Principles to be Followed While Preparing Master Rotation Plan

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SHRI MARUTHI COLLEGE OF NURSING
SILVEPURA, BANGALORE
NURSING EDUCATION FILE
SUBMITTED TO:
MRS.RASHMI R
SHRI MARUTHI COLLEGE of nursing
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

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DEPARTMENT OF NURSING
EDUCATION
CERTIFICATE
This is to certify that Ms. ATHIRA G First year M.Sc. Nursing student of
2020-2021 batch at Shri Maruthi College of Nursing Bengaluru Karnataka,
has submitted Nursing Education file as a partial fulfilment of the
requirements for the degree of Master of Science in Nursing from Rajiv
Gandhi University of Health Sciences, Bengaluru.
Signature of Student Signature of HOD

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NURSING EDUCATION
INDEX
Sl.No. Content Page No.
1. Curriculum Construction: 1-104
Framing of Philosophy, Aims, Objectives 3-8
Syllabus/Course Plan 9-28
Master Rotation Plan 29-38
Unit Plan 39-80
Lesson Plan 81-100
Clinical Rotation Plan 101-104
2. Micro Teaching: 105-128
3. Teaching Method in Class Room: 129-192
Lecture 130-135
Demonstration 137-140
Laboratory 141-148
Simulation 149-154
Seminars 155-160
Symposium 161-164
Panel Discussion 165-172
Problem Based Learning 173-176
Role Play 177-184
Computer Assisted Learning 185-192
4. Clinical Teaching Method: 193-212

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Nursing Clinic 195-198
Nursing Rounds 199-200
Case Analysis 200-202
Process Recording 202-209
Group Health Teaching 210-212
5. Preparation of AV Aids: 213-260
Slides 215-226
OHP 227-232
Transparencies 233-236
Flash Card 237-240
Power Point 241-248
ASSIGNMENT ON COMPUTER APPLICATIONS IN NURSING249-260
6. Annotated Bibliography: 261-266
1 Annotated Bibliography (Research) 267-268
2 Annotated Bibliography (Journals) 269-272
3 Annotated Bibliography (Articles) 273-276
7. Evaluation Tools: 277-324
1. Preparation of question paper
a. Blue Print table of specification construct administer &
evaluate question paper:
278-282
Objective type question paper 283-286
Essay type question paper 287-292
2. Construct, Administer & evaluate clinical evaluation 293-294
a. Rating scale 295-298
b. Check list 299-302
c. Attitude test 303-306

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d. OSCE 307-310
e. Differential scale 311-316
f. Summated scales 317-320
g. Anecdotal records 321-324
3. Observe & Practice 325-372
a. Non Standardized test 325-326
b. Intelligence test 327-330
c. Aptitude test 331-334
d. Personality test 335-350
e. Physical and mental disability 351-368
f. Sociometry 369-372
8. Item Analysis 373-378
9. Conduct continuing education workshop 379-390
10. Critical evaluation of an institutional nursing education
programme
391-397

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Curriculum
Construction
SUBJECT: NURSING EDUCATION
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

7
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
AIMS AND
OBJECTIVES
Post Certificate B.Sc
Nursing (PC B.Sc)
SUBJECT : NURSING EDUCATION

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SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
bANGALORE
AIMS AND OBJECTIVES Post Certificate B.Sc Nursing (PC B.Sc)
Aims:
Post Basic B.Sc degree in Nursing is a broad based education aimed to build upon the
skills and competencies acquired at the diploma in nursing level. It is specifically directed to
the upgrading of critical thinking skills, competencies and standards required for practice of
professional nursing and midwifery as envisaged in National Health Policy. The course is
intended to enable the graduates. Assume responsibilities as professional competent nurses
and midwives at basic level in providing promotive, preventive, curative and rehabilitative
services.
Make independent decisions in nursing situations, protect the rights of and facilitate

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individuals and groups in pursuit of health, function in the hospital, community-nursing
services, and conduct research studies in the areas of nursing practice. They are also expected
to assume the role of teacher, supervisor, and manager in clinical/public health settings.
Objectives
On completion of Post Basic B.Sc Nursing degree course the graduates will be able to:
1. Assess the health status, identify nursing needs, plans, implement and evaluate nursing
care for patients/clients that contribute to health of individuals, families and communities.
2. Demonstrate competency in techniques of nursing based on concepts and principles from
selected areas of nursing, physical, biological and behavioural sciences.
3. Participate as members of health team in the promotion, preventive, curative and
restorative health care delivery system of the country.
4. Demonstrate skills in communication and interpersonal relationship.
5. Demonstrate leadership qualities and decision-making abilities in various situations.
6. Demonstrate skills in teaching to individuals and groups in community health setting.
7. Demonstrate managerial skills in community health settings.
8. Practice ethical values in their personal and professional life.
9. Participate in research activities and utilize research findings in improving nursing
practice.
10. Recognize the need for continued learning for their personal and professional
development.
REGULATIONS:
1. Title of the Course
The course of study shall be called Post Basic B.Sc in Nursing or B.Sc Nursing (Post Basic)
2 Eligibility:
A candidate seeking admission must:
1. Hold a diploma in General Nursing & Midwifery (GNM)
2. Be a registered nurse.
3. Have a minimum of two years experience in a hospital or community health nursing.
4. Have passed pre-university examination in the Arts, Science / Commerce conducted by
department of Pre university Education, Karnataka State or its equivalent recognized by Rajiv
Gandhi University of Health Sciences.
5. Have working knowledge of English.
6. Be medically fit.
7. Have a good personal and professional record.
3. Age
No candidate who is above 48 years of age on 31st December of the year of admission
shall be eligible.

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4. Duration of study
The course of study shall be for two academic years from the date of commencement of
Mterm notified by the university.
5. Medium of Instruction
English shall be the medium for the course as well as for the examination.
6. Course of study
Candidates shall undergo course of instruction in the subjects mentioned in Table – I.
Table – I Subjects and Teaching hours.
Subject Theory Hours Practical Hours
1st Year
1 Nursing Foundation 45
2 Nutrition & Dietetics 30 15
3
Biochemistry &
Biophysics
60
4 Psychology 60 15
5 Microbiology 60 30
6 Maternal Nursing 60 240
7 Child Health Nursing 60 240
8 Medical & Surgical
Nursing
90 270
9 English (Qualifying) 60
Total 525 810
Note: For teaching of Kannada & Constitution separate syllabi given vide university letter
No.UA/Miscellaneous59/2001-2002 dated 16.7.2002, 10.12.2002 and UA/Misc-63/2002-
2003 dtd 28.10.2002 respectively.
Subject Theory Hours Practical Hours
2nd Year
10 Sociology 60
11 Community Health Nursing 60 240
12 Mental Health Nursing 60 240
13 Introduction to Nursing Education 60 75
14 Introduction to Nursing Administration 60 180
15 Introduction to Nursing Research &
Statistics
45 120
Total 345 855

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Note:
1. Teaching of Anatomy, Physiology, Pharmacology and Pathology will be integrated with
clinical subjects.
2. English is a qualifying subject
3. Introduction to Nursing Research and Statistics is a subsidiary subject
7. Attendance
A minimum of not less than 80% attendance in theory and practical/clinical separately in
each subject in each academic year is essential for appearing in the examination. A candidate
pursuing in the course shall study in the college for the entire period as a full time student. No
candidate is permitted to work in the hospital/nursing home/laboratory/college while studying
this course. No candidate should join any other course of study or appear for any other
examination conducted by this university or any other university in India or abroad during the
period of registration. Each academic year shall be taken as a unit for calculating the
attendance.
8. Internal assessment
Regular periodic assessment shall be conducted throughout the course. Although the question
of number of tests is left to the institution, at least three tests in theory and practical each year
is held. The test preceding the university examination may be similar to the pattern of
university examination. Average of the marks of the three tests for theory and practical
separately, shall be sent to the university. Two assignments are given in the first year. Marks
obtained in the assignments shall be added to theory marks for internal assignment. A
candidate shall secure at least 35% of marks in Internal Assessment to be eligible to appear in
the university examination.
9. Scheme of examination
The University shall conduct two examinations annually at an interval of not less than 4 to 6
months as notified by the university from time to time. A candidate who satisfies the
requirement of attendance, progress and conduct as stipulated by the university shall be
eligible to appear for the university examination. Certificate to that effect shall be produced
from the head of the institution along with the application for examination and the prescribed
fee.
Schedule of Examination
For the Post Basic B.Sc Nursing course, there shall be two university examinations, one at the
end of 1 year of the course and the other at the end of II year of the course.
Criteria for Pass
A candidate shall secure at least 50% of total marks in each subject in theory paper and
practical separately except in English. The marks obtained in the internal assessment shall be
added to the marks obtained in the university examination for each subject for computing to
50% minimum marks required for passing. In case of English, a candidate shall secure at

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least 33% of maximum marks for passing (inclusive of internal assessment and university
examination).
Carry Over Benefit
A candidate is permitted to carry over a maximum of three main subjects provided he/she has
passed in five other main subjects in I year. The candidate has to pass the carried over
subjects before appearing in the II year university examination.
Table – II Distribution of subjects, duration and marks,
1st Year Duration
Hrs.
Internal
Assessment
University
Examination
Total
Marks
Theory Paper / Subjects
1 Nursing Foundation 2 15 35 50
2 Nutrition & Dietetics 2 15 35 50
3 Biochemistry & Biophysics 3 25 75 100
4 Psychology 3 25 75 100
5 Microbiology 3 25 75 100
6 Maternal Nursing 3 25 75 100
7 Child Health Nursing 3 25 75 100
8 Medical & Surgical Nursing 3 25 75 100
9 English (Qualifying) * 3 25 75 100
Practical
1 Medical & Surgical Nursing 50 50 100
2 Maternal Nursing 50 50 100
3 Child Health Nursing 50 50 100
2st Year Duration
Hrs.
Internal
Assessment
University
Examination
Total
Marks
Theory Paper / Subjects
1 Sociology 3 25 75 100
2 Community Health Nursing 3 25 75 100
3 Mental Health Nursing 3 25 75 100
4
Introduction to Nursing
Education
3 25 75 100
5
Administration
3 25 75 100
6
Research & Statistics
2 50 50
Practicals
1 Community Health Nursing 50 50 100

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2 Mental Health Nursing 50 50 100
3 Research Project ** 50 50
* English is qualifying subject
** Respective colleges will conduct the examination for this subject. It will not be
University examination.
COURSE PLANNINGOF
1st YEAR MSc.NURSING
SUBMITTED TO:

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MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
COURSE PLANNING
INTRODUCTION
Curriculum planning in nursing is a complex process involving many groups of
people like faculty, community leaders, subject experts, consumers. Students
employees of the prospective graduates educationalist and psychologist.
Many factors affects curriculum development such as needs and interest of
learners social and cultural factors.

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The curriculum is the overall plan for providing learning experiences for
students for achieving certain goals. The curriculum based on needs and interest of
student concerned, physiology of the college and faculty and is a systematic way to
achieve certain specific goals.
OBJECTIVES:
After completion of the practical the student should be able to
• Spell out the sequence in planning a curriculum.
• Enumerate the concerns of the course plan for a subject.
• Prepare a course plan for a subject.
• To teach basic nursing students.
SEQUENCES OF PLANNING
In order to understand when does a course fit in with in the curriculum. We
should explain the sequence in planning curriculum. A curriculum is planned in
various stages including;
1) Planning a curriculum as a whole.
2) Planning a various course.
3) Units.
4) Lessons for each courses.
SEQUENCE IN PLANNING A CURRICULUM
1) Planning
• Curriculum - over all goals.
• Objectives.
• Learning experiences.
• Evaluation.
2) Planning various courses.
• Goals
• Objectives
• Learning experiences.
• Evaluation
3) Unit planning
• Objectives
• Learning experience
• Evaluation
DEFINITION OF COURSE
It is a serious of studies leading to graduation of degree as in the case of basic
B.Sc Nursing course regarding completion of several short courses.
LEVELS OF COURSE PLANNING
• University level.
• Institutional level.
• Instructional level.

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PURPOSE
The teacher plans the unit of work and the lesson for each course, linking it
previous learning of the students without planning there will be little unity and
cohesion in what is being learned.
Students participation in planning the course is to be encouraged by the teacher
and entire teaching and learning is based on sound education and psychological
principles.
STRUCTURED OF THE COURSE PLAN
• In planning course 2 distinct areas of planning are involved.
• Identifying the course of elements around which specific learning are to be
organized.
• Selection of specific organizing centres on which the learner interest and needs are
focused.
OUTLINE FOR A COURSE PLAN
A course plan should contain
• Objectives
• Specification for the level of learner
• Placement in the curriculum.
• Resources of material needed for the course
• Unit plan
• Evaluation measure
• Bibliography
1. OBJECTIVES
These may be general for the entire course. There may be central objective of
all units in the course which leads to the attainment of general objective for the course.
2. SPECIFICATION FOR THE LEVEL OF LEARNER
The stated objectives should be according to the level of the learners. This will
include the information regarding the level of the students. (1st
year, 2nd
year, so on).
The requisites for the course and experience the students should have had prior to the
starting of the course .It should also specify at what stage student should begin course
learning eg; first year , 2nd
year .
3. RESOURCE MATERIALS NEEDED FO THE COURSE
The teacher who prepares the lesson plan, the course outline will be guide by
the content in selecting resource material, books journals, A.V aids which can used in
teaching the course, must be suggested in resource.

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4. UNIT PLAN
The course plan can be divided in to appropriate unit. Each unit specify its
objectives and teaching learning activities.
5. EVALUATION MEASURES
Course plan should include the evaluation method should be used such as
written test, practical examination, class examination and quiz.
BIBLIOGRAPHY
Course plan must provide a list of books for objectives by teachers and
students. The students can do reading on from the list of books provided for reference.
MEDICAL SURGICAL NURSING
COURSE PLAN
M.Sc NURSING – I YEAR
Time allotted: Required hrs. Planned Hrs.
Theory : 150 160

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Practical : 650 650
Total hrs. : 800 810
COURSE DESCRIPTION:
This course is common for the students undergoing clinical speciality – II in neuro science
nursing/cardiovascular & thoracic nursing / critical care nursing / oncology nursing /
orthopaedic and rehabilitation nursing / nephro & urology nursing, gastroenterology
nursing/ geriatric nursing. It is designed to assist students in developing expertise and in
depth knowledge in the field of medical surgical nursing. It will help students to appreciate
the patient as a holistic individual and develop skill to function as a specialized Medical
surgical nurse. It will further enable the student to function as educator, manager and
researcher in the field of Medical surgical nursing.
OBJECTIVES:
At the end of the course the students will be able to:
1. Appreciate the trends & issues in the field of Medical – Surgical Nursing as a
speciality.
2. Apply concepts & theories related to health promotion.
3. Appreciate the client as a holistic individual.
4. Perform physical, psychosocial assessment of Medical – Surgical patients.
5. Apply Nursing process in providing care to patients.
6. Integrate the concept of family centered nursing care with associated disorder such
as genetic, congenital and long – term illness.
7. Recognize and manage emergencies with Medical Surgical patients.
8. Describe various recent technologies & treatment modalities in the management of
critically ill patients.
9. Appreciate the legal & ethical issues relevant to Medical Surgical Nursing.
10. Prepare a design for layout and management of Medical Surgical units.
11. Appreciate the role of alternative systems of Medicine in care of patients.
12. Incorporate evidence based Nursing practice and identify the areas of research in the
field of Medical Surgical Nursing
13. Recognize the role of Nurse Practitioner as a member of the Medial Surgical health
team.
14. Teach Medical Surgical nursing to undergraduate nursing students & in-service
nurses.

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I Introduction 5hrs. Discussion, self study, review
classes
Nil
II Health assessment of patients 20hrs. Demonstration, discussion,
clinical teaching
Medical ward
III Care in hospital setting 5hrs. Discussion, self study, review
classes
Nil
IV Management of patients which disorders
of GI tract
12hrs. Seminar, discussion lecture,
review classes
Surgical ward
V Management of patients with disorders
of nervous system
16hrs. Seminar, discussion lecture,
review classes
Neuro Medicine & neuro
surgery ward
VI Management of patients with disorders
of respiratory system
16hrs. Seminar, discussion, self study Medicine ward
VII Management of patients with disorders
of cardiovascular system
21hrs. Seminar, discussion clinical
presentation synopsis
Cardiac medicine, cardiac
surgery CCU,CTVS, ICU,
Cardiac OPD
VIII Management of patients with disorders
of blood
5hrs. Seminar, self study discussion Medicine ward
IX Management of patients with disorders
of genitor urinary system
10hrs. Seminar discussion clinical
presentation
Oncology ward (surgical)

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X Management of patients with disorders
of endocrine system
18hrs. Seminar, discussion, lecture,
self study
Medical ward
XI Management of patients with disorders
of musculo skeletal system
8hrs. Seminar discussion lecture Ortho ward
XII Management of patients with disorders
of integumentary system
5hrs. Lecture, seminar, discussion Medical ward, skin, OPD,
emergency ward visit to
burns ward
XIII Management of patients with disorders
of eye and ENT
5hrs. Seminar, discussion, self
study, teaching practice
Eye, ENT ward
XIV Management of patients with disorders
of reproductive system
3hrs. Teaching practice, self study Gynecology ward
XV Geriatric nursing 3hrs. Seminar, discussion Visit to old age home
XVI Care of patients with communicable and
sexually transmitted diseases
3hrs. Seminar, self study
XVII Emergency, trauma and multi – system
organ failure
5hrs. Seminar, discussion Emergency ward, OPD

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NURSING RESEARCH – RESEARCH METHODOLOGIES
COURSE PLAN
Placement: 1st year
Hours of Instruction
Total : 250hrs.
Theory : 150hrs
Practical : 100 hrs.
COURSE DESCRIPTION:
The course is designed to assist the students to acquire an understanding of the
research methodology and statistical methods as a basis for identifying research
problem, planning & implementing a research plan. It will further enable the
students evaluate research studies and utilize research findings to improve
quality of nursing practice, education and management.
GENERALOBJECTIVES:
At the end of the course the student acquires in depth understanding of
research methodology appreciate its importance and develop skill in
conducting research.

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Unit Content Hours T P Method of teaching Faculty responsible
I Introduction 10hrs. Discussion, self study,
review classes
Mrs G G Redamma
II Review of literature 5hrs. 5hrs Discussion,
presentations, review
classes, synopsis
preparation
Mrs G G Redamma
III Research approaches and designs 12hrs. Discussion, review
classes, synopsis
Mrs Mamatha
IV Research problem 10hrs. 5hrs discussion lecture,
review classes, problem
presentation
Dr. Saraswathi
V Developing theoretical/ conceptual
framework
20hrs. Seminar, discussion
lecture, review classes
Dr. Pushpaveni
VI Sampling 6hrs. Seminar, discussion, self
study
Mrs G G Redamma
VII Tools and methods of data
collection
20hrs. 10hrs Seminar, discussion
,synopsis
Dr. Saraswathi
VIII Implementing research plan 5hrs. Seminar, self study
,discussion
Mr .O .Prassanna
Kumar
IX Analysis and interpretation of data 10hrs 10hrs. Seminar ,discussion,
analysis presentation
Mr.O.Prassanna
Kumar
X Reporting and utilizing research 10hrs. Seminar, discussion, Mr.O.Prassanna

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findings lecture, self study Kumar
XI Critical analysis of research reports
and articles
3hrs 8hrs Seminar, discussion
,lecture
Dr. Saraswathi
XII Developing and presenting
research proposal
4hrs 7hrs Lecture, seminar,
discussion
Dr. Saraswathi

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BIOSTATISTICSCOURSE PLAN
Placement: 1st year
Hours of Instruction
Theory 50 Hours
Practical 50 Hours
Total 100 Hours
COURSE DESCRIPTION:
At the end of the course, the students will be able to develop an understanding
of the statistical methods and apply them in conducting research studies in
nursing.
GENERAL OBJECTIVES:
At the end of the course the students will be able to: 1. Discuss the basic
concepts and scope of statistics related to health and Nursing. 2. Organize
tabulate and present data meaningfully. 3. Use descriptive statistics to analyze
the data. 4. Describe the probable methods to predict and interpret results. 5.
Use various inferential statistical methods to predict and interpret results 6.
Draw conclusions of the study and predict statistical significance of the results.
7. Establish reliability and scoring methods of the tool developed. 8. Describe
vital health statistics and their use in health related research. 9. Explain the basic
concepts related to statistics. 10. Use statistical packages by use of computers
for data analysis.

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Unit Content Hours T P Method of teaching Faculty responsible
I Introduction 7hrs. 4hrs Lecture cum discussion Mr. Vishwanath
II Measures of central tendency 4hrs. 4hrs Lecture cum discussion Mr .Vishwanath
III Measures of variability 4hrs. 5hrs Lecture cum discussion Mr. Vishwanath
IV Normal Distribution 3hrs. 2hrs Lecture cum discussion Mr. Vishwanath
V Measures of relationship 6hrs. 8hrs Lecture cum discussion Mr .Vishwanath
VI Designs and meaning 5hrs. 2hrs Lecture cum discussion Mr .Vishwanath
VII Significance of statistic and significance of difference between
two statistics (Testing of hypothesis).
8hrs. 10hrs Lecture cum discussion Mr. Vishwanath
VIII Use of statistical methods in psychology and education 5hrs. 5hrs Lecture cum discussion Mr. Vishwanath
IX Application of statistics in health 4hrs 2hrs. Lecture cum discussion Mr. Vishwanath
X Use of computers for data analysis 4hrs. 8hrs Lecture cum discussion Mr Vishwanath

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NURSING EDUCATION
Time Allotted:
Theory: 150 hours
Practical: 150 hours
Total: 300hrs
Course Description:
This course is designed to assist students to develop a broad understanding of
fundamental principles, concepts, trends and issues related to education and
nursing education. Further, it would provide opportunity to students to
understand appreciate and acquire skills in teaching and evaluation, curriculum
development, implementation, maintenance of standards and accreditation of
various nursing educational programs.
General objectives:
On completion of each unit students will be able to understand the fundamental
concept related to nursing education and its application.

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Unit Content Hours T P Method of teaching Faculty
responsible
I Introduction 10hrs. Discussion, self study, review
classes
Dr.Pushpaveni
II Teaching – learning process 30hrs. 40hrs Discussion, class
presentations, seminars,
review classes, teaching
practice
Dr. Mohini .H
III Measurement and evaluation 10hrs. Discussion, lecture, review
classes,
Mrs .Mamatha
IV Standardized and non – standardized tests 12hrs. 10hrs Discussion, lecture, review
classes, presentations.
Dr .Mohini .H
V Administration, scoring and reporting 8hrs. 5hrs Seminar, discussion lecture,
review classes, item analysis
and presentation
Dr.Mohini .H
VI Standardized tools 12hrs. 6hrs Seminar, discussion, self study Dr Pushpaveni
VII Nursing educational programs 5hrs. 6hrs Seminar, Lecture cum
discussion
Dr Pushpaveni
VIII Continuing education in nursing 12hrs. 25 Seminar, self study ,discussion Dr .Mohini .H
IX Curriculum development 10hrs 10hrs. Seminar ,discussion,
presentation
Mrs.Shanthamma
X Teacher preparation 8hrs. 4hrs Seminar, discussion, lecture,
self study
Mrs.Shanthamma

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XI Guidance and counseling 10hrs 5hrs Seminar, lecture cum
Discussion,
Mrs.Shanthamma
XII Administration of nursing curriculum 15hrs 10hrs Lecture cum discussion
seminar,
Dr Pushpaveni
XIII Management of nursing educational
institutions
10hrs Lecture cum discussion,
seminar,
Dr Pushpaveni
XIV Standards and accreditation 5hrs 5hrs Assignment and discussion Dr Pushpaveni

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ADVANCE NURSING PRACTICE
Time Allotted:
Theory: 150 hours
Total: 350hrs
Course Description:
This course is designed to develop an understanding of concepts and constructs
of theoretical basis of advance nursing practice and critically analyze different
theories of nursing and other disciplines.
General objectives:
On completion of each unit students will be able to understand the fundamental
concept related to advance nursing practice and its application.

