UNIT 3 TEACHING-LEARNING

METHODS
Structure
3.0 Objectives

3.1 Introduction

3.2 Teaching Methods at the Classroom Setting

3.2.1 Lecture Method
3.2.2 Discussion Method
3.2.3 Forms of Discussion
32.4 Demonstration Method
3.2.5 Role Play Method
3.2.6 Project Method
3.2.7 Simulated Method of Teaching
3.2.8 Principles/Guidelines for the Selection and the Use of Teaching and Learning
Methods

3.3 Clinical Teaching Methods

3.3.1 Clinical Teaching
33.2 The Nursing Care Plan
3.3.3 Nursing Care Study
3.3.4 Bed-Side Clinic
3.3.5 Nursing Care Conference
3.3.6 Nursing Rounds
3.3.7 The Group Conference
3.3.8 Individual Conference

3.4 Let Us Sum Up

3.5 Key Words

3.6 Answers to Check Your Progress

3.0 OBJECTIVES
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After reading this unit, you should be able to:

a explain different methods used for classroom teaching;
a discuss various methods used for Clinical Teaching; and
a follow the guidelines for selection of appropriate methods of teaching.

3.1 INTRODUCTION
Major objective of nursing education is to help students learn better and retain
maximum. Nursing education like general education makes use of different
methods of teaching suitable for different levels and groups of students. Since
teaching of nursing include both theory and practical aspects, a variety of teaching
methods are in classroom and clinical setting. The teaching stimulates and directs
the learning of students. Teaching essentially helps students to acquire knowledge
and understanding, develop skills, attitudes, values and appreciation leading to Teaching-Learning Methods
change in behaviour. The methods of teaching commonly in use can be grouped as
teaching methods at the classroom setting and in the clinical setting.

3.2 TEACHING METHODSAT THE

CLASSROOM SETTING
There are variety of teaching methods which can be used by the teacher for
teaching theory and skills in the classroom setting. These are broadly classified as:
i) teacher centred teaching methods.
ii) Student centred teaching methods.
These are presented graphically underneath.

Class Discussion

These methods are briefly discussed in the following sub-sections.

3.2.1 Lecture Method

Lecture method is one of the most commonly used method in teaching.
Definition
It is a method of teaching whereby the teacher attempts to explain facts, principles
or relationship to help students to understand. The teacher is an active participant,
the students are passive listener. The teacher talks more or less continuously to the
class. The class listens, writes, and notes facts and the ideas for remembering and
to think them over later. Usually the students do not converse with the teacher
during lecture by the teacher. It is a one way method. A few questions may be
asked by the students to clarify a point but no discussion is usually held. As used in
teaching of nursing, it has however, many modifications.
It is formal and narrative in nature;

It presents a series of events or facts; or

It explores problem.
Introduction to Nursing It is the most dominating method today and is liked by majority of teachers.
Education
Merits of the Lecture Methods
It is economical; a single teacher can teach a large number of students at a
time which is not possible by using other methods. It saves much time and the
syllabus can be very easily covered within a limited time.
It simplifies the work of the teacher. The teacher has to put much less efforts
to prepare her lessons, and can develop the presentation according to her plan.
She need not worry for demonstrating a procedure.
It is usehl for imparting factual information and drawing attention to its vital
elements.
It gives a feeling of security to the teacher.
Interruptions and distractions are avoided.
Demerits of the Lecture Methods
Provides very little opportunity for student activity, unless the teacher takes
special caie to make the class interesting.
Does not facilitate learning of how to solve problem.
Offers limited opportunities for checking learning progress, whether the
students are attending and understanding all that the teacher is explaining.
' The interests, abilities, and intelligence of students are not taken care of.
Does not allow individual pace of learning.
Has low receptivity.
The rate of imparting information by the teacher may be too fast for the
learner to get necessary connection of thought.
Ways by which the Value of this Method can be Enhanced
Avoid reading from the lecture notes word by word.
Maintain eye to eye contact with the students so that their attention can be
maintained, talking to the students.
Prepare a good lesson plan with introductory remarks, main headings,
sub-headings, figures and important data and concluding remarks.
Use simple language. The vocabulary and language used should be understood
by the students. The main points should be repeated in alternative language
either during or immediately after the class.
Present the topic in an organized manner to facilitate note taking by the
students.
Make effective use of audio-visual aids to improve communication of ideas.
Make appropriate use of illustration and examples.
Ensure fair presentation of different views and theories.
Provide short breaks during the lecture period for asking thought provoking,
stimulating, and problem solving questions.
Leave time at the end for clarifications and questions.
Relate teaching to community situations and ward situations where students
are placed for their learning experiences.
 -
Teaching-Learning Methods

3.2.2 Discussion Method

Discussion method is one of the oldest methods of teaching-learning process used
by Greek scholars and scholars from Nalanda University.
Meaning and Use of Discussion Method
Discussion method is a method of considering various facts about the topic under
consideration; understanding of these facts by studying their relationships and
drawing out conclusions of the facts and their relationship studied. This method
stimulates students' thinking process to analyses and integrate facts and help in
developing their abilities in presentation of their ideas and facts clearly and fluently.
A discussion method of teaching is a democratic method used:
for teaching a particular subject,
for supplementing a lecture,
in conne'ction with an observation visit or case presentation, and
for sharing information.
Merits of Discussion
The merits of discussion method of teaching are stated underneath. It helps in:
a stimulating thinking process
pooling of knowledge, ideas, and feelings of several persons

analvsis and inteaation of facts, ideas, and concepts. /; 1

 r rationalization of facts and thus promotes intelligent learning.
Education
r learning together, sharing responsibilities and interests.
r developing team spirit in teaching-learning process.
r discovering talented students.
Demerits of Discussion Method
r It requires more time and efforts of both teachers and students.
r It may involve unnecessary arguments.
r It may create emotional stress and unpleasant feelings.
r A few students may dominate in discussion.
r Discussion may go off the track.
It is not suitable for all the topics.
General Principles for Organizing Discussion
The objectives should be clearly defined and understood by all participants.
r The members of the group should come prepared, have a basic knowledge
about the topic to be discussed.
r Leader (Chairman) needs to guide and coordinate the proceedings so that the
discussion should be kept to the point.
r A recorder may be elected by the group to record the main points of
discussion as it is going on. The points can be noted on the black board.
r Each one in the group should feel free to participate and a shy person should
be encouraged to contribute.
r AU points of view should be fairly considered.
r Discussions should be properly ended with a report, decision, recommendation,
or summing up of the matters discussed.
 Teaching-Learning Methods

