INTRODUCTION:

 Education must begin with the childhood & must be adapted to the needs &
requirements of the child as grows. Every teacher must devise his own
method. Good method can result only from the following up of broad
principles. E.g. orderly arranging of a procedures teaching, arrangement of
subject matter which will avoid waste of time & energy for effective
teaching/learning to be occur the good effective instruction is imported.

 Instructional strategies are the overall plan of teaching experience that

involves the use of one or several methods of instruction to achieve the
learning desired outcome.

 An instructional method is the way information is taught that brings the

learner into contact with what is to be learned. Some examples of methods
are workshop, projects, role-playing, self directed learning, micro teaching,
programmed instruction, and computer assisted instruction, clinical teaching
methods.

 Instructional materials or tools on the other hand are the object or vehicles, to
transmit the information that supplement the act of teaching. Books, videos &
posters are examples of materials & tools that are used to communicate
information.

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 DEMONSTRATION METHOD:
A demonstration is useful either by itself or to accompany a formal
lecture or informal talk in the classroom, laboratory or clinical area.

It is one of the important methods to teach nursing. In nursing, it is used

for the purpose and also for clinics, conferences, laboratory classes, symposium,
autopsies and teaching or health to patients; this method is of important in
teaching of nursing.

DEFINITION:

Demonstration can be defined as visualised explanation of facts, concepts

and procedures.

PURPOSES OF DEMONSTRATION:

 To show the learner how to perform certain psychomotor skill.

 To show the learner why certain things occur. It aids the learner’s
understanding of a concept of principle.

CHARACTERISTICS OF DEMONSTRATION:

 The demonstrator should understand the entire procedure before

attempting to perform.
 All equipments needed should be assembled and pretested before
demonstration.
 Knowledge above the procedure should be given to the students before
starting procedure/demonstration.
 A positive approach should be used.
 Everybody should have a good view of the demonstration.
 The person in charge of the demonstration should accompany it with
running comments relative to materials used, amounts necessary, process
taking place, and anticipated results.
 The setting for the demonstration should be as true to life as possible
where ever possible.
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  A discussion period should always follow the demonstration.
 The students should be provided with opportunities for prompt practice of
the procedure/demonstration.

PHASES OF DEMONSTRATION METHOD:

Explanation Phase:
 Explanations must be clear, pertinent to the objectives of the
particular lesson to be presented, and based on the known
experience and knowledge of the students.
 In teaching a skill, the instructor must convey to the students the
precise actions they are to perform. In addition to the necessary
steps, the instructor should describe the end result of these efforts.
 Before leaving this phase, the instructor should encourage students
to ask questions about any step of the procedure that they do not
understand.

Demonstration Phase:
 The instructor must show students the actions necessary to perform
a skill.
 As little extraneous activity as possible should be included in the
demonstration if students are to clearly understand that the
instructor is accurately performing the actions previously
explained.
 If, due to some unanticipated circumstances the demonstration does
not closely confirm to the explanation, this deviation should be
immediately acknowledged and explained.

Student Performance Phase and Instructor Supervision Phase:

 The first of these phases is the student’s performance of the
physical or mental skills that have been explained and
demonstrated. The second activity is the instructor’s supervision.
 Student performance requires students to act and do. To learn
skills, students must practice.
 The instructor must, therefore, allot enough time for meaningful
student activity. Through doing, students learn to follow correct
procedures and to reach established standards.

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  It is important that students be given an opportunity to perform the
skill as soon as possible after a demonstration.
 For example, if a student is taught bed bath procedure in the lab the
student should be allotted time to demonstrate the steps of
procedure and the instructor should supervise the procedure and
make necessary correction before the student actually perform on
to the patient in the clinical set up.

 Evaluation Phase:
 In this Phase the instructor judges student performance.
 The student displays whatever competence has been attained, and
the instructor discovers just how well the skill has been learned.
 To test each student’s ability to perform, the instructor requires
students to work independently throughout this phase and makes
some comment as to how each performed the skill relative to the
way it was taught.
 From this measurement of student achievement, the instructor
determines the effectiveness of the instructions.

VARIOUS RESPONSIBILITIES OF TEACHER FOR

DEMONSTRATION:

Before Demonstration:
 Rehearse your presentation in advance of the lesson.
 Anticipate any difficult steps, possible interruptions.
 Obtain all materials, tools, equipment, visual and teaching aids in
advance and check their useful condition.
 Have all materials within reach and conveniently arranged.
 Time the demonstration, not to exceed 15 minutes.
 Remove all extraneous materials; check lighting, visibility, student
grouping and proximity to electric, gas and water outlets.
 Plan to use a skill or method to advantage; work from simple to
complex, one step at a time.
 Make sure all students can see and hear the lesson.
 Be enthusiastic, professional, effective but not dramatic.
 Observe all safety rules and procedures.
 Keep eye-contact with the class; ask and encourage class questions.
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  Explain WHY and HOW; use the techniques of SHOW and TELL.

During Demonstration:
 Give a good performance. Remember that the trainees learn by
your good example.
 Explain each step or process as you proceed. Follow your lesson
plan.
 Be sure everyone can see and hear. Maintain eye contact.
 Emphasize key points, and if possible prepare beforehand ask key
questions as you go along and allow trainees to ask questions.
 Observe all safety rules, precautions and procedures; and
emphasize them.
 Use proper instructions, aids such as chalk board, charts, handouts
to support your demonstration.
 Provide for trainees participation where possible, during and after
demonstration.
 Demonstration the correct way only. First impressions are
important, therefore make them correct ones.
 Always summarize the steps and emphasize key points again.

After Demonstration:

 Return all items used during demonstration to their storage places.

 Make arrangements to have the trainees practice the skill as soon as
possible in a practical class session.
 Observe and analyse trainee performance and correct mistakes.
 Offer reinforcement where necessary.
 Coach weak or slow trainees.
 Check trainee’s completed work for accurate performance and
record.
 Allow sufficient time interval before demonstrating another
operation.

USES OF DEMONSTRATION METHOD:

1. To demonstrate experiments and the use of experimental equipment in the

science laboratory, medical, nursing etc.

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 2. To demonstrate procedure in the classroom and the ward to review or
revise procedure to meet a special situation or to introduce a new
procedure.
3. To teach the patient a procedure or treatment which he most carry out in
the home.
4. To demonstrate a procedure at the bedside or in the ward conference
room and in community setting. Demonstration of a procedure in its
natural setting has more meaning than when carried out in an artificial
environment, such as the classroom.
5. To demonstrate different approaches in establishing support with the
client, the more effective nurse-patient relationship may be established.

ADVANTAGES OF DEMONSTRATION METHOD:

 It activates several senses. This increases learning, because the more

senses used the better the opportunity for observational learning.
 It provides an opportunity for observational learning. The student can not
only hear the explanation but also can see the procedure or process and
thus the demonstration method projects a mental image in student’s mind,
which fortifies verbal knowledge.
 The demonstration method has universal appeal because it is
understandable and adaptable to both group and individual teaching.
 It correlates theory with practice.
 It gives the teacher an opportunity to evaluate the student’s knowledge of
a procedure, and to determine whether re-teaching is necessary.
 It serves as a strong motivational force as it allows the student for re
demo of the procedure.
 Return demonstration by the student under supervision of the teacher
provides an opportunity for well-directed practice before the student must
use the procedure on the ward.

DISADVANTAGES OF DEMONSTRATION METHOD:

 It keeps the students in passive situation.

 It does not allow for individual paces of learning
 It requires careful preparation and rehearsal.
 It requires special class room or lab arrangements.

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 BIBLIOGRAPHY:
1. B.T.Basavanthappa. “Communication And Educational Technology For
Nurses”. 1st edition. New Delhi: Jaypee Brothers Medical
Publishers (P) ltd; 2011.p. 466 – 468.

2. K.P.Neeraja. “Textbook of Nursing Education”. 1st edition. New Delhi:

Jaypee Brothers Medical Publishers (P) Ltd; 2007.p. 251 – 254,
285 – 288.

3. Neelam Kumari. “PV, A Textbook of Communication and Educational

Technology”. 1st edition. Jalandhar: S.Vikas & co.publication;2010.
p.244 – 247.