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Unit Content Hours Method of teaching Faculty
responsible
I Nursing as a profession 10hrs. Lecture cum Discussion, self study, review classes Dr Jayalakshmi
II Health care delivery 5hrs. Discussion, class presentations, seminars, review classes, Dr Pushpaveni
III Genetics 10hrs. Lecture cum Discussion, lecture, review classes, Mr.O Prassanna
kumar
IV Epidemiology 10hrs. Lecture cum Discussion, lecture, review classes,
presentations.
Mr.O Prassanna
kumar
V Bio- psycho social pathology 20hrs. Seminar, Lecture cum discussion review classes, and
assignment
Dr Mohini H
VI Philosophy and theories of nursing 20hrs. Theory presentation and discussion Dr Mohini.H
VII Nursing process approach 10hrs. Seminar, presentation and discussion
VIII Psychological aspects and human
relations
30hrs. Seminar, self study ,discussion and assignment Dr
Nagarathnamma
IX Nursing practice 10hrs Seminar ,discussion, presentation Dr Mohini .H
X Computer applications for patient care
delivery system and nursing practice
25hrs. Seminar, discussion, lecture, self study Dr Mohini .H

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MASTER ROTATION
PLAN
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

32
Master Rotation Plan
'Overall plan of rotation of all students in a particular educational programme,
showing the placement of the students belonging to total program (4 years in B.Sc.
(N) and 3 and half years in GNM courses) includes both theory and practice denoting
the study block, clinical blocks, team nursing, examinations, vacation, co-curricular
activities etc.*
It is prepared well in advance for the whole year so that it gives a complete and
clear picture about students placement either in theory or clinical field during an
academic session. For each year, it can be prepared separately and for total program
one can be prepared so that every faculty will be aware of students' postings. Teachers
should follow the respective University or Board syllabus as a guideline for preparing
either master rotation plan or clinical rotation plan.
Purposes
• Availability of an advance plan before implementation of curricular activities
during an academic year for the entire program
• All concerned are aware of the placement of students in clinical fields
• Coordination becomes more effective when theory, practice correlates and
integrity exists
• Helps the students and teachers to prepare themselves for working in the areas
• Any modifications are required based on situations concerned, collaboration
between the faculty and service staff can be made for smooth running of
organizational activities and meeting the objectives of educational program
• Assessment of curricular program is more effective
• The faculty members and nursing service staff are in a position to make
tentative advance plans for their leave or vacation without jeopardizing the
teaching-learning activities.
Principles to be Followed While Preparing Master Rotation Plan
Plan in accordance with the concerned curriculum plan/syllabus for the entire
course/program Plan in advance for all students in all years of program. Plan the
activities by following maxims of teaching

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Post the students based on university syllabus and availability of concerned
required specialities Select areas that can provide expected learning experience Plan to
build on previous experiences
Acquaint the clinical staff/clinical supervisor with clinical objectives and
rotation plan Provide each clinical experience of same duration to all the students
Rotate each student through each learning experience or block Plan for all students to
enter and leave at the same time schedule.
Staff Involvement in Curriculum Planning
Curriculum committee consisting of members who actively participate in the
development or construction of a curriculum for their school. The members may be
drawn from various disciplines i.e., teaching Faculty in Nursing Educational
Institution. Curriculum committee main responsibility is to organize all learning
experiences planned by individual tutors into an integrated whole. A learning
experience is something in which the student actively participates and brings change
in his/her behaviour. The individual teachers analyze their own subjects in order to
help and contribute to the correlation of teaching with other subjects. The school
administrator has to explain/orient all the staff about the philosophy, objectives of the
organization; responsibilities of each staff. When there is an appreciation and common
understanding among the staff members of the school, there is bound to be a greater
appreciation by their service, staff has to plan scheduling of classes and field work
clinical experience of the students. Teachers will maintain harmonious curriculum in
order to meet the national health.
The school should keep a close connection with the clinical fields (hospital and
community) wherever possible continuity of service should be maintained by the
schooling these fields, which will bring in cooperation, understanding and a sense of
appreciation of the program offered. A better organization and planning of learning
experience will be the resultant effect.
Faculties are accountable for implementing the program that enables the
students to learn. Its goal is always concerned with fostering of ability of their
students in carrying out of the necessary service to the society in the future.
The important aspects of curriculum planning are: the selection and
organization of learning experience for the students who are undergoing a program.
The careful selection of the experiences and their organization is built on the student's
past knowledge and previous experience and according to the levels of the students.
Progress in complexity to higher levels of learning and comprehension in the practice
of nursing, is the aim. It should exhibit an inner relatedness among the various
subjects and also their relationship to the clinical instruction and practice of nursing.
PLANNING AND ORGANIZATION OF CLINICAL EXPERIENCE
Introduction

34
Planning of clinical experience is a component of learning experience at basic
level. The syllabi formulated by University/Board will acts as a guideline for fulfilling
the minimum requirements.
To bring change in human behaviour, the learning experience must be
organized as to have cumulative effect. Clinical experience is an integral part of
learning where the student will be actively participate to obtain skills in clinical
practice by applying the principle of 'learning by doing'. The time, the student spends
and learns in the clinical fields is an important and integral part of the total school
program. The teacher's responsibility is to provide conducive environment for the
expected desired behaviour.
The faculty has to plan the clinical experience, keeping the objectives in view
so that it will provide the needed learning at a particular stage in the course so that the
student will be posted in right clinical area at the right time. The teacher has to orient
the students why they are posted in the particular clinical area; so the teacher has to
complete the theoretical component early, before posting the students in the clinical
area. Teacher has to inform to the students about the postings early, what are the
requirements they have to fulfil in postings, what type of desired learned behaviour
they have to develop, everything she/he has to explain judicious decision making and
greater efforts are need to plan the clinical experience as well as plan for supervision
and better learning. The clinical experience and rotation plan should be well-organized
and interrelated to achieve the effectiveness in the overall objectives of nursing
program. One of the objectives of school of nursing is, 'understanding of the
psychosomatic and social factors that affect the client and ability and inclination to aid
the patient in adjustment to and possibly in improvement of the health status'.
Factors to be considered while providing Clinical Facilities
• Philosophy and objectives of an organization (School Philosophy) and an
educational program
• Health care delivery system
• Nursing Philosophy—Nursing Theories and Models—Clinical Nurse
practitioner—Functions of the nurse
• Levels of prevention, Health promotion, curative and Rehabilitation activities
• Methods of delivering Nursing care
• Legislation establishing independent nursing regimens and independent
practice
• Standards for practice—structural process outcome and evaluation tools
• Availability of infrastructure i.e., community—sub centers, primary health
centers, CHC, hospitals with speciality facilities/institutions-general hospitals,
specialties, number of patients in a clinical setting and student strength
• Health agencies like Rehabilitation centers, Hospitals, Nursing homes, Clinics,
sub center and primary health center

35
• Equipments and supplies
• Clinical Instructors availability
• Budget
• Field visits.
Principles in selection of learning experiences in Clinical area
• Learning experience should provide an opportunity for students to practice the
type of behavior implied in the objective
• Students must have time and opportunity to analyse the problems of specific
patients, recognizing the emotional and social problems, which affect the
physical status and interrelationships of various aspects of health
• Provide learning situations to assist in making and carrying out plans for the
present and continued regimen of care
• The activities sought must be within the range of possibility for the students
concerned
• Students should acquire mastery of essential information and basic concepts for
effective health teaching.
Organization of Clinical Learning Experiences
Objectives can be attained only by learning experience through reinforcement
and repetition. An effectively organized educational program provides opportunity for
fulfilment of 4 important criteria.
1. Continuity: The relationship existing between the different levels of the same
subject and skills required. It refers to the vertical relation of major curriculum
events.
2. Sequence: It emphasizes the importance of having each successive experience
build upon the preceding one, but go more broadly and deeply into the matters
involved.
3. Integration: The horizontal relationship of curriculum experience.
4. Correlation: The theory has to be correlated to practice, e.g. to develop skill in
mechanical ventilation, the students need to have knowledge of physiology of
respiration, anatomy of the respiratory tract and in practical experience, the
learner should have the opportunity u operate a ventilator, observation of a
client who is on ventilator, documentation and reporting of the progress, etc.
For example: A student is taught Basic nursing/Nursing Foundation in the first
year, but the same subject is continued in the 2nd and 3rd years in greater depth
like Medical-Surgical Nursing and other specialities sequence is the placement
of the content in a gradual progress from simple to complex and
comprehensive. Sequence goes beyond continuity.
Teacher has to provide the opportunity for the students to teach the clients in
each successive clinical experience, student has to assume an increasingly broader

36
responsibility for recognizing the local health problem and making contacts with other
individuals or agencies for putting efforts in the solution of the problem.
Some questions has to be answered before planning clinical experiences of
educational value:
• What is the background of the student, when he comes to the professional
education?
• What experiences he should receive to meet the objectives?
• How long students can be posted (duration of clinical experience as per
norms—INC and University or Board?
• What experience does the ward can offer to the student?
• What is the student expected to gain from clinical experience?
Learning experience should be consistent with the philosophy of the school and
lead to the achievement of terminal goal of the program. The teacher should clearly
understand the philosophy of institution, program and concerned hospitals where
students will be posted. The teachers has to state behavioral objectives to get desirable
knowledge, skills and attitude and select those experiences, which are appropriate in
achieving the stated objectives. Learning experience should provide opportunity for
the development of independent thinking, good judgment, self-discipline and integrity
of purpose.
Planning Clinical Assignments
The students' future competence as a Nurse Practitioner depends to a large
extent upon the quality of instruction provided during clinical practice periods.
Responsibility for planning the clinical assignments rests squarely with the clinical
supervisors, e.g. assigning clinical responsibility, planning for ward-teaching, health-
talk, case presentation, bedside clinic/ward clinic, ward conferences, etc. recognize
what else must be dealt within the situation, besides the particular experience being
planned.
Orientation of Students to the Clinical Area
The clinical supervisor has to orient the students to the clinical area, staff and
objectives, expectations from the student, assignments to be completed, duration of
posting, activities to be performed and adhering to the clinical rotation plan etc.
Matching the Right Student with the Right Client
The teacher has to identify the ability of students when planning their clinical
assignments. The less able student should be helped to move toward the level of
performance expected of all students in the group i.e., posting the students in clinical
area based upon their clinical requirement, e.g. Posting III year B.Sc. (N) student in
ENT ward to render nursing care for the clients with ENT disorders.
Planning for Continuity of Care
The first day of learning experience, the student has to assess the client,
observe the client clinical findings and collect the history, documents the history,

37
reviews the chart of the client, formulate/identify the Nursing diagnosis and plan the
care by utilizing the principles and steps of Nursing Process. On the second day, he
can provide complete care and meet holistic needs. By the 3rd day, he may help the
client and his relatives to gain knowledge about client's condition and needed
assistance by family (the activities. which family has to carry out in rendering care to
the client to attain optimum health), which includes implementation of Nursing care
activities as per long-term goals, short-term goals.
Providing adequate Clinical Supervision
The teacher has to supervise the student's tasks in the clinical area as Nursing is
practice discipline , strict clinical supervisory practice is essential, while posting the
students in clinical areas, INC norms related to teacher student ratio has to be
followed strictly to teach effectively.
Coordinating Classroom Teaching and Clinical learning
It is facilitated by formulating units of study, which are sufficiently broad
reasonably they can find suitable clients for students' assignments.
Recording Results to Help with the Planning of Future Clinical Assignments
The teacher should maintain the records and document students' performance
in clinical area. Cumulative records has to be maintained, which has to be submitted at
the time of pre finals and final examinations, The documentation should meet the
purposes of the course and reflect the strengths and weaknesses of each student.

38
MONTHS October November December January February March April
WEEKS 1 2 3 4 5 6 7 8 9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
DAYS
12—17
19—24
26—31
02--07
09--14
16—21
23--28
30--5
07--12
14--19
21--26
28--02
04--09
11--16
18—23
25-30
01--06
08--13
15—20
22—27
01--06
08--13
15--20
22--27
29--03
05--10
Hrs/month 68hrs 136hrs 68hrs 136hrs 182hrs 130hrs 144hrs
Hrs/week
3
4
3
4
2
2
3
4
2
4
3
4
3
4
3
4
3
4
2
8
3
4
2
8
4
8
4
8
4
8
4
8
4
8
4
8
3
4
1
Orientation
Teaching Block
I
Sessional
exam
vacation
Teaching
Block
Medical
Surgical
Nursing
Clinical
II
Sessional
exam
partial
block
vacation
2
3
4
5
6
nutrition
practical
7
8
9
10
Theory 34 x 8 = 272hrs. 34x4=136hrs
1
8
Practical 48X 6= 288hrs
1
6

39
Sl.No Subject
Theory Practical
Prescribed Allotted Prescribed Allotted
1 Nursing Foundation 45hrs 52hrs
2 Nutrition And Dietetics 30hrs 36hrs 15hrs 16hrs
3 Biochemistry 30hrs 35hrs
4 Biophysics 30hrs 35hrs
5 Psychology 60hrs 68hrs 15hrs
6 Microbiology 60hrs 68hrs 30hrs
7 Maternity Nursing 60hrs 66hrs 240hrs 240hrs
8 Child Health Nursing 60hrs 66hrs 240hrs 240hrs
9 Medical Surgical Nursing 90hrs 98hrs 270hrs 288hrs
10 English 60hrs 66hrs
Revision 54hrs
TOTAL 525 hrs 644hrs 810hrs 838hrs

40
UNIT PLAN1ST YEAR M.SC. (N)
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing

41
bANGALORE
ADVANCE NURSING PRACTICE
UNIT PLAN
Unit – I
NURSING AS A PROFESSION
GENERAL OBJECTIVES:
The students will be able to understand the history of development of nursing profession and the ethical, legal, political & economic aspects of health care delivery
and nursing practice.
Specific objectives Content Time Teaching
Learning
activity
Evaluation Teacher
responsible
Reference
The student will be able
to:
 Illustrate historical
development of
Nursing profession
 Describe the
 History of development of
- Nursing as a profession
- Characteristics
- Criteria of the profession
- Is nursing a profession
10 Hrs Review cum
discussion
Assignment
Debate
Tests Dr Mohini H R1, P 1026-1040
R2, P7
R3, P106
R4, P1-33

42
characteristics and
criteria of profession
 Explain the
perspective of Nursing
profession
 Describe the code of
ethics
 Explain the code of
professional conduct
 Discuss autonomy and
accountability
assertiveness in
nursing practice
 Explain legal
considerations and
issues in nursing
 Identify the role of
regulatory bodies
 Recognize the
professional
organization and
unions
 Discuss the
educational
preparations
 Perspective of nursing
profession
 Code of ethics
 Code of professional
conduct
 Autonomy and
accountability
 Assertiveness
 Visibility of nurse
 Legal considerations and
issues in nursing
 Role of regulatory bodies
 Profession 1 organizations
& unions self defence
- Individual and collective
bargaining
 Educational preparations
- Continuing educations
- Career opportunities
- Professional advancement
- Role and scope of nursing
Panel discussion
Debate
Symposium
Presentation
Assignment
Assignment
R12, P-64
R5, P1-35
R6,P10
R7, P48-55, 94-101

43
 Explain the role of
research, leadership
and management in
nursing profession
 Describe the quality
assurance in nursing
 Discuss the future of
nursing
education
- Role of research,
leadership and
management
 Quality assurance in
nursing
 Futuristic nursing
- Innovations in nursing
- Scope and trends
Presentation
Covered under
nursing
education
Presentation
Symposium
Unit – II

44
HEALTH CARE DELIVERY
GENERAL OBJECTIVES:
The students will be able to understand the health care delivery system and appreciate and apply the knowledge of health care delivery system in the care of
individual and community.
Learning
activity
Evaluation Teacher
responsible
Reference
The student are able to:
 Define health care
delivery system
 To differentiate
primary, Secondary
and tertiary health care
services
 Identify the constraints
of health care delivery
system
 Describe the planning
process of health care
delivery
 Explain about national,
District, State and local
level of health care
delivery system
 Identify the major
 Health care delivery
system :
 Definition
 Health care delivery
 Health care environment
 Constraints
 Planning process
 Policies
 Political process visa versa
nursing profession
 Health care delivery
system:
- National
6 Hrs Seminars Test Dr Pushpaveni R1, P10-15
R2, P153
R7, P301,319,325
R4, P323-343, 360-
387, 267-289

45
stoke holders in the
health care system
 Recognize the health
care delivery concerns,
national health and
family welfare
programme,
intersectorial co-
ordination and role of
non-governmental
agencies
 Explain information
education and
communication in
HCDS
 Discuss about
telemedicine
 Explain information
education and
communication in
HCDS
 Discuss about
telemedicine
- State
- District
- Local
 Patterns of nursing care
delivery in India
 Major stoke holders in the
health care system
- Government
- Non government
industry and other
professional
 Health care delivery :
- Concerns
- National health & family
welfare programme
- Intersectorial co-
ordination
- Role of non-
governmental agencies
 Information education and
communication
 Telemedicine
Seminars
Independent
study
Assignment
Unit – III
GENETICS

46
GENERAL OBJECTIVES:
The students will be able to understand the concept of genetics, appreciate and apply this knowledge in the care individual an family
Learning
activity
Evaluation Teacher
responsible
Reference
The student will be able
to:
 Define terminology
related to genetics
 Describe mutation
and law of inheritance
 Identify approaches to
common genetic
disorder
 Recognize the
methods used for
genetic testing
 Discuss the ethical
Legal and psychosocial
issues in genetic
testing
 Describe the role of
nurse in genetic
Review of cellular division
- Mutation and law of
inheritance
- Human
Genome project
- The genomic era
 Basic concept of:
- Genes
Chromosomes & DNA
- Approaches to common
genetic disorders
 Genetic testing :
- Basis of genetic diagnosis
- Presymptomatic and
predisposition testing
- Prenatal diagnosis and
screening
 Ethical, legal and
12 Hrs Lecturer cum
discussion
Presentation
Unit tests Dr O Prassanna
Kumar
R1, P639-659
R8, P566
R9, P675

47
counselling and
practical application
of genetic counselling
psychosocial issues in
genetic testing
 Practical application of
genetic counselling & role
of nurse
Unit – IV
EPIDEMIOLOGY
GENERAL OBJECTIVE:
The students will be able to understand and gains knowledge regarding epidemiology and apply epidemiological approaches in clinical practice.
Learning
activity
Evaluation Teacher
responsible
Reference
 Identify the scope and
various approaches in
epidemiology
 Assess the application
of epidemiology in
health care delivery
 Discuss the role of
nurse
Epidemiology:
 Scope
- Epidemiological approach
and their screening
 Application of
epidemiology
- In health care delivery
- Health surveillance
- Health information
 *Role of nurse
10 Hrs Lecturer cum
discussion
Unit tests Mr O Prassanna
Kumar
R9, P44-54,56-
124,302,115,347

48
Unit – V
BIO-PSYCO SOCIAL PATHOLOGY
GENERAL OBJECTIVE:
The students are able to understand and gains in depth knowledge in patho-physiological aspects of illness and applied in the ca… of individual and families.
Learning
activity
Evaluation Teacher
responsible
Reference
 Describe the
pathophysiology and
psychodynamics of
disease causation
 Explain the etiology,
pathophysiology and
management of
common problems
 Pathophysiology and
psychodynamics of disease
condition
 Life process
 Haemostatic Mechanism,
biological and psycho
social dynamics in
causation of disease
 Life style
 Common problems:
 Oxygen insufficiency
 Fluid and electrolyte
imbalance
 Nutritional problems
 Haemorrhages and shock
 Altered body temperature
 Unconsciousness
 Pain
 Sleep pattern and its
disturbances
24 Hrs Presentation
Presentations
cum discussion
Presentation
Unit tests Dr Mohini H R10,-P42- 479,
2154,37,228, 817-
863,1367,387-403,
155,166,1069-
1084,337-412,1087-
1129,811,863-864,
696, 197-223, 31-
322
R2, P169-181, 265-
286, 833-834
R9, P659, 645

49
 Treatment aspects:
- Pharmacological
- Pre and post operative
care aspects
- CPR
- End of life care
 Infection
- Prevention
- Standard safety
measures
- Bio –medical waste
management
 Role of nurse
- Evidence based nursing
practice
 Innovations in nursing
Presentation
cum discussion
Independent
study
Assignment
Presentations
Assignment
Covered under
unit – 1
Assignments
Unit – VI
PHILOSOPHY AND THEORIES OF NURSING

50
GENERAL OBJECTIVE:
The students are able to understand and gains in depth knowledge regarding concepts and theories, principles models, approaches relevant to nursing and utilize
in the practice of nursing.
Specific objectives Content Time Teaching Learning
activity
Evaluation Teacher
responsible
Reference
 Understand the
philosophy of
nursing and acquire
an acceptable one
by comparing views
given by various
nursing authors
 Describe values,
conceptual models
and approaches
relevant to nursing
 Discuss the nursing
theories by various
theorists and select
the appropriate one
to the practice of
nursing
 Explain various
health models
nursing
Philosophy and theories of
nursing :
Nursing philosophy by,
 Virginia Henderson
 Imogene king
 Betty Newman
 Sr Callista Roy
 Values and conceptual models
- Approaches
 Nursing theories
- Nightingales
- Henderson’s Peplau’s,
Abdellas, Orem’s
- Johnson’s
- Kings
- Newman’s, Roy & others
 Models
- Health belief models
- Health promotion models
- Communication and
management
24
Hrs
Seminar cum
discussion
Seminar
Lecture cum
discussion
Tests
Assignments
Essay
questions
Dr Mohini H R12,P97,182
R4, P55-75
R2, P410-471
R7,P98
R10,P4-6,31-32
R13,P95
R14,P30-47
R15,P25-42

51
Unit – VII
NURSING PROCESS APPROCH
GENERAL OBJECTIVE:
The students are able to understand nursing process and appreciate its importance and identify the health needs of the client using nursing process, provide
holistic and competent nursing care following nursing process approach.
Learning
activity
Evaluation Teacher
responsible
Reference
 Define nursing process
 Enlist the components
of nursing process
 Discuss the methods of
collection , analysis and
utilization of data
relevant to nursing
process
 Identify the
approaches to nursing
assessment
 Enlist the assessment
tools and techniques
 Mention the purpose,
types and sources of
data
 Nursing process:
- Definition
- Components of nursing
process
 Health assessment
- Illness status of the
patients (individual, family
& community)
- Identification of health
problems
Nursing assessment:
- Assessment of health
problems
- Assessment of tools and
techniques
- History taking
12 Hrs Seminar cum
discussion
Seminar cum
discussion
Tests
assignments
Dr Mohini H R2,P243,249,209,
599,314,270,287,
331,227
R10,P12,14,100-106
R15,P11,25-92

52
 Discuss the methods of
data collection
 Define nursing
diagnosis
 Illustrate the
evolution of nursing
diagnosis
 Identify the types of
nursing diagnosis
 Formulate nursing
diagnosis
 Identify common
errors in writing
nursing diagnosis
 Differentiate nursing
diagnosis from
medical diagnosis
 Define planning
identify setting
priorities
 Identify nursing goals
or expected
outcomes
 Formulate objectives
- Validation of assessment
- Purpose and types of data
- Sources of data
- Methods of data collection
- Structuring data
- Data analysis
Nursing diagnosis:
- Definition
- Evolution
- Types of Nursing diagnosis
- Formulating and writing
nursing diagnosis
 NANDALIST
 Common errors in writing
nursing diagnosis
 Differentiating from
medical diagnosis
 Planning
- Setting priorities
- Nursing goals
- Types of goals
Seminar cum
discussion
Test

53
 Discuss steps in
planning
 Write nursing care
plans
 Write nursing care
plans
 Describe the type of
nursing intervention
 Validate and
document nursing
care plan
 Modify nursing care
plan
 Define evaluation
 Discuss the principles
of evaluation
 Explain the steps in
evaluation process
 Describe the
guidelines and goals
of evaluation
 Identify common
problems
 Modify and rewrite
the nursing care plan
- Development of objectives
- Steps in planning
- Writing nursing care plans
 Implementation
- Types of nursing
intervention
- Methods of
implementation
- Validating nursing care
plan
- Documenting the nursing
care plan
- Review of care plan
- Ongoing data collection
 Evaluation
- Definition
- Principles
- Steps in evaluation
process
- Collect data about the
clients response, compare
in with the goal
- Guidelines and goals of
Seminar cum
discussion

54
evaluation
- Common problems related
to evaluating nursing care
- Modify the care plan Seminar cum
discussion
Seminar cum
discussion
Unit – VIII
Psychological aspects and human relations
GENERAL OBJECTIVE:
The students are able to understand the psychological aspects and human relations and appreciate and apply this knowledge in the care of individual and family.
Learning
activity
Evaluation Teacher
responsible
Reference
 Define human
behaviour
 Explain growth and
development including
personality
development
 Define communication
 Discuss the importance
of communication in
nursing practice
 Identify basic human
 Human behaviour
- Life process and growth &
development
- Personality development
- Defence mechanism
 Communication
- Interpersonal relationships
- Individual and group
- Group dynamics
- Organizational behaviour
 Basic human needs
34 Hrs Seminar
Lecture cum
discussion
Tests
Assignment
Dr
Nagrathnamma
R4,P394,267-89
R1,P128-59, 30-
47,638-818
R12, VOL-I, 393,
447, 983,527
R10,P558-76,595-
608

55
needs based on the
developmental age
 Identify the psycho
physiological aspects of
stress and adaptation
 Discuss the occurrence
of crisis & crisis
intervention
 Describe problems of
loss of death
 Recognize principles
and techniques of
counselling
- Growth and development
 Sexuality and sexual
 Stress and adaptation
- Crisis and its intervention
- Coping with loss, death
and grief
- Principles and techniques
of counselling
Seminar
Seminar
Unit –IX
Nursing Practice
GENERAL OBJECTIVE: The students are able to understand the trends in nursing practice appreciate its importance and apply this knowledge in the care of
individual and family
Learning
activity
Evaluation Teacher
responsible
Reference
 Explain recent trends
and scope of nursing
Nursing practice:
- Frame work
10 Hrs Covered under
unit one (Panel
Test
assignments
R10,P634,22-23,8-
12,25 R12,P117

56
 Describe the
alternative modalities
of care
 Discuss the alternative
systems of health and
complimentary
therapies
 Perform extended and
expanded role of
nursing
 Provide promotive,
preventive, curative
and restorative health
care to individual and
family
 Explain about health
promotion and primary
health care
 Enumerate practice
and collaboration
issues
 Discuss the models of
prevention
 Describe family, home
nursing and trans
cultural nursing
 Identify gender
sensitive issues and
women empowerment
 Explain disaster nursing
- Scope and trends
- Alternative modalities of
care
- Alternative systems of
health and complimentary
therapies
 Extended and expanded
role of nurse
- Promotive, preventive,
curative and restorative
healthcare delivery system
in community and in
situations
- Health promotion and
primary health care
- Independent practice issues
Independent nurse
midwifery fractioned
 Collaboration issues
- Models within & outside
nursing
 Models of prevention
 Family nursing
 Home nursing
 Tran’s cultural nursing
 Gender sensitive issues &
women empowerment
discussion)
Symposium
Seminar
Covered under
unit one
Dr Mohini H R9,P751
R1,P976-1026

57
 Discuss geriatric
consideration in
nursing
 Disaster nursing
 Geriatric considerations in
nursing
Seminar cum
discussion
Unit – X
COMPUTER APPLICATION FOR PATIENT CARE DELIVERY SYSTEMAND NURSING PRACTICE
GENERAL OBJECTIVE:
The students are able to use computer in patient care delivery system & nursing practice
Specific objectives Content Time Teaching Learning
activity
Evaluation Teacher responsible Reference
 Use computers in
teaching, nursing
practice
 Describe windows, Ms
Office, Excel and
Power point
 Discuss the practical
use of internet and
Computer application
 Use of computer in
- Teaching
- Learning
- Research
- Nursing
 Software
 Windows
25 Hrs Lecturer cum
discussion
Unit test Dr Mohini H R1,P103
R4, P343-61

58
literature search
 Identify the statistical
package
 Explain hospital
management
information system
 MS Office
 Excel
 Power point
 Internet, Literature search
 Statistical package
 Hospital management
information systems