3.2.3 Forms of Discussion

The discussion can be classroom discussion, formal group discussion, discussion in
term of symposium, panel, seminar and conference.
i) Classroom Discussion
This falls under the teacher centred method and you can see for yourself why it is
so. This is an informal method of discussion with the class. If the class is not too
large, sometimes the teacher may select a particular topic with the whole class
participating as one group. In this situation the teacher acts as a leader, presents the
topic guides and directs the discussion. At times, a student may take the role of a
leader. The leader usually notes down the main points on the blackboard or may
ask one of the students to do this. S h e also assists the group in summing up. This is
a very useful method. If the students have prior knowledge of the subject and can
serve as a learning experience for students on how to conduct discussions.
ii) Formal Group Discussion
Formal g~oupdiscussion is comprised of small group discussion followed by large
group discussion. It is desirable when the number of students is more or when it is
desirable to discuss several aspects of a topic. To start with the discussion, the
teacher may act as the chairman. S h e introduces the topic for discussion and
explains the objectives of discussion. S h e helps the students get organized into 3 to
5 small groups. Each group selects a leader and a recorder. Each sub-group (small
group) discusses the topic. The leader initiates, co-ordinates, and controls the
group discussion. The recorder notes down the discussion points. The teacher acts
as a facilitator and a resource person. Sfhe is available to assist groups as required.
At the end of allotted time (not more than 30 minutes) all the groups reassemble as
large group. The leader or the recorder of each small group presents the report; the
teacher then leads the general discussion, clarifies points, and finally sums up.
iii) Symposium
The symposium is a form of discussion in which a systematic presentation of
papers or speeches concerning a problem or various aspects of a problernltopic are
done by two or more expert persons to an audience under the direction of a
chairman followed by general discussion.
Purpose
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The purpose of symposium is to investigate and understand the various aspects of
problem. It is not from debating point of view.
The Technique of Symposium
The symposium needs to be planned and conducted carefully to be successful. It
should be planned ahead of the time. The speakers should be those who have
expertise in the subject for discussion. The experts and the audience should know
the objectives of the symposium and the breadth of the topic to be discussed. The
speaker should be given sufficient time to prepare their topic well. The teacher
~nbedactioato NU* needs to contact and meet the experts to make sure that the topic is covered fiom
Education all aspects and that there are no lapses and overlapping.
The success of s>;mposium depends:
largely on the personnel involved
a the degree of preparation
a planning of programme ahead of time
avoiding overlapping, repetition of material, covering different aspects of the
topic.
a speakers as well each member of the group should know the objectives of the
symposium and at what breadth it needs to be covered.
Method of Condmtbg the Symposium .
The teacher or a student may functions as a chairman. The chairman:
a Opens the symposium.
a Introduces the topic and the speakers and ensures that each speaker keeps to
the time allotted.
a Also invites questions h r n the audience and directs the discussion after
presentation of all the speeches.
a Finally sums up after all the speakers have spoken and closes the session.
Symposium method is more formal than a panel discussion and the participation
h m the audience may not always play a great part. The questions from the
audience if any may be addressed to the chairperson, who may refer these to the
relevant speaker.
Advantages
The symposium is comprised of set of prepared speeches followed by general
group discussion. The procedure is thus like straight lecture forum but because the
speeches are by several experts and are followed by group discussion, it has the
following advantages:
a In depth and broader coverage of the topic by several experts.
a Provides broader scope for general group discussion because of wider
coverage of the topic.
a Greater feed back and contribution h m the audience because the topic is
presented form several point of views.
a Since the speeches are prepared before so there is greater and better
organisation.
Considering the advantages, symposium method of discussion is widely used by
professional groups, associations, political bodies, in colleges, and universities.
Disadvantages
The main disadvantages of the symposium are:
a Limited time (15- 20 minutes) to present the topic.
a The audience participation is also limited because of the time factor.
a The method as such consumes lots of time in preparation and conduct of
symposium which delimits its utility as a method of teaching in schools and
colleges.
iv) Semiuar Teaching-Learning hlethudq

Seminar as a method of group discussion is similar in many ways ta symposium. It

is usually used with students in the colleges and universities. It can also be used for
higher level students in the schools.
Purpose
The purpose of seminar is to provide opportunity to students to actively participate
in finding answers to questions or solution to problems using scientific approach of
doing analysis and synthesis of facts observed.
The Technique Used for Seminar
In this method, the class as a whole or in several groups or individual students
selects problems and systematically applies the steps of problem solving. In the
process, students do lots of literature search and collect facts from primary source
when necessary and feasible. The facts are compiled, analyzed, and critically
evaluated and summarized under the close supervision and guidance of teacher.
The periodic reports and discussions are held at various phases of problem solving
to share the experience and do critical evaluation under the control and direction of
the chairman. The chairman usually is thc student. The role of the chairman is the
same as that of a chairman of symposium. But the teacher needs to lead and
control the discussion. She should encourage all students to participate in discussion.
The effectiveness of seminar would depend upon selection and preparation of the
topic. The teacher needs to help the students to select, plan and organize, prepare
and collect data, analyses and report to the group as students.
Advantages
Seminar has the following advantages:
It gives training in self learning.
It promotes independent thinking.
It promotes team spirit [Link]-operative attitude.
Disadvantages
The main disadvantage like in symposium, it consumes considerable time on
the part of students and teacher in planning, organizing, preparing etc; for
investigations, library search, analysis, and presentation etc; and thus can be
used for selected probleb areas.
v) The Panel Discussion
Definition
The panel discussion method of teaching is a method in which four to six or eight
persons or students discuss assigned topic/issue/problem creatively anlong
themselves in front of an audience which may be too large.
Purpose
The purpose of the panel is to make use of small group discussion for the benefit of
a larger group.
The Technique of Panel
The panel usually consists of four to eight experts or students who have prepared
the topic in advance, a chairperson, and the audience. The panelists need to be
seated on a platfodstage around the tables arranged in semicircle so as to be seen
by the entire audience. The chairman is seated in the middle. The chairman:' 65
Introduction to Nursing a Opens the discussion by introducing the members and the topic. Shehe then
Education invites the first member to speak.
a Co-ordinates the discussion and makes sure that discussion is carried on in a
conversational way and that each member keeps to the point of discussion.
a May clarify an issue or misconception and may also introduce another thought
, so that the subject is fully covered.
a Then summarizes the main points presented by the speakers.
a Invites the audience to contribute and ask questions.
a Finally sums up the discussion.
Advantages o f Panel Discussion
a Different points of views on the subject are presented by the experts.
a The quick exchange of facts, opinions, plans etc., help develop critics1 atti&-de
and better judgeiement.
a Students learn to discuss a topic in conversational form in a small group in
front of the large group.
Disadvantages
a Like symposium and seminar method, panel method also requires more time in
planning, organizing, and presentation and thus can be used as supplementary
devices for teachitlg selected topics.
a The discussion may be vague, superficial if the panel members lack mastery or
if they are casual i11 their approach.
The effectiveness of the method would depend upon:
a The competency and preparation of panel members.
a The competency and leading abilities of the chairman.
Planning. organizing, and conduct of panel discussion.
vi) Conference
Conference as a method of teaching is some what similar to class discussion but the
number of students is more limited. Usually the teacher assigns large class into
small conference groups, in order to provide opportunities for discussion usually
after the formal lecture or to deal with a selected problemfsituation. The method is
also used before and after an observation visit, i.e.. as pre-visit conference and
post-visit conference respectively. The lecturer may involve other,teachers to lead
the conference groups. Slhe needs to explain the objectives of the conference to all
the teachers involved and function as a team.

