Theories of nursing education

Jays george
Msc Nursing

1. Theories of nursing education PRESENTED BY; MS. JAYS GEORGE 1 ST YEAR MSC (N) D Y P S O N

2. introduction Any task for its effective performance has to be dealt with theoretically and practically as well, theory in general, provides a framework, useful planning and scheme incorporating effective steps to be taken for performing a task or experiencing any activity as successfully as possible

3. definition THEORY IS A SET OF INTERRELATIONSHIP CONCEPTS, DEFINITIONS AND PROPOSITIONS THAT PRESENTS A SYSTEMATIC VIEW OF PHENOMENA BY SPECIFYING RELATIONSHIPS AMONG VARIABLES WITH THE PURPOSE OF EXPLAINING AND PREDICTING THE PHENOMENA - KERLINGER (1964) TEACHING TEACHING IS A FORM OF INTERPERSONAL INFLUENCE AIM AT CHANGING THE BEHAVIOUR POTENTIAL OF ANOTHER. - N L GARE

4. Formal theories of teaching MEUTIC THEORY OF TEACHING It is an earliest philosophical theory originated from the ideas and methodology of teaching . Put forward by the ancient Greek philosopher Socrates and Plato. It also reflects the essentials of the educational philosophers of great Indian educationist like Vivekananda and Gandhi. All knowledge rest with in the individual child and task of teaching unfold this knowledge. Hereditary plays an important role in the teaching process.

5. Communication theory Quite contrary to Meutic theory , this theory believes that the child has nothing with him like forgotten knowledge or inherent capacities which needs to be reproduced or unfolded through teaching. It is not the child but the teachers who are pre-equipped with knowledge and skill at the time of teaching. It is their duty to communicate the same but adopting proper methods to the child for his welfare and development.

6. Moulding theory This theory considers teaching as process of behaviour modification or way of shaping and modelling the students behaviour and personality in a desired pattern. The environmental influences play a great role in the shaping and moulding human behaviour and personality. Teaching is nothing but an attempt for the proper organisation of environmental influences to help the child in the shaping and moulding of his behaviour in a desirable way.

7. In the process of behaviour modification carried out through teaching due to care should be taken to maintain proper link between the stimulus and response by arranging relevant learning situation. The teachers main task lies in arranging proper learning situation and provide reasonable freedom to the child for learning and developing his potential in a desired way.

8. In this process of behaviour modification carried out through teaching due to care should be taken to maintain proper link between the stimulus and response by arranging relevant learning situations. The teachers main task lies in arranging proper learning situations and provide reasonable freedom to the child for learning and developing his potential in a desired way.

9. Mutual inquiry theory The nature , interest and basic potential of the child . The nature of the subject matter or learning experiences and needs of the learners. The nature of the environmental settings that can be helpful in making use of such inquiry and problem solving approach. Knowledge is best acquired through inquiry and investigation. Better teaching involving the organisation of teaching learning situation in such a way as to help the child to discover knowledge with limited guidance from the teacher

10. Descriptive theories

11. Gagne’s hierarchical theory of instructions Gagne provided eight types of learning and arranged them in a hierarchical order proceeding from simple to complex Signal learning Stimulus response learning Chaining Verbal association Discrimination learning Concept learning Rule learning Problem solving

12. Gagne along with associate Briggs 1974 after then identified 5 learning outcomes associated with his eight types of learning namely as motor skills ,verbal informal, intellectual skills , attitudes and cognitive strategies and arranged them in a hierarchy Gagne proposed that instructional procedure must be planned ie ,that child's should be made to learn the motor skills and provided with verbal information before teaching him intellectual skills and others cognitive strategies. Get the students motivated to learn.

13. It can be associated through creating students interest in the learning task. To inform the learner about the learning outcomes or objectives trained may prove a good motivating force. Make the students attend to presented learning material. To assimilate new learning material by stimulating recall of the previous related learning

14. To provide sufficient learning , guidance for learning and memorizing the presented material. To help the learners to transfer or generalise the facts , principle or concept of new situations. To help the students to demonstrate their achievement or performance and to provide them with immediate feedback.

15. Atkinsons optimal learning theory Richard c Atkinson (1968) Computer assisted instruction Composed of 3 steps; The teacher first must layout instructional objectives specified in behaviour terms. The teacher should then check out a model of teaching – learning process by specifying the necessary instructional activities. A proper strategy is to be checked out by measuring the attainment of each instructional objective.

16. Bruner’s cognitive theory Proposed by J.s burner 1.Learning is not simply a stimulus response conditioning but rather cognitive process. It involves three simultaneous acts; Acquisition of new knowledge or information. Transformation of knowledge that one already process Checking the pertinence and adequacy of knowledge one has.

17. 5. Knowledge is important. Nature of individual children Nature of the knowledge to be received by the children. Nature of the knowledge getting process. 6. The children should not be made to repeat , reproduce and present the ideas , concepts and principles. but should be encourage to learn on their own and discover the things by themselves. For this purpose; Structuring the knowledge Sequencing of the presented material Providing the reinforcement.

18. Normative theories of teaching

19. Gage’s cognitive theory Proposed by N.I Gage Ideas propagated by the school of cognitive psychology. Cognitive psychology does not allow the teacher to resort to simple stimulus response mechanism or habit formation. They should be given proper opportunities for having their own active involvement in the knowledge getting process. Organisation of perceptual field, information processing, independent problem solving etc. for utilizing the cognitive abilities of the learners to the maximum.

20. Ryan’s theory of teacher behaviour D.G Ryan put forward a theory of teaching based on concept of teacher behaviour. According to it teaching is greatly influenced by the verbal and nonverbal behaviour of the teacher demonstrated by him /her in the classroom instruction is dependent on the quality of the teacher behaviour demonstrated by the teacher in the classroom activities. Teacher behaviour is a function of a situation factors that present at the time of teaching and personal characteristics of the individual teacher. Teacher behaviour is observable and thus can be measured in terms of desirable or undesirable behaviour for the purpose of a good teaching.

21. Mira’s psychological theory This theory put forward by Sahib .k. M ira A former director of NCERT. Attempt to apply the psychological principle's in the teaching. Teaching need to be restricted to the formalized instructional situation, however it may takes place In and outside the classroom. There must be at least 2 persons need to be bound contractual relationship. Teacher should analyse teaching task Identifying entry behaviour of the pupils. Defining teaching objectives Selecting teaching strategies

22. Clarke’s general theory of teaching Propagated by s.c.t Clarke (1970) It consider teaching as a generalised phenomenon or process instead of specific ones . It takes into account the teaching –learning situation in general common to all types of learning. Principles in this theory are generally applicable to all types of teaching carried out at different stages for attaining general teaching objectives. Teaching refers to activities ( general in nature) that are designed and performed to produce change in the students behaviour.

23. VARIABLES OF THEORY Independent variable Dependent variable Intervening variable LEVELS OF TEACHING Level one Level two Level three

24. conclusion The different types of theories put forward by various thinkers and educationist nature of teaching and point out the various measures helpful in better teaching and instruction in their own ways. they have their own strengths and weakness as a theory of teaching.