59
M.SC NURSNG 1ST
YEAR
NURSING EDUCATION – UNIT PLAN
Time Allotted:
Theory: 160 hours
Course Description:
This course is designed to assist students to develop a broad understanding of fundamental principles, concepts, trends and issues related to education and
nursing education. Further, it would provide opportunity to students to understand appreciate and acquire skills in teaching and evaluation, curriculum
development, implementation, maintenance of standards and accreditation of various nursing educational programs.
General objectives:
On completion of each unit students will be specific objectives able to understand the fundamental concept related to nursing education and its application.
Specific objectives:
At the end of the course, students will be able to:
1. Explain the aims of education, philosophies, trends in education & health. Its impact on nursing education.
2. Describe the teaching learning process.
3. Prepare and utilize various instructional media and methods in teaching learning process.
4. Demonstrate competency in teaching, using various instructional strategies.
5. Critically analyze the existing, nursing educational programs, their problems, issues & future trends.
6. Describe the process of curriculum development, and the need and methodology of curriculum change, innovation and integration.
7. Plan and conduct continuing nursing education programs

60
8. Critically analyze the existing teacher preparation programs in nursing
9. Demonstrate skill in guidance and counselling
10. Describe the problems and issues related to administration of nursing curriculum including selection and organization of clinical experience.
11. Explain the development of standards and accreditation process in nursing education programs
12. Identify research priorities in nursing education
13. Discuss various models of collaboration in nursing education and services
14. Explain the concept, principles, steps, tools and techniques of evaluation.
15. Construct, administer and evaluate various tools for assessment of knowledge, skill and attitude.
Specific objectives Content Hours T P Teaching /
Learning
activities
Teacher
responsible
Referenc
e
Evaluation
Unit I :
General Objective: The students will be able to understand and gain knowledge is nursing education acquire skills in nursing various methods & strategies
apply this knowledge in teaching nursing schedules.
- Define education
- State aims & concepts of
education
- Explain philosophy & their
education implications
- List the impact of social,
economical, political &
technological changes on education
- Identify the current trends &
Education
Definition, aims, concepts
philosophies & their education
implication impact of social
economical, political &
technological changes in
education
- Professional education
- Current trends & issues in
education
3 hrs
4 hrs
1 hr
1hr
-Lecture /
discussion
- Prepare a
philosophy and
objectives for
different courses
- assignments
- lecture cum
Dr
Jayalakshmi
Ref. No.1
Ref .no.8
Ref. No.2
Ref. No.3
Unit test – 20
Group
assignments -
20

61
issues in education
- Enumerate the policies & various
educational commissions, reports
- Elaborate the trends in
development of nursing education
in India
- Explain freedom & authority in
education
- State agencies of education
- Education reforms and
national educational policy,
various educational commission
reports
- Trends in development of
nursing education in India
- Traditional & liberal
movement in education
- Freedom & authority in
education agencies of
education
1 hr
1 hr
1 hr
1 hr
1 hr
discussion
-assignments
Ref. No.4
Ref. No.5
Ref. No.6
Ref. No.7
Unit II :
General Objective : The students will be able to understand and gain knowledge in concepts of teaching & learning
- Define teaching learning process
- Explain the theories of teaching &
learning
- Appreciate the relationship
between teaching & learning
- State the aims & objectives of
education
- Explain the domain of education
- List the types of education & its
elements
Teaching learning process :
- Define, theories, & relationship
between teaching & learning
- Educational aims, & objectives
types, domains, levels, elements
and writing of educational
objectives
- Competency based education
and outcome based education
OBE
- Instructional design planning
and designing the lesson, writing
4 hrs
3 hrs
2 hrs
1hr
2hrs
1hrs
-Lecture cum
discussion
-Preparing
objectives based
on domains
Preparing lesson
plan
Peer group
Dr Mohini
.H
Ref. No.2
Ref. No.7
Ref. No.3
Unit test – 25
Preparation of
learning
resource
material – 25

62
- Elaborate CBE and OBE
- Discuss instructions design and
strategies
lesson plan, meaning its needs
and importance formats
- Instructional strategies
- lecture
- Discussion
- Demonstrations
- Simulation
- Laboratory
- Seminar
- Panel
- Symposium
- Problem solving
- Problem based learning
- Workshop
- Project
- Role play
- Clinical teaching methods
- Programmed instructions
2 hrs
1hrs
1hrs
1hrs
1hrs
1hrs
1hrs
1hrs
1hrs
1hrs
7hrs
1hrs
2hrs
4hrs
1hrs
1hrs
1hrs
1hrs
1hrs
Peer group
Junior group
Health education
Clinical
Peer group
Peer group
Peer group
Clinical
Conduct
workshop
Peer group
Community
Clinical
Peer group
Peer group
Peer group
Peer group
Peer group
Junior group
Ref. No.6
Ref. No.8
Ref. No.2
Ref. No.1
Ref. No.9
Practice
teaching – 25
Presentation

63
- Discuss the instructional media &
methods
- Self directed learning
- Micro teaching
- Computed assisted instruction
- Computer assisted learning
Instructional media & methods :
Key concepts in the selection
and use of media in education
- Developing learning resource
material using different media
- Instructional aids types, uses,
selections, preparation
- Teaching role in processing &
managing
- Instructional aids projected &
non projected aids, multimedia,
video tile conferences
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
1hr
Peer group
& junior group
Peer group
Preparation of
instructional aids
- Bulletin board
- Flannel board
- Models
- Magnetic chalk
board
- Charts
- Cartoons
- Comic
- Leaf let
- Graph type
- Hand out film
strip
- Flash cards
- OHP
- Pamphlets
- Map
Ref. No.2
Ref. No.4
Ref. No.6
Ref. No.1
Ref. No.4
Ref. No.3
Ref. No.6
Preparation of
instruction
aids - 25

64
- Globe
Unit III
General objectives : The students will be able to understand and gain knowledge in measurement and evaluation acquires necessary skills in assessing the
student, apply this knowledge while teaching nursing subjects.
- Define measurement and
evaluation
- Explain process of measurement
- List the purpose of measurement
- Identify the problem in evaluation
and measurement
- State formative and summative
evaluation assessment
- Explain internal and external
examination
- Differentiate the advantages and
disadvantage of formative and
summative assessment state.
Measurement and evaluation :
- Concept and nature of
measurement and evaluation,
meaning process, purpose,
problems in evaluation and
measurement
- Measurement of cognitive,
affective & psychomotor domain
- Principles of assessment
formative & summative
assessment internal assessment
external examination,
advantages and disadvantages
- Criterion and norm referenced
evaluation
2 hrs
2 hrs
1 hr
5 hrs
1 hr
Lecture cum
discussion
Dr.Pushpave
ni
Ref. No.4
Ref. No.2
Ref. No.1
Ref. No.9
Ref. No.4
Unit test – 20

65
Unit IV
General Objectives: The students will be able to understand and gain knowledge in standardized tests acquires skills in using this test apply their
knowledge in assessing students while teaching nursing.
- Define standardized & non
standardized test
- Explain the meaning &
characteristics
- State objectivity, validity,
reliability, usability, norms
- Explain construction of
tests
- Describe eassy, short
answer question, MCQS,
Rating scale, checklist,
OSCE/OSPE
- Discuss differential scales
& summated scales, critical
incident technique, question
bank preparation, validation
moderation by panel
utilization
Standardized & non standardized
meaning & characteristics objectivity,
validity, reliability, usability, norms
Construction of tests
- Essay
- Short answer question &
- MCQS
- Rating scale
- Check list
- OSCE / OSPE
- Differential scales & summated scales
- Sociometry
- Attitude scales
- Critical incident technique
- Question bank preparation, validation
moderation by panel utilization.
3 hrs
2 hrs
2 hrs
3 hrs
2 hrs
1 hr
1hr
1hr
1hr
1hr
1hr
1hr
3hrs
1hr
1hr
2hr
Lecture cum
discussion
Construction of
test preparation
-essay question
-short answer
-MCQS
– check list
-rating scale
-conducting
OSPE for junior
group
Preparing -
attitude scales
-question bank
Dr.Pushpave
ni
Ref. No.4
Ref.
No.10
Ref. No.4
Ref.
No.10
Ref. No.8
Ref. No.4
Ref. No.5
Ref.
No.10
Ref. No.8
Unit test – 20
Construction
of test
Preparation –
20
Preparation -
20

66
-Developing a system for maintaining
confidentiality
preparation Ref. No.5
Unit V
General Objectives: The students will be able to understand & gain knowledge in administering scoring & supporting, acquire skill in using these
evaluation process in and apply this knowledge in practicing nursing education.
- Describe the method of
administrating test
- Highlight on scoring, grading
- Define objective test
- Explain the methods of scoring
essay test
- Describe item analysis
Administration, scoring,
reporting
- Administrating a test, scoring,
grading versus marks
- Objective tests, scoring essay
tests methods of scoring item
analysis
4 hrs
4 hrs
3hrs
4hrs
Lecture cum
discussion
Practice scoring
test
Dr.Pushpave
ni
Ref. No.4
Ref. No.2
Unit test – 20
Written
assignment-20
Unit VI
General Objectives: The students will be able to understand and gain knowledge in standardized tools acquire skill in using these tools for evaluation and
apply this knowledge to practicing nursing education.
- Define intelligence test ,
attitude test, personality test
Standardized tools
- Tests of intelligence aptitude,
interest, personality
2 hrs 3hrs Lecture cum Dr.Pushpave Ref. No.4
Unit test – 25

67
- Explain tests of interests
achievement
- Describe test for special mental
and physical abilities and disabilities
achievement, socio economics
status scale, tests for special
mental & physical abilities &
disabilities
5 hrs
5hrs
2hrs
3hrs
discussion
Preparation of
scales and
administering in
clinical,
classroom &
community
settings.
ni Presentation –
25
Unit VII
General Objectives: The students will be able to understand & gain knowledge in various nursing education programmes and apply this knowledge in
practicing nursing education.
- Explain the perspectives of nursing
education
- Discuss the patterns of nursing
education and training programme
- Perspectives of nursing
education global & national
- Patterns of nursing education
and training program in India-
Non university & university
programme ANM, GNM, B.Sc
Nsg, PCBSc, M.Sc Nsg, M.Phil &
PhD post basic diploma program
nursing practitioner programme
1hrs
4 hrs 6hrs
-Lecture cum
discussion
- Preparation of
different non-
university &
university
nursing programs
curriculum.
Dr.Pushpave
ni
Ref. No.2
Ref. No.3
Unit test -20
Written
assignment-20
Unit VIII
General Objectives: The students will be able to understand and gain knowledge in continuing nursing education, acquire skills in assessment of learning

68
need and apply this knowledge in practicing nursing education.
- Define continuing education
- List the importance of continuing
education
- Identify the scope of continuing
education
- Explain the principles of adult
learning
- Discuss the implementation of
continuing education programme
- Elaborate distance education in
nursing
Continuing education in nursing
- Concepts, definition,
importance, need, scope,
principles of adult teaching,
assessment of learning needs,
priority resources.
- Programme planning,
implementation & evaluation of
continuing education
programmes
- Research in continuing
education
- Distance education in nursing
5 hrs
3 hrs
2 hrs
2 hrs
20
hrs
3 hrs
2 hrs
Lecture cum
discussion
Conducting
continuing
nursing
education in
clinical for staff
nurses
Mrs
Shanthamm
a
Ref. No.3
Ref.
No.15
Unit test -25
Collecting
information &
preparing
different
distance
education in
nursing
Unit IX
General objectives: The student will be able to understand and gain knowledge in curriculum development and acquire skills in formulating curriculum
frame work and apply this knowledge while teaching nursing education.
- Define curriculum development
- List down the curriculum
determinates
- Identify the process of curriculum
Curriculum development
- Definition, curriculum
determinates, process and steps
of curriculum development,
3 hrs 2hrs
Development of
curriculum of
nursing course
Dr Mohini H
Ref. No.3
Ref.
No.10
Unit test-20

69
development
- Explain the steps of curriculum
development
- Discuss the types of curriculum
- State formulation of philosophy
- States objectives
- Prepare master plan, unit plan
- Describe the evaluation strategies
- Discuss the equivalency of course
transcript & credit system
curriculum models, types &
frame work
- Formulation of philosophy,
objectives, selection &
organization of learning
experiences, master plan, unit
plan.
- Evaluation strategies process of
curriculum change, role of
students, faculty, administration
statutory bodies & other state
holders
Equivalency of courses
transcripts, credit system.
3 hrs
1 hr
2 hrs
1 hr
1hrs
2hrs
1hr
3hrs
2hrs
Preparation of
unit plan,
lesson plan,
master rotation
plan &
course plan
Ref. No.8
Ref. No.2
Ref.
No.11
Ref. No.3
Ref.
No.10
Ref. No.8
Ref. No.2
Assignments-
20
Unit X
General Objectives: The students will be able to understand and gain knowledge in preparation of professional teachers acquires skills in organizing
professional aspects of a teacher and apply this knowledge in daily practices.
- Discuss the teachers roles &
responsibilities
- Identify the characteristics of
teacher role
- List the qualities of teachers
- Explain the preparation of
Teacher preparation
- Teaches roles &
responsibilities, functions,
characteristics, competencies,
qualities
- Preparation of professional
3 hrs
2 hrs
Lecture cum
discussion
Dr.Pushpave
ni
Ref. No.2
Ref. No.1
Unit test-20
Written

70
professional teacher
- Discuss the critical analysis of
various programs of teacher
education in India
teacher
- Organizing professional aspects
of teacher
- Preparation programs
- Evaluation – self & peer
- Critical analysis of various
programs of teacher education
in India
1 hr
2hrs
2hrs
Ref. No.3
Ref.
No.13
assignment-2
Unit XI
General objectives: The student will be able to understand and gain knowledge in guidance and counselling and acquire skills in counselling and apply this
knowledge while preparing for counselling.
- Explain concepts of guidance &
counselling
- List the principles of guidance
counselling
- Differentiate between guidance
counselling
- Identify the diagnostic & remedial
measure
- Discuss the techniques of
counselling
- Enlist the characteristics of
Guidance and counselling
- Concept, principles, need,
difference between guidance &
counselling tends and issues
- Guidance counselling services,
diagnostic and remedial
- Co ordination and organization
of services
- Techniques of counselling,
interview, case work,
characteristics of counselling
3hrs
1hrs
2hrs
1hr
1hr
2hrs
Seminar
Conduct
guidance &
counselling
Mrs
Shantamma
Ref. No.3
Ref. No.8
Ref. No.2
Ref. No.8
Ref. No.3
Seminar -20

71
counselling problems in counselling
- Professional preparation and
training for counselling.
2hrs
3hrs services at
community &
hospital settings
Ref. No.8
Unit XII :
General Objectives : The students will be able to understand and gain knowledge in nursing curriculum administration and acquire skills in implementing
curriculum role and apply this knowledge while preparing curriculum.
- Explain the role of curriculum co-
ordinator in planning, implementing
& evaluation
- Identify the evaluation of
education programme in nursing
course
- List the factors influencing faculty
staff relationship
- Discuss the concept of faculty
supervision
- Explain curriculum research in
nursing
Administration of nursing
curriculum :
- Role of curriculum co-ordinator
planning implementation and
evaluation
- Evaluation of education
program in nursing course &
program
- Factors influencing faculty staff
relationship and techniques of
working together
- Concept of faculty supervision
position
- Curriculum research in nursing
- Different models of
collaboration between
education and service
4 hrs
3 hrs
2 hrs
2hrs
3hrs
2hrs
Lecturer cum
discussion
Concept mapping
Dr
Pushpaveni
Ref. No.3
Ref. No.8
Ref. No.2
Ref. No.8
Ref. No.3
Unit test -20

72
- Identify different models of
education & service
3hrs Ref. No.8
Unit XIII:
General Objectives : The students will be able to understand and gain knowledge in managing nursing educational institutions acquire skills in planning
and organizing nursing institutions and apply this knowledge in teaching nursing education.
- Explain management of nursing
education & its importance
Management of nursing
educational institution :
- Planning
- Organizing
- Staffing
- Budgeting
- Recruitment
- Discipline
- Public relation
- Performance appraisal
- Welfare services
- Library services
- Hostel
1hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
1 hr
Lecture cum
discussion
Dr
.Pushpaveni
Ref. No.2
Ref.
No.14
Ref.
No.12
Unit test – 20
Presentation –
20
Unit XIV :
General objectives : The students will be able to understand and gain knowledge in standards and accreditation process acquire skills in developing and

73
maintaining standards in nursing education programme and apply this knowledge in teaching nursing students
- Discuss development &
maintaining standards of
accreditation in nursing
- Identify role of INC, council boards
& university
- Explain the role of professional
associations & union’s
Standard & accreditation
- Development and maintenance
of standards and accreditation in
nursing education programs
- Role of INC, State registration
nursing council board &
university
- Role of professional
associations and union’s
2 hrs
2 hrs
1hr
2hrs
3hrs
Lecture cum
discussion
Developing
standards of
different courses
of nursing & role
of INC, KNC
Dr
Pushpaveni
Ref. No.2
Unit test – 20
Presentation-
20
Reference :
1. HEIDGERKEN. E. LORETTA. Teaching and learning in schools of Nursing. 3rd
edition, 2009. Konark Publishers Delhi.
2. BASAVANTAPPA B.T. Nursing education. 2nd
edition 2009. Jaypee Brothers Medical Publishers Delhi.
3. NEERAJA K.P Text book of Nursing education. 1st
edition 2005. Jaypee Brothers Medical Publishers Delhi.
4. GRONLUND .E. NORMAN. Measurement and evaluation in teaching. 2nd
edition. Macmillion company. New York.
5. VEERABHADRAPPA G.M. Communication and education technology for nurses. 1st
edition 2011, Vora Medical Publisher, Mumbai.
6. R. PRAMILLA. Nursing communication and educational technology. 1st
edition 2010. Jaypee Brothers Medical Publishers, New Delhi.
7. NAG4ESHWARA RAO SINGAMANENI, SREEDHAR PREETHA, BHASKAR RAO DIGUMARTI. 1st
edition 2004. Sonali publishers 2004. Sonali publishers New
Delhi.
8. B.SHAKARANARAYANA. B. SINDHU Learning and teaching nursing. 2nd
edition 2008. Print media publisher, Calicut.
9. THAKKAR G. VIMAL. Nursing and nursing education. 2nd
edition 2002. Vora Medical Publisher, Mumbai.
10. KURIAN GEORGE. Dr. ALEYAMMA Principal of curriculum development and evaluation. 1st
edition 2002.
11. CARROLL IWASIW, DOLBY GOLDENBERG. MARY ANNE. Curriculum development in nursing education. 1st
edition 2005. Jones and Bartlett publishers
Sudbury.
12. S.K.KOCHHAR. Secondary school administration. 1st
edition 1970. Sterling publishers, New Delhi.

74
1ST YEAR M.Sc NURSING
UNIT PLAN
NURSING RESEARCH – RESEARCH METHODOLOGIES
Total : 250hrs.
Theory : 150hrs
Practical : 100hrs.
COURSE DESCRIPTION:
The course is designed to assist the students to acquire an understanding of the research methodology and statistical methods as a basis for identifying
research problem, planning & implementing a research plan. It will further enable the students evaluate research studies and utilize research findings to
improve quality of nursing practice, education and management.
GENERALOBJECTIVES:
At the end of the course the student acquire in depth understand of research methodology appreciate the and develop, will is conducting research.
SPECIFIC OBJECTIVES:
At the end of the course, the students will be able to:
1. Define basic research terms and concepts
2. Review literature utilizing various sources
3. Describe research methodology
4. Develop a research proposal
5. Conduct a research study
6. Communicate research findings
7. Utilize research findings
8. Critically evaluate nursing research studies
9. Write scientific paper for publication.
Unit I: Introduction:
General Objective: At the end of this unit, the students will be able to understand the concept of research and appropriate this knowledge and apply in
the research process.

75
Sl.No. Specific objectives Content Hours Teaching learning
activity
Reference
Th Pr
1. The students define related
terminologies
Basic research terms 1 Quiz 1(711-735),2(727-
755)
2. Identify the methods of acquiring
knowledge
Methods of acquiring
knowledge
2 Presentation 2(9-12)
3. Differentiate between problem solving,
scientific method and nursing process
Problem solving & scientific
method
1 Presentation &
Discussion
2(21-22)
4. Describe characteristics purpose, scope
and type of research
Scope of nursing research,
areas, problems
Research definition purposes
kinds of research
2 NIL Presentation &
Discussion
1(730,18)
3(20,23,107),
2(2-3,71,23-29)
5. Describe the historical development of
nursing research
Historical evolution of nursing
research
1 Presentation 2(16),3(85), 1(256)
6. Differentiate health and social research Health social research Lecture cum
discussion
7. Identify the concept of evidence based
practice
Evidence based practice 1 Lecture cum
discussion
2(640), 1(4-10,673-
690)
8. Identify the ethical principles in nursing
research
Ethics 1 Lecture cum
discussion
9. Describe the steps in research process Overview of research 1 Lecture cum
discussion
3(43),1(18,51,57)
2(176-210)
Unit: II – REVIEW OF LITERATURE:
General Objectives: The students will be able to understand the concept of review the literature process, appreciate this knowledge and apply this process.
Sl.No. Specific objectives Content Hours Teaching
learning activity
Reference
Th Pr
1. Describe the importance of review of Review of literature 2 Lecture cum 1(88-111), 2(93-

76
literature Importance, Purpose, sources discussion 117)
2. Differentiate between primary &
secondary sources
Primary & Secondary sources 1 5
3. Identify the steps in writing review of
literature
Steps in writing review of
literature
2
Unit: III – RESEARCH APPROACHES AND DESIGNS
General Objectives: The students will be able to understand the concept of research design, appreciate and apply this knowledge is research process.
learning activity
Reference
Th Pr
1. Differentiate the various types of
research design
Types: Qualitative &
Quantitative
4 Lecture cum
discussion
1(168), 2(26-28)
2. Describe the various quantitative
designs
Quantitative
Experimental
Non Experimental
4 Nil Lecture cum
discussion
1(245)
2(24)
3. Describe the various qualitative designs Qualitative designs-
Phenomenology, Grounded
theory, ethnography
4 Lecture cum
discussion
1(580), 2(55-57)
1(249-254)
Unit: IV – RESEARCH PROBLEM
General Objectives: The students will be able to understand the concept of research process, appreciate this knowledge and apply this is research.
Sl.No. Specific objectives Content Hours Teaching Reference

77
Th Pr learning activity
1. Describe research problem in relation to
characteristics sources & importance.
Identification of research
problem
1 Lecture cum
discussion
Selection of a
research
problem
2(79), 3(32-38)
2. Develop skill in formulating problem
statement, objective
Formulation of problem
statement & objective
4 5 Lecture cum
discussion
exercise
formulating
objectives
2(157), 1(69)
3. Differentiate between operational &
conceptual definition
Definition of terms 4 Lecture
exercise
developing op-
definition
1(731), 3(32)
2(121)
4. Develop skill in identifying variables Definition of variables Lecture
exercise,
discussion
1(29-32), 2
(156,168)
5. Demonstrate skill in developing
hypothesis
Hypothesis – definition , types
and formulation
5 Lecture cum
discussion
2(128,259,161)
Unit: V – DEVELOPING THEORETICAL / CONCEPTUAL FRAME WORK
General Objectives: The students will be able to understand the concepts of theory and conceptual frame work.
learning activity
Reference
Th Pr

78
1. Describe various nursing theories. Theories – nature,
characteristics, purpose, use
10 Nil Discussion
review
1(20,114-120)
2. Demonstrate skill in developing
conceptual theoretical frame work
Testing and developing
conceptual frame work models,
theories
10 Lecture cum
discussion
develop a TF for
the study
1(132,119,115)
2(128-130,141-145)
Unit:VI – SAMPLING
General Objectives: The students will be able to understand the concept of sampling and apply this is research process.
learning activity
Reference
Th Pr
1. Define population and sample Population and sample 1 Nil Lecture cum
discussion
3(13-20)2(447)
2. Identify the factors influencing sampling Factors influencing sampling 1 Presentation 3(19)
3. Describe various sampling techniques
mints, dements explain problems of
sampling
Sampling techniques sample
size Probability & sampling
error
3 Lecture cum
discussion
Review of
statistics class
2(358)
4. Demonstrate skill in developing a good
sampling design for the selected
problem
Characteristics of a good
sampling design
1 Developing
sampling design
for the selected
problem
2(354) 1(300),
2(344,346), 1(50,295),
1(299,477),3(110,13-
19)
Unit: VII – TOOLS AND METHODS OF DATA COLLECTION

79
General Objectives: The students will be able to understand the methods and tools of data collection appreciate this knowledge and apply this is research.
learning activity
Reference
Th Pr
1. Describe various methods of data
collection
Data collection – sources,
methods, techniques
2 Presentation 2(539), 1(319)
2. Compare various tools of data collection Tools of data collection
 Self report
 Observation
 Bio-Physiological
measures
 Projective techniques
9 Presentation
discussion
1(349-368)
2(385)
3. Demonstrate skill in developing scale Scale construction 5 10 Preparation of a
tool for the
selected problem
2(394-410) 1(400)
4. Explain item analysis Item analysis 2 Lecture cum
discussion
2(412)
5. Describe the methods of establishing
validity & reliability
Validity & reliability of tools 1 Lecture 2(402-405)
1(356)
6. Explain pilot study Pilot study 1 Discussion 1(51,196) 2(42)
Unit:VIII – IMPLEMENTING RESEARCH PLAN
General Objectives: The students will be able to understand the concept and apply this is research process.
learning activity
Reference
Th Pr
1. Explain the administration and data Planning for data collection 5 Nil Lecture cum 2(421-425)

80
collection procedure. administration of tool collection
of data
discussion
Unit: IX – ANALYSIS & INTERPRETATION OF DATA
General Objectives: The students will be able to understand the concept of analysis of data, appreciate this knowledge and apply this is research process.
learning activity
Reference
Th Pr
1. Describe the quantitative and qualitative
analysis
Plan for data analysis
quantitative analysis qualitative
analysis
3 Nil Lecture
discussion
2(42)
1(501-542)
(570-591) 2(539-
546)
2. Describe various analysis package Statistical analysis
Interpretation of data,
conclusion, generalization
2 Review of
statistics class
2(441)
3. Demonstrate skill is drawing,
interrupting data preparing
Summary and discussion 2 2(441)
4. Master sheet Preparation of master sheet 3 Exercise,
preparation of
master sheet
2(574) 1(325)
2(425)
Unit: X – REPORTING & UTILIZING RESEARCH FINDINGS
General Objectives: The students will be able to understand the concept of research report and apply this knowledge in preparing research report.
learning activity
Reference
Th Pr
1. Describe the types of research report Communication of research
report
2 Nil Lecture 1(96-103)