Purpose
The purpose is to offer students those learning experiences which the teacher
'
cannot provide through lecture or otherwise.
Merits
a It supplements the lecture by asking questions, clarifying doubtslqueries, doing
exercises, testing individual learning etc.
a It provides opportunity to direct and guide individual students, assist slow
learnerlthe learner with special interestlthe bright learner etc.
 -

Demerits Teaching-Learning Methods

The conference method has no demerits as such except that it requires

considerable time and efforts on the part of teacher to plan, organize and conduct
conference session to make them successfbl.

3.2.4 Demonstration Method

The most effective method for the development of skills is demonstration method.
1) Definition and Meaning
Demonstration is defined as a method of teaching by exhibition and explanation. It
implies presentation of organized series of events or equipments to a group of
students for their observation. Salient features, utility, efficiency of each article,
each step of a procedure, experiment are explained. It is more than laboratory
work. It is a combination of lecture and laboratory work. The teacher makes the
use of classroom and demonstration tablelarea in the classroom to teach and
demonstrate. Some part of the teaching is done before demonstration, some during
demonstration, and some after demonstration to explain the purposes, articles used,
underlying principles, and termination of procedure etc. The students nlay or may
not be involved while demonstrations are done by the teacher. Students usually
make observation, listen and write down notes. Often this method is referred as
lecture-demonstration or demonstration-lecture. In [Link] theory and practice
go hand in hand. This method is the most commonly used method in teaching of
nursing subjects.
After demonstration by the teacher, return demonstration followed by practice
sessions under supervision, are done by the students to ensure efficiency in
development of skills.
Introduction to Nursing 2) Purposes
Educetlon
The Demonstration method of teaching can be used to serve the following
purposes:
TO demonstrate experiments in the science class.
To demonstrate nursing procedure in the classroom and clinical settings.
To demonstrate the skill in patients and family members to learn how to take
care of themselves.
To demonstrate establishing effective nurse patient relationship.
3) Advantages
Demonstration Method:
Activates several senses - provides better learning opportunity.
Provides opportunities for developing observational skills.
Clarifies the underlying principles by demonstrating the "Why" of a step1
procedure.
Commands interest by use of concrete illustration.
Helps to correlate theory with practice.
In teaching of nursing, gives the teacher an opportunity to evaluate the
students' knowledge of a procedure skill and to determine if re-teaching is
necessary.
Serves as strong motivational force. The student has the opportunity to gain
knowledge and apply it immediately.
4) Limitations
Not useful if students are inattentive.
Teacher may be tempted to waste time in exploration.
Students may blindly follow the laboratory manual or the procedure sheets.
Discussion may not be encouraged.
5 ) Comeonents of Demonstration
Steps for a Successful Demonstration Teaching-Learning Methods

i) Planning and Preparation

Determine goals and objectives.
Review knowledge/theory
Assemble equipment.
Do rehearsal.
Outline the steps.
Arrange for adequate lighting, ventilation, seatingstanding space.
Plan seating arrangements and for return demonstration.
Use handouts, pictures after demonstration.
Plan and rehearse prior to actual demonstration.
Check to see that equipments for demonstration are functional.
While having mock patient for demonstration ensure her safety and
' comfort.
ii) Performance Phase
Set the tone for good communication.
Check and keep articles handy and in an orderly manner.
a Keep the demonstration simple.
Do not deviate fiom the main topic.
Check and see that all can see and hear,
Ask questions to get feedback that the students are following or
have understood.
a Pace the steps, explanation and comments.
Summarize as you proceed and provide a concluding summary.
Demonstrate termination of procedure.
Provide opportunity to ensure prompt practice.
Develop good observation habits and accurate reporting skills.
Provide opportunity for application, insight, reasoning -to be used in
future situations.

iii) Evaluate Teaching-Learning

Through discussion
Giving tests
Taking return demonstration

iv) Key Points

Planning
Telling
Intruduction Nursing Explaining
Education
Showing
Doing
Terminating
Recording
Taking feed back

3.2.5 Role Play Method

The role play is a another student centred method of teaching. Roles are enacted in
clearly defined social situations.
1) Definition and Meaning
"Role play is defined as the spontaneous acting of roles in the context of clearly
defined social situation(s) by two or more persons for subsequent discussions by
the whole class". The role play is the medium to express one's opinion and feelings
about certain social situation, what people can think, feel and why do they behave
and what can be done to handle the situations through presentation and discussion in
the group. This method thus, can generate data about human behaviour and human
relations which are not available by traditional methods. For example, student can
do role play on nursing procedure, interpersonal relationships and problems, social
issues like large family, infertility problems, drug abuse, gender sensitivity etc;
guidance and counselling, interview technique etc.
This method permits teachers to evaluate their understanding of such issues and
related concents. This method is enioved both bv the teachers and students.
2) Advantages Teaching-Learning Meth
,
Develops skill in leadership, interviewing and social interaction, e.g., how
to lead a discussion, how to be a member of team responsible for patient
care.
Provides an opportunity for the student to put herself in another's place
and to become more sensitive to another's feelings.
Develops skills in group problem - solving. It helps the student in
identifying critical issues and to come to neutral agreement.
Develops the ability to observe and analyse situations, e.g., the ppoblem
of mothers not bringing the children for immunization, care of the child
with diarrhea etc.
Gives an opportunity to the student to practice selected behaviour in a
real life situation without the stress of making a mistake.
3) Procedure
There are three phases of the role play. These are (i) planning and pre-discussion,
(ii) presentation (role playing), and (iii) post discussion and evaluation. The steps are
as under:
Planning and Pre-discussion
Define the specific problem and establish the situation (writing out the scene/
script).
Ask the students to volunteer for acting in the role of the different characters.
Presentation
Brief the actors and spectators and then make them stage the situation.
Continue until enough has been acted out to make the desired discussion
possible.
Post Discussion and Evaluation
Analyse and discuss the behaviour of actors.
Clarify mistakes and &isconceptions.
. Add new relevant point(s) to the subject matter.
Sum up the role play theme.
A point is to be noted when role playing is used as a method of teaching, i.e., the
play itself should be brief with most of the time spent on the subsequent discussion.
Encourage the students watching the role play to take the notes during the
performance in order to have fruitful discussion later.
lnlrnd~lctionto Nursing 3.2.6 Project Method
&ducation
The project method of teaching is one of the modern methods of teaching in which
the curriculum content is considered from child's point of view and is related to his
needs and interest in the context of real life situations. It implies that activities in the
schools need to be closely connected'with the child's daily life and needs. This
method is the outcome of the Pragmatic Educational philosophy of John Dewey, the
noted American [Link] philosophy believes in
providing different kinds of rich experiences to children. This method was
developed by Dr. William. H. Kilpatrick.
1) Definition and Meaning
Various definitions have been given by various educators. Some of these are
reproduced here to understand the complete meaning of project method.
According to:
Good: A project is a significant, practical unit of activity having educational
value and aimed at one or more definite goals of understanding, involves
investigating and solutions of problems and frequent by the use and
manipulation of physical material, planned and carried to completion by pupils
and teachers in a natural real life manner.
Kilpatrick William: Develop project as a project is a whole hearted
purposeful activity proceeding in a social environment.
Stevenson: A project is a problematic act carried to completion in its natural
setting.
Tomas and Lings: Project is a voluntary undertaking which involves
constructive efforts or thought and eventuates into subjective results.
From these definitions the following meaning of the project method is evolved:
The project may be described a s m y unit of purposeful experience in which the
dominating force is an inner urge that fixes the aim or objective of the action and
guides its process to completion.
2) Characteristics of Project
The above mentioned definitions have evolved the following characteristics. A
Project is:
i) Problem centred activity.

ii) Purposeful, natural, and life like activity to attain goals.

iii) Whole hearted activity which results in concrete and positive results.

iv) Directed and planned by the student.

v) Practical in nature with emphasis on a single and complete unit of purposeful
activity (both physical and intellectual).
.
3) Types of Projects
There are three types oPprojects based on the purposes and the objectives of
learning experience.

i) Projects involving production of some physical or material product. For

example, preparing a model of coronary care unit (CCU).

ii) Projects involving acquisition of some ability, e.g., learning to organize and
conduct maternal and clinical health clinic.
iii) Intellectual or problem - projects, e.g., a project to deal with non compljance Teaching-Learning Mctl~otlr
of immunization of children.
The project can be carried out by individual student, solved individually by each
member of a group or dealt by a group of students or the class as a whole. The
project method of teaching-leaning is one of the popular methods in nursing.
Certain topics in various subjects are covered through project method either
individually or in group.

4) Merits of the Project Method

Some of the merits of the project method are:

i) It arouses and maintains the interests of students.

ii) It gives students freedom of thought and action.

iii) Clearly and tangibly defined objectives help students what is to be done, what
progress is being made, how well it is being done, and when it is finished.

iv) It provides for individual differences, individual student to evaluate one's own
finished product.

v) It provides opportunity for developing intellectual as well as doing abilities.

vi) Group project help develop co-operative spirits, community feeling etc.

5) Demerits and Limitations

Some of the demerits and limitations include:

i) Poor selection of project. It may be either too ambitious that it is beyond the
capacity of students or too simple that it lacks educational value.

ii) Over consumption of time. Rigid time table may not be followed. Thus, it
upsets the time table.

iii) Material may be costly, may not be available.

iv) Over individualism and under development of co-operation and group

responsibility when too much emphasizes is put on individual projects.

vi) Some students may remain in the background and may take very little
responsibility and do very little work.

vi) Subject matter may not be organized properly when the whole course is
planned on a project basis.

vii) Difficult to cover the prescribed course.

viii) Beyond the reach of ordinary school which does not have proper resources in
terms of library, equipments, supplies, space, trained teachers etc.

6) Steps involved in a Project

i) Choosing and Purposing
The students need to choose the project themselves to satisfy their definlte needs
or purposes. There should not be any kind of hurry in selecting a project by the
students. Sufficient time should be spent on discussion of alternative situations
selected by the students. The teacher can also provide and high light situations to
students. The teacher needs to guide students in making democratic decisions so
that at the end they should feel that it is their choice and it would serve their
purpose.
Introduction to Nursing The following points are considered in selection of a project:
Education
a) It is purposeful and has definite.educationa1value.
*

b) It is challenging but within the range of students ability.

c) It requires reasonable amount of effort.

d) Resources are available and within economical means.

e) Required time is available on the time table.

ii) Planning

Planning is concerned with working out detail procedure of doing the project.
Planning should be done by the students under the guidance of teacher. The
teacher can provide the guidelines to the students. The plan proposed by the
students need to be presented, discussed and finalized in the class room.
iii) Execution .-. 1

This is a very important and interesting step of project teaching as it provides

opportunities for the students to do the activities in which they are interested and
capable and learn various useful experiences. The students may collect verbal
information, go through record, read literature, look up maps, take measurements,
do investigations, make observations, visit markets, village, health centre, hospital
etc, and visit agriculture land, interact with people, and many such other activities.
The teacher needs to give guidance to students so that they don't get astrayed and
use their time usefully.
iv) Recording
It is very important and essential to maintain a complete record of project work
from its proposal to completion. The project book needs to be maintained by each
student. It should provide comprehensive picture of the entire project which include
procedure of choosing and purposing of project, preparing plan proposal, executing
difficulties felt, outcomes of project work and its practical values etc.
v) Evaluation
Evaluation of the whole project work experience needs to be done against preset
standards. The standards should be worked out by the teacher along with the
students.
The students should be allowed to do self evaluation. This would help learn
constructive criticism of their own work, identify mistakes and take actions for
improvement. The evaluation can also be done by the teacher and give feedback to
make improvement. Shelhe should also review the ideas, facts and principles etc.
which are learnt by the students from the experience.
 Teaching-Learning Methods

I 3.2.7 Simulated Method of Teaching

~ 1) Meaning of Simulation
Simulation may be described as an artificial condition (situation) resembling the real
and is used for teaching and learning various skills before these are performed in
I actual situation correctly. In nursing, there are a variety of skills which are learnt
on dummy (imitation of human) or mannequin before these are performed on
I
111trodoction to Nursing human being. It follows all the characteristics and principles of demonstration
I:ti dcation method of teaching in live setting.
2) Merits of Simulation
i) It builds up confidence.

ii) It enables to learn directly from experience.

iii) It provides feed back to the learners on the consequences of actions and
decision made.
iv) It promotes critical thinking.

v) In enables individual to empathize with the real life situations.

3) Limitations of Simulation

i) It attempts to portray real situation-as simple but which is not so.

ii) Simulated dummies are expensive.

3.2.8 Principles/Guidelines for the Selection and use of Teaching

and Learning Methods
You have learnt variety of teaching and learning methods which are valid. Each
method is good in its own way and also has some demerits and limitations. No
single method is the best method to select and make use of. Rather it would
depend upon number of facts such as learning outcomes, the learner in the class,
the subject matter and instructional material available and the teacher herself.
1hese factors are presented here as guiding principles which one should keep in
mind while selecting the methods in order to make the teaching-learning process
more effective, rewarding, and result oriented

1) Methods Should be Suited to the Objectives and Content of the Course

The appropriate techniques will vary from one course to another and its learning
objectives. Each course may involve the use of number of different methods in
order to achieve different types and levels of objectives and the relevant content,
e.g., cognitive (knowledge) obkctives and the relevant content would involve the
use of lecture, discussion; connative (Psychomotor skills) objectives and the
relevant content would inv~lvethe use of demonstration method, simulated
method, clinical learning experiences etc., and affective (attitude and values)
objectives and the relevant content would involve the use of clinical experiences,
role plays, lecture-discussion, demonstration etc. Thus, teaching of a course
involves the use of variety of methods to attain its objectives. The teacher is the
best person who can make decision about the same.