INTERNET:

1. www.google.com

2. http://www.kent.k12.wa.us/ksd/is/tools_for_planning/instructional_strategies.htm

SIMULATION:

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 Simulations are meant to be as realistic as possible and students are able
to experience consequence of their behavior and decisions. Simulations are
useful teaching strategy for illustrating a complex and changing situation.
Simulation presents learners with a more or less life like model of the real world
with which they interact in solving problems from an adopted role perspectives.

DEFINITION:

Simulations are means to put the students in a ‘real’ situation without

taking the risk.

Simulation has been defined as an operating representation of central

features of reality.

CHARACTERISTICS OF SIMULATION:

 Mirror real situations while providing control over extraneous variables

or constraints that might interfere with learning.
 Provide a mix of experiences that can be replicated for successive
learners.
 Provide a safe environment in which learning has priority over patient
care or system demands.
 Focus on application rather than uncertain recall of knowledge.
 Provide immediate feedback on performance.

USES OF SIMULATION:

 Simulations are used to synthesize cognitive, psychomotor and/or

affective content in the analysis and solution of real-life problems.
 Simulations provide opportunities for the practice of problem-solving and
decision-making as well as psychomotor and interactive skills, within a
controlled, low-risk setting.

TYPES OF SIMULATIONS:

1. Written simulation: Individual uses either paper or pencil latent image

format. The purposes include problem-solving, decision-making, to
evaluate student’s ability to apply the skill.
2. Audiovisual simulations: An entire simulation can be placed on
videotape. Questions can be posed for the viewers right on the screen, and
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 the alternative outcomes, depends on which approaches to a solution are
chosen, can be all taped.
3. Live stimulated simulations: In this method the patients are healthy
people who are trained in the role they were to play. Simulated patients
use their own history as much as possible but memorize and add the
elements of the history that is created for the simulation.

POINTS TO REMEMBER WHILE PREPARING SIMULATION:

1. Initiate the problem in a realistic manner; it should contain the elements a

nurse would encounter in the real situation.
2. Reflect problem-solving process by requiring a series of sequential
interdependent decisions.
3. Enable the learner to obtain the necessary information and/or feedback
related to a previous decision as input to the next step.
4. The simulation should accommodate alternative solutions if these are
possible in real life.

ADVANTAGES OF SIMULATION:

 It actively engages learners in the application of knowledge of knowledge

and skills in realistic situation.
 It is useful in promoting transfer of learning from the classroom to the
clinical setting from.
 The controlled setting of the simulation makes it possible to have
consistency in learning experience from learner to learner.
 Simulation permits application of theory to practice when access to
clinical setting is limited or impossible.
 Simulation can motivate learner to learn prerequisite content before
taking the simulation because they challenge learner to integrate a large
body of content.
 Students can receive feedback on the appropriateness of their action
during simulation.
 It provides participation to deal with the consequence of their actions.
 Students can learn without harming the patient.

DISADVANTAGES OF SIMULATION:

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  Simulations are time consuming to develop particularly if they are to
mirror realistic situations.
 Mechanisms for feedback of data may require the use of sophisticated
materials.
 If the simulation emits aspects of reality situation important to learners,
the realism of the simulation and its capacity to promote transfer of
learning are diminished.
 Learners may not find the simulation relevant to their situation.

SUMMARY:

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 This presentation includes definition, purposes, characteristics,
advantages and disadvantages of demonstration method and simulation method.

CONCLUSION:

Evidence supports the use of simulation and demonstration

method in nursing education to be an effective teaching strategy to assess and
strengthen the skills and competences in nursing practice. In comparison with
traditional teaching methods, simulation and demonstration methods appears to
be a more effective teaching method.

BIBLIOGRAPHY:
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 4. B.T.Basavanthappa. “Communication And Educational Technology For
Nurses”. 1st edition. New Delhi: Jaypee Brothers Medical
Publishers (P) ltd; 2011.p. 466 – 468.

5. K.P.Neeraja. “Textbook of Nursing Education”. 1st edition. New Delhi:

Jaypee Brothers Medical Publishers (P) Ltd; 2007.p. 251 – 254,
285 – 288.

6. Neelam Kumari. “PV, A Textbook of Communication and Educational

Technology”. 1st edition. Jalandhar: S.Vikas & co.publication;2010.
p.244 – 247.

INTERNET:

3. www.google.com

4. http://www.kent.k12.wa.us/ksd/is/tools_for_planning/instructional_strategies.htm

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