81
- Oral
- Written
2. Identify various styles of writing report Writing research report
Vancouver, APA, Campbell
3 Exercise 1(12,617)
3(62)
3. Demonstrate skill in writing scientific
papers
Writing scientific articles for
publication
3 Exercising
independent
study
1(667)
4. Explain utilization of research finding Utilization of research 2 Discussion
Unit: XI – CRITICAL ANALYSIS
General Objectives: The students will be able to understand the concept of research report and apply this knowledge in preparing research report.
learning activity
Reference
Th Pr
1. Explain research critiquing – is terms of
types, skills needed
- Critiquing – definitions
skills needed,
dimensions involved
1 Lecture cum
discussion
1(655-669)
2. Demonstrate skill in critiquing research
report
Critique selected
research studies
2 8 Critique selected
research report
1(665)
Unit: XII – RESEARCH PROPOSAL
General Objectives: The students will be able to understand the concept of research proposal, appreciate this knowledge and apply this in develop proposal.
learning activity
Reference
Th Pr
1. Demonstrate skill in preparing research
proposal
- Research proposal –
definition, steps
involved
4 7 Properties and
present action of
research
proposal
2(662)
1(51,631-645)

82
REFERENCES:Polit Denise, Hunger, Bernadelli, Nursing Research, Principles and Methods, 6th
Edition Philadelphia, LippincotBurns naney, glove susan. The practice
of nursing research 5th
edition California

83
LESSON PLANNING
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

84
Lesson Planning
A teaching unit generally contains a number of lessons. Careful planning of lessons is
essential for experienced as well as beginner teachers. Experienced teachers use loosely
structured lesson plans, whereas beginners use highly structured lesson plans. Lesson planning,
in fact is fundamental to effective teaching.
Meaning and definition:
Lesson plan is a plan prepared by a teacher to teach a lesson in an organized manner.
According to Lester, “a lesson plan is actually a plan of action, It, therefore, includes
the working philosophy of the teacher, her knowledge of philosophy, her information about
and understanding of her pupils, her comprehension of the objectives of education, her
knowledge of the material to be taught and her ability to utilise effective method. Thus, lesson
plan is the tide given to a statement of the achievements to be realised and the specific means
by which these are to be attained as a result of the activities engaged during the period of 45
minutes or one hour. It points out what has already been done, in what direction the pupils
should be guided further and helped and what work is to be taken up immediately. Lesson plan
is the teacher's mental and emotional visualization of the classroom experience as she plan it to
implement. It is in many ways, the heart of effective teaching. Purposes of Lesson Planning
Careful lesson planning is the foundation of good_ teaching. It performs the following
functions.
1. It demands adequate consideration of goals and objectives, the selection of subject
matter, the selection of teaching-learning methods, the planning of activities and the
planning of evaluation devices.
2. It keeps the teacher on the track, ensures steady progress and a definite outcome of
teaching and learning procedures.
3. It helps the teacher in effective teaching. The teacher looks ahead and plans a series of
activities with an intention to modify students' attitudes, habits and abilities in the
desirable directions.
4. It prevents waste. It helps the teacher to carry out the teaching activity in a systematic
and orderly Fashion. It encourages proper organization of subject matter. It prevents
haphazard teaching through eliminating disorder and other ills of thoughtless teaching.
5. It provides confidence and self-reliance to the teacher. It can ensure that the teacher
does not 'dry up' or forget a vital point. A teacher can enter the class and carry out the
teaching activity without anxiety.
6. It serves as a check on unplanned curriculum. It provides a framework to carry out the
teaching at a suitable rate” The Hierarchy of lessons becomes well-knit and

85
interconnected. Continuity is assured in the educative process. Needless repetition is
avoided.
Principles of Lesson Planning
The following principles will help in the preparation of a good lesson plan, (a) The
teacher should prepare a careful but flexible plan. The lesson plan is to be used as a guide
rather than as a rule of thumb to be obeyed blindly. The teacher should have the courage to
depart from it according to the needs of the students, (b) The teacher must have mastery of and
adequate training in the topic from which the subject matter has been selected for a certain
lesson, (c) The teacher must be fully conversant with new methods and techniques of teaching
nursing, (d) The teacher must know his students thoroughly and organise the materials in a
psychological rather than merely a logical fashion, (e) The teacher must ensure active student
participation. (£) Since monotony is a defect, different teaching-learning methods have to be
employed while teaching instead of adhering to a single method.
Steps in Lesson Planning
For teaching nursing effectively, the teacher has to proceed in a systematic manner. For
this purpose, some steps have to be followed while preparing the lesson plan. There are no
universally accepted steps in planning a lesson. The following steps may help in preparing a
lesson plan.
1. Planning: This step is concerned with the formulation of objectives, selection of the
content, organisation of the content, selection of teaching-learning methods, selection of audio-
visual aids, etc.
2. Preparation or introduction: This brief stage is concerned with introducing the lesson to
the students in an interesting manner and thereby preparing them to receive new knowledge.
Different methods and techniques can be used to prepare the students. Awareness regarding the
previous knowledge of the students is essential for the successful implementation of this stage
of lesson planning.
3. Presentation: During the presentation stage teacher and students actively engage in the
teaching-learning process. The objectives of the lesson are largely attained during this stage.
The teacher employs appropriate teaching-learning methods with the help of various teaching
aids. A teacher has to employ multitude of teaching skills to make this stage a successful one
(see teaching skills). During this stage nurse educator has to give importance for generalization
and application. Through generalization students develop an ability to generalize the learned
information. For example, while teaching the importance of maintaining intake output chart,
teacher has to motivate the students to recognize conditions which required intake output
monitoring from their clinical experiences. Teacher has to teach the theory with a practical
orientation so that students can easily apply the learned lessons in various health care settings.

86
4. Recapitulation or closing stage : This is the last step of the lesson and concerned with
planned repetition, giving assignments, evaluating pupils progress and diagnosing pupil
learning difficulties and taking remedial measures.
Proforma for a Lesson Plan
Just like the steps of lesson plan, there is no universally accepted proforma for lesson
plan. Experienced teachers use a loosely structured lesson plan (Fig 4.3), while beginner
teachers use a highly structured plan as shown in fig 4.2.
Lesson plan:
Name of teacher Class
Subject No of students
Unit Date and time
Topic of lesson duration
Previous knowledge of students venue
Method of teaching
Resources
Central objectives
Specific objectives
Time Specific
objective
Content Teaching
method
Student
activity
AV aids Evaluation
Assignment:
Reference:
Remarks
Fig: 4.2: Highly structured lesson plan
Lesson plan
Name of teacher class
Subject No of students
Unit Date and time
Topic of lesson duration
Previous knowledge of students venue
Method of teaching
Resources
Central objectives
Specific objectives
Time Specific Objective Content Teacher-learner activity

87
Assignment
References
Remarks
Fig 4.3 loosely structured lesson plan

88
LESSON PLAN
Name of the student and teacher : Mrs.Reena
Subject : Nursing Education
Unit : II
Topic : Lesson Planning
Group of student : B.Sc(N) II year Students
Number of student : 15
Method of teaching : Lecturing
Teaching aids : Black Board, OHP, PPT, Charts, and Leaflets
Date, time and duration of teaching :
Place : Class room
Previous knowledge of the group : The previous knowledge about teaching practice has reviewed
Central objective:
At the end of the class students will be able to gain in depth knowledge on lesson planning and develop desirable attitude & skill.
Specific objective:
At the end of the class students will be able to
 define lesson planning
 enumerate the purposes of lesson planning
 describe the steps in lesson planning
 describe the quality of a teacher
 explain the essentials of a lesson plan

89
 explain the teacher requirement in lesson planning
 explain the element of good lesson planning
Time Specific objective Content Teacher’s activity Learning
activity
A-V
aids
Evaluation
3min Introduce the topic Announces the topic,
planning is essential
not only in teaching
but in all activities.
To be effective every
one plan out his work.
Lesson planning is an
important part of
work in daily
Listens

90
3min
8min
Define lesson
planning
Enumerate the
purposes of lesson
planning
Definition;
“A plan prepare by a teacher to teach a
lesson in an organization manner”
Purpose of lesson planning:
1. It ensure a define objective for the day
work and a clear visualization of that
objective.
2. It forced consideration of goals /
objective the selection of subject
matter, procedure planning of the
activities and preparation to tests of
progress.
3. It keep the teacher on the track to sure
steady progress and a define outcome
of teaching and learning procedure.
4. Enable to choose and adopt effective
method of teaching.
5. Enable to evaluate the teaching.
6. It helps to clarify the ideas.
7. It helps the teacher to delimit the
teaching. A teacher
has to prepare more
detail in writing, it
guides her teaching
activities.
Defines the lesson
planning
Explains the purposes
of lesson planning
Listening
and notes
taking
Listening,
discussing
& notes
taking
Black
Board
Black
board
OHP
What is
lesson
planning?
What are the
purposes of
lesson
planning?

91
8min
Describe the steps in
lesson planning
teaching field keeps boundaries with in
which the teacher has to work and they
by saves the time and labours.
8. It bid the teacher to be systematic and
orderly
encourage good organization of subject
matter and
Activates by preventive haphazard in
teaching.
9. It encourage proper consideration of
learning
Process and learning procedures.
10. When it is well planned interest of
student can be
maintained.
Steps in Lesson planning
1. Preparation or Introduction:
Exploration of the student’s knowledge
which help to lead them on to the lesson.
The teacher needs to prepare the student to
receive new knowledge. She can introduce
the lesson by testing previous knowledge
of the student by questioning. It arouses
interest and curiosity to learn new matter.
Introduction should be brief and to the
point.
Describes the steps in
lesson planning
Listening &
taking notes
LCD
What are the
steps of
lesson
planning?

92
5min
Describe the quality of
a teacher
2. Presentation: Aim of the lesson should
be clearly started before the presentation of
the subject matter. Which help both the
teacher and the student to have a common
pursuit? In the teaching learning process,
both learner and the teacher should be
active participate. The teacher has to
present the topic in enthusiastic manner so
that the learner will be motivated and get
interest to learn.
3. Comparison or association:
Quote example associated facts with to
example so that learners. Can understand
very easily and arrive at generally on their
own.
4. Comparison or association:
It involves reflective thinking; the
knowledge which will be presented by the
teacher should be thought provoking
innovating and stimulating to assist the
students to generalize the situation.
5. Application
The student make use of the knowledge
acquired in and at the same time tests the
validity of the generalized arrived at the
student whatever they have learnt in the
Explains the quality
of a teacher
Listening
and notes
taking
Chart
What are the
qualities of
teacher?

93
5min
5min
Explain the essentials
of a lesson plan
theory has to apply in clinical field to make
learning more permanent and worthwhile.
6. Recapitulation
Teacher has to ask suitable stimulating and
pivotal questions to the student on the
topic the answer will give feedback to the
teacher regarding the efficient of the
method of teaching classification etc. are
needed or not.
Teacher’s Quality
1. Good knowledge about the students
interest traits and abilities.
2. Mastery over the subject matter.
3. Principle of teaching and learning.
4. Awareness of individual difference
among student.
5. The knowledge of the student about the
topic what they already possessor.
6. Adequate training in the topic.
7. Organization of material in a
psychological and logical fashion.
8. Fully conversation with new methods
and technique of teaching the subject.
Essential of a lesson plan
Successful teaching depends upon:
Explains the
essentials of lesson
plan
Listening &
notes taking
Leafle
ts
What are the
essentials of
lesson
planning?

94
Explain the teacher
requirement in lesson
planning
1. It should be written and should have
clear aims.
2. A flexible plan should be clear and
specific.
3. It should be based on the need of lesson.
4. Exact scope of teaching should be there.
5. Should follow maxims of teaching.
6. The new idea must be related to their
hold by learners.
7. It should clearly show the relationship
between what has been taught before and
what is to follow.
8. It should contain the suitable subject
matter.
9. Enable the teacher to know about
teaching method.
10. Provide continuity in the teaching
process.
11. Illustrative aids have to be prepared.
12. The plan should meet the need of
student of varies capacities.
13. It should include summary,
assignment.
14. Provide list of reference books.
15. Prepare tests for judging the outcome
of teaching.
The teacher requirement in lesson
planning:
Explains the teacher
requirement in lesson
planning
Listening &
notes taking
LCD
What are the
teacher
requirements
in lesson
planning?

95
10
min
Explain the element of
good lesson planning
While planning a lesson teacher require the
following
1) The teacher should have the
mastery over the subject matter.
efficiency of content analysis
and identifying learner’s
objective in term of taxonomic
categories.
ability and skill for writing
objective in behaviour terms.
ability to select the appropriate
teaching strategies, tactics and
aids in view of the contents and
objective to be achieved.
5) Teacher must have the ability to
competency in relating teaching
activities to learning structure
by using appropriate teaching
and communicating strategy.
6) Teacher should be able in
constructing creation test for
evaluating behaviours.
7) Teacher should be able in
planning organizing reinforcing
the student activities and
controlling their behaviour.
Explains the elements
of good lesson
planning
Listening
and notes
taking
LCD
What are the
elements of
good lesson
planning?

96
8) Teacher should have the skill
for content and skill for use of
blackboard in presenting the
contents and skill for teacher
aids.
9) Teacher should have the
knowledge and skill for writing
question for developing the
lesson plan,
10) Teacher should have the
knowledge and individual
difference of the student and
should make the provision in
lesson plan to adjust the
individual variation.
Element of good Lesson planning:
The teacher should adapt the lesson plan to
her own need. She should use a guide
informing the plan.
(1) Objective
(2) Selection and organization of
subject matter
(1) Objective: In Lesson planning we only
include central objective and the objective
should state clearly the outcome should be
achieve.

97
5min
5min
Explain the format of
lesson plan
Central objective- Central objective based
on the requirement of lesson planning. It
gives clarify, design, meaning to make
lesson plan.
1. General objective 2. Specific objective
General Objective- It includes the work of
the acquire knowledge after the class and it
is based on the teaching skill of subject or
topic.
Specific- It includes work to fulfil some
specific function in the lesson plan and it is
based on topic.
(2) Selection & organization of subject
matter:
The plan should provide for the selection
and the organization of subject matter or
the knowledge component and other such
materials.
1. Teaching activities:
 The teaching technique which will
most directly help the teacher to
obtain the objective should be used.
Explains the format of
lesson plan
Listening &
taking notes
LCD
What is the
format of a
lesson plan?

98
2. Learning activities:
 The teacher chooses learning activities.
It should vary sufficient to allow for
individual different in the group.
 Teacher should make her choice in
view of the maturity of the group and
the character of the subject matter e.g.
laboratory exercise, nursing care plans.
 In setting up the learning situation the
teacher starts the activities into motion
to stimulate activity by questioning,
recollection of experience, and
performance of experiments solution of
problem.
3. Method of teaching:
4. Audio- Visual aids:
5. Evaluation: Evaluation should be
planned for each lesson.
6. Recapitulation: abstract of the whole
matter.
7. Assignments: The plan should use
assignment to project the immediate work
into the next situation.
Unity and community can be maintained
only by directly the student attention to the
next steps
Summarises the topic

99
8. References or Bibliography : The
teacher will have been ready reference to
be used in directing the student assignment
and resources material for the study
Development of lesson plan (Format of
Lesson plan):
 Name of the student and teacher
 Subject
 Unit
 Topic
 Group of student
 Number of student
 Method of teaching
 Teaching aids
 Date, time and duration of teaching
 Place
 Previous knowledge of the group
 General objective
 Specific objective
 Teaching plan
s.no Time Specific
Objective
Content Teaching
Activity
Student
Activity
Method
Of
teaching
A.V
Aids
Evaluation
 Recapitulation
 Assignment for students

100
o explain the format of lesson plan
 Bibliography or References
Summary
Lesson planning is the mean by which the
overall objectives are achieved so the
lesson plan is the mean by which the class
is carried out. The lesson plan is necessary
if today teaching and learning activities are
to grow out of yesterday activities and lead
tomorrow activities. Each part adds to the
harmonious whole. The lesson plan is the
family easy to make because the general
direction and broad outline are indicated
by the plan which of course is prepared
first.

101
Teacher’s reference:
 Fuszard.B.Innovative teaching strategies in nursing.2nd
ed. P73-80
 Boyd.M.Gliet. Health teaching in nursing practice. 3rd
p224-243
Rankin.S.Patient education, issues, principles, practices. P112-119
Conclusion:
At the end of the class students have gain the knowledge about purposes, steps, essentials, teacher’s requirements, elements, format of lesson planning
and quality of a teacher.
Assignment:
Write an assignment on the importance of lesson planning
Reference:
Neeraja KP. Text book of nursing education. Jaypee publisher

102
CLINICAL ROTATIONPLAN
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

104
P.C.B.Sc NURSING, 2019-2020 clinical rotation plan
April May June July August September
O
ct
25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52
29—03
05—10
12--17
19--24
26—01
03—08
10--15
17--22
24--29
31--05
07—12
14—19
21--26
28--03
05--10
12--17
19—24
26--31
02--07
09--14
16--21
23—28
30—04
06--11
13--18
20--25
27—02
04--09
144hrs 182hrs 178hrs 136hrs 68hrs 1482
48 48 48 48 48 48 48 48 48 48 34 34 34 34 34 34 34 1482
vacation
OBG
Clinical
Child
Health
Nursing
clinical
Partial
Teaching
block
psychology
practical
III
Sessional
Exam
Revision
Model
Exam
Study
Leave
University
Exam
vacation
microbilo
g
practical
116hrs 102hrs
644h
rs
48X5=240hrs 48X5=240hrs 34hrs 20
838h
rs

105
Orientation Nutrition Practical
Complete Teaching Block Microbiology Practical
Partial Teaching Block Psychology Practical
Sessional Exams Revision
Msn Practical Block Study Leave
Obg Practical Block Model Examination
Child Health Nursing Practical Block
University Examination
Vacation

106
Micro
Teaching
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing

107
bANGALORE
MICROTEACHING
Introduction
Microteaching is a training technique whereby the teacher reviews a videotape
of the lesson after each session, in order to conduct a “post-mortem”. Teachers find
out what has worked, which aspects have fallen short, and what needs to be done to
enhance their teaching technique. Invented in the mid-1960's at Stanford University
by Dr. Dwight Allen, micro-teaching has been used with success for several decades
now, as a way to help teachers acquire new skills.
In the original process, a teacher was asked to prepare a short lesson (usually
20 minutes) for a small group of learners who may not have been her own students.
This was videotaped, using VHS. After the lesson, the teacher, teaching colleagues, a
master teacher and the students together viewed the videotape and commented on
what they saw happening, referencing the teacher's learning objectives. Seeing the
video and getting comments from colleagues and students provided teachers with an
often intense “under the microscope” view of their teaching.
Micro lessons are great opportunities to present sample “snapshots” of
what/how you teach and to get some feedback from colleagues about how it was
received. It's a chance to try teaching strategies that the teacher may not use regularly.
It's a good, safe time to experiment with something new and get feedback on
technique.
Meaning and Definition
A training exercise used in teacher training in which a student or student
teacher is videotaped during part of a class for subsequent analysis and evaluation,
(cncarta.msn.com/dictionary.../microteaching.html)
Micro teaching is also defined as a scaled down sample of actual teaching
which generally lasts ten to thirty minutes and involves five to ten students (Olivere,
1970)
Techniques

108
Since its inception in 1963, microteaching has become an established teacher-
training procedure in many universities and school districts. This training procedure is
geared towards simplification of the complexities of the regular teaching-learning
process. Class size, time, task, and content is scaled down to provide optimal training
environments. The supervisor demonstrates the skill to be practiced. This may be live
demonstration, or a video presentation of the skill. Then, the group members select a
topic and prepare a lesson of five to ten minutes. The teacher trainee then has the
opportunity to practice and evaluate her use of the skills. Practice takes the form of a
ten-minute micro-teaching session in which five to ten pupils are involved.
Feedback
Feedback in micro-teaching is critical for teacher-trainee improvement. It is the
information that a student receives concerning his attempts to imitate certain patterns
of teaching. The built-in feedback mechanism in micro-teaching acquaints the trainee
with the success of his performance and enables him to evaluate and to improve his
teaching behaviour. Electronic media gadgets that can be used to facilitate effective
feedback is a vital aspect of micro-teaching.(Teg, 2007).
Microteaching Process
Micro teaching involves a set of activities which teacher-trainee undergo to
acquire teaching skills. These are referred to as the micro teaching process. Allen and
Ryan (1968) developed the original micro-teaching process called “Teach-critique-Re-
teach cycle”. Sequences of steps are adapted from the original processes:
1. Modelling
2. Planning teaching
3. Teach - Re-card stage
4. Play back critique stage (Feedback)
5. Re-planning to re-teach
6. Re-teach
7. Re-observation of teaching
Micro-teaching Group Session Guidelines
♦ to be distributed to all participants prior to a Micro-Teaching Session ♦
Introduction: The main objective of the micro-teaching session is to provide
the participants with an environment for practice-based teaching to instill self-
evaluative skills. These sessions are usually conducted with a small group (~ 4
presenters) from within a department. If there are fewer than three presenters from a
department, their session will be combined with that of another department.
Presentations take about 15 minutes each (including presentation, feedback and
transition time). Micro-teaching sessions should be held as early in the academic year
as possible. Those wishing to receive the Sheridan Teaching Seminar: Certificate I in
a given year must complete their micro-teaching session by mid March of that year.
Micro-teaching sessions are usually held in departments-but can be held at the

109
Sheridan Centre if necessary. The department's Faculty Liaison (FL) to the Sheridan
Centre organizes the micro-teaching sessions with the assistance of the Graduate
Student Liaison (GSL). The sessions are attended by at least one faculty member from
the department (usually the FL), the GSL and a Sheridan Centre staff member. The
Sheridan Centre handbook Teaching and Persuasive Communication: Class
Presentation Skills
(http://www.brown.edu/sheridan_ccnter/publications/preskils.html) is available online
to assist in the preparation for these sessions.
1. Goals
• To encourage participants to think more specifically about the goals of their
teaching in terms of how students will learn the information presented. This
involves thinking about teaching style as well as content.
• To give participants specific suggestions regarding how their teaching styles
are perceived by others both within and from outside specific disciplines.
• To provide an opportunity to observe and evaluate other styles of teaching and
to learn how to share observations constructively with others.
2. General Format
• A scribe is appointed for each presentation.
• A participant then gives a five-minute presentation, followed by ten minutes of
feedback from the audience.
• The scribe records the audience feedback, using the Micro-Teaching Group
Session
• Feedback Sheet. The Micro-Teaching Group Session Feedback Sheet is
available at: http://www.brown.edu/sheridan center/consulting/micro
feedback.pdf
• The Faculty Liaison is responsible for bringing a copy of this form for each
presenter.
• The scribe gives the completed Feedback Sheet to the presenter for his/her own
reference.
3. Presenter Information and Session Preparation
• Each participant prepares a five-minute mini-lecture on any topic. The content
is not crucial for this process. In fact, it is preferable to make a presentation of
something outside the field, as colleagues can find themselves responding more
vigorously to the content than to the effectiveness of communication. If a
department prefers presentation of discipline-specific material, then the
presence of Sheridan Center staff ensures that some of the feedback replicates
the possible responses of non-specialists. It is recommended that the time limit
will be enforced to make sure that all participants have sufficient time.
Participants with audio-visual aids (e.g. overheads, LCD projectors.) must

110
make their own arrangements. Media Services (863-2197) provides these for a
fee.
• Each participant should plan to begin the presentation with an explicit
statement of goals for the presentation and the objectives by which they plan to
achieve those goals. These goals can be written on a board, distributed on
sheets for the audience, displayed on an overhead or slide, or stated at the
beginning of the presentation.
• Each presenter should consider:
o the style as well as the content of your presentation,
o the methodology of your presentation
o special strategies you may need to accommodate students who are not
experts in your discipline.
4. Audience Participation:
• Group members are expected to participate actively in other's presentations.
They should write down any comments they would like to make during the
feedback period. Their comments should focus on evaluating how well the
goals articulated by the presenter at the beginning of the talk have been
fulfilled. Group members can also comment on other aspects of the
presentation that they may deem important.
5. Sharing Feedback & Criticism
Associate Provost Nancy Dunbar and Professor Barbara Tannenbaum of the
Theatre, Speech and Dance Department have some useful tips on sharing feedback
and giving criticism. Their list of suggestions is provided below.
• “Own” your messages
State your reactions with “I” rather than “you” as audience reactions vary. By
owning your own reactions, you allow for the possibility of different responses. (You
might invite other reactions as well).
Examples:“I appreciated the way you connected your speech to last week's class
discussion.”“I was confused when you said.... because...”
• Be specific and concrete.
While it might be nice to know that someone liked my introduction, it doesn't
tell me very much. Instead, one could say, for example, “I liked the concrete
illustrations of the theory X.”, “I liked the way you included your own background
and interest in the introduction.”
• Focus on presentation behaviour, not on personality characteristics and
judgments.
For example, say “I would have liked more eye contact” rather than “It's clear
you're really not interested in us since you never look at us.”

111
Also, limit comments to behaviours that are changeable. Distracting gestures can be
brought under control. Calling attention to a stutter, however, is probably not helpful
in a public setting.
• Distinguish between observations, inferences, and judgments. All of these have
some role in evaluation but they are quite different.
• Observations have to do with what we see and hear; inferences and conclusions
we reach based on those observations and judgments and/or evaluative
response.
• Listeners observe differently, and, more important, draw different inferences
and judgments from what they see and hear. Therefore, start by reporting your
observations and then explain what you inferred from them.
• Speakers can hear a great deal of feedback on observations. Inferences and
judgments arc better received when the observations they are based on are
clear. For example, “I noticed that you made eye contact with the students,
which made me feel that you were genuinely trying to engage their attention”.
• Balance positive and negative comments.
Try to emphasize the positive aspects of a presentation which the presenter can
build upon constructively in the future to improve his/her style.
• Invite feedback from a variety of listeners. Conclusion
A microteaching session typically involves recording a short lesson in front of
a small peer group in order to receive feedback on one's teaching style. This exercise
gives participants the opportunity to practice teaching and receives feedback in a non-
threatening and supportive environment. Microteaching also allows participants to
gain a new perspective on their teaching through simulating the perspective of the
student. Microteaching participants are able to literally see how they teach through the
eyes of “students”—in this case, their fellow peer participants—and through
observing themselves teaching via recorded playback.
In a true microteaching session, participants only present for 5-7 minutes and
are recorded. The video is then played back in front of all participants. One variant of
microteaching is to record longer teaching presentations and prepare DVDs for the
participants, to be viewed later during a confidential follow-up consultation.

112
Bibliography
1. The Harriet W. Sheridan Center for Teaching and Learning Brown University
Box 1912;863-1219;Shericlan_Center@brown.eduhttp://www.brown.edu/
sheridan _ center
2. http://www.utorontoxa/tatp/certificate/micro.html
3. http://en.wikipedia.org/wiki/Microteaching
4. JSTOR: Microteaching: A Programme of Teaching Skills REVIEWS
Microteaching: A Programme of Teaching Skills. By G. Brown. Pp. 163.
London: Methuen, 1975.
5. Microteaching as a vehicle of teacher training—its advantages and ... Brown G.
Microteaching - A Programme of Teaching Skills. Philadelphia: Harper & Row
Publishers Inc; 1975.
6. Universidad FASTA
Microteaching: a programme of teaching skills. Author/es: Brown, George.
Publication:. Editorial: Methuen, Nueva York.

113
GOVERNMENT COLLEGE OF NURSING FORT BENGALURU
TOPIC: MICRO TEACHING ON HEALTH EDUCATION
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g

114
1st
year msc nursing
bANGALORE
LESSON PLAN
Subject : Nursing Education
Unit : IX
Topic : Health Education
Group of student : 2nd
B.Sc (N)
Place : Class room
Previous knowledge of the group : The previous knowledge about importance of health education has reviewed

115
GENERAL OBJECTIVES:
At the end of the class group will get adequate knowledge regarding definition, types and importance of health education and
develops desirable attitude and skills.
SPECIFIC OBJECTIVE:
 Explain about meaning of health education
 Define health education
 Explain about aims & objectives of health education
 Enumerate principles of health education
TEACHER’S REFERENCE:
 PARK.K. Preventive and social medicine. 17th
edition. Pp 123-129
 B.T.Basavanthappa’s “medical surgical nursing”, Jaypee brothers, pp752-753

116
SL
.NO
Time Specific
objective
Contents Teachers activity Learners Activity Evaluation
01. 1Min Introduces
the topic
health
education.
Introduces the topic.
Health is the concern of
everyone for everyone.
Health education is the
foundation of a preventive
health care system. Health
education can bring about
changes in life styles and
risk factors of disease.
Most of the world’s major
health problems and
premature deaths are
preventable through
changes in human
behaviour at low cost.
Students are
attentively
listening to the
class
Introduced
the topic on
Health
Education.
2 1Min Explains
about
meaning of
Meaning:
Health Education is a term commonly used and
referred by health professionals.
Explains the meaning of
health education.
Students have
taken down the
meaning.
Explained the
meaning of
health

117
health
education.
education.
3 1Min Defines
Health
Education
Definition:
Health Education is indispensable in achieving
individual and community health. It can help to increase
knowledge and to reinforce desired behaviour patterns.
Explains the definition of
Health education
Students have
taken down the
definition
Explained the
definition of
health
education.
4 2Min Explains
about aims
and
objectives
of health
education
Aims & Objectives of Health Education:
a) To encourage people to adopt & sustain health
promoting lifestyle & practices.
b) To promote the proper use of health services available
to them.
c) To arouse interest and provide new knowledge,
improve skills & change attitudes in making rational
decisions to solve their own problem.
d) To stimulate individual and community self-reliance
and participation to achieve health development
through individual and community involvement at
every step from identifying the problems to solve
them.
Enumerates the aims &
objectives using
transferancies
Students have
taken down the
points
Explained the
aims &
objectives.
5 3Min Enumerates
Principles
of Health
education
Principles of health education are.
1. Credibility: It is the degree to which the message to
be communicated in perceived as trust worthy by
receiver Interest: It is a psychological
principal that people are unlikely to listen those things
which are not to their interest.
2. Participation: Participation is a key word in health
education.
Enumerates the principles
of health education.
Students have
taken down the
points.
Explained the
principles of
health
education.

118
3. Motivation: In every person there is a fundamental
desire to learn.
4. Comprehension: In health education we must know
the level of the understanding education and literacy
of people to whom the teaching is directed.
Reinforcement: Few people can learn all that is new
in a single period. Reputation at interval is necessary.
Learning by doing: Learning is an action process not a
memorizing.
5. Known to unknown: In health education we must
proceed from the concrete to obstruct from the
particular to general from simple to more
complicated. Setting an
example
6. Good human relation.
7. Feed back
8. Leaders
06 1Min Concluded
the topic
Conclusion:
Health education is very important in creating awareness
about health and its maintenance among general public.
Concludes the topic. Student listens to
the conclusion.
Concluded
the topic.
07 1Min Assignment Write the different levels of health education:
Reference:
Preventive and social medicine K.PARK 17th
edition.
Fundamentals of nursing. Potter & Perry.
Writes on the block board. Students have
taken down the
assignment

119
Government college of nursing fort bengaluru
TOPIC: MICRO TEACHING ON PREVENTION OF ACCIDENTS
SUBMITTED TO:

120
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
LESSON PLAN
Subject : Child Health Nursing
Unit : IX
Topic : Prevention of accidents
Group of student : 3rd B.Sc (N)

121
Place : Class room
Previous knowledge of the group : The previous knowledge about accidents has reviewed
GENERAL OBJECTIVES:
At the end of the class group will get adequate knowledge regarding definition, types and preventive management of accidents
and develops desirable attitude and skills.
SPECIFIC OBJECTIVES:
Group will be able to
 Define home accidents.
 Enumerate the causes of home accidents.
 Enlist the types of home accidents.
 Explain drowning and its management.
 Describe burns and its management.
 Enlist the types of poisoning and its management.
 Explain about falls and its preventive measures.
 Discuss about bites and other injuries by animals including management.
 Describe common management and preventive measures of accidents.
Teacher’s reference:
 B.T.Basavanthappa’s “community health nursing”, Jaypee brothers, 2nd
edition, pp752-753
 Stanhope Lancaster, “ Community health nursing” Mosby publications, 18th
edition, pp 791-792

122
 Park .K, “ Preventive and social medicine”, Bhanot publishers, 18th
edition, pp325-326.
http://en.wikipedia.org/wiki/ emergency management in children

123
1.
2.
3.
1 mt
1 mt
2mts
To
introduce
the lesson
for the day.
To define
home
accidents.
To
enumerate
the common
home
accidents
DEFINITION:
Home accident is defined as an accident
which takes place in the home or in its immediate
surroundings. It includes all accidents not
connected with traffic vehicles or sports.
CAUSES:
 Defective floors
 Bad lighting
 Keeping poisons within reach of children.
 High ting stare on floor.
Black
board
Black
board
Teacher introduces the
topic. An accident has
been defined as an
unexpected,
unplanned occurrence,
which may evolve
injury. It also
produces intended
injury, death or
properly damage.
Home accidents or
domestic accidents are
common in children
and most of them are
preventable
Defines the home
accidents.
List out the common
home accidents
Group listens
to the topic.
Listen to the
definition.
Listens to the
topic.
Define
home
accidents
.

124
4.
5.
6.
1mts
2mts
To define
drowning.
To explain
the
prevention
and
managemen
t of
drowning
TYPES OF COMMON ACCIDENTS
 Drowning
 Burns
By flames
Hot liquid
Electricity
Crackles of fire works
Chemicals
 Poisoning
Drugs
Insecticides
Kerosene
 Falls
 Injuries from sharp or pointed instruments
 Bites and other injuries from animals.
DROWNING:
Drowning is defined as the death from suffocation
caused by submersion in water within 24 hours of
the incident
Children are more prone to accidental drowning
Leafle
ts
PPT
Defines drowning.
Explains the
preventive measures
and first aid
management.
Listens to the
topic.
Actively
listens to the
topic and
clarify
doubts.
Enumera
te the
types of
accidents
.
Define
drownin
g.

125
2mts
To describe
burns and
its
managemen
t.
and death takes place in ponds, rivers or ocean.
PREVENTIVE MEASURES OF
DROWNING:
 Signs should be posted in areas of known
hazardous water to warn older children of
the danger.
 Adequate fencing and self latching gates
restricting access to wading swimming
pools could also reduce drowning.
 Parents should educate their children
about the effects of drowning.
 Children should be taught about the basic
steps of swimming and call for help.
 Swim only in areas where adequate
supervision is present (i.e. a trained and
certified Lifeguard).
FIRST AID CARE.
 Efforts at rewarming should be instituted
as soon as possible.
Wet clothing should be removed to
prevent continued conductive heat loss.
 Put the victim in a prone position (face
down) and make sure that air passage is
not obstructed.
 Pull the tongue forward.
PPT
Describes burns, its
causes and preventive
care and management.
Actively
listen and
clarifies all
doubts
Explain
the
preventio
n and
manage
ment of
drownin
g

126
7. 2mts
To enlist the
 Raise middle part of the body with hands
round the belly. This helps to drain out the
water from lungs.
 Give artificial respiration until the
respiration comes to normal
BURNS
A burn is an injury caused by heat, cold,
electricity, chemicals, light, radiation, or friction.
Burns can be highly variable in terms of
the tissue affected, the severity, and resultant
complications
CAUSES
 Scalds, the No. 1 culprit (from steam, hot
bath water, tipped-over coffee cups, hot
foods, cooking fluids, etc.)
 Contact with flames or hot objects (from
the stove, fireplace, curling iron, etc.)
 chemical burns (from swallowing things,
like drain cleaner or watch batteries, or
spilling chemicals, such as bleach, onto the
skin)
 electrical burns (from biting on electrical
cords or sticking fingers or objects in
OHP
Enlists the different
types of poisoning and
Listens to the
class.
Explain
the
preventiv
e and
manage
ment
care of
burns?

127
8
9.
2mts
types of
poisoning
and its
managemen
t.
To list out
the
preventive
measures of
falls.
electrical outlets, etc.) overexposure to the
sun
MANAGEMENT OF MINOR BURNS AND
SCALDS:
 Reassure the victim, place the injured part
under slowly running water or immerse in
cold water for 10 minutes longer if pain
persists.
 Dress the area with clean sterile material.
 Give plenty of oral fluids.
 Do not use adhesive dressing.
 Do not apply cotton pads.
 Do not break blisters, remove loose skin if
any.
MANAGEMENT OF SERIOUS BURNS AND
SCALDS.
 Keep the victim to lay down with comfort.
 Gently remove any rings, watches or
constricting clothing.
 For facial burns make a mask from clean,
dry, sterile materials and cut holes for
nose, mouth and eyes.
 Immobilize badly burnt limbs.
If breathing stops give resuscitation.
its preventive and
management care
Teacher
enlists the preventive
measures of falls.
Listen to the
topic with
active
response

128
10. 2mts
1mts
To discuss
the common
injuries by
instruments
and animal
bites
including
preventive
care.
 If the victim is conscious give sips of
water at frequent intervals to maintain the
fluid balance.
 Do not apply lotions or ointments to
injury.
 Patient is to be removed from the
offending agent like gaseous atmosphere.
 Put out the flames by any means available.
PREVENTION:
 Arrange the open cooking labs in a place
away from the wind circulation.
 Always close the valve of the gas cylinder
after use.
 Keep kerosene and other inflammable
materials away from fire sources.
 Keep the fire and matchboxes away from
children reach.
POISONING:
Taking a substance that is injurious to
health or can cause death. Poisoning is
still a major hazard to children, despite
child-resistant (and sometimes adult-
Charts
Discussed about the
common injuries by
instruments and bites
Actively
listens with
good
response
Actively
Enlist the
types of
poisonin
g and its
manage
ment?

129
resistant) packaging and dose-limits per
container.
AGENTS OF POISONING:
 Drugs
 Insecticides and pesticides
 Rat poisoning
 Kerosene like substances
MANAGEMENT:
 Inform the police or authority.
 Bring to hospital immediately.
 Collect the maximum data from reliable
sources.
 Preserve any suspect materials like a
bottle containing pills or liquid for
information to the treating doctors.
 If the victim has vomited, collect the
vomits which can give some dues about
the type of poison ingested.
FALLS
OHP
Summarizes the topic participates
in discussion
List out
the
preventiv
e

130
Certain age groups among children are more
prone to certain types of falls. For example,
infants are more likely to fall from furniture,
while toddlers are more likely to fall from
windows. Older children sustain more fall-related
injuries from playground equipment.
 Slips and falls can be a normal part of
growing up, for example when a child is
learning to walk.
 Many falls are not serious and may simply
result in a bump or bruise; others
may result in fractures, cuts or head injuries.
Prevention.
 Keep the cribs up when the infants are
sleeping.
 Always be with the child while climbing
the stairs.
 Keep the door closed.
INJURIES FROM SHARP OR POINTED
INSTRUMENTS
Charts
measures
of falls?
Describe
the
common
injuries

131
Children are more prone to get injuries
from instruments like knives, blades and other
kitchen appliances.
PREVENTIVE MEASURES
Keep away all the sharp instruments away from
the reach of the child.
BITES AND OTHER INJURIES FROM
ANIMALS
Insect bites such as those with honeybees
and injuries by animals like cows, goat, squirrels,
dogs etc also common.
Most of these injuries are poisonous and
requires serious medical treatments.
Snake bites are also common and serious accident.
SUMMARY:
The accidents are common in our day to
day lives and children are more prone to
get accidents. So the preventive measures
are important to avoid such accidents. The
common people should gain basic
knowledge regarding this topic.
by
instrume
nts and
animal
bit
Describe
common
home
accidents
and its
preventiv
e
manage
ment?

132
Conclusion:
Hence accidents are common in our day to day lives and children are more prone to get accidents. So the preventive measures are important to
avoid such accidents. The common people should gain basic knowledge regarding this topic.
Assignment:
Write assignments on common types of accidents
Reference:
B.T.Basavanthappa’s “community health nursing”, Jaypee brothers, 2nd
edition, pp75

133
Teaching Method in Class Room
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

134
LESSON PLAN ON LECTURE METHOD
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

135
LECTURE METHOD
INTRODUCTION
Lecture method is a strategy is the oldest one that is been used by the teachers to teach
almost all the subjects of the curriculum at all grade levels.
MEANING
The term lecture was derived from the Latin word ‘lectare’ which means to ‘read
loud’.
DEFINITION
Lecture is a teaching activity where by the teacher presents the content in an
comprehensible manner by explaining the facts, principles and relationships, during which
the teacher is expected to elicit the student participation by employing the appropriate
techniques
It is a mode or planned scheme device and employed by the teacher for presenting a
segment or unit of the desired content material of a subject to a group of learners through
lecturing which mainly aims in attaining the teaching learning objectives related particularly
to the cognitive and affective domains of the learners behaviour
PURPOSES OF LECTURE
 to provide structured knowledge
 to motivate and guide in hunting the knowledge
 to arouse the student interest in the subject
 introduce the students to the new area of knowledge
 to clarify the difficult concepts
 to assist the students in preparing the students for discussion
 to promote critical thinking
PRE PARATION OF LECTURE
The goal of lecturing is communication, and it is more effective when it is prepared
beforehand. The objective of the course and the immediate objective should be kept clearly
in the mind. The teacher should remember what points she has to make, in what order and
what emphasis. The teacher should have a scheme for each lecture in mind, not as a set

136
number of pages to be read over. The lecture should have central theme carried to completion
in each delivery. The lecture should contain a sequence of ideas kept relatively simple with
headings and sub-headings. There should be a definite limitation on the number of sections in
which the main topic is decided. The lecture should contain a introduction to maintain rapport
with the class, this introduction may be the preview of the main topic to be covered.
Introduction can serve as a means of getting the class started properly. The lecture should be
written in outline form. If the illustrative materials are used, they should be prepared and
tested before the lecture.
LECTURE COMPONENTS:
Silberman (1990) suggests five approaches to maximizing students' understanding and
retention during lectures. These can be used to help ensure the effective transfer of
knowledge.
 Use an opening summary. At the beginning of the lecture, present major points and
conclusions to help students organize their listening.
 Present key terms. Reduce the major points in the lecture to key words that act as verbal
subheadings or memory aids.
 Offer examples. When possible, provide real-life illustrations of the ideas in the lecture.
 Use analogies. If possible, make a comparison between the content of the lecture and
knowledge the students already have.
 Use visual backups. Use a variety of media to enable students to see as well as hear what is
being said.
The key to an effective lecture style is to break down the lecture into its component parts and
use a variety of approaches within each component. This is especially critical when a group
of students will be attending a series of lectures by the same educator. The three main parts of
a lecture are the introduction, body and summary
The purpose of the introduction is to capture the interest and attention of the students. It can
also serve to make students aware of the instructor's expectations and encourage a positive
learning climate. A good introduction is critical to the success of a lecture.
TIPS FOR CREATING AN EFFECTIVE INTRODUCTION
1. Review lecture objective(s).
2. Ask a rhetorical question.
3. Ask for a show of hands in response to a general question.
4. Ask a series of questions related to the lecture topic.
5. Use an interesting or famous quotation.
6. Relate the topic to previously covered content.
7. Use a case study or problem-solving activity.

137
8. Use a videotape or other media.
9. Show an appropriate cartoon with the overhead or slide projector.
10. Make a provocative statement to encourage discussion.
11. Give a demonstration.
12. Use a game or role play.
13. Relate the topic to future work experiences.
14. Share a personal experience.
15. Relate the topic to a real-life experience
The instructor can then make a smooth transition into the body of the lecture once the
attention of the students has been captured with an interesting introduction. The body of the
lecture contains the core of the information to be transferred to the students. Beitz (1994)
recommends that the instructor use brain-storming, discussions, problem-solving activities,
case studies and games to make the lecture more interactive.
The purpose of the lecture summary is to draw together the critical information presented and
ensure that students leave the lecture with a clear under-standing of this information. The
summary should be brief and address only main points. There are several techniques which
can be used to summarize a lecture:
 Ask the students for questions. This gives students an opportunity to clarify their
understanding of the content.
 Ask questions of the students. Several questions which focus on the main points of the
content may be used to summarize the content of the lecture.
 Use a transparency, slide or flipchart to review the summary points.
LECTURE NOTES:
Many lecturers make the mistake of thinking that they know their content well enough to
deliver a lecture without notes to guide them. This is very difficult for most instructors and
usually results in an unsatisfactory experience for both the instructor and the student. Instead,
the instructor should prepare lecture notes to serve as a script or set of cues to follow during
the lecture. Lecture notes are key words, phrases and other reminders (e.g., audiovisual cues,
questions, examples, notes for activities) organized into an outline format. If a text rather than
an outline format is used, the lecturer may begin to read the notes and the students will
become bored.
LECTURE NOTES HELP THE INSTRUCTOR:
 Stay on topic and prevent getting lost.
 Cover the main points without forgetting anything.
 Glance at a specific point and quickly return attention to the students.
Relax and focus on delivery instead of worrying about what point to make next.

138
Tips to Reduce Presentation Anxiety
 Avoid eating a big meal before the lecture. Not only will a full stomach make you drowsy,
but it makes it more difficult to move around the room with energy.
 Arrive early to make sure that everything is ready before the first student arrives.
 Make sure all of the media equipment is working.
 Locate and check the lighting and temperature controls.
 Decide where the lecture notes will be placed (e.g., on a lectern, desk, table) when they are
not being held.
 Have a glass of water available during the lecture.
 Go for a short walk just before the lecture.
 Look over your lecture notes one last time.
Greet students as they enter the room. Shake their hands, welcome them to the lecture and
talk to as many of them as possible.
With planning and effective presentation techniques, the lecture can be a highly effective and
interactive method for transferring knowledge to students. If the lecture is carefully planned,
the educator will have a clear purpose of the lecture and will have considered the logistics
associated with the number of students, amount of time allocated for the lecture, room size
and available media. Planning will also help ensure that the educator uses a variety of
approaches to introduce, deliver and summarize the lecture. Lecture notes in outline form will
help the instructor give an effective presentation.
Other key points to remember in preparing and delivering a lecture:
 The first few minutes of a lecture are important. Plan them well!
 Verbal communication skills are critical. These include appropriate voice projection,
avoiding fillers, using students' names, making smooth transitions, using examples and
providing praise.
 Nonverbal communication skills also are very important. These include eye contact, positive
facial expressions, gestures and movement.
 Effective questioning and interaction are critical to the success of the lecture. Questioning
skills include planning questions in advance, asking a variety of questions, using students'
names and providing positive feedback.
 The lecture should be summarized by asking for questions, asking questions and using media
to review main points.
 An evaluation using a video recording or an observer can assist the lecturer in assessing the
quality of the presentation and improving lecture skills.
TECHNIQUES OF LECTURE
 voluntary dissemination of information or spontaneity
 voice gradation and voice clarity
 adequate pacing

139
 proper body language
 control annoying mannerism
 judicious use of audio-visual aids
 simple plans and key points
 elicit feedback from students
 providing further clarifications
 time management
 eye contact
ADVANTAGES
It is most economical method of teaching (apparent saving of time). It is provided
with all the facilities, lecture can be conducted even with a teacher and student ratio of 1:200.
For students it is more economical in terms of time as they get more information by attending
the lecture than reading books. Lecture method enhances the listening capacity of the
students. Gives a feeling of security
DISADVANTAGES
Keeps the students in a passive situation
Does not facilitate learning how to solve problems
Offers hardly and possibly of checking the learning progress
Doesn’t allow for individual pace of learning
Low receptivity
Teachers may practice lecture method without adequate preparation
STRATEGIES TO OVERCOME THE DISADVANTAGES
Emphasis higher level intellectual skills
Signposting for clear instruction
Make lecture notes interactive
Less memorizing for facts and more construction of meaning
THE INTERACTIVE LECTURE
It is a combination of lecture, discussion and questioning. It is modified method of
tradition lecture; it is developed by retaining the merits and deleting the demerits of the

140
lecture method, discussion and questioning. The technique of lecture, discussion, and
questioning can be blended together into an interactive lecture by utilizing the advantages of
all the methods and reducing the disadvantages. Class time can be logically and efficiently
divided into sections for lecture, informal discussion and questioning. In this way it will
stimulate the students thinking and clarify difficult points. Students become periodically
active; changing tactics may recapture the students attention. The class room becomes more
interesting and it is hoped more memorable.
CONCLUSION
This is an old method of teaching which is used in a large groups, which has many
techniques to be used, it has many advantages. In the other hand it also have many
disadvantages. To overcome the disadvantages they have formulated some strategies to be
followed. More moreover they have identified a new method of lecture called as interactive
method, which is the combination of lecture, discussion and questioning. This interactive
method is formulated by keeping the advantages in mind and deleting the disadvantages.
BIBLIOGRAPHY
1. Cavanagh SJ, K Hogan and T Ramgopal. 1995. The assessment of student nurse learning
styles using the Kolb Learning Styles Inventory. Nurse Education Today 15(3): 177-183.
2. KP NEERAJA “ TEXTBOOK ON NURSING EDUCATION” 1st edition, Jaypee brothers
medical publishers, New Delhi. pg.403-405, 429-439
3. SANKARNARAYANAN “LEARNING AND TEACHINGMETHODS” , 1st
edition,
Brainfill Publications calical.
4. BTBASAVANTHAPPA “NURSING EDUCATION” -1st
edition. Jaypee publications. New
Delhi. pg.413

141
ASSIGNMENT ON
DEMONSTRATION METHOD
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing

142
bANGALORE
THE DEMONSTRATION METHOD
The demonstration method is of utmost importance in the teaching of
nursing. The demonstration method teaches by exhibition and explanation. It is an
explanation of a process. It trains, explains the student in the art of careful observation, which
is essential to a good nurse.
ADVANTAGES:
1. It provides an opportunity for observational learning
2. It commands interest by use of concrete illustrations. The student not only can hear the
explanation, but also can see the procedure or process. As a result, demonstration method
projects a mental image in the student’s mind, which fortifies verbal knowledge
3. The demonstration method has universal appeal because it is understandable to all.
4. The demonstration method is adaptable to both group and individual teaching
5. It activates several senses, it increases learning, because the more senses used, the better the
opportunity for learning.
6. It clarifies the underlying principles by demonstrating the “why” procedure
7. It correlates theory with practice.
8. It has particular reference to student demonstration of procedures already learned.
9. It gives the teachers an opportunity to evaluate the student’s knowledge of a procedure, and
to determine whether re teaching is necessary.
10. It points out that the student must have knowledge and must be able to apply it immediately.
11. It serves as a strong motivational force for the student.
12. 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.
USES OF THE DEMONSTRATION METHOD:
 To demonstrate experiment or procedures and the use of experimental equipment in the
laboratory, classroom and the ward.
 To review or revise procedures to meet a special situation or to introduce a new procedure.
 To teach the patient a procedure or treatment which he must carry out in the home
 To demonstrate a procedure at the bedside or in the ward conference room.

143
 Demonstration of a procedure in its natural setting has more meaning than when carried out
in the artificial environment
 To demonstrate different approaches in establishing rapport with patient’s, so that the most
effective nurse- patient relationship may be established.
ESSENTIAL CHARACTERISTICS OF A GOOD DEMONSTRATION:
 Every step of a well conducted demonstration should be understandable and exemplary of the
best possible procedure, which might be used under the same circumstance
 It should allow sufficient time for reflective and critical thought as a demonstration proceeds.
 Applied principles in demonstration method performed by both the teacher and the student:
 The demonstration should understand the entire procedure before attempting to perform for
others. This sometimes necessitates review before performance.
 All equipment should be assembled and pretested before the demonstration takes place. This
saves time and ensures that the apparatus will be in good state.
 Advance knowledge: the group as well as the demonstrator should have advance knowledge
of the general procedure to be followed in the demonstration, its relation to the unit and its
purpose. Otherwise, the students’ attention will not be focused on the procedure; her mind
will be distracted by questions relating to the performance why it is being given, what it
means. Which is to follow and identify any possibility of such distraction? The student
should receive specific instructions about everything from the apparatus to the demonstrator
and the method she will use.
 A positive approach should be used , emphasis should be placed on what to do rather than
what not to do
 Everybody should have a good view of demonstration; precautions should be taken to ensure
all-round comfort.
 Running comments: the person in-charge of demonstration should accompany it with running
comments relative to materials used, amounts necessary processes taking place, and
anticipated results. However the commentary should be limited to essential facts. If an actual
patient is used in the demonstration, explanatory and comments must be regulated
accordingly.
 The setting for the demonstration should be true to life as possible. Demonstration of a
nursing procedure should be done on a live model where ever possible.
 A discussion period should always follow the demonstration. This affords an opportunity for
reemphasis, questioning, recall, evaluation and summary while the procedure still refresh.
 Mimeographed directions should be distributed before demonstrating a nursing procedure,
this saves continuous dictation on the part of the teacher and writing on the part of the student
 Prompt practice: if the purpose of the demonstration is to teach form for skills, the student
should be given an opportunity to practice the procedure as soon as possible after the
demonstration. Students vary in their ability to learn. The sooner practice takes place after
demonstration, the better the learning.
LECTURE –DEMONSTRATION:-

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Lecture – demonstration is a combination of the lecture and the demonstration. Its
purpose is to point out relationships as they occur during a demonstration. These may be in
the nature of properties of matter, explanation of structure or steps of a procedure.
This method is used extensively in teaching sciences and nursing subjects. It
measured factual knowledge only.
THE TELEVISION LECTURE- DEMONSTRTION:
The lecture demonstration is the method used most frequently in t.v teaching,
because of the nature of the medium in which photography and audio tape are combined, and
because of time limitations, the preparations of t.v. lectures is more exacting than the regular
classrooms.
Scripts have to be prepared and rehearsal, to ensure proper use of time and
photography. Television lecture should not be simply a talking lecture: it should make wide
use of all kinds of illustrative materials.
BIBLIOGRAPHY
1) K.P NEERAJA ; “Text book of nursing education”: Edition 1st
2003; Jaypee Brothers: New
Delhi; Pg 404-416
2) B.T.BASAVANTHAPPA; “Nursing Education”; Edition 1st
2003; Jaypee Brothers New
Delhi; Pg 178-186
3) LORETTA.E.HEIDERKEN; “Teaching & learning” in school of Nursing”; Edition 10th
;
2001; Konark Publication Pvt. Limited, New Delhi; Pg 316-322

145
ASSIGNMENT ON
LABORATORY METHOD
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

146
LABORATORY METHOD OF TEACHING
CLINICAL TEACHING
INTRODUCTION
Nursing education is a practice discipline; the students will learn the subject matter by
doing the things and practices the skills. It is a science, as it is based on systematic body of
knowledge and principles of education. It also implies as an art, as it requires professional skills
especially based upon humanitarian approach. Nursing education is having more emphasis on
skill development based upon two aspects i.e., Theory of Nursing and Nursing Practice.
Old nursing curriculum contained only a few hours of teaching and many hours of
practice. Through the intervening years, the amount of nursing knowledge has grown
exponentially and the time allowed to learning by doing has contracted steadily. The clinical
experiences for nursing students will be provided in the places where the actual clients are being
cared for. Since the practice involves human life and handling real life situation, it is essential,
such training and experiences should be supported by good clinical teaching. In clinical practice,
the theoretical knowledge and skills learned receive repeated testing. The student has the
challenge of putting this knowledge and skills gains in real life situation to make them
practitioners in nursing. To bridge the gap between classroom and clinical instruction is, to
expose the student to a series of laboratory stimulation in real settings. Clinical experience
requires the presence of a clinical instructor to guide, reinforce and correct behaviour.
In the nursing curriculum to correlate the subject matter learned in ideal situation (eg: lab
and classroom) to real situation, the clinical instructor organizes the clinical experiences. The
student nurse learns the bedside nursing from older nurse (i.e., senior nursing personnel) in real
field situation.

147
In classroom teaching there is possibility for careful demonstration of procedures, the
ideal equipment will be collected well in advance and sufficient time was permitted for
developing skills based on theory underlying sound practice under close, strict supervision.
After learning in ideal situation, the student will practice the procedure (by implementing
care to the clients) in real situation utilizing available facilities.
Clinical instruction is directly concerned with teaching students about the care of clients.
Objectives
At the end of the seminar, students should be able to,
 Define laboratory method
 Enumerate the values of laboratory method
 Explain technique of laboratory method of clinical teaching
 Tell purposes of laboratory method of clinical teaching
 Enumerate the limitations of laboratory method of clinical teaching
 Enumerate the types of laboratory required for demonstration
TERMINOLOGIES
 LABORATORY: a room or building for scientific experiments
 CULMINATE: reach the highest point
 INVALID: sickly person
LABORATORY METHOD
Introduction:
According to Webster’s New Collegiate Dictionary the laboratory method had its beginnings in
the teaching of chemistry, whereby students went to a workroom for purposes of experimental
study involving testing, analyzing, and preparing chemical substances. This concept of
experimental problem-solving became an integral part of the study of a variety of the science
components of nursing curricula. Soon the nursing components of the curricula became a natural
media for the use of the laboratory method by providing opportunities for students to use a
problem-solving approach to the development of techniques in a controlled learning environment.
In undergraduate, study the early laboratory experiences are usually performances of well-known
actions that, when followed correctly, allow the student to share in reaching a known goal. At
graduate levels the laboratory is the site for exploration and discovery of new knowledge.
Definition: Planned learning activity dealing with original or raw ‘data’ in the solution of
the problems. The term "Original data" includes materials obtained experimentally and any other
materials resulting from laboratory procedure.

148
Laboratory method is a procedure involving firsthand experience – with primary source
materials, through which the student can acquire psychomotor as well as metal skills.
Explicitly the laboratory method of teaching utilizes a problem-solving approach to
learning that offers students opportunities for supervised, individualized, direct experiences in the
testing and application of previously learned theory and principles and the refinement of specific
skills or complex abilities. The learning experiences are planned so that the theory and laboratory
experiences complement each other. This concept has been expanded to include the clinical
setting in the hospital, the home/ and community health agencies in providing students with
opportunities for using problem-solving techniques to study patients with varying degrees and
kinds of nursing and health problems. Unlike chemical laboratories, patient care settings can
rarely be sufficiently controlled so that the instructor can guarantee the details of the student's
findings. Even the beginning undergraduate student must be prepared to discover something new
about human-experience with health and illness.
Many schools and colleges of nursing have expanded the use of the laboratory method to
include prolonged observational studies within the clinical and community setting. This technique
has proved particularly successful in the study of growth and development patterns and of
interpersonal relationships to gain in understanding of behavioral patterns of children and adults
As schools and colleges of nursing modernize their teaching facilities, they are providing
laboratories equipped with one-way viewing devices for observation studies by small groups of
students. The objectives for the observational study vary according to the subject, such as
i. Parent-child interactions;
ii. Growth and development patterns of various age groups;
iii. Demonstrations of group therapy;
iv, Nurse-patient interaction; and
v. Counselling and interviewing patients with specific problems such as long-term illness, death
and dying, drug dependency, unwed parents, or other family crisis situations. The purpose for
using this technique and its variations is to build observation skills by allowing the interaction to
occur in or more natural way than if the observer is seen, and to allow interaction among
observers during the event. Alternating observations of specific situations with participation in
these settings and later student/ teacher interaction can be very effective.
A demonstration of this kind necessitates ethical consideration of the rights of the subjects
being viewed. Prior to the observation session the persons working directly with the patients
should clearly explain the purpose of the demonstration, describe the viewing audience, and
provide sufficient explanation to the subjects to allow each to make an intelligent decision about
his willingness to participate in the observation study. Situations involving patients must be
evaluated on an individualized basis to determine whether the demonstration will help or hinder
their progress.

149
The demonstration-observation requires careful planning and should be conducted by an
expert in the given subject matter who already has established a rapport with the subjects. For a
productive learning situation, observations should be:
i. Conducted at frequent intervals over a sufficient period time.
ii. evaluated by students in accord with their objectives and their theoretical insights, and
iii. followed by teacher- observer conferences to validate findings, develop new insights
regarding observed responses of patients, discuss observer reactions to the problem, and explore
ways that will lead to better patient understanding.
Variations of this device are frequently used in medicine. One excellent example is
described by Marschak and Call in observations of parental influence on disturbed children. In
another, KubIer-Ross interviewed dying patients to determine their feelings about death and
dying, followed by a seminar with the observers representing a wide range of professional
disciplines to help them understand their own feelings about the patient and provide the support
and understanding needed. Careful study of these techniques furnishes the creative teacher with
numerous ideas regarding ways of adapting this method to selected portions of clinical nursing.
While both teacher and student have definite responsibilities for the effective use of laboratory
method, its creative use is dependent on the teacher- student milieu.
The extent to which the teacher fosters self-direction through cooperative planning, action,
and validation of results is directly proportional to the degree of creative action expressed by the
student.
In clinical nursing the use of the laboratory method becomes procedure for providing
students with well-planned, supervised experiences in translating principles of nursing into active,
problem-solving for nursing problems. The laboratory methods serves as the foundation tor
building in those combinations of teaching methods best suited for establishing a structural
framework to bridge the gap between the theoretical study of nursing and the study of patients.
Therefore, the following methods of teaching can be viewed both in terms of their singular uses or
their integral contribution to the total laboratory method.
As stated earlier the term laboratory method has received various definitions and
interpretations and applications in many fields education, Webster used this work tea work room
which is used in teaching physical sciences for testing and doing experiments, "Learning by
doing" is the philosophy of Dewey which is applied to all other sciences.
VALUES
For student it gives best opportunity to experience a learning situation at first hand,
 To use the problem-solving approach to the solution of real problems.
 To translate theory into practice.
 To develop, to test and to apply principles.
 To learn methods of procedures.

150
 Initiates group work.
Laboratory method helps:
• The student to master the subject.
• To participation of students with his suggestion while planned demonstration by the teacher
helps to learn the procedure accurately.
• To provides concrete and firsthand knowledge of factual materials-
• To make provision for purposeful student activity-
• In training in scientific method and develop scientific attitude.
• To development of laboratory techniques in handling laboratory things.
• Provision of concrete materials which help in imaginary experiences.
• To provide opportunity to work out experiments under guidance.
For teacher :
Provides the teacher an opportunity
 To observe the student in action.
 To assess her worth.
 To correct her mistakes.
 To guide her in promising directions.
 A little encouragement or special help at the right moment may intensity interest and
provide the hopes for independent accomplishment in future.
TECHNIQUE
1. Introductory phase
2. Work period
3. Culminating activities.
1. Introductory phase
Involves establishment of objectives and a plan of work.
Teacher preparation:
1. It requires establishment of objectives and plan of work.
2. It motivates the student by presenting problem together with effective method for its solution.
3. Teacher prepares the plan with cooperation of the student considering objectives not wasting
time.
4. Teachers allow time for maximum use of laboratory work.
Discuss objectives or plan of work with the students by means of class discussion:
 To solve a problem.

151
 To understand a process.
 To develop skill.
 To provide for correlation of lab aspect of the course with class work.
 To give instructions for the students, to proceed without wasting time.
 In thinking over what the students will be doing.
Student preparation: for orientation and motivation achieved through proper instructions and
guidance.
2. The work period
Supervised study activity, in which the student is involved in a first-hand experience designed to
achieve particular objectives by solving the problem.
 It refers to that period when demonstration, experimentation or practice for a skill in a nursing
procedure.
 To ensure an effective work period there must be adequate equipment and facilities including
basic tools.
 There must be adequate supply of specimens and materials.
 There should be sufficient space, light and ventilation. Teacher should plan the entire class for
learning activities, extra-work should be assigned to those who finish, but it should not he special
work, but to get more knowledge in the same work.
3. Culminating activities
After the lab work, the class should meet together for discussion of common problems, for the
organizations of findings, for the presentation of the results of individual or group problem
solving activities.
PURPOSES OF LABORATORY METHOD
1. To provide first hand experience with materials or facts in the solution of problem, e.g. Science
Laboratory.
2. To provide experiences with actual situation such as Nursing Laboratory and Hospital Wards.
3. To make student to become skilful in manipulation apparatus, practicing laboratory technique.
4. It helps student to acquire scientific attitudes and scientific approach in problem-solving. It
should be well-organised and well-planned with close coordination, between class and laboratory
work,
LIMITATIONS OF LABORATORY WORK
a. Poor planning and lack of direction of teacher may result in wasting student time, use of
complicated approaches and consumes time. Poor direction causes blind manual without an
conception of the purpose.

152
b. lack of budget in getting qualitative-laboratory equipment create insecurity in teachers to
operate them. Actually simple equipment is far more comprehensive to the student and they are
within the bonds of school grant. Teacher should remember that these equipment does not result
in effective laboratory work, wise planning and direction of learning activities are more effective
means of in-service learning.
TYPES OF LABORATORY REQUIRED FOR DEMONSTRATION, LEARNING.
RESEARCH, TREATMENT.CLASSROOM, CLINICAL COMMUNITY.
1. Science laboratory.
2- Nutrition laboratory.
3. Nursing art laboratory.
a. Science laboratory: Used to teach science subjects, widely used in physiology, physical
science, chemistry, microbiology for teaching these subjects.
b. Nutrition laboratory: Used to teach the basic knowledge about food and for practice of
cooking food for normal’s as well as invalids.
c, Nursing art laboratory of demonstration room: it is used for demonstration of some
techniques in nursing. Students may practice to become familiar with nursing procedure
CONCLUSION
The laboratory method is the part of study in the education which helps to give proof to the study
which is based on scientific principle.
It helps for clear and comprehensive study which helps in acquiring skill in particular study. The
success of laboratory period is largely depending upon good planning. It is a type of instruction in
which the student learns by actually doing things by himself', It helps to observe and listen to
others doing. Students are made to understand the use of laboratory findings.
Bibliography
1) B.T Basavanthappa, Nursing Education 2nd
edition, Jaypee brothers medical publishers. Page
no:536-539
2) K.P neeraja, Text book of Nursing Education, Jaypee brothers medical publishers. Page no:
3) Sankara Narayan B and Sindhu B learning and teaching nursing 3rd
edition, page no: 146-151
4) Illustrated oxford dictionary, 1st
edition, 2006, published by Dorley Kindersley Ltd

153
ASSIGNMENT ON SIMULATION
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

154
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
SIMULATION
Introduction-
A simulation presents learners with a more or less life like situation or model of real world
with which they interact in solving problems from an adopted role perspective. Simulation
allows anticipatory learning (Bastable, 2003).Learners are required to assess and interpret the
situation and make decisions based on information provided. Usually conducted in a
laboratory setting, simulation learning allows student to execute a variety of skills including
assessment, psychomotor skills and decision making.
Terminology
Simulation- ”An operating representation of central features of reality.”

155
Simulation is the basis of sensitivity training, sociodrama, and psychodrama. It is a certain
underlying skills to teaching can modified, described and practised like any other skill.
Simulator- It is deliberately designed to omit certain parts of real operational situation.
Role play- A group of(minimum 4-6)pupil performed in an artificial environment an actual
or false role under a teacher guidance. This may provide the student an understanding of a
situation or relationship among real life participants of a social process.
Socio-drama- It seeks to utilize role playing as a means of finding out the situation assigned
to role players. The problem may be false or based on real life situation and the actor is
required to find out an acceptable solution of the situation.
Gaming- the situation involved outcomes affected by decisions made by one or more
decisions. It designed in a small manner which enables chance to affect the outcome.
Definition-
A role playing in which the process of teaching is displayed artificially and effort is made
to practice some important skills of communication through this technique. The pupil teacher
and the students simulate the particular role of a person to actual life simulation. The whole
programme becomes training in role perception and role playing.
Characteristics of simulation-
A good simulation will:
1. Mirror real situation while providing control over extraneous variables or constraints that
might interfere with learning.
2. Provide a mix of experiences that can be replicated for successive learner.
3. Provide a safe environment in which learning has priority over patient care or systems
demands.
4. Focuses on application rather than uncertain recall of knowledge.
5. Provide immediate feedback on performance
Principle-
1. Player take on roles which are representatives of the real world and then make decisions in
response to their assessment of the setting in which they find themselves.
2. The experiences simulated are consequences which related to their decisions and their general
performance.
3. The ‘monitor’ the results of their actions are brought to their actions are brought to reflect
upon the relationship between their own decisions and the resultant consequences.
Types of simulation-
 Written simulation
 Audio-visual simulation

156
 Model simulation
 Computer simulation.
Activities in simulation-
Activities used in simulation is-
 Role playing,
 Socio-drama,
 Gaming
Values-
 It actively engages learners in application of knowledge and skills in realistic situation.
 Promote high level critical thinking.
 It is useful in promoting transfer of learning from the classroom to clinical setting.
 The controlled setting of the simulation makes it possible to have consistency in learning
experiences from learner to learner.
 Simulation permits application of theory to practice when access to clinical setting is limited
or impossible.
 Enables the student to empathize with real life situation and to learn pre requisite content
before the real exposure.
 Motivate the student by real life situation exciting and interesting.
 Provide feedback to learners on consequences of action and decision made.
 Student can learn without harming the patient.
Limitations-
 Simulation cannot be made in all curriculums.
 Simulation are time consuming to develop particularly if they are to mirror realistic situation
 Mechanism for feedback of data may require the use of sophisticated materials.
 Cost development and reproducing a simulation may not be recovered even with repeated
use.
 Simulation is not a convenient for small children because the mechanism is too difficult for
them to follow.
 It requires extra work preparation of teacher.
 It reduces the seriousness of learning process.
 Minimum of feedback sequence to chose.
 Difficulty in using analytic approach.
 Need many stimulators.
 Learner may not find the simulation relevant to their situation.
Steps of simulation-
1. Selection of role player:-

157
A small group of 4-5 student teachers are selected. They are assigned different letter in
alphabetic order. The role assignment is rotated within the group to give chance to everyone.
Every member of group gets similar opportunity to be the actor and the observer.
2. Selection and discussing skills:
The skills to be practiced are discussed and the topics that fit in the skill are suggested.
One topic each is selected by group member for earlier.
3. Planning:-
It has to be decided who starts the conversation and who will top the interaction and
when.
4. Deciding and procedure of evaluation:-
How to record the interaction and how to present it. The actor has to decide so that a proper
feedback on his performance could be given.
5. Provided Practical Lesson:-
The role players should be provided re-enforcements on their performance to give them
training for playing their part well.
Application of simulation in teacher training-
Cruikshank (1968) has developed a teacher training system which includes:
 The participant is introduced into the situation (if he is a new teacher in school).
 The participants are provided with information and opportunity to solve the problems.
 The participant is exposed to a variety of potential solutions to a particular problem.
 The participant is given the opportunity of observing the results of his chosen line of action.
 The participant is introduced to the situation by a film strips.
 The participant is also given the materials e.g. the rules, regulation, curriculum handbook,
and record card, to familiarize to the topic.
 The participant presented with the role playing situation written and responds to incident as a
response sheet.
 The participant then identified the factors influencing the problem, locates the relevant
information, suggests appropriate alternative course of action, communicates and implements
a decision.
 Small group discussion.
Summarization-
Simulation is an effective method of teaching where the learner earns the knowledge by using
critical thinking by their active participation. Simulation in some cases or in problem
situation can use for teaching or for evaluation. Both psychomotor and cognitive decision can

158
be incorporated into computer simulation. It is a very effective method to train new teachers
who used to learn the new behaviour in teaching problems.
Bibliography-
1.Neeraja KP;New text book of nursing education;1st
edition; Jaypee brothers
publication;2007;P.no-253-288.
2. Basavanthappa BT; Nursing education; 1st edition; Jaypee brothers publication;2007;P.no-
365-378
3. Moyer Barbara A. and William Ruth A; Nursing education; 1st edition; Jaypee brothers
publication; 2008; P.no-192-197.
4. Guilbert JJ; Education handbook for health personnel; 1st edition; WHO; 2004;
ASSIGNMENT ON
SEMINAR

159
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
Seminar
Introduction
The term seminar refers to small group of graduate students engaged in original
research under the guidance of a knowledgeable professor. In general, the seminar consists of
a scientific approach to the study of a selected problem. The seminar method could be

160
introduced early in the course of the nursing program by utilizing the student’s problem of
adjusting to nursing situation as the focus for developing beginning problem solving skills.
Definition of Seminar
Seminar is a small group discussion that provides an opportunity for knowledge
integration at high level
Seminar is an instructional technique involves generating a situation for a group to
have guided interaction among themselves on a theme which is generally presented to the
group by one or more members.
Purpose of seminar
1. It helps the students to study the subject matters.
2. It helps the students to gain knowledge and skills in library work.
3. It helps the students to develop problem solving skills.
4. It helps the students to participate in methods of scientific analysis and research
procedures.
5. It helps the students to increase their responsibilities.
6. It helps the students to change their attitudes and values.
Types of seminar
On the basis of levels or organization the seminars are 4 types.
1. Mini-seminar
A seminar organized by to discuss a topic in class is known as mini seminar.
The purpose of the mini-seminar is to train the students for organizing the seminar
and play different role.
2. Main seminar
A seminar organized at departmental level or instructional level on a major
theme. All the students and staff members take part in such seminars.
3. National seminar
A national seminar is organized by an association or organization at national
level. The experts are invited on the theme of the seminar. For example Trends of
education, Non formal education.
4. International seminar
In this seminar the topic or theme of the seminar is very broad, e.g. students
unrest or activisms, innovations in teacher education and examination reforms

161
Criteria for good seminar
1. Seminar group preferably is limited to 10 to 15 and students with a maximum of 25.
2. Duration should be 1 to 2 hours
3. Teacher is a leader (students can also function as teacher)
4. The topic is presented by the students taking 15 to 20 minute’s time.
5. Used with students in upper division courses than it is with beginners.
6. Effective use of seminar method requires a background of knowledge, skill in library
work.
7. Effectiveness of seminar depends on selection and preparation of the topic.
8. Leader should keep the discussion within the limits of the problem discussed.
9. Members must come prepare with material for presentation and discussion
Technique of seminar (conducting seminar)
1. Define the purpose of the discussion
2. Relate the topic of discussion to the main concept or the objectives to be attained.
3. Direct and focus the discussion on the topic.
4. Helps students express their ideas.
5. Keep the discussion at a high level of interest so that students will listen attentively to
those who are contributing ideas.
6. Plan comments and questions that relate to the subjects and will also help to guide the
discussion.
7. Set time limitation for each person to contribute.
8. Guard against monopoly of the discussion by any member of the seminar.
9. Plan for a summary at intervals during discussion and also at the end and relate the
ideas expressed to the purpose of discussion.
10. Have the discussion recorder either by student as a recording.
11. Plan for a teacher and student self-evaluation of the progress made towards the
immediate objectives.
Role of members in seminar

162
1. Student
2. Teacher
3. Co-ordinator
 Student
1. Expected to do library work.
2. Collect the appropriate relevant content.
3. Content should be clear and well started.
4. Utilizes the AV aids.
5. Should be well prepared before presentation.
 Teacher
1. Help the students to select appropriate topic.
2. Guide the students to select the contents.
3. Suggest the available sources of information.
 Co-ordinator
1. Select problem is solved, analyzed critically evaluate and conducted by
coordinator.
2. The coordinator has to organize the seminars.
Advantages of seminar
1. Seminar helps the student to increase their responsibilities.
2. It gives opportunity to participate in methods of scientific analysis and research
procedures.
3. It helps to do through study on subjects.
4. It helps to improve leader ship qualities.
5. It is an effective method of problem solving.
6. It will help to improve curriculum there by the profession.
Disadvantages of seminar
1. It is useful only upper division students as it needs high skills for performing library
work.

163
2. Members must come prepared with material for presentation and discussion.
3. Proper planning is needed to arrange a seminar.
4. It is time consuming
Bibliography
 Loretta. E. Heidgerken; “Teaching and learning in schools of nursing; principles and
methods”; 3rd
ed; konark publishers pvt. Ltd; Delhi; 2003; 475-476
 B.T. Basavanthappa; “ Nursing education; 1st
ed; J.P.Brothers medical publishers (p)
Ltd; New Delhi; 2003; 385-387
 Elsa sanatombi devi; Manipal manual of nursing education”; 1st
ed; CBS Publication;
New Delhi; 2006; 206-209
 Sankara Narayana. B and Sindhu. B; “Learning and teaching nursing”; 3rd
ed; page no
254-255
 www.encyclopedia.com
ASSIGNMENT ON SYMPOSIUM
SUBMITTED TO:

164
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
SYMPOSIUM
INTRODUCTION:
The symposium technique is used to realize the higher cognitive and affective
objectives. The nature of the topic should be such that the audience should be interested in
the theme of symposium.
ii. DEFINITION OF SYMPOSIUM:

165
Symposium is a method of group discussion in which 2 or more persons under the
direction of a chairman present separate speeches which gives several aspects of one
question.
iii. CHARACTERISTICS OF SYMPOSIUM TECHNIQUES:
It has following characteristics:
1. It provides the broad understanding of a topic or a problem.
2. The opportunity is provided to listeners to take decision about the problem.
3. It is used for the higher classes to specific themes and problem
4. It develops the feeling of co-operation and adjustment.
5. It provides the different views on the topic of the symposium.
6. Success depends on personal involvement and degree of preparation.
iv. TECHNIQUES OF SYMPOSIUM:
1. Teacher should plan the program ahead of time.
2. Each member of the class as well as student speakers should know the objectives of
the symposium.
3. Each student should prepare on the given or accepted topic.
4. The teacher should have pre-conference with each of the student speakers,
5. Either teacher or student may function as a chairman.
6. The symposium starts with the chairman introducing the each speaker and the topic.
7. Then the topic is presented by the student taking 15-20 in time.
8. As a conclusion at the end the chairman gives brief summary of all the speeches and
opens the discussion to the students.
9. Any questions or contributions addressed through the chairman.
v. PURPOSES:
1. To investigate a problem from several point view.
2. To boost students ability to speak in group.
vi. a. ADVANTAGES:
1. It is well suited to a large group or classes.
2. This method helps to discuss broad topics at organization meetings.
3. Gives deeper insight into the topic
4. Directs the students for continuous, independence study.
5. This method can be used in political meetings.
b. DISADVANTAGES:

166
1. Inadequate opportunity for all students to participate actively.
2. The speech is limited to 15-20 minutes.
3. Limited audience participation
4. Questions and answers are limited to 3-4 minutes
5. Possibility of overlapping of subjects.
vii. LIMITATIONS OF SYMPOSIUM TECHNIQUE
The symposium has following limitations.
1. There is possibility of repetition of the topic because every speaker prepares the
theme as whole it creates difficulty of understanding to the listeners.
2. Listeners are not able to understand the theme correctly because different aspects of
the theme are presented simultaneously.
3. The listeners remain passive in the symposium because they are not given opportunity
to ask classifications and put questions.
4. Only mature person can make use of this technique
5. Affective objectives are not emphasized properly.
CONCLUSION:
After learning about 2 methods of group discussion i.e. seminar and symposium we
trace out the importance of these methods in teaching scenario. These methods helps to
develop self learning abilities and helps to develop co-operation among the group and also
helps to bring out cognitive and affective changes in the higher level of education where it is
essential to learn and develop such an abilities.
BIBLIOGRAPHY:
1. Heidgerken. L. E., “Teaching and learning in school of Nursing”. 3rd
edition, 1990,
Konark publishers Pvt. Ltd., New Delhi Page No. 475, 476 & 482 to 485.

167
2. Basavantappa.B.T. “Nursing Education”,1st edition, 2003, Jaypee Brother, EMCA House
23123B, Ansari Road, Dariyaganj, New Delhi – 110002, India, Page No. 385-387, 396-
401.
3. Neeraja.K.P: Text bool of Nursing Education”, 1st Edition, 2003, Jaypee Brothers
Medical Publishers, Pvt. Ltd., New Delhi, Page No. 279 to 282.

168
ASSIGNMENT
ON
PANEL DISCUSSION
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

169
PANEL DISCUSSION
INTRODCTION
All techniques of higher learning require the discussion among the participants. The
discussion provides the equal opportunities in the instructional situation to every participant.
The discussion technique of the learning is based on the modern theory of organisation. The
assumption of this theory is that every member of the organisation has the capacity to initiate
and solve the problem and brings certain attitude and values to the organisation. Thus
interactional technique is the most appropriate in democratic way of life.
ORGIN OF THE PANNEL DISCUSSION TECHNIQUE
The technique at the first time was used by Herry A Ober Street in 1929.He organized a
discussion for small group for definite period for the audience ha also participated the
important question were put by the audience on the topic. The experts tried and answered all
questions and certain points were clarified. Which were not included in the several other
persons had used this technique. This type of panel discussion is organized on television and
radio.
Panel discussion is the discussion in which 4 to 8 qualified personnel sit and discuss the topic
in front of large group or the audience. Panel discussion has a chairperson and 4 to 8
speakers. The success of the panel discussion depend up on the chairperson, he is the one
who has to keep the discussion going on and develop train of thought.
PURPOSE
 To produce the features for the benefit of a large group.
 It is a socialized group conversation in which different points of view are presented.
 Panel discussion stimulus thought and discussion and clarifies thinking.
 The quick exchange of facts, opinion and plan trends to develop more critical attitude
and better judgement.
 It can be helpful to stimulate discussion encouraging thinking and developing group
opinion.
OBJECTIVES OF PANEL DISCUSSION
The following are the main objectives of the technique..
 To provide information and new facts.
 To analyze the current problem from different angle.
 To identify the values.
 To organize for mental recreation.
THEORETICAL BASIS OF THE PANEL DISCUSSION

170
This technique is based on the following principles.
o It observe the democratic principles of human behaviour.Equal opportunities are
provided to every participant.
o It encourages the active participation with originally and independently.
o It involves the social and physiological principles of group work feeling co-operation
and sympathy and to respect the ideas of others.
o It is based on the modern theory of organisation.The panel discussion organizes
teaching at reflective level which is the most thoughtful and employ independent
thinking of the participants.
THE GROUP DISCUSSION MAY BE OF 2 TYPES
Public panel discussion.
Educational panel discussion.
 PUBLIC PANEL DISCUSSION
This type of panel discussion is organized for the common men problems. Three type of
objectives are achieved by this kinds of discussion.
 To provide factual information regarding current problems.
 To determine the social values.
 To recreate the common men.
The public panel discussion is organized in the television program. The current
problems, unemployment, annual budget, increase in the price of things, jobs
delinking with degrees, emerging diseases etc.
 EDUCATIONAL PANEL DISCUSSION
It is used in educational institutions to provide factual and conceptual knowledge and
clarification of certain principles and theories. Sometimes there are organized to find out the
solution to the certain problems.
The following three objectives are achieved by the educational technique,
 To provide factual information and concept knowledge.
 To give awareness about theories and principles.
 To provide solution of certain problems.
This type of panel discussion is very useful but they are not used in an institution even at
higher level. The conferences, seminar, symposium and workshops are commonly
organized. These techniques provide the situation for group discussion but of for
different types. The situation of panel discussion is usually of autocratic where as the
other techniques have democratic situation of group discussions.
PROCEDURE OF PANEL DISCUSSION

171
A panel discussion consists of 4 types of persons. It means 4 roles are played in
organizing panel discussion.
i. Instructor
ii. Moderator
iii. Panelists
iv. Audience
1. INSTRUCTOR
In the panel discussion most important role is of instructor. It is the responsibility of
instructor how, where and when panel discussion will be organized. The schedule of panel
discussion is prepared by him, sometimes he has to plan rehearsal also.
2. MODERATOR
In the discussion moderator has to keep the discussion on theme and encourages the
interaction among the members. He has to summarize and high light the discussion more
often. The moderator must have the mastery on the theme or problem of the discussion.
3. PANELLISTS
There are 4 to 10 panellists in the discussion. The members of the panellist in semi circle
before the audience. The moderator sits in the middle of the panellist .The panellist must have
the mastery on the theme of the discussion.
4. AUDIENCE
After the panel discussion, audience are allowed to participate and seek clarification. They
can present their points of view and their experiences regarding the theme or problem, the
panellist attempt to answer the questions of the audience. In some situations moderator also
tries to answer the question.
PANEL DISCUSSION TECHNIQUE
o Other chairperson and 4 to 8 speakers sit in front of the large audience.
o Chairperson opens the meeting, welcomes the group and then invites the panel
speakers to present their view.
o In panel discussion there is no specific agenda no order of speaking and no set of
speeches.
o The chairperson can interact in the form of questions and simple statement related to
topic to any of the speaker without any order form.
o At the end, after exploration of many aspects of subject by speaker the chairperson
opens the discussion for audience by inviting them to participate in discussion.
USES OF PANEL DISCUSSION
The instructional technique has the following advantages,,

172
 This technique encourages social learning.
 The higher cognitive and affective objectives are achieved.
 It is used to develop the ability of problem solving and logical thinking.
 It develops the interests and right type and attitude towards problem.
 It develops the capacity to respect others idea and feelings and ability of tolerance.
 It provides the opportunity of assimilation of theme and content.
CHARECTIRISTICS OF PANEL DISCUSSION
The followings are the main characteristics of panel discussion technique..
 It is used to college and university level to organize teaching at reflective level.
 It develops the ability of problem solving.
 It provides the opportunity to understand nature problem theme and giving their point
of view logically.
 It develops right type of attitude and ability to tolerate anti ideas of others.
 It develops the ability of creative thinking and to criticize the theme.
 It develops the manners of putting questions and answering questions.
LIMITATIONS OF PANEL DISCUSSION TECHNIQUE
The following are the limitations of this technique..
o There are chances to deviate from tem at time of discussion; hence the purpose
of the panel discussion technique is not achieved.
o Some members demonstrate the discussion and do not provide the
opportunities to participate others in discussion.
o There is possibility to split the group into2 sub groups i.e. For and against the
theme. It does not maintain the conductive situation of learning.
o If the panelists belong to different groups, it may not create appropriate
learning situation.
SUGGETIONS FOR ORGANIZING PANEL DISCUSSION
The following suggestions should be taken into consideration to organize effective panel
discussion..
 There should be rehearsal before the actual panel discussion.
 The moderator should be matured person and have the full understanding of theme or
problems. He should have to control over the situation.
 The seating arrangement for the panelists and audience should be, that everyone
should be equal distance. They can observe each other.
 The moderator should encourage the discussion on the points and which may lead to
constructive aspect of the problem. He should encourage the constructive discussion
among panelists and audience.
CONCLUSION

173
The discussion provides the equal opportunities in the instructional situation to every
participant. The success of the panel discussion depends upon the active participation of
the members. All techniques of higher learning require the discussion among participants.
JOURNEL ABSTRACT
Barkan A, Bronstein MD, Bruno OD, Cob A, Espinosa-de-los-Monteros AL, Gadelha MR,
Garavito G, Guitelman M, Mangupli R, Mercado M, Portocarrero L, Sheppard M.
The University of Michigan, Ann Arbor, MI, USA.
ABSTRACT
Although there are international guidelines orienting physicians on how to manage patients
with acromegaly, such guidelines should be adapted for use in distinct regions of the world.
A panel of neuroendocrinologists convened in Mexico City in August of 2007 to discuss
specific considerations in Latin America. Of major discussion was the laboratory evaluation
of acromegaly, which requires the use of appropriate tests and the adoption of local
institutional standards. As a general rule to ensure diagnosis, the patient's GH level during an
oral glucose tolerance test and IGF-1 level should be evaluated. Furthermore, to guide
treatment decisions, both GH and IGF-1 assessments are required. The treatment of patients
with acromegaly in Latin America is influenced by local issues of cost, availability and
expertise of pituitary neurosurgeons, which should dictate therapeutic choices. Such
treatment has undergone profound changes because of the introduction of effective medical
interventions that may be used after surgical debulking or as first-line medical therapy in
selected cases. Surgical resection remains the mainstay of therapy for small pituitary
adenomas (micro adenomas), potentially resectable macroadenomas and invasive adenomas
causing visual defects. Radiotherapy may be indicated in selected cases when no disease
control is achieved despite optimal surgical debulking and medical therapy, when there is no
access to somatostatin analogues, or when local issues of cost preclude other therapies. Since
not all the diagnostic tools and treatment options are available in all Latin American
countries, physicians need to adapt their clinical management decisions to the available local
resources and therapeutic options.
Kipen H, Rich D, Huang W, Zhu T, Wang G, Hu M, Lu SE, Ohman-Strickland P, Zhu
P, Wang Y, Zhang JJ.
University of Medicine and Dentistry of New Jersey - School of Public Health and Robert
Wood Johnson Medical School, Piscataway, New Jersey, USA. kipen@eohsi.rutgers.edu
ABSTRACT
Ambient air pollution has been linked to cardiovascular and respiratory morbidity and
mortality in epidemiology studies. Frequently, oxidative and nitrosative stress are
hypothesized to mediate these pollution effects, however precise mechanisms remain unclear.

174
This paper describes the methodology for a major panel study to examine air pollution effects
on these and other mechanistic pathways. The study took place during the drastic air
pollution changes accompanying the 2008 Olympics in Beijing, China. After a general
description of air pollution health effects, we provide a discussion of panel studies and
describe the unique features of this study that make it likely to provide compelling results.
This study should lead to a clearer and more precise definition of the role of oxidative and
nitrosative stress, as well as other mechanisms, in determining acute morbidity and mortality
from air pollution exposure.
BIBLIOGRAPHY
I. K.P.NEERAJA,A Text Book of Nursing Education. New Delhi, Jaypee Bros.
Publications 2005,pg;282-283.
II. B.T.BASVANTHAPPA, Nursing Education, New Delhi. Jaypee Bros.
Publications 2004,pg;403-405.
III. K.PARK,Text Book Of Preventive And Social Medicine,M/sBanarsidas Bhanot
Publishers 2002.pg;628.
IV. BUTTER B.K, KUMARI NEELAM,A Text Book Of Communication And
Education Technology Jalandhar.S.VIKAS And Co,pg;255-256.
......................................................................................................................................................

175
ASSIGNMENT ON
PROBLEM BASED LEARNING
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

176
PROBLEM-BASED LEARNING (PBL)
The goal of nursing education is to prepare nurses who are competent and caring.
Developing competent practitioners is the concern and responsibility of all nurses (Andrew &
Jones 1986 ). To develop competent nurses, they require to be prepared in a way that they
can use problem-solving and clinical reasoning skills in their practice. Problem-based
learning (PBL) is effective in enhancing the problem-solving abilities and clinical reasoning
skills of students.
Problem-based learning is an increasingly popular educational strategy. It has now been
applied to many areas like nursing, space, science, community health.
PBL can be best defined as the individualized learning that results from the processes
involved in working toward the solution or resolution of a problem (Barrows, HS and
Tamblyn).
1. What is problem-based learning?
Barrows ( 1985) describes " The basic outline of PBL process is : encountering the problem
first, problem-solving with clinical skills and identifying learning needs in an interactive
process, self-study, applying newly gained knowledge to the problem and summarizing what
has been learned".
2. What are the advantages of problem-based learning?
a. Development of an effective and efficient clinical reasoning process
b.Increased retention of data
c. Development of effective self-directed learning skills
d. Increased student-faculty interaction.
e. Increased Motivation for learning
3. How is the tutorial process conducted for problem-based learning?
The problem-based strategy using the tutorial process is conducted in two sessions i.e.
brainstorming and regrouping. Students meet in small groups of six to eight, with a "tutor"
who is the facilitator. One student takes the role of the group leader who coordinates the

177
session’s activities. Another student takes the role of the scribe, whose task is to keep
track of the group's process on the board.
Patient problems are presented in a variety of formats like carefully designed printed format,
computer format, video clippings, etc.
The tutorial group begins with the brainstorming session. The second session is the
regrouping session.
Let us see the steps of the tutorial process as presented in Fig.
I. First Session: Brainstorming
i. Clarify unfamiliar terms and concepts
ii. Define the problems/issues
iii. Discuss / analyse the issues identified
iv. Summarize the discussions
v. Decide what new information is required to deal with the problem
vi. Pursue learning objectives individually or together (self-directed learning)
II. Second Session: Regrouping
vii. Resource critique, re-analysis of the problem in the light of new information acquired,
debriefing and evaluation.
When a new group of randomly assigned students meet for the first time, an introduction is
done. The students are asked to introduce themselves to the others in the group. The others
in the group are invited to ask questions to each student or comment on anything he or she
might have said. This helps students to establish who they are and their own importance as
an individual in the group. This will help to enhance the group process as problems of
members identifying their own importance in the group through this, inappropriate behavior
is avoided.
Conclusion:
PBL is a very useful method of teaching learning. Research evidence shows this.

178
ASSIGNMENT
ON
ROLE PLAY
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing

179
bANGALORE
ROLE PLAY
INTRODUCTION
As a teaching – learning form, role playing is useful for developing communication skills
involving emotion and encouraging groups work. Many teachers confuse role playing and
drama. Although that are similar, they are also very distinct in styles. Perhaps the most
strategic point of difference is handling of the subject matter, genuine drama requires a
scripts whereas role playing retains the element of spontaneous or at least extemporaneous
reaction.
OBJECTIVES
at the end of ht class the group will able to
 Define role play
 List out the purpose of role play
 Explain the value of role play
 Enumerate the principle of role play
 Describe the process of role play
TERMINOLOGIE
Empathy – the ability to share some one else feelings or experiences by imaging what it
would be like in the situation.
Briefing--The act of giving in advance specific instructions or information.
Consensus – a general accepted opinion or decision among a group of people.
Insight – the ability to have a clear, deep and something sudden understanding of a
complicated problem or situation.
Definition
An educational technique in which people spontaneously act out problems of human relations
and analyse the enactment with the help of other role players and observers
History and origin of role play

180
The term role play was originally coined in the 1920s by Jacob. L. Morens, a Veinese
psychiatrist who surmised patient gained more knowledge from exploring their problems by
acting them out than talking about them. When the practice become popular in business and
educational institutions twenty years later the problem solving aspect shifted towards the
learning of a professional role for later real life assumption. what astronaut do in their
practice for mission; what pilot do in learning to navigate flight simulators; what thousands of
soldiers do in the course of military exercises its all role playing. Teaching sales persons to
deal with customer, teacher, doctors to interview patients, teaching teacher to deal with
different situation.
Purpose of role playing in nursing education
 To develop specific skill
 To develop a situation for analyse
 To developing understanding of points of views of others
 Increasing students insight into typical ways of dealing
 Length of the role play will make the situation clear and awareness can be created in
the mind of the students
Values of role playing
 The actors really tries to feel the part tries to feel the part of the character he is
portraying and the audience gets some kind of emotional involvement.
 It is enjoyed by people who do it.
 It also fulfills some of the very basic principles of the teaching- learning process such
as learner involvement and intrinsic motivation.
 The involvement of the role playing participants can create both an emotional and
intellectual attachment to the subject matter at hand. If a skilful teacher has accurately
matched the situation to the needs of his group, the solving of realistic life problems
can be expected.
 Individual may develop new skills for dealing with problems in human relations.
Principles of role play
 As a teaching technique, role playing is based on the philosophy that meanings are
in people, not in words or symbols.
 Creating a teaching situation which can lead to the change of self concepts
requires a distinct organizational pattern
 Should be flexible
 Should be stimulant to think and should not be an escaped from disciplines of
learning
 Requires rehearsal is an important feature to produce effective outcome and an
audience to help players interpret their role.
 Should be able to analyse and evaluate which is an essential element to gain
maximum learning benefits.
 Should be done for a brief period

181
Types of role playing
1. Sociodrama
It deals with the interactions of people with other individuals or groups e.g. mother, nurse,
leader etc. it always involves situations of more than one person and deals with problems that
a majority of the group face in executing their roles.
Socio-drama concerns itself with group issues. It is a group action method in which
participants act out an agreed upon social situation spontaneously and discover alternative
ways of dealing with that problem. It concerns itself with those aspects of roles that we share
with others and helps people to express their thoughts and feelings, solve problems, and
clarify values. Unlike simple role playing, socio-drama employs many specific techniques to
deepen and broaden the action of the enactment.
2. Psychodrama
Practiced in group setting, mainly concerned with the unique needs and problems of a
particular individual. It should not be attempted except under guidance of a trained therapist.
A psychotherapeutic technique in which people are assigned roles to be played
spontaneously within a dramatic context devised by a therapist in order to understand the
behaviour of people with whom they have difficult interactions.
.
Steps in role playing
1. Select a problem for role playing, it may be done by:
- The group leader , who recognizes a problem that can be used effectively and
suggests it to the group.
- The group can list problems on the black board and decide which problem they
want to work out.
2. Set up the role playing scene;
- The group should come to a clear agreement on the chief objectives to be realized
in the role play.
- The group work together with the leader decide
 What character to be involved
 The attitudes and personalities of the characters.
 The setting of the story
 The point on which the story should begin
- The leader may brief the players on the situation which they have decided they
want to portray. The leader may arbitrarily assign individuals to take the various
roles or members may volunteers to play the different roles

182
- The player’s lines are never fixed but for just what the character thinks his
character would say in a given situation.
3. Getting underway in the role playing.
- The player should be given sometimes to warm up or to get the feeling of the roles
they are about to play. Specific names, other than their own should be used to help
them to get into their roles.
4. Part the group players
Those members not involved in the actual role playing act as a observers. They may
be assigned to watch particular role players or to look for important cues, which come
out of role playing
5. Cutting the role playing
The leader may cut at point where enough action has already occurred to provide a
basis for discussion
6. After the role playing is cut
- Get immediate reaction of the role players.
- Use in the discussion the role name of each person so that the player will not feel
he is being evaluated
- When role players succeed in really projecting themselves into the roles assigned
them, they usually give during the discussion valuable insight into the problem
and provide additional material for discussion
7. The audience observers.
- The comments of the audience observers constitute the least of the role playing as a
discussion technique
- How did the group think the role was handle
- What are the good point of the action.
- What were the poor points or omission.
8. The role playing scene
The role might be played by different people so that these might be a comparison of the
behaviour of different people.
9. Caution in the use of role playing
- Use role play only if when it will be useful not just for the sake of doing it.
- be careful about the interpersonal relationship within the group
- avoid uncovering deep seated personal problems, which require professional help.
10 .Summarize
The leader sums up with the group the chief point or principle which has come out in the
playing and the comment of the observer which follows.
Process of role play

183
1. Preparation
a) Define the problem
b) Create readiness for the roles
c) Established the situation
d) Cast the character
e) Brief and warm up
f) Consider the training
2. Playing
a) Acting
b) Stopping
c) Involving the audience
d) Analyzing the discussion
e) Evaluating
Specifically role playing can be used to help student
1. Develop real communication skills in leadership, interviewing and social interaction
and obtain constructive feedback from peers.
2. Developed sensitivity to another’s feeling by having the opportunity to put oneself in
another’s place.
3. Develop skill in group problem solving e.g. the group work as a whole to develop the
problem of concern to the group. To developed the situation, to identify critical issues
and come to some mutual agreement.
4. Develop ability to observed and analyse situations
5. Practice selected behavior in real life situations without the stress of making mistake.
Role playing helps the teacher
In the teaching – learning situation, it provides her with the opportunity to
a) Note the individual student needs by observing and analyzing her needs in a simulated
real life situation
b) Assist the student in meeting her own needs by either giving her or encouraging group
members to give her on the spot suggestion
c) Encourage independent thinking and action by steping aside or giving indirect
guidance for emphasis is on the students helping themselves.
Disadvantage
 Role playing is a means not an end
 It requires expert guidance and leadership
 Sometimes participants may feel threatened
 Strongly dependent on student’s imagination
 Times consuming in group readiness
 Requires willing volunteers who would be ready to act out

184
CONCLUSION
Hence role playing is relatively a new technique where people act out spontaneously to relate
human reactions and analyse the enactment.
JOURNAL ABSTRACT
1.Marvin C. Alkin conducted study on ‘use of role- play in teaching evaluation”. This
paper describes the use of role-play in creating an experiential learning environment for
graduate students enrolled in a comparative evaluation theory and/or an evaluation
procedures course. Role-play exercises have been designed for each course that increase
student involvement in the learning process, which promotes a deeper understanding of and
engagement in course content. The specific exercises used, which are described in detail,
require students to think beyond the words they read—to learn by doing in a safe
environment.
BIBILIOGRAPHY
1. B.T. Basavanthappa, “Nursing Education “Jaypee brother medical publisher(p)Lt.
page number
2. Elsa Sanatombi Devi, “manipal Mannual of Nursing Education”, CBS publisher and
distributers, page numbers 213- 219
3. K.P Neerja, “Text Book O Nursing Education” Jaypee publication. Page number263-
266
4. Dr, A.V, “Instructional Aids for teaching of Nursing”, OmagalAchi College of
nursing
5. Marvin C. Alkin,“ The Use of Role-Play in Teaching Evaluation”, University of
California, Los Angeles, UCLA Educ, P.O. Box 951521, 3026 MH, Los Angeles

185
ASSIGNMENT ON
COMPUTER ASSISTED LEARNING
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

186
COMPUTER ASSISTED LEARNING
INTRODUCTION TO EDUCATIONAL TECHNOLOGIES
This document introduces the principal technologies that make up the field of learning
technology and so is necessarily brief.
What is Educational Technology?
E-learning, Educational Technology, Information and Communication Technology,
Computer Aided Learning, Computer Aided Assessment, Computer Mediated
Communication - these terms and others are bandied about in recent years but what do
they mean and why should you invest any time in getting to know more about them?
'Technology' in its broadest terms could include overhead projectors and even pen and
paper but, in the context of Learning Technology, it is generally understood that we are
talking about technologies that have arrived with the 'Information Revolution' i.e. those
associated with computers.
For those of us who have been around for a bit, this seems to be the promise that is
never fulfilled. There has been talk about how computers and other technologies would
revolutionize the nature of learning for several decades now. We can all point to isolated
examples of success but probably also point to numerous examples of wasted effort. So what
has changed?
Computer Assisted Learning
The term Computer Assisted Learning (CAL) covers a range of computer-based
packages, which aim to provide interactive instruction usually in a specific subject area, and
many predate the Internet. These can range from sophisticated and expensive commercial
packages to applications developed by projects in other educational institutions or national

187
initiatives to simple solutions developed by individuals with no funding or support to tackle a
very local problem. The amount of time and money invested in development is high and
partly because of the very subject specific nature of the education market as well as the very
personalised nature of the teaching process - particularly at FE and HE level - means that
commercial success is difficult to achieve and work done in one subject area rarely transfers
to others subject areas.
In general, the use of computers in education through CAL has been sporadic a great
deal of effort was expended with little general impact. Many of those academics that took
part in that earlier crusade are now cynical about the effectiveness of computers in teaching.
There are still good reasons to use CAL rather than Internet based technologies. CAL
is run either straight from a CD or floppy disk drive, or over a local network so the constraint
of the internet - slow download times for multimedia materials may not apply. This, coupled
with the fact that CAL technology has been around a bit longer, means that CAL packages
have the potential to offer more advanced, interactive, multimedia learning experiences than
it is currently reasonable to expect from the Web. This has been changing as Web
technologies develop and bandwidths improve but there are currently many things that can
only be achieved with CAL rather than the Web and CAL has been an integral part of the
curriculum in many departments at Warwick for some time.
Internet Technologies
The principle difference - 'What has changed?' is that when we talk about interaction
in CAL packages, we are usually talking about interacting with computer programs. Internet
based technologies are more about interaction between people and in our Postmodernist
world, we know that learning is largely a social activity and even the most well thought out
multimedia interactive materials lack the flexibility of human interaction.
The use of the term Information and Communication Technology (ICT) rather than
Information Technology (IT) emphasises this change. Computers now facilitate
communication between people as well as between people and programs or people and data.
Those who were involved in developing CAL packages in earlier decades usually
point out that there is nothing new under the sun - which the lessons we are learning today
about using the Internet for teaching were learnt before. Others would go further and point
out that distance education with print has also covered a lot of the ground before and it is only
because most lecturers are only accustomed to the face to face setting that they stumble into
well mapped pitfalls when beginning to use internet technologies to teach. All of this is true
but it is also true that using the Internet for teaching brings new challenges and necessitates
the development of additional teaching skills.
The arrival of the Internet made communication between machines much easier and a
number of open protocols and applications were developed to make use of this. Of these,

188
Email was the forerunner and there can be few academics and students that do not have
access to this now. Email has its limitations and it was the World Wide Web that really
brought the world of networked computers to the general public. The open standards of many
of the technologies and the ease with which anyone could publish information encouraged
participation by all and we need to remember what is about these technologies that makes
them attractive when we try to deploy them for education. However, initially, a relatively
small number of University lecturers adopted it for a range of teaching purposes but even
fewer did more than post information about their courses or actual lecture notes - usually not
modified in any way to take advantage of the strengths of the media such as hypertext.
One of the strengths and principle attractions of the Web is that it can provide
authoring access to anybody and this is quite different from the one-way nature of education
through CAL or any other media that predated it. The fact that the technology facilitates this
does not of course mean that it will take place but then this is true of any educational forum.
While far from needing programming skills, it still takes a certain amount of
technophobia to publish a Web page. Creating them is trivial but actually publishing them
can be tedious if the institution has not provided a simple means to do so.
This is all about information rather than teaching and learning and it soon becomes
obvious to any treading this path that you cannot take the people out of the learning equation
entirely. Learning is about interaction and interaction with information alone is not enough.
We can group the Web technologies available for education roughly into 3 areas,
outlined below:
1. Digital Learning Resources
2. Computer Mediated Communication (CMC)
3. Computer Aided Assessment (CAA)
They tend to be adopted in that order with novice online tutors first placing their
lecture notes online 'as is' then restructuring the materials to take better advantage of the
media and perhaps augmenting it with resources not possible in print such as video or
creating interactive materials.
1. Digital learning resources
This could range from simply placing Word document on the Web for your students
to download and print or making your PowerPoint presentations available after a lecture to
creating Web pages that make better use of the media to streamed digital video and simple
interactive CAL-like programs.
2. Computer Mediated Communication (CMC)

189
CMC can include any means by which individuals and groups use the Internet to 'talk'
to each other.
CMC can either be synchronous (exchanges take place in 'real time') or asynchronous
(messages are posted up at any time, and read and responded to by other users also at times
which suit them; in other words, users do not have to be online at the same time, as they do
with synchronous exchanges). Email, mailing lists, Usenet and computer conferencing are all
asynchronous, while IRC, Internet telephony and videoconferencing all take place
synchronously. All of these types of CMC are now available through the Web i.e. through a
standard Web browser.
Which type of CMC you use will depend on what kind of discussion you want to take
place? Each has their strengths and weaknesses both in terms of technical constraints and the
type of interaction that they encourage.
The main technologies, which fall into this category, include:
Email - the most popular Internet tool, used to exchange messages between individuals
Mailing lists - which use email to enable communication among groups of people.
Individuals send emails to the list email address and receive a copy of all emails sent to that
address
Usenet newsgroup - a separate Internet system which allows users to read and contribute to
global special-interest 'newsgroups'; the number of newsgroup topics is vast, and subjects
range from the very dry to the totally bizarre
Computer conferencing - (sometimes also known as 'discussion boards' or more accurately
'threaded discussion lists') which enables groups of people to hold discussions by reading and
posting text messages on a computer system. The advantages over mailing lists are that the
messages are archived and the structure of the discussion is also recorded. Computer
conferencing is widely used to support learning, and within the educational context is
generally what people mean when they talk about 'CMC'
Internet Relay Chat (IRC) - an Internet system which allows users to chat 'live' (in real
time) using text or audio Internet telephony, a way of using the Internet as an alternative to
the main telephone network; currently in its teething phase, though exciting in that it has the
potential to reduce the cost of calling long-distance to that of a local call
Videoconferencing - a means by which small groups of geographically distant people can
hold discussions in real time, during which they are able to hear and see each other and share
various other types of data.
Hybrid systems - systems such as Web Board combine threaded discussion lists, IRC and
email lists allowing users to switch easily between the two depending on the nature of the

190
discussion. See also Yahoo Groups which is a free online service allowing you to set up a
Web based email discussion list with optional forwarding to and replies from your normal
email account. It also offers a facility to share documents and images.
3. Computer Aided Assessment (CAA)
The next step is to provide a way for students to assess their own progress and
understanding of the material. Without human feedback or very sophisticated artificial
intelligence, this usually means some form of objective test delivered as an online quiz.
Because it is objective and the possible responses are known, the feedback can also be
automated. Students can therefore receive immediate feedback. This use of CAA for self-
diagnosis / formative assessment can be quick to set up and if used wisely can provide
valuable feedback on the effectiveness of the course to the course tutor.
Integrating educational technologies in learning
While each of these technologies has its strengths and weaknesses, it is when they are
combined that we start to see their true potential. This was one of the driving forces behind
the arrival of Virtual Learning Environments (VLEs) although it has to be said that few of the
commercial products make serious efforts to enable this, focusing more on the administration
of learning rather than on the learning itself. VLEs attempt to 'wrap up' the three technologies
discussed above into online course objects that are password protected. Usually, the
sophistication of the tools within a VLE is less than that of an equivalent stand-alone tool; the
trade off is in the ease of use, integration of technologies and single point of authentication.
Whether you use a VLE or a combination of stand-alone tools really depends on what you are
trying to achieve.
E-learning technologies in the classroom
The changes have not all been happening on the Internet or with students sitting in
computer labs using CAL packages. Out in the classrooms and lecture theatres, data
projectors have being introduced and packages like PowerPoint are being used to present
directly through a computer rather than to create and print overhead projector transparencies.
The setups have often been unreliable and under supported and there has been a lack of
technical confidence among lecturers and it is only within the last few years that this has
started to change. Other presentation technologies such as electronic whiteboards, audience
feedback systems and videoconferencing facilities are beginning to appear in teaching spaces
and these will all require careful thought in integrating them into teaching practice.
Where is all this leading?

191
"Where do you see yourself 5 years from now?"
At the crest of the wave, the pace of change is overwhelming and there is a great
temptation (for some) to try to ride that wave and that can look very impressive... for a while.
Slightly behind the wave, you begin to see the really effective approaches beginning to take
hold and that is perhaps where you need to look to see long-term trends and truly useful
approaches. One of these trends has been the popularity of VLEs and MLEs. You can read
more about these in other documents on this site but essentially the drive is to integrate all
computer based activity in Universities and so make it as easy to engage in e-learning as is to
send an email. Making systems easy to use usually carries the penalty that they are limited in
scope. For those starting out in e-learning, this will not matter, as the technology provided is
likely to be more than you need. As you develop as an teacher, however, you will identify
needs, perhaps ones very specific to you, that the system was not designed for. If you are not
to let the technology determine your teaching rather than the other way around, you must
learn to communicate your needs to the providers of the systems and they must learn to listen.
The tools and environments that are available to lecturers are still determined more by
service issues than academic ones. Some enthusiastic individuals and departments are
impatient with central provision and perhaps will always provide their own facilities but the
majority will wait to see what central services provide. The advent of VLEs in recent years
and the formation of E- lab at Warwick have largely been in response to this need for easy
and easily supported provision of core tools. It should go without saying that the tools will
not teach for you but obviously they need to be in place. The main reason that the decisions
have to date been made by central services is that there is that academics are still largely
uninformed. Hopefully as they become users of the technologies they will provide more input
into the design of these tools.
One thing that will almost certainly not happen is that good teachers will be replaced
by automated systems or even, in my opinion, that face to face education can be entirely
replaced but you can be sure that learning technology will find its way into your teaching.
New media, new skills
Whatever sorts of technologies you decide to use, you will need to develop new skills
and recognise that your students also need to develop new skills. There is much from your
existing teaching practice that applies just as well in this new environment although
sometimes those practices successful as they might be have been developed without
conscious thought and need to be teased out and analysed before you can apply them in a new
context. One of the biggest benefits of using learning technology is that it forces us to do this
and this can enhance all of your teaching. Primarily, it is less easy to think and adapt on the
fly than it is in a traditional face-to-face environment.
What is available at Warwick?

192
Many departments have been engaged in small and larger ways in the use of learning
technology for some time and there may be activity and expertise in your own department
that you are unaware of so ask around.
In terms of central provision, the arrival of E lab has begun to coordinate the
provision of tools and E lab is currently engaged in developing some core tools in-house to
better serve our local needs.
As to advice on how to use these tools, the Educational Technology group within the
Centre for Academic Practice (CAP-ET) is a good place to start. They can advise you on
training, funding, tools and good practice as well as put you in touch with others pursuing
similar projects locally and nationwide. The ETUG mailing list is a forum for discussing
learning technology issues at Warwick as well as acting as a notice board for learning
technology events. Interactions is an online learning technology journal produced by CAP-ET
3 times a year and features local innovations.
Where do I start?
The first impression that most people have is that this is all very interesting but somewhat
overwhelming. So the best place to start is to talk to somebody who has some experience in
applying the technologies in teaching and an overview both of what is available and what
works. There are a number of groups within the University currently engaged in developing
tools and helping academics to use them. Other CAP-ET Guides will always point you to
individuals that can tell you more about specific technologies but for a more general
discussion do contact the author of this document in CAP-ET.
Bibliography
Graham Lewis graham.lewis@warwick.ac.uk
Centre for Academic Practice, University Of Warwick, United Kingdom

193
Clinical Teaching
Method:
SUBMITTED TO:
MRS.RASHMI R

194
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
ASSIGNMENT ON NURING CLINICS
SUBMITTED TO:
MRS.RASHMI R

195
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
.
NURSING CLINIC:
There are different strategies of teaching. Broadly they are classified into:
1. Autocrat – It is content centered and dominated by teacher.
2. Democratic – student centered and democratically organized.

196
Clinical teaching is type of group conference in which a patient(s) is observed and
studied, discussed, demonstrated and directed toward improvement in nursing care.
In nursing various method or clinical teaching are used. Nursing clinic is most popular
method in it.
Nursing clinic or patient presentation utilizes the presence of selected patient as its
focus for group discussion.
Purposes: -
1. Improvement in nursing care.
2. Sharpen student’s observation & interviewing skill.
3. See relation between patient’s health problem & his resources for coping.
Following points are involved in effective nursing clinic.
1. Well planed
2. Determining the purpose
3. Selection of patient (to whom students have given care)
4. Securing patient consent
5. Selecting the setting to be used (bed side or conference room).
6. Providing advance preparation of the student in terms of bio data of patient, the
purpose, place, date, time & any specific instruction regarding preparation for
discussion.
7. Group discussion is important activity in it. The group discussion consists of 3 phases.
i. Introduction
ii. Patient centered discussion
iii. The evaluation discussion
1. INTRODUCTORY PHASE.
It is for
 Know patients back ground
 Presenting nursing care situation
 Understand purpose of discussion significant observations, types of
questions to be asked, collect needed information.

197
II. PATIENT CENTERED DISCUSSION
Here only patient is presented. Student will ask simple questions to patient.
Opportunities are given to patient to verbalize their needed & how they see their particular
problems. Sometimes demonstrating a particular nursing care is sufficient for meeting the
purpose. (If patient appears unresponsive or tired close the discussion. Even though the
purpose may not have been -accomplished)
III.EVALUATION AND DISCUSSION.
It offers an excellent opportunity for the students to evaluate.
 The patients behaviour
 Ability to solve his own problems.
 Available resources.
And also student can be evaluated in terms of observation & interviewing skill.
Ability to solve problem-solving techniques.
Discussion should be summarized in terms of application of background knowledge to the
given nursing care problem.
 Goals accomplished
 Provision of follow up on comparison between student’s view of the patient’s
problems and patients views on his problems.
In nursing clinic nursing aspects are presented and discussed. (Physical Mental and social,
spiritual).
Also discussed brief medical history and therapeutics.
CONCLUSION:
Nursing clinics are valuable as a teaching-learning device because activities are related to
patient. It develops power of observation and initial thinking on problem solving approach.
All students apply their knowledge, skill and attitude to the subject of nursing clinic. It keeps
to meet situations presented by patient.
BIBLIOGRAPHY:
1. Basavanthappa BT, Nursing education, 1st
Edition, New Delhi. Jaypee Brothers,
2003.
2. Bhatia K.K. Principles and practice of nursing education 1st
ed, Kanpur printing press,
1997.
3. Tores, Educational Technology, 1st
ed. Annual publication, 1992.

199
ASSIGNMENT ON CASE STUDY
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

200
CASESTUDY
Case study is an analysis of the nursing problems of an individual patients which
grows out of his diagnosis his physical and mental condition treatment which are influenced
by personality and socio economic development
CRETERIA FOR GOOD CASE STUDY
1. Continuity
2. Completeness of data
3. Validity of data
4. Confidential recording
5. Analysis and scientific synthesis
SOURCES
1. Personal documental diaries
2. History of previous illness
3. Health team members
4. Related persons
5. Official records
6. Subject (patients)
STEPTS
A. Selection of the case :
The level of knowledge of the students is taken into considerations while assigning
patients. Selection of cases should be based on the level of care needed.
B. Collection of data
It is divided into 2 aspects
 Subjective data: The information which is given by patients
 Objective data: data which are documented through observation investigation
or intervention
C. Examination
Examination of the patients included anthropometric measures biological measures
clinical examination and dietary examination history relevant to present and past
condition is collected using the relevant formants.
D. Diagnosis and identification of casual factor

201
The nursing process includes assessment of the patients forming nursing diagnosis on
the basis of assessment planning the care and implementation.
E. Evaluation and follow up
The effectiveness of care rendered is identified.
TYPES OF CASE STUDY
1. ORAL CASE STUDY
2. WRITTEN CASE STUDY:
It’s a form and presentation
 Case study which is in written form in generally considered
best to record in narrative form
 Some form of outline should be used to guide the beginners.
 The older student may use an outline as a guide but should be
permitted to use his or her own initiative and creative ability in
writing her study
 Oral case study is one which is presented by one or more
student in the form of verbal records to the clinical instructor.
ADVANTAGES
 It is useful to the students in planning and providing comprehensive nursing care to
the patients.
 It permits the student to provide care and follow up the services for 3-5 days
continuously.
 Helps in developing clinical knowledge (book and patient picture)
 It provides for individual differences of the study
DISADVANTAGES
 Time consuming and a costly method
 It leaves no opportunity once the study is completed to branch out an in
corporate new idea.
 It requires a great deal of time to rewrite into an acceptable form.
CASE ANALYSIS
Introduction
The seminal and role playing methods particularly lend themselves to
discussion involving care analysis. This method of teaching refers to group analysis.
This method of teaching refers to group analysis of case history for the purpose of
developing skill in reflective thinking by defining problems to do solved discussing
relevant data and various sides of the issue and verifying face to make judgment.
Definition

202
A concrete care of analysis and discussion by a group of the students under the
relationship of the instructor sufficient information is presented to the students to
make judgment of problem or situation in case.
Learning as focused on discussion - making regarding concrete problems
related to real life situation, but the problems can be increased more objectively
because the students are not personally involved.
Use of this method requires a completely of thinking and action on the face of
the students and the teacher, students are required to study the case history and to
extensive reading as advance preparation for the required analysis and decision -
making discussion.
They are faced with the task of analyzing significant factors elevated from a
maze of possible, ideas and charged with the responsibility for providing appropriate
case history material and must be skilful as the use of the seminar technique. Keeping
the discussion moving without forcing a preconceived on the group. Yet ready to
summarize the ongoing discussion as necessary to keep eye centered on the problem.
The creative teacher in clinical nursing could utilize this method of teaching
nurse patient behaviour and leadership skills .But to use if successfully the teacher
must meet the following requisition.
• Careful study of the teaching involved.
• Extensive exploration of case histories that are realistic, with in the realism of
knowledge of the group and contain enough information to permit analysis and
decision making.
• Careful preparation of the group participants regarding the purpose of the
study, the technique based and needful advance preparation for a given case.
• Because of its limited use in the basis nursing curriculum, a detailed
description of this technique has not been included.
Conclusion
Case analysis help to find out the problem of patient through the proper history,
physical examination and the medical management. It helps the group members
management. It helps the group members (participants) of case analysis to provide the
discussion and problem solving approach to the particular health problem.

203
PROCESS RECORDING
It is a tool used in teaching, counselling and psychiatry field. Process recording
also known as inter personal relation recording, patient - nurse interaction interviews.
The importance of the therapeutic nurse - patient relationship. The emotional
support required by patients. The identification and the understanding of patient
emotional and physical needs and the method s of assisting patients to workout
solution to other health and related problems are being recognized.
Nursing students are continuously attempting to cope with the wide range of
human experience. Often they are found which arise within the interpersonal process.
Process recording is being utilized as a tool to help them in assisting nursing
students to acquire understanding of competence in IPR.
Definition
Walkets, defines 'A Visit for purpose s of bringing out the interplay between
the nurse and the patient in relation to the objectives of the unit.
Purposes
Used as a data collection instrument for
• Teaching.
• Self evaluation.
• Therapeutic assessment.
Elements of communication studied through process recording are;
• Conservational skills.
• Skills in interviewing for a specific purpose.
• Verbal and non verbal uses to the patient needs.
• Skills in meeting the patient needs.
• Awareness of behaviour in relation to the patient.
• Control of behaviour as a result of awareness.
• Recurrent themes in the nurse - patient interaction.
• Skills in verbal interaction.
• Interaction patterns.
• General experiences out of which the interaction pattern are developed.
Technique of process recording
• Preparing the student for process recording.
• Recording nurse - patient interaction.
• Evaluating the nurse - patient interaction.
PROCESS RECORDING
The following process recording was clone with a 49-year-okl black male
recovering from an amputation. The client was interviewed at a short term, in-patient
rehabilitation hospital. This was the fourth contact with the client.

204
CONTENT - NARRATIVE STUDENT FEELINGS
S: Hi Mr. Chandran He seems happy to see me. Felt good.
C: Hi, C'mon over and have a seat. Mr.
Chandran pulled a chair over closer to
him. I sat down in the chair.
-
S: You're a hard man to find. You
weren't in your room again today.
I'm trying to be funny to break the ice.
I'm still a hit unsure of our rapport
C: I was in there a little while ago. I
come in here to have a cigarette.
W: Well, I'm glad I found you. How are
you today?
C: I'm doing good.
S: How is your leg? Is it draining?
C: Yes, it's draining a little. It's much
better than last week.
S: Was it draining more last week?
C: Yes, it was draining more.
S: Did you go to PT today?
C: Yes, I went two times today.
S: How did it go?
C: Good, but two times aren’t enough.
That's only an hour a day. I'd rather be
home than sitting around here if I'm only
getting an hour. Now I'm going to go to a
group to walk.
Good for him! I'm glad he's advocating
for himself. It would be great if more
clients did it!
S: So that will be another Vi hour of PT
then?
C: Yes.

205
S: Will that be enough?
C: I think so.
S: If it gets you too tired or you have
chest pains again, you should tell
Christine.
I hope he does.
C: Yes, I will.
S: Did you go to OT this morning?
C: Yes. At 11 o'clock.
S: 11 o'clock? I thought it was at 10
o'clock, right after PT?
C: Well today they done it different.
S: Maybe that's because we had rounds
this morning.
C: I don't know. There was a pause in the
conversation and then Mr. Chandran
began shaking his head. C: That lady in
the kitchen made me so mad .
What should I bring up next? How
should I lead into asking him about his
story?
S: The Occupational Therapist made you
mad?
Mad? This doesn't seem like someone
who gets mad easily.
C: No, that lady in the cafeteria made me
mad.
S: What happened? What will happen if I ask? I have to ask.
C: I go down there to get 4 or 5 or 2
dollars in change. Today I go down there
and she looked at me. Then I asked her
for change of a dollar and she said no.
She told me I have to go ask the nursing
station. But she looked at me like I just
come out of the jungle.
As soon as he said '“jungle”', 1 knew it
was a racial issue. I wanted him to tell
me that though.
S: The jungle?
C: Jungle.
S: So you were upset because of the way
she looked at you?
C: I know that look. I seen that look a
hundred times before. She's lucky I need
I knew what was coming next. I started
to feel anxious and wondered how to

206
a leg because if I didn't need a leg then I
would have told her just what I thought.
handle what was seeming increasingly
inevitable.
S: What do you think?
Mr. Chandran paused and looked
Away.
I knew I had to ask.
C: I don't want to say what I think. Pause
C: She be looking at me like I'm a
nigger. I know what she be thinking.
You can tell the difference between that
look and any other look.
I knew he wanted to say more. I decided
to just wait. Okay, he said it. I guess we
need to explore this. Oh boy, he's really
getting angry!
S: So you felt like she was looking at
you a certain way because you're black.
C: These men were in a car next to mine
then passed me. They thought their car
was better than mine. So I passed them
then pulled in front of them and stopped
my car.
This story was somewhat confusing, but
I got the basic point. I was surprised that
his relatively harmless looking man who
had been so pleasant to me could have
such a past. To tip it off, I'm a white
middle class female social worker.
They called me a nigger. I took off my
work boot and broke up the windshield.
Cut them up real bad. It was 1984. Then
I spent 1 year in the county jail. I don't
care though because 1 done right. I was
raised up that you say what you think no
matter what. Don't matter none- you got
to say what you think.
Wow! He thinks it's okay when someone
calls
him a nigger to act violently against
them. This is against what I believe in;
violence breeds violence.
S: It sounds like being called a nigger
really upsets you and I can imagine why.
I don't think I'd care to be called names.
11c probably thinks I'm full of it. I feel
like there's something “right” to say and
this isn't it.
C: I been called a nigger, coon,
burrheadand all that. I don't care but
nobody going to look at me like that.
I am uncomfortable hearing these words.
I feel empathy towards the client.
S: Did you get your change Mr.
Chandran?
C: I got it at the nurse's station. I ain't
never going back to that kitchen. That
lady ain't never going to see me again.
From now on, Charles going to bring me
change or I get it from the nurse's station.
I really hope that this wasn't the case. I
don't know if it's true. There are a
number of other possibilities. How can I
bring them up without sounding like I'm
sticking up for her'.'

207
S: Okay. Mr. Chandran I understand that
you think Carol looked at you a certain
way, but can I suggest that maybe it
wasn't you? It might be that she was
having a bad day or that she was angry at
someone else.
C: Then she doesn’t have to take it out
on me.
S: You're right. She shouldn't have taken
it out on you.
C: she wasn’t having a bad day. She was
polite to the white man in front of me.
I'm so mad by blood is boiling.
He thinks I don't understand. I feel like 1
should be able to communicate better
with him.
S: She's given you change before though
with no problem?
C: You don't know. You aren't 47 years
old. You were raised up in a different
time than me.
He's right. 1 don't know. I wonder how
lie would react if I just talk completely
open.
S: You're absolutely right Mr. Chandran,
I'm not your age. I'm not black and I
didn't grow up in the South. It would be
foolish of me to pretend that I know
what it's like.
I want to say something that is genuine.
I'm feeling very genuine.
The only thing that I can tell you is that
I'm sorry it happened.
C: Well, that's okay. Nothing you can do.
S: I'm very uncomfortable with this Mr.
Chandran. I'm obviously white and 1
hope that you don't think I look at you
that way.
I am uncomfortable! I hope I don't sound
patronizing. I don't know what else to
say about this.
C: I know that you don't look at me that
way. There are bad people in all colours.
Bad blacks and bad whites too. Don't
matter. All colours got bad in 'em.
Nothing you can do about it. Mr.
Chandran is paged over the loudspeaker
to come to PT. He looks at his watch.
C: Must be time for me to go.
I believe that he means this. He's trying
to make me feel okay about this. Now I
feel like I dumped on him. Oh, thank
God!
S: Yes, it's 2:30. Uncomfortable silence, I don't know

208
Mr. Chandran and I ride down to PT. S:
Okay Mr. Chandran, this wasn't
what
to say, so I say nothing.
what I had in mind for us to do today,
but I'm glad we talked. I'm glad you told
me what was on your mind.
Might as well be honest. I am glad that
he
told me. I feel like he trusts me at some
level and maybe 1 helped by letting
him
vent.
C: That's okay. Do you have to go now? He doesn't want me to go!
S: Yes, I have to go meet with my
supervisor.
C: Okay.
S: I'll be back on Friday. I'll come back
and see you then.
C: Yes, okay.
S: Good. Take care Mr. Chandran. Whew! I'm glad that's over. I wonder
how he's feeling. He seems okay with the
conversation. I wonder if there's
something I could have done
differently so that I could be more sure
that I acted in the best professional
capacity.
GROUP HEALTH TEACHING
Introduction
Health is the concern of everyone for everyone. Health teaching is therefore are
important area of communication. The term 'health teaching' is often used
synonymously with health education, which itself suggests “Outwards and
Downwards” communication of knowledge. Health education is the foundation of
preventive health care.
Functions of health Teaching
Health Teaching has to cater to the following needs.
a. Information
b. Education
c. Motivation
d. Persuasion
e. Counselling

209
f. Raising morals
g. Health development
h. Organization
Alma Ata declaration
The declaration of Alma-Ata (1978) by emphasizing the needs for “individual
and community participation” gave a new meaning and direction to the practice of
health education. The dynamic definition of health education is new as follows.
A process aimed at encouraging people to want to be healthy to know how to
stay healthy , to do what they can individually and collectively to maintain health and
to seek when needed .
The moderate concept of health teaching emphasis on health behaviour and
related action of people.
Integrated in to the educational system and must have the young population as
the target.
The contents of health teaching to the group or community must include :
1) Human Biology .
2) Nutrition .
3) Hygiene
4) Family tree
5) Disease prevention and control
6) Mental health
7) Prevention of accidents
8) Use of health service
PRACTICE OF HEALTH TEACHING
Educational material should be designed to focus attention to provide new
knowledge, to facilitate interpersonal and group discussion and to reinforce.
CONCEPTS OF HEALTH TEACHING
The scope of health teaching extends beyond the conventional health model
sector. It cover every aspects of family and individual and group or community health
reinforce or community health reinforce or clarify prior knowledge and behavior.
1. Audio visual aids
No health teaching can be effective without audio visual aids. They help to
simplify unfamiliar concepts ; bring about understanding about word facts ; reinforce
learning by appealing to more than one sense , and provide a dynamic way of avoiding
monotony .
2. Methods in Health Communication
Since health teaching has a limited impact when directed from general from general,
most of the information must be.
CONCLUSION

210
Group health teaching is more than more exchange of information. It is a
process necessary to same way for desire changes in human behavior and informed
individual and community participation.
BIBLIOGRAPHY
Park. K., (2005), “PARK'S TEXT BOOK OF PREVENTIVