter and cae
harm à not an end in sl student should get opportunity o d good.
e postie modeling direction and adeeship opportunn
her with equity, Student bold vale Justice: recognizing that
Is ar diferent, the should retain bec in perception af thers
They must understand that trusts eetcl for developing relationship, Fidelity should be
ice in their commitment to confident, profesional and Knowledge of ther bites
loving and cating fr ater. This ethics ot only
ws its character, bt as creates go ie, great profesional members and sheath sc
Some ofthe othe basic tical peice which shoud be flowed by student ae as flo
hy and accountability: Students shoul! be responsible for their actions and
hy should raise concerns about anything hats ot ight
ould be honest and tral They shold act within ae
They should protect heir and others right of expen and fre speech
+ Faqualityofespect and opportunity Sudan should ct all wh dy and rem
+ Colles Students should work port eich other and behave app
STUDENT-FACULTY RELATIONSHIP
An elective educar student lationship ia key fc
ensure 3 positive earning climate where
a rellene can be srengthened. Students need a caring and supports
Aromen; neacóon that (constructing, acknowllges human tights and mikey oe of
propi nomertal communication. The educator must play quae sich a ove and care
st responsibility, morality, patience. being open to new des, mation, lignes o the
oo int
nn Textbook of Edvcational Tachnolagy/Nusing Education
One ofthe mot enable determinants of academic outcomes of underradiate urine
students in the current Ihertur le student ny étions Ths mune coca ac
scourge to ral analy thr an caching nursing ses ao amer wether the
actions reat barriers or acta the proces leas format fo stent pases
Protective factors such as caring combi, high expectations and op
rate and contribute improve nt only student academie performance
ao stengthen
Ah rence Caring educators who show concer fr sadn andas conf oe meds
and mentor may thus contribute 1 stade capay to enrcome persona vlnr a
miroamentl adverse. Teer, educators can ave a postie let ot only on stent
sde achievement and behavior but lo on Ihe lead longterm cc ae. Tate
are various cements sem to be important in the educator student rl (1) the o
rang environment (2) echunge information and (3) mem. a
fective student teacher relationship serves many purposes uch ax nm providing.
trusting, faltan guided participation and mentoring seems that estos pla à crucial
rein bai an entronment ha bar sens agua aber ad
welling and healthy devlopment they ned in
fective edcatr student reams ml
1 wll not only contribute to the producto
personal growth and elenco ofthese urn
code postie rol moc tthe nursing stents
igh al mur ut alo conte 10 Ihe
EVIDENCE
¡SED PRACTICE
When we define evidence-based practice (EP), tis th bo aaa cent
for education rather than radon personal Judgement and ther ace.
Evidence-based practic is tse onthe ideology or research which effective in teaching. has
cine leaning and shouldbe soporte by evidence bse esearch
Evidence-based practice teaching has it org from medial, The rason that the decison
{sien by the medial profesional im any of the aspect sould e supports by hera eden
The concept fr this is any ofthe decisions media profesional making shuld bs band om
the best and mos adequate evidence available. However, on the daly bass medial prete
discover new evdenceson the bai of research and she new evidence,
Evidence based practice teaching representa both the log and oct. Het the colo
means he ethical principle that cent eserves the hogy the ping th! the ct pp
10 provide withthe best interventions avala
Definitions
+ "Evidence used practice some ha umi pro
belga proved”
+ “ridence-baed practice I ie systemic iter connecting of sentia generated evidence
erimony or something which
hich the ac knowledge of he expert practioner to achieve chain a para pra
for beet of wel defi cet os pate poop
CHAPTERS » Ethics ond Evidence Based Teaching
based practice o nursing ia way of proving nursing care tat gue y the
ige with narng expert. This helps es
teed for tOP
Stepsin Es
"Grein an evidence bane by SERIOS steering cera, aed oops
Ser
as
ae
Sources of Evidence
Research evidence has priority which is assumed over the various sources inthe delivery bate
+ Filtered resources: M
ofthe researches July the new evidence and ae being done on
nth yn evidence o anche the ale esearch These source te hla
means sources, e, MEDLINE, CINHAL PUBMED. ec
nn Textbook of Edvcational Tachnolagy/Nusing Education
One ofthe mot enable determinants of academic outcomes of underradiate urine
students in the current Ihertur le student ny étions Ths mune coca ac
scourge to ral analy thr an caching nursing ses ao amer wether the
actions reat barriers or acta the proces leas format fo stent pases
Protective factors such as caring combi, high expectations and op
rate and contribute improve nt only student academie performance
ao stengthen
Ah rence Caring educators who show concer fr sadn andas conf oe meds
and mentor may thus contribute 1 stade capay to enrcome persona vlnr a
miroamentl adverse. Teer, educators can ave a postie let ot only on stent
sde achievement and behavior but lo on Ihe lead longterm cc ae. Tate
are various cements sem to be important in the educator student rl (1) the o
rang environment (2) echunge information and (3) mem. a
fective student teacher relationship serves many purposes uch ax nm providing.
trusting, faltan guided participation and mentoring seems that estos pla à crucial
rein bai an entronment ha bar sens agua aber ad
welling and healthy devlopment they ned in
fective edcatr student reams ml
1 wll not only contribute to the producto
personal growth and elenco ofthese urn
code postie rol moc tthe nursing stents
igh al mur ut alo conte 10 Ihe
EVIDENCE
¡SED PRACTICE
When we define evidence-based practice (EP), tis th bo aaa cent
for education rather than radon personal Judgement and ther ace.
Evidence-based practic is tse onthe ideology or research which effective in teaching. has
cine leaning and shouldbe soporte by evidence bse esearch
Evidence-based practice teaching has it org from medial, The rason that the decison
{sien by the medial profesional im any of the aspect sould e supports by hera eden
The concept fr this is any ofthe decisions media profesional making shuld bs band om
the best and mos adequate evidence available. However, on the daly bass medial prete
discover new evdenceson the bai of research and she new evidence,
Evidence based practice teaching representa both the log and oct. Het the colo
means he ethical principle that cent eserves the hogy the ping th! the ct pp
10 provide withthe best interventions avala
Definitions
+ "Evidence used practice some ha umi pro
belga proved”
+ “ridence-baed practice I ie systemic iter connecting of sentia generated evidence
erimony or something which
hich the ac knowledge of he expert practioner to achieve chain a para pra
for beet of wel defi cet os pate poop
CHAPTERS » Ethics ond Evidence Based Teaching
based practice o nursing ia way of proving nursing care tat gue y the
ige with narng expert. This helps es
teed for tOP
Stepsin Es
"Grein an evidence bane by SERIOS steering cera, aed oops
Ser
as
ae
Sources of Evidence
Research evidence has priority which is assumed over the various sources inthe delivery bate
+ Filtered resources: M
ofthe researches July the new evidence and ae being done on
nth yn evidence o anche the ale esearch These source te hla
means sources, e, MEDLINE, CINHAL PUBMED. ec
nS gee
oh xtbook of Educational fechnology/Nursing Education
que palco ory. and the
there wth the lp of aad
+ John Hopkins Nor or the synthesis and
sr à 1c ino practic the IHNEP model being it
The IHNERP mode has tice phases:
ar
D
Te
à
ie: =
>
_3
x
>
>
~>
>
>
>
>
o
3
ee
~~
CHAPTER » Eihics and Evidence Based Teaching...
Fig. 823: Dagrammate representation ohn Hopkins EP model
1OWA Model
The IOWA model fcuses on organizacion and collaboration incorporating conduct and se of
research along with other type of evidence This move vas originate in 19941 just and support
the evidence based practice,
“The model focuses on
* The mode represents the knowledge that emerges from awarenes rom innovative research
finding.
* Tre modal focus on the problem that has the rot in ts clinical othe organizational settings
Stetler Model Fig. 8.4)
This model says howe to use evidence to crate formal changes within the organization, and also
emphaszes hove wel the individual prattione can us research as an informal basis aparto
‘cal thinking and elective practice
The mode is based on the following aspect:
Repeesenting the research Anding, the concept may be conceptual, symbolic oe strategic
+Other type of existing evidences or non-rstarch resources are felted to extracting the
Information that can be beneficial late the decison makıng and problem solving.
+ Resarh and eraluation provide probabilistic information, not able
Lack of owe petainingto research use ofevaenceinloemed practice hat can inhibit the
appropriate and et we
oh xtbook of Educational fechnology/Nursing Education
que palco ory. and the
there wth the lp of aad
+ John Hopkins Nor or the synthesis and
sr à 1c ino practic the IHNEP model being it
The IHNERP mode has tice phases:
ar
D
Te
à
ie: =
>
_3
x
>
>
~>
>
>
>
>
o
3
ee
~~
CHAPTER » Eihics and Evidence Based Teaching...
Fig. 823: Dagrammate representation ohn Hopkins EP model
1OWA Model
The IOWA model fcuses on organizacion and collaboration incorporating conduct and se of
research along with other type of evidence This move vas originate in 19941 just and support
the evidence based practice,
“The model focuses on
* The mode represents the knowledge that emerges from awarenes rom innovative research
finding.
* Tre modal focus on the problem that has the rot in ts clinical othe organizational settings
Stetler Model Fig. 8.4)
This model says howe to use evidence to crate formal changes within the organization, and also
emphaszes hove wel the individual prattione can us research as an informal basis aparto
‘cal thinking and elective practice
The mode is based on the following aspect:
Repeesenting the research Anding, the concept may be conceptual, symbolic oe strategic
+Other type of existing evidences or non-rstarch resources are felted to extracting the
Information that can be beneficial late the decison makıng and problem solving.
+ Resarh and eraluation provide probabilistic information, not able
Lack of owe petainingto research use ofevaenceinloemed practice hat can inhibit the
appropriate and et we
EVIDENCE-BASED TEACHING
CCPC ddd del eS JS eee
ok of Equeationai Technoleay/Nusing Education
Tae EIT apr pd quon ral thinking. and trial includes he following
Decide on and défie, he question to he area
ac evidence the data information and erature) ceded to proce
labora md sement dicton}
(ncn objectives.
Asses the otcomes af the ntti’) agint ts (thei) objectives and indicators
ale decisions hosed on evidence inciding outcome assesment and apply eeback (back to
proces through the next step, in a aly driven manner,
proa requires contmacus data collection and analysis at couric, program and
ssutional level, cal he level have an insearalyintrtwined fect on the qu of earning
sta and analysis à transparent way and.
an-making shold make ue of this
rta
enc could inch. bt are ot ico
modes from interdcilnary or isiplimaryIerture in pedagogy, dates
tease (uned a references or example of practic),
ses (pony through action research or scholariip on
ment and performance ascument (eg through a teaching poro.
teaching, or peer evalaton).
student achievement, underpinned by learning outcome approach eg through
sut portion or student earning auesmen)
in the Framework of peer mentoring oF
iy of practice teaching
inem and teaching (caches and their pees students
Strategies Used in Evidence-Based Teaching
eof he teaching strategies used in evidence-based teaching ar follows:
Online Courses
Online course low students to work through course material at her own pace By using online
tractor can prepare divers learning materias such as terature videos, webs and
discussion forums, and administran olin test to evaluate comprehension,
Concept Mapping
Concept maps ate visual representations of intormation, They can take the form of chats graphic
Japan ables flowcharts Venn Diagrams, times, or chars, Concept maps ar epecally
‘sel for students who ear beter visually, ahoughthey can benefit any typeof are. They ae
a powerful study strategy because they help you se he big picture: by sting wih higher leve
ances concep maps cp you information based on mesningal connections. In hr word,
Jenowing heb picture makes ets more gta an easier to remember i
ee
Cone map ky wl fo ae ee
Il nl een ate eto i aT
ee ee
Cer re kop cris nag em lee
see econ Glaus pape lel pa
Interne sed Learning 084
ia
Ti es leg (CO eer ope ee eter
eos ite CNE. Hogs ral Spe ets (SS a OUT a
foul ad eae tetera eo by arin i er
re
Game Bored Learning
lesan active learning technique that es games o improve student learning The!
se, comes from playing the game, which promotes critical thinking nd p
‘Game-based leaning can be achieved through digital or non-digral games and
allow students to experience thelarning fist and.
There are many ways to gan the nuring classroom and improve engagement, which include:
Crossword Purses
You can crate à crossword pute of nursing concepts, vocabulary, theories and otr Important
une content. Then you con have students complete them individual or in small groups. In
‘vanced courses, you might allow students to create their own crossword purses to share with the
Test often
Competitive Quien
‘When comes time for exams, ou can have students form teams fora review qiz game, You can
ask questions and reward pot, getting student engaged in working together to determine he
Shawer and excited about recalling important nuring concepts the’ med nthe workplace
Game tase .ering ina rise
sri Ian pes ce paces ht cn efile with aa of resources You can ue digital
revues in wus way, cha mele games, s welas ung phys paces aa et
space in which engage mh the resources
Problem Based Learning (PBL)
Problem based luring (PRL) ls a student-ceteed approach in which students learn about a |
subject by working in groups to solve an open-ended problem. This problem s what drives the
‘motivation athe earning
Problem based learning ts an aprosch tat develope student ablty to rial apply the
umulatve koowledge to actual clinical problems which reinforces motivation to lear
‘nial reason aa and enhance selected and elo ern PBL ia method that allows
the using students to explore eal problem stations with an emphasis on problem-solving.
ok of Equeationai Technoleay/Nusing Education
Tae EIT apr pd quon ral thinking. and trial includes he following
Decide on and défie, he question to he area
ac evidence the data information and erature) ceded to proce
labora md sement dicton}
(ncn objectives.
Asses the otcomes af the ntti’) agint ts (thei) objectives and indicators
ale decisions hosed on evidence inciding outcome assesment and apply eeback (back to
proces through the next step, in a aly driven manner,
proa requires contmacus data collection and analysis at couric, program and
ssutional level, cal he level have an insearalyintrtwined fect on the qu of earning
sta and analysis à transparent way and.
an-making shold make ue of this
rta
enc could inch. bt are ot ico
modes from interdcilnary or isiplimaryIerture in pedagogy, dates
tease (uned a references or example of practic),
ses (pony through action research or scholariip on
ment and performance ascument (eg through a teaching poro.
teaching, or peer evalaton).
student achievement, underpinned by learning outcome approach eg through
sut portion or student earning auesmen)
in the Framework of peer mentoring oF
iy of practice teaching
inem and teaching (caches and their pees students
Strategies Used in Evidence-Based Teaching
eof he teaching strategies used in evidence-based teaching ar follows:
Online Courses
Online course low students to work through course material at her own pace By using online
tractor can prepare divers learning materias such as terature videos, webs and
discussion forums, and administran olin test to evaluate comprehension,
Concept Mapping
Concept maps ate visual representations of intormation, They can take the form of chats graphic
Japan ables flowcharts Venn Diagrams, times, or chars, Concept maps ar epecally
‘sel for students who ear beter visually, ahoughthey can benefit any typeof are. They ae
a powerful study strategy because they help you se he big picture: by sting wih higher leve
ances concep maps cp you information based on mesningal connections. In hr word,
Jenowing heb picture makes ets more gta an easier to remember i
ee
Cone map ky wl fo ae ee
Il nl een ate eto i aT
ee ee
Cer re kop cris nag em lee
see econ Glaus pape lel pa
Interne sed Learning 084
ia
Ti es leg (CO eer ope ee eter
eos ite CNE. Hogs ral Spe ets (SS a OUT a
foul ad eae tetera eo by arin i er
re
Game Bored Learning
lesan active learning technique that es games o improve student learning The!
se, comes from playing the game, which promotes critical thinking nd p
‘Game-based leaning can be achieved through digital or non-digral games and
allow students to experience thelarning fist and.
There are many ways to gan the nuring classroom and improve engagement, which include:
Crossword Purses
You can crate à crossword pute of nursing concepts, vocabulary, theories and otr Important
une content. Then you con have students complete them individual or in small groups. In
‘vanced courses, you might allow students to create their own crossword purses to share with the
Test often
Competitive Quien
‘When comes time for exams, ou can have students form teams fora review qiz game, You can
ask questions and reward pot, getting student engaged in working together to determine he
Shawer and excited about recalling important nuring concepts the’ med nthe workplace
Game tase .ering ina rise
sri Ian pes ce paces ht cn efile with aa of resources You can ue digital
revues in wus way, cha mele games, s welas ung phys paces aa et
space in which engage mh the resources
Problem Based Learning (PBL)
Problem based luring (PRL) ls a student-ceteed approach in which students learn about a |
subject by working in groups to solve an open-ended problem. This problem s what drives the
‘motivation athe earning
Problem based learning ts an aprosch tat develope student ablty to rial apply the
umulatve koowledge to actual clinical problems which reinforces motivation to lear
‘nial reason aa and enhance selected and elo ern PBL ia method that allows
the using students to explore eal problem stations with an emphasis on problem-solving.
am ME) nn!
5 Scene Textbook of Educational Technology/Nusing Education
cose Studies
À case sty In nung review of patent conto, medical history dogs and cent
en eto of tine, Reviewing cine ies inthe oo can hey nue ting
<amtextualize theoreti nursing practices à ra world situa. Asa nr ec na
inca the case study with students in class and hve them tak aboot the tre cama
‘ther decision ram the healthcare ear. You can ali ave students ca cae occ nen
Simulations
‘Simationsar room eerie where you present al od nain hat tant. fc nama
gross ave to work trough. One La you can né fr simulations mann mb m
tm nang cation sen cate talks dei cr and pc pora! pace
Eso inna contra etme You can impore mann lon ne peng
‘eas ores for manikns in particular ton to ep stents bete net nth reson
ft mere an actual pate Us increasing aden ines in dl val in hen
Another simulation option you cn se nthe aston satay lc
rer. À an serve sent mu pay cae ara u wi
they called upon at para, thy can continue sen
prev acon Thi type lola
problem-solving. decion making and
‘Assessment Method gut asignen
increase engagement and develop sls in observan
ab
SUMMARY
+ Code of ethics per ANA my benceno,
= Vale bed dec the gate and vales among nu sens
2 Value can is sentia fo hol development ul nursing talents
+ The ethical decision making proces recognises us fale respon and sae
daring the practice o nursing profession,
Fac deci methods ar wa hight approach armes, comuna good and
+ Principles ofethiesi education are honesty confident. pons.
+ Evidence-based practic is best avale sienifically proven practice fr eduction Father than
+ Sources of evidence ae filtered after, clinical experience, knowlege fom particular and
+ Bridencebase learnings an activity strategy or intervention test shows sisi gica
effect on improving student vusomnes
= Siraegia used in evidence-based technology outline courses concept mapping. IB
sme-based leaning, common purses, problem based learning, st
CHAPTERS » Ehics and Evidence-Bosed Teaching.
CONCLUSION
Nursing profesion ness grs paca af ty prs of quantity ul uni,
asar a hack seat ducati e at.
profesora somewhere the value ca
‘Nuri potestad dae with nd dea o human beings wich demand qual ul
value education, 5
Student faculty relationship ey factor 1 ensure a pov learning, The relation I à
long As ee have a very od gar student elta in wur country wich be paced in
uring ecm a wel,
In een dy scenario the vais va
ate thee for safe practice so sna
role to nue safe race by repeated sl
Long Answer Questions
Short Answer Questions
Multiple Choice Questions
Answer Key
Gla oa
5 Scene Textbook of Educational Technology/Nusing Education
cose Studies
À case sty In nung review of patent conto, medical history dogs and cent
en eto of tine, Reviewing cine ies inthe oo can hey nue ting
<amtextualize theoreti nursing practices à ra world situa. Asa nr ec na
inca the case study with students in class and hve them tak aboot the tre cama
‘ther decision ram the healthcare ear. You can ali ave students ca cae occ nen
Simulations
‘Simationsar room eerie where you present al od nain hat tant. fc nama
gross ave to work trough. One La you can né fr simulations mann mb m
tm nang cation sen cate talks dei cr and pc pora! pace
Eso inna contra etme You can impore mann lon ne peng
‘eas ores for manikns in particular ton to ep stents bete net nth reson
ft mere an actual pate Us increasing aden ines in dl val in hen
Another simulation option you cn se nthe aston satay lc
rer. À an serve sent mu pay cae ara u wi
they called upon at para, thy can continue sen
prev acon Thi type lola
problem-solving. decion making and
‘Assessment Method gut asignen
increase engagement and develop sls in observan
ab
SUMMARY
+ Code of ethics per ANA my benceno,
= Vale bed dec the gate and vales among nu sens
2 Value can is sentia fo hol development ul nursing talents
+ The ethical decision making proces recognises us fale respon and sae
daring the practice o nursing profession,
Fac deci methods ar wa hight approach armes, comuna good and
+ Principles ofethiesi education are honesty confident. pons.
+ Evidence-based practic is best avale sienifically proven practice fr eduction Father than
+ Sources of evidence ae filtered after, clinical experience, knowlege fom particular and
+ Bridencebase learnings an activity strategy or intervention test shows sisi gica
effect on improving student vusomnes
= Siraegia used in evidence-based technology outline courses concept mapping. IB
sme-based leaning, common purses, problem based learning, st
CHAPTERS » Ehics and Evidence-Bosed Teaching.
CONCLUSION
Nursing profesion ness grs paca af ty prs of quantity ul uni,
asar a hack seat ducati e at.
profesora somewhere the value ca
‘Nuri potestad dae with nd dea o human beings wich demand qual ul
value education, 5
Student faculty relationship ey factor 1 ensure a pov learning, The relation I à
long As ee have a very od gar student elta in wur country wich be paced in
uring ecm a wel,
In een dy scenario the vais va
ate thee for safe practice so sna
role to nue safe race by repeated sl
Long Answer Questions
Short Answer Questions
Multiple Choice Questions
Answer Key
Gla oa
oo... etes
ANNEXURE I
ANNOTATED BIBLIOGRAPHY
An annotated ography i Hit source re
annotation) foreach source. may be ae
‘individual assignment 1 gather and rend
rence that includes a short descriptive tet (an
ined a prt ofthe research process fora pope ean
relevant Sources on atop
APA Formatting Guidelines.
> Use Linch page margins on all sides,
The entire page shouldbe double-spaced,
Te your page, “Annotated Biography” Koop
shoul be indented a inch fom the
‘Organize your references alphabetically by te
his APA Reference Page guide).
ALS the annotations on the lin ight afc th
Indent an
umber in the upper righ
this 6a profesional paps it shoul! be a
Annotation Example
+ Theauthoc Mat Forsyth examine he rhetorical devices sein the Engh guage analyzing
at the figures of io En al, he examines oer tity devices disctng notable
ages and phase Willam Shakespeare the il, nd move
(Adapted from APA Annotated Bi Forma
ANNEXURE III
MASTER ROTATION PLAN
Introduction
articular educational institution, showing the placement
lacement of studen in lia
bush theory ad practice denoting th u P
Definitions
Mader Rotation Pla shows the
«lina muningas wells coma
Mase Rotation Plan denotes du
lil al hey Boch)
(aa eas
Purposes
ANNEXURE I
ANNOTATED BIBLIOGRAPHY
An annotated ography i Hit source re
annotation) foreach source. may be ae
‘individual assignment 1 gather and rend
rence that includes a short descriptive tet (an
ined a prt ofthe research process fora pope ean
relevant Sources on atop
APA Formatting Guidelines.
> Use Linch page margins on all sides,
The entire page shouldbe double-spaced,
Te your page, “Annotated Biography” Koop
shoul be indented a inch fom the
‘Organize your references alphabetically by te
his APA Reference Page guide).
ALS the annotations on the lin ight afc th
Indent an
umber in the upper righ
this 6a profesional paps it shoul! be a
Annotation Example
+ Theauthoc Mat Forsyth examine he rhetorical devices sein the Engh guage analyzing
at the figures of io En al, he examines oer tity devices disctng notable
ages and phase Willam Shakespeare the il, nd move
(Adapted from APA Annotated Bi Forma
ANNEXURE III
MASTER ROTATION PLAN
Introduction
articular educational institution, showing the placement
lacement of studen in lia
bush theory ad practice denoting th u P
Definitions
Mader Rotation Pla shows the
«lina muningas wells coma
Mase Rotation Plan denotes du
lil al hey Boch)
(aa eas
Purposes
>
a
3
>
> tures
3 Used in Planning
A 4
Prijgital ,
Factors to be Considered
Surgical ward, MSW, FSW & postoperative ward
+ Number of persons available or supervision.
+ Indian Nursing Council univer requirements
Responsibility of Teaching Staff
attendance at both the classroom and clinical areas
cerne person for any change or modification,
a
3
>
> tures
3 Used in Planning
A 4
Prijgital ,
Factors to be Considered
Surgical ward, MSW, FSW & postoperative ward
+ Number of persons available or supervision.
+ Indian Nursing Council univer requirements
Responsibility of Teaching Staff
attendance at both the classroom and clinical areas
cerne person for any change or modification,
Textbook of Educational Technoiogy/Nuring Education
ANNEXURE IV
RATING SCALE
The Rating sale ta osed-ende survey question sel to represent respondents fedback in a
comparative form fr pei particular fare produces ne the mos established
| _guestion type für online and ofi surveys where survey respondents ae expected to tae on
bu or ture. The rang sae ia varian ofthe Popular m
pl<hoie question, which 1
de use aber the information that provides relate Informa
about a specie ip
Kr
(és Daly rating sea ser
=
ANNEXURE V
CLINICAL ROTATION PLAN
Introduction
atts groups of nursing |
Cinca rotation plan refers to regular successive and current postings various groups
Students belonging to diferent clases in specie nursing eds. Le. OPD, especialy, wants, OF,
{sivery room, cna, community health fis Clinics outrech center, subcentr, health center,
schock
Definition
Cal Rotation Pla à statement which explains the order ofthe clinical posting of various
ups of using students belonging 1 erent classes in relevant clinical ares and community
Flt setting sper the requirements lad down bythe tattory bodies
Factors to be Considered in Planning Rotation
+ Sante ma ein mci oes ee
ee
te.
Inning Co en e ra ea UN
a ee
ee cee a |
Sequence uf experience required
and depending on learning experiences to be provide
+ Adhere rotation plan.
Basic Principles in Planning Clinical Rotation
+The Clinical Rot
ion Plan must be in accordance wth the tal url plan
Theoretical instructions shoul
neously the ward teaching. case
precede a losey as possible with clinical experien simulae
Presentations, bed sde clinica, can be sunducted,
Te eche and student ati wll be 14 0 as pren by INC or accord to he type
Patients nurse. critical care nit LA
Select the ype oflerning experience from simple to comple
* Cini spero mt be ama wih the tan pl copy rta plan shoud be
ANNEXURE IV
RATING SCALE
The Rating sale ta osed-ende survey question sel to represent respondents fedback in a
comparative form fr pei particular fare produces ne the mos established
| _guestion type für online and ofi surveys where survey respondents ae expected to tae on
bu or ture. The rang sae ia varian ofthe Popular m
pl<hoie question, which 1
de use aber the information that provides relate Informa
about a specie ip
Kr
(és Daly rating sea ser
=
ANNEXURE V
CLINICAL ROTATION PLAN
Introduction
atts groups of nursing |
Cinca rotation plan refers to regular successive and current postings various groups
Students belonging to diferent clases in specie nursing eds. Le. OPD, especialy, wants, OF,
{sivery room, cna, community health fis Clinics outrech center, subcentr, health center,
schock
Definition
Cal Rotation Pla à statement which explains the order ofthe clinical posting of various
ups of using students belonging 1 erent classes in relevant clinical ares and community
Flt setting sper the requirements lad down bythe tattory bodies
Factors to be Considered in Planning Rotation
+ Sante ma ein mci oes ee
ee
te.
Inning Co en e ra ea UN
a ee
ee cee a |
Sequence uf experience required
and depending on learning experiences to be provide
+ Adhere rotation plan.
Basic Principles in Planning Clinical Rotation
+The Clinical Rot
ion Plan must be in accordance wth the tal url plan
Theoretical instructions shoul
neously the ward teaching. case
precede a losey as possible with clinical experien simulae
Presentations, bed sde clinica, can be sunducted,
Te eche and student ati wll be 14 0 as pren by INC or accord to he type
Patients nurse. critical care nit LA
Select the ype oflerning experience from simple to comple
* Cini spero mt be ama wih the tan pl copy rta plan shoud be
¿dei dos dd do:
E Textbook of Educational Fechnology/Nuring Education
oul be pose where they will gt maximum supervision from clinica
+ Overcrvaling in any link are should be aided
Overappng of work should be avoid
* A student shoul ener and eave the particular nicl aes at the sme tite and should
> Coti area nest
Advantages
: a should be expo tal experiences.
Conclusion
prepared wel in advance fo the whole par a that give complete and cea pice about
placement cbr in theory or fed ring an academic sion. For each ye it can be
be prepared so that very faculty wil aware
bth the student and ears o prepare themselves for wo
—A—
Annexures
‘Topic +
Time +
Pace
2 proue
4 avec
con
5 crio
Remarks
Signatur ofthe Student ———
E Textbook of Educational Fechnology/Nuring Education
oul be pose where they will gt maximum supervision from clinica
+ Overcrvaling in any link are should be aided
Overappng of work should be avoid
* A student shoul ener and eave the particular nicl aes at the sme tite and should
> Coti area nest
Advantages
: a should be expo tal experiences.
Conclusion
prepared wel in advance fo the whole par a that give complete and cea pice about
placement cbr in theory or fed ring an academic sion. For each ye it can be
be prepared so that very faculty wil aware
bth the student and ears o prepare themselves for wo
—A—
Annexures
‘Topic +
Time +
Pace
2 proue
4 avec
con
5 crio
Remarks
Signatur ofthe Student ———
=
ANNEXURE Vit
FORMAT OF ANECDOTAL RECORD.
Students Name
Mase
Date
Time
Situation ee
ej LEE =
Textbook of Educational Technology/Nursing Education
——
a A
A Mil UA ee
Annexuies Lu
ANNEXURE VIII
FORMAT OF OSCE/OSPE
TheOSCH has ten tation
+ Four
ns at linked together around à scenario: the APIE (one sat for asenunen
ni, implementan and elton),
om 0 test ls (Vo par ow sl)
+ Two tation oases the candidate values and behaviors and evidence based practice
ach satin nee the allowing hre componente
Student instructions the brie before begining a stan)
Patient script explaining the symproms ins the patent should eport/derunstrate)
Examiner checklist (an interactive checklis of the key pons to asses the student)
OSCE cases incite wide vary of statin types including
+ Clinica examination (€. cardlovasela examination)
+ Procedures (eg, ineavenousannolation)
©. Communication kil (eg history taking. coursing)
© Dat interpretation (eg, ECG. CXR, AXK,ABG, CTC, TFT)
Emergency assessment (ABCDE simulation style scenario)
‘The key to OSCE preparation i practice and our OSCE stations make that easy by providing
thing you need indhding student, patient nd examine traction.
The student instructions prove an outline of what kl the person playing the student ole
willbe expectadto demonstrate inthe ation (eg. "A yr ol manu presented for ames
Ts prsenin complaints severe back pain Please ak à history. augen appropriate stems to
‘examine and futher investigations to perform),
The patient instructions provide a deal script, allowing the person playing the patient to
‘convey a cale ciel presento, inciding example phrases an advice on what information
he shuld hold back ules dicey aka
‘The examiner’ instructions provide the peson playing the rule of the acer with an
stable timer and a detailed chckli ofthe key polos that ate expected to be covered in the
OSCE station In addition the checklist contains a further questions the examinee can ask the
student at the end af the ation,
ANNEXURE Vit
FORMAT OF ANECDOTAL RECORD.
Students Name
Mase
Date
Time
Situation ee
ej LEE =
Textbook of Educational Technology/Nursing Education
——
a A
A Mil UA ee
Annexuies Lu
ANNEXURE VIII
FORMAT OF OSCE/OSPE
TheOSCH has ten tation
+ Four
ns at linked together around à scenario: the APIE (one sat for asenunen
ni, implementan and elton),
om 0 test ls (Vo par ow sl)
+ Two tation oases the candidate values and behaviors and evidence based practice
ach satin nee the allowing hre componente
Student instructions the brie before begining a stan)
Patient script explaining the symproms ins the patent should eport/derunstrate)
Examiner checklist (an interactive checklis of the key pons to asses the student)
OSCE cases incite wide vary of statin types including
+ Clinica examination (€. cardlovasela examination)
+ Procedures (eg, ineavenousannolation)
©. Communication kil (eg history taking. coursing)
© Dat interpretation (eg, ECG. CXR, AXK,ABG, CTC, TFT)
Emergency assessment (ABCDE simulation style scenario)
‘The key to OSCE preparation i practice and our OSCE stations make that easy by providing
thing you need indhding student, patient nd examine traction.
The student instructions prove an outline of what kl the person playing the student ole
willbe expectadto demonstrate inthe ation (eg. "A yr ol manu presented for ames
Ts prsenin complaints severe back pain Please ak à history. augen appropriate stems to
‘examine and futher investigations to perform),
The patient instructions provide a deal script, allowing the person playing the patient to
‘convey a cale ciel presento, inciding example phrases an advice on what information
he shuld hold back ules dicey aka
‘The examiner’ instructions provide the peson playing the rule of the acer with an
stable timer and a detailed chckli ofthe key polos that ate expected to be covered in the
OSCE station In addition the checklist contains a further questions the examinee can ask the
student at the end af the ation,
Tex1book of Educational Technology/Nursing Education
Duration OSCE Staton: minutes
are ZI
IN | want man e OSCE
Station xx: Abdominal Examination
‘Checklist (Internal Use Only!)
——
Annexures
(aii iran nang oc ome
hard ptr e aaa
mad potty spon Sago
wa Pr
E ths sama | 3
communes with the patenting JU guage
[Pression contacting
| Manis contact ote poten di examination
‘Oreratimeresion
AAA
A
‘Commentary
(Sere som)
Duration OSCE Staton: minutes
are ZI
IN | want man e OSCE
Station xx: Abdominal Examination
‘Checklist (Internal Use Only!)
——
Annexures
(aii iran nang oc ome
hard ptr e aaa
mad potty spon Sago
wa Pr
E ths sama | 3
communes with the patenting JU guage
[Pression contacting
| Manis contact ote poten di examination
‘Oreratimeresion
AAA
A
‘Commentary
(Sere som)
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Jeopardy_Figures_of_Speech.pptxvdsvdsvsdvsd
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