2) Methods should be Adapted to the Capacity of the Student

The intellectual maturity and the receptiveness of the student is an important point
to be considered. The teacher needs to know the background of her students. This
 may be achieved through self introduction; preparation of class roster with few Teaching-Learning Methods
pertinent facts about each student, giving of frequent short class assignments early
in the class etc., and it will help the teacher to learn something of the academic
ability of each student.
The course planning and unit planning (which you would learn from Block 2) help
to provide the teacher with greater perspective and oppbrtunity to adjust subject
matter and materials of study to students' level of understanding. The teacher
should not use a particular method all the time because she has been successful
with it. It is possible that the use of other methods may help her to achieve the
desired learning outcomes even more effectively.

3) Method should be in Accordance with Sound Psychological Principles

To make learning more interesting and motivating, the selection of appropriate
( teaching methods should be adapted to the individual differences in students.
Instruction in many classes is largely verbal and conceptual. The use of variety of
I audio-visual media will help to provide perceptual experience which would help
students to understand concepts.
An important psychological consideration is the selection and use of teaching
methods that help students to unify and integrate their learning. For example, the
bedside clinical method used in conjunction with direct clinical learning experiences
serves as a good mean of helping the students to take on concrete learning
experiences, analyse, and synthesize these experiences and relate them to their
previous knowledge gained from classroom teaching demonstration and self
studies.
4) Methods should Suit the Teacher's Personality and Capitalize on
HerIHis Special Assets
The teachers too have individual difference like the students. Some teachers by
nature are outspoken, humorous, and are permissive in their relationship with the
students. Each teacher should use that form of expression which is most consistent
with her nature. For example, common values and ideals like integrity, kindliness,
and respect for students may be expressed in many different ways. Since there is
no best personality for successful teaching, the individual teacher should develop
her own style of teaching, adapting it to her own person and circumstances.
Whatever method she chooses for teaching she should strive to show herself at her
best.

5) Method should be Used Creatively

Individual teacher should create her own teaching method by choosing and
adapting available techniques in accordance with her own personality, the
objectives and content of the course that she teaches. She should constantly try to
discover new ways in which she can develop and use her own talents to use
effective techniques for stimulating the students to learn.

77
Introduction to Nursing
Education CLINICAL TEACHING METHODS
So far you have learnt about the teaching methods appropriate for classroom
settings. We shall now discuss what methods can be used for teaching in clinical
settings. In the training of nurses a major role is played by the clinical experiences
which the nursing students undergo during the programme. For the Physics,
Chemistry, like one can practice them fully in the laboratory; but for nursing the
laboratories are the places where actual clients and patients are being cared for.
Since the practice involves human life and handling real life situation it is essential
that such training and experiences should be supported by good clinical teaching or
ward teaching programmes.

3.3.1 Clinical Teaching

1) Meaning
Clinical teaching is a teaching-learning experisnce of the students in the clinical
settinglfield such as hospitals, clinics, community health centres etc. Clinical
teaching is plamed by the tutors/lecturers of a schooYcollege of nursing,
organised and implemented by the clinical instructors who accompany the students
in the clinical settings. Various other members of the health team also take part in
the clinical teaching programme like the Doctor, ward sister, staff nurse, dietitian,
physiotherapist etc.
2) Use of Clinical Teaching
A well planned clinical teaching programme makes valuable contribution in
education and training of nursing student. It provides opportunities to:

i) Gain knowledge through study and experience, i.e., by students' own

observation of cases.

ii) Apply knowledge what is learnt in the live setting.

iii) Acquire desired attitude and values in giving nursing care.

iv) Develop skills needed to practice the art of nursing.

3) Support for Ward-Teaching Programme
In order to support ward-teaching programme more effectively both ward and
school staff should be alert to take advantage of all opportunities for teaching the
students. For the purpose of teaching and supervision of the students ward staff
(Nursing) can be assisted in acquiring the skill through post basic courses and
inservice education.

4) Methods used in Clinical Teaching

The various methods which can be used for clinical teaching include:
a) The Nursing Care Plan.
b) Nursing Care study.

c) The Bedside 'clinic.

d) Nursing rounds.
e) The group conference.
f) The individual conference.
We are now going to discuss these methods.
3.3.2 The Nursing Care Plan Teaching-Learning Methods

1) Definition and Meaning

The nursing care plan is the blue print of the nursing care which is planned to be
implemented based on priority nursing care needs of individual patient andlor family
and considering the resources available.

The individual plan is prepared because each patientlfamily is unique, have different
problems, attitude, feelings etc.

The plan is prepared on the basis of priority needs because each individuaVfamily
has varied simple, complex, and crucial needs, all of which cannot be met
simultaneously. Prioritization is done on the basis of:
- Actual or potential life threatening situations which need to be considered
before any other problem. The nature of actual or potential health threatening
situation, e.g., life sustaining needs (basic needs) such as need for fresh air,
food and nutrition, safety, and love are more important than self esteem, self
actualization.
- The client's felt needs and problems.
- The client's perception of hisfier health condition.
- The client's ability to solve the problems.

- Available resource.

The nursing care plan is projected plan for today's use as well as for tomorrow's
use, i.e., for immediate and future use.

2) Nursing Care Plan as a Method of Clinical Teaching

The nursing care plan(ing) is used as one of the method of clinical teaching to help
students learn the process of providing [Link] nursing care to individual
patient or family.

Students are required to make assessment of each patient, write the care plan,
implement, evaluate, and modify it as required. Each student is given sufficient
help and guidance in preparing an appropriate nursing care plan. This experience
would help students learn about the disease and the associated problems,
diagnostic procedures and their medical treatments, nursing diagnosis, nursing
outcomes and nursing interventions.

Some selective nursing care plans can also be presented and discussed for the
benefit of all the students to learn about some typical and rare cases.

You have already learnt the steps of preparing a nursing care plan in your course in
nursing foundation (BNS- 101, BNSL- 101).

3.3.3 Nursing Care Study

A nursing care study is one of the common and useful methods of teaching in
clinical areas.

A nursing care study is an in-depth study of a case to analyse the nursing problems
in relation to disease, diagnostic procedures and findings, medical treatment, diet,
safety, psycho-social aspects, rehabitation etc. 79
Introduction Nursing 2) The Method of Undertaking Nursing Care Study
Education
The patient for nursing care study is selected by the students in consultation
with the clinical instructor or the ward sister.

A written guideline is given to the students regarding the type of information

needed to analyse and define the problems.

The student makes an in-depth study of the case using different methods.
For this, student is expected to make frequent and close contact with the
patient if possible with hislher family members.

As the student does in-depth study, s h e gives continuous care on the basis
of identified needs of the patient. This helps herhim to gain confidence,
learn about the real nature of patient's problems, and evaluate the effects of
nursing care and results of medical treatment. The care plan is modified as
desired.

The student is expected to consult relevant text books, periodicals,

unpublished research thesis etc. She also needs to make use of her own
experiences and experiences of others to solve the problems.

She may need to consult the physician, dietitian, social workers, and
physiotherapist to discuss and solve the patients' problems.

e The detail report is and presented to the group/class for a

discussion.

3) Advantages of Nursing Care Study

-
i) Better nursing care results because of the concentrated efforts on the part
of the student to define and solve the patient's problems.

ii) The student gains a greater understanding and appreciation of human

personality and the factors that influence the same. The effects of peisonal
and social factors on illness and recovery can be recognized and better
appreciated.

iii) The gathering of information and the organization of information gained,

increases the student nurses' understanding of the nursing problems
associated with the disorder from which the patient is suffering.

iv) This, in turn helps the student to understand the effect of the diseases on the
patient and his family, the role of the nurse in the prevention, care and
control, sense of responsibility for health teaching etc.

v) Nursing care study is a method which helps the student to learn and apply
the problem-solving approach to nursing.

vi) It also helps her to learn the sources of information available to the nurse.

vii) It helps record nursing observations in an organized and systematic way.

viii) It helps to work out a nursing plan to suit the needs of the individual patients
on the basis of his special problems.

ix) It helps to become familiar with professional literature which has special
bearing on nursing situation.
 Teaching-Learning Methods
Check Your Progress 9

Give four reasons for using nursing care study as an effective clinical teaching
method.

.....................................................................................................................................
.....................................................................................................................................

3.3.4 Bed-side clinic

-
The bedside clinic, also at times is mentioned as nursing clinic always entails the
presence of the patient and has been one of the most effective methods of clinical
instruction. New knowledge is acquired through the observation and study of an
actual patient.
a As for all other clinical instruction methods, the topic on whom and where the
clinic is to be held should be informed to students much ahead of time. This
will help the students to study the clinical chart, review their class notes and
text books on the condition being presented.
a The clinic can be held at the bedside or arrangements can be made to bring
the patient to the classroom near the ward.
a The clinic can be conducted by the Doctor, Ward Sister, and Clinical
Instructor or even by a student nurse. The usual duration is of 30 minutes.
The group in attendance at the clinic should be small enough to gather around
the bed in an informal way in order to make the patient feel at ease.
a Patient chosen for clinical demonstration should have typical rather than usual
conditions. The dramatic and a typical condition may leave the student with
erroneous impression.
a Prior permission should always be taken from the patient for presenting him to
the group and the purpose of the discussion. He should be the centre of
attention and nothing should be done or told which may hurt his feelings or
embarrass him. He may be requested to talk something about his family
disease, onset of signs and symptoms.

t a Usually, the patient is not present for the entire discussion. Before he is
brought in to the ward classroom or the group goes to the bedside, one of the
nurses who knows the patient describes his personal characteristics, family

1
1
background, his physical and mental condition etc. The nursing care and
problems related to his therapy is also discussed. The clinical instructor may
lead the discussion but the student looking after the patient should be
encouraged to be present. After this, the group interacts with the patient, asks
him questions for clarification. When he is no longer needed he is returned to
his bed. The discussion follows. questions are answered in the group. The

I material is summarized, important points emphasized and an evaluation is done

about the effectiveness of the clinic.
Introduction to Nursing 3.3.5 Nursing Care Conference
Education
It is essentially the same as beside clinic. But the patient is usually not present for
any part of the class. This method may be used when the entire group is well
acquainted with the patient and the group would have nothing new to learn from
going to see him. It is however, important to note that the group members have
enough opportunity to know the patient, read patient history, progress notes,
laboratory findings, nurses' notes.

3.3.6 Nursing Rounds

Now we will discuss one of the very important methods which can be greatly used
by the ward sister and clinical instructor for clinical teaching.
You must have experienced the ward sisters, nursing superintendents taking
rounds of the hospital wards. This round helps the nursing members to know about
all the patients in the wards, their problems, and ways of solving the problems.
Nursing round is actually an extension of the bedside clinic method discussed
earlier. For the learning of student nurses it can be used very easily with a proper
planning and prior information to students. In this method instead of one patient
being demonstrated all of the patients known to the group of students are
presented briefly.
Conduct 'of Nursing Rounds
- Ward rounds are usually conducted by the Ward Sister or Clinical Instructor
who knows each patient's nursing needs more intimately.
- The students should be informed ahead of time that this method will be used.
This helps them to prepare themselves for the learning experience.
- Students may be taken around the ward, stopping briefly at the bedside of
each patient for a short discussion of the most significant nursing problem.
- The Instructor or the Ward Sister may call upon any nurse in the group to tell
what she knows about the patient and his nursing care.
- The student or the Staff Nurse who has been taking care of the patient during
the week may present the background information i.e. his history and medical
aspects of his care, nursing care which she thinks is essential. This is done
for understanding of the nursing care given or that should be given. She is
then responsible for answering the questions of the group.
- The presentation of the background information is followed by additions and
suggestions from the group.
- Nursing rounds should not be taken for more than forty to fifty minutes and
attendance of all the students are required.
- Emphasis should be put only on nursing care during nursing rounds. Other
aspects even of interest cannot be fully presented during the short time
allotted for each case. This is because the whole ward or unit has to be
covered in this brief weekly summary of nursing problems.
- It must be noted that in this type of teaching, those topics which may cause
any distress to the patient should not be dischssed.

Advantages of Nursing Rounds as a Method of Clinical Teaching

Helps in arousing interest and initiative in the students to read the histories of
all the patients, review disease conditions, study about medication, doses,
acti6n, side effects etc.
Encourages discussion among students regarding various cases available in
the wardunit.
Gives an opportunity to the clinical instructor or head nurse to test the
students' knowledge and acquaintance with all the patients in the wardunit.
Each student has the opportunity to know about the cases in general, the
nursing problems and ways to meet the nursing needs.
No other type of rounds is a substitute for nursing rounds.

3.3.7 The Group Conference

The act of consulting together is known as Conference. In this method a group of
students and their instructors meet for an informal discussion of problems.
The group should not be too large (i.e., not more than 10-12 students), so that each
student can be given an opportunity to participate.
Role of the Clinical Instructor in Leading Group Conference

i) The Clinical Instructor who acts as the leader must be sensitive to the group;
to interest or lack of interest; to agreement 'or to differences of opinion; to the
facial expressions and to all those little things which will show the attitude of
the group members; to the subject under discussion or to the speaker.

ii) S h e needs to be poised and have patience and should not answer questions
too quickly, but wait until the students have had an opportunity to think
through the solution.
iii) S h e should be able to guide the discussion through a ward moments or away
from the tendency to wander.

iv) S h e should be able to correct wrong impression and give individuals time to
complete unfinished statements.
lntroduction to Nursing v) The subject or areas chosen for discussion should be closely related to
Education students' daily experiences in the department so that they may feel that they
are really being helped and guided in understanding nursing situations, in
solving nursing problems. The success of this type of teaching greatly depends
upon the topic or areas chosen for discussion.
Subjects for G r o p ~Conference
The following we a few suggestions and areas where group conferences can be
held:

i) Orient3tion of the pew students to the department 3nd ward, This is an

important way of introducing the whole group to the wardlunit so that working
becomes easy. The content to be included in the total orientation programme
depends upon the experience of the students in nursing. The time taken may
vary from one day to several days.

ii) Nursing care needs of particular patients or group of patients.

iii) Conferences on nursing procedures, gaps in nursing care, e.g., failure to
record fluid intake and output accurately, maintaining nurses' record, preparing
patients for surgery or investigations etc.

iv) Discussions on drugs, treatments, and diets.

v) Reports of nursing care problems, nursing projects or field trips.

vi) Various topics pertaining to the department. as a whole.

vii) Subjects pertaining to hospital housekeeping, hospital routines, relationships
with other professional workers etc.
viii) Display of equipments which has been damaged by bad handling, carelessness
and misuse, improper care. This must be supported by discussion on courses,
methods of prevention, proper maintenance etc.
Advantages of Group Conference
The smallness of the group, the informality and nearness of the problems
discussed makes this one of the most profitable methods in clinical teachings.
Under proper guidance of the Clipical Instructor learning takes place because
it encourages active participation from each group member.
Subject matter or the topic is dealt with in the situations in which the need for
knowledge arises.
Group thinking and discussions awakens interests and appreciation.
 Teaching-Learning Methods

3.3.8 Individual Conference

Individual conference can be both planned and incidental or unplanned. Many
individual conferences both planned and unplanned are held with students in
every ward and in every department.

1) The Unplanned Conference takes place as the need arises and is often
instituted by the students, the clinical instructor or the ward sister. This is
also called as incidental conference.
a It should be short and relate only to problem or situation of immediate
interest.
More general aspects of the subject should be included in the planned
group conference. There are, however, many topics which should be
discussed individually with the student as the need arises.

2) The Planned Individual Conferences are as much a part of departmental

instruction as group conferences and should be treated as such.
a Each individual student should have a regular number of conferences
with the clinical instructor and in many areas with the ward sister. Some
students will need more than others.

3) The Subject Matter for Individual Conference may be

a , Those relating to the student's nursing ability and the quality of her daily
performance.
a Those relating to special projects, nursing studies, plans or any other
activity carried out in connection with departmental experience.
a Those relating to the student's achievement record, results of tests
written and practical.

4) The Role of the Clinical Instructor during Individual Conference

a Provide opportunity to hear the student's point of view, to get an
explanation of her difficulties and attitude towards her experience.
a Allow the student to talk first otherwise clinical instructor's attitude
influences the attitude of the studeht and student may say things
according to the liking of the clinical instruetor.
a The Instructor must know what kind of help the student needs. This will
be achieved by allowing the student to talk freely. It then becomes easy
to learn how the student feels about herhis own situation.
a Any help given in order to be effective must be based on the student's
attitude of her difficulties as well as herhis insight into them.
a Always respect the student as an individual and try to be sensitive to the
emotions. feelings. fears. and anxietv that the student mav have.
Introduction to Nursing Keep a brief record of topic; discuss the student's contribution, her
Education attitudes, her problems, and achievements. This should be done as soon
as the conference is over but never in front of the student.
Be friendly, informal, and unbiased. This will contribute to the success of
the conference.
For planned conference, student should be informed earlier and except in
emergency it should not be changed. Take the conference in a place
which is free fiom interruption, comparatively less noisy, has privacy.
Allow the student to sit down so that she feels more relaxed.
5) Values of Individual Conference
It offers a useful avenue and opportunity for teaching and guidance.
Gives an opportunity to the student and instructor to discuss particular
problems relating to the individual student alone.
The student has an opportunity to know about her progress,
achievements, and this gives encouragement to do better.
provides sense of security to the student when her problems,
difficulties are discussed separately and guidance provided.
Excellent opportunity for individual student learning.

3.4 LET US SUM UP

In this unit on teaching-learning methods we have discussed the various classroom
and clinical teaching methods commonly used in nursing education. The methods
discussed are lecture method, discussion method, demonstration method, role
playing, project method and simulated. All the methods used should be supported
by suitable audio-visual aids so that teaching and learning becomes more
meaningful, effective, and goal oriented. General principles which can guide the
teacher include selection and use of methods according to objectives, capacities of
the student and psychological principles. It also depends on the teacher's traits
and special abilities. It is also a recognized fact that some procedures are more
effective than others inbachievingcertain outcomes and therefore it is important
that the teacher knows the various teaching learning methods.
The basic nursing programme heavily depend on the clinical experience of the
students in order to prepare a capable and effective practitioner of professional
nursing. The skill, attitudes, competencies gained through the first hand experience
helps the student to develop more confidence and ability to solve problems and give
need based care.
A well planned clinical teaching programme using various clinical teaching methods
go a long way to develop correct attitude, skill, and a good nursing personnel. Some
 of the common methods which are mentioned in\this unit are nursing care plan, Teaching- earning Methods
nursing care study, bedside clinic, nursing conference, nursing rounds, group
conference, and individual conference. A brief discussion is there on each of these
methods to give you an idea.
It is good to remember that best learning of nursing takes place where the
patient(s) or the client(s) are. The pages of the text books are strewn all over the
wards and community fields. And the best teacher is one who can keep the
students urge to learn alive and help them practice with expertise and empathy.
Purpose of Teaching as mentioned by J.J. Guilbert is to help students to acquire,
retain, and be bale to use knowledge; understand, analyse, synthesize, and
evaluate; achieve skills, establish habits, and develop attitudes.

3.5 KEYWORDS
Active Learning : It describes the way in which the students learn by doing
things, e.g., students may be working in the health centre,
nursing a patient with congestive cardiac failure, where she
takes active part. Sitting and listening to teachers or reading
a book is not active learning.
Lesson Plan : It is a set of notes which a teacher prepares in writing for
herself, used as a guide as she gives a lesson.
Manual : A manual is strictly a book which describes in detail how to
do various tasks, e.g., ward manual.
Teaching : It is a two way process involving 'interaction between the
teacher and the students. The guidance of the teacher is
important for bringing about expected changes in students
behaviours in this process.

ANSWERS TO CHECK YOUR PROGRESS

Check Your Progress 1

1) i) It is economical; a single teacher can teach a large group at a time. The

syllabus can be covered easily within a limited time.

ii) The teacher has to put much less efforts and can develop the
t presentation according to her plan.
iii) She can motivate the students to learn by talking at the level of the
I student.

iv) Useful for imparting factual information and draw attention to the vital
points in the lesson.

2) i) Very limited student activity can be achieved unless the teacher takes
'
special pains to make the class interesting.

ii) The interests, intelligence, and abilities of students are not taken care of.
3) i) Maintain an eye contact with the student.

ii) Do not read word by word from the lecture noteslteaching plans.
Introduction to Nursing iii) Ask questions in between and make summary aftcr a major heading has
Education been discussed.
iv) Use varieties of visual aids, simple language and present the topic in an
organized planned manner.
Check Your Progress 2
1) A discussion method of teaching is a democratic method used for the
following purposes:

i) To teach a particular subject.

ii) To supplement a lecture.

iii) After an observation visit, or a case presentation to clarify doubts, give

answer to questions posed by the students.
2) Merits
i) StimuIates thinking process.

ii) Helps in pooling of knowledge, ideas, and feelings of severalstudents.

Demerits
i) Not suitable for all topics.
ii) Time consuming.

3) Principles involved in organization of a discussiotl arc:

i) Thc objectives of the discussion should be clearly defined and understood

by all the participants.

ii) The members of the group should be encouraged to take active

participation in the discussion.
iii) Each member in the group must come prepared and have a basic
knowledge about the topic to be discussed.

iv) The Chairman of the group should guide and coordinate the discussion so
that the discussion is kept to the point.
Check Your Progress 3
I) The forms of discussion methods are:
a Class discussion.
a Formal group discussion.
a Symposium.
a The pailel.
a Conference.

2) a The purpose of seminar is to provide opportunity to students to

participate actively in finding answerslsolutions to questionslproblems by
making use of scientific approach.
a The purpose of panel discussion is to make use of small group discussion
by experts by the benefit of larger group.

Check Your Progress 4

1) A demonstration method of teaching is done by exhibition and explanation
combined to illustrate a procedure or experiment.
 -
2) Advantages of demonstration method are: Teaching Methods

i) Provides better learning opportunity by activating several senses.

ii) Demonstration provides a great opportunity to develop observation skills

in the student.

iii) In teaching of nursing, this method gives an opportunity to the teacher to

evaluate the knowledge and skill gained by the student of a procedure.

iv) It commands interest by giving concrete illustration.

3) i) Through a thorough discussion.
ii) By giving tests.

b iii) By talking return demonstration.

Check Your Progress 5
A
Role playing is a spontaneous acting out of roles in context of clearly defined
situation. This can be done by involving two or more people depending on the
theme. Subsequent discussion is held by the whole class who has witnessed the
role play. This method can help to develop skills in interviewing leadership, and
social interaction. It gives an opportunity for the students to be more sensitive to
another's feelings and also helps in identifying critical issues and come to some
mutual agreement after useful discussion. The teacher can encourage independent
thinking on the part of the student. She can also note individual student's need by
observing and analyzing her need in a real life situation. After the objectives and
the roles have been defined, it is enacted and summary is done at the end of role
play. The play itself should be brief. Students should be encouraged to watch the
role playing carehlly for a fruitful discussion. Role playing method of teaching is
largely used in the areas of community health nursing and psychiatric nursing.

Check Your Progress 6

1) The project may be described as any unit of purposeful experience in which

the dominating force is an inner urge which motivates to choose a relevant
topic, identify an aim or objective of the action and guides its process to
completion in its natural setting.
2) Problem centred activity.
Practical in nature.
E'urposeful, natural, and life like activity to attain goals.

3) Projects involving production of some physical or material product.

Project involving acquisition of some ability.
Intellectual or problem project.
4) It arouses and maintains interest of students.
It gives students freedom of thought and action.
Help develop co-operative spirit if done in group.
5) Time consuming, upsets the time table.
Expensive.
All students may not participate equally. 89
Introduction to Nursing 6) Choosing and purposing.
Education
Planning
Execution.
Evaluation.

Check Your Progress 7

Simulation refers to artificial conditions or situation resembling the real situation
and which is used for teaching learning various skills before these are performed
in the actual situation correctly. Simulation teaching-learning builds up
confidence, enables to learn directly form experience, promotes critical thinking,
and provides feedback on the consequences of actions and decisions made.

Check Your Progress 8

i) Methods should be suited to the objectives and content of the course.

ii) Methods should be adopted according to the capacity of the student.

iii) Methods selected should be according to sound psychological principles.

iv) Methods should suit the teacher personally and take advantage of her
special traits and capabilities.

v) Methods should be used creatively.

Check Your Progress 9

i) Nursing care study results in providing better care to the patient.

ii) It helps to develop better understanding of the human personality and the
factors that influences the behaviour of the individual in sickness and
stress.
iii) The student has to do concentrated study to gather information from the
books, nursing the patient, discussing with family members. Thereby it
encourages the understanding of nursing problems and ways to solve
them.

iv) Student learns to record nursing observation in an organised and systematic

way.

Check Your Progress 10

Bedside clinic or nursing clinic is a method of teaching in clinical field. The
patient is the main focal point of discussion of the patient. He should be
requested to tell about his signs and symptoms, problems faced, and his reaction
to treatment and care etc. The patient may also be taken to the clinical teaching
classroom to present his case. This is then followed by a discussion on the
particular case. The nurse who has been taking care of the patient takes an
active role in giving more details or clarifying queries from the group members.
Every effort should be taken to treat the patient as an individual, maintain the
privacy of the patient, and not to hurt his feelings. The group members are also
allowed to talk to the patient. When the patient is no longer needed he is allowed
to go back to his bed or the group leaves the bedside to go to the classroom for
discussion. The patient should be thanked for assisting in the training of nurses.
After the discussion by the group is over, the clinical instructor usually
summarizes the whole case.
Check Your Progress 11 Teaching-Learning Methods

The nursing rounds have great value in clinical experience of students. Some of
the advantages for conducting a nursing round are:

i) Enables students to take interest in reading the history, treatment problems

of various patients on the ward.

ii) Encourages discussion among students regarding the care of various

patients and thus develops better understanding and knowledge.

iii) It is an opportunity for the clinical instructor or ward sister to test the
student's knowledge and her acquaintance with all the patients in the unit1
ward.

Check Your Progress 12

1) i) Improper maintenance of recording on nurses' notes.

ii) To discuss about a change in the ward routine or policy.

iii) Before going to visit a department, i.e., rehabilitation unit, blood bank,
diet, kitchen.

iv) Orientation to the new students to the department, ward or unit.

v) Nursing care needs of a patient or a group of patients.

vi) Discussion on drugs, treatments, diets etc.

2) Values of group conference:

i) Group thinking and discussions awakens interests and appreciation for

the care given to the patient and experience gained.

ii) Student has an opportunity to know and discuss about her

achievements, areas of improvement, her problems etc.

iii) A sense of security is felt by the student because she feels free to
discuss her problems, share her anxieties or fear pertaining to herself
or clinical experience.

iv) A useful way of providing teaching, guidance, and counselling.

Check Your Progress 13

Subject matter for individual conference can be: .

i) Unplanned individual conference of short duration is held to discuss the
immediate problem, i.e., to guide a student of how to do a particular
procedure on a given patient, how to administer a special drug etc.

ii) Those relating to special projects, nursing studies, plans or any other
activity carried out in connection with the departmental experience, e.g.,
special assignments given to the student.

iii) Those relating to students' achievement in the department including

evaluation, results of tests, quiz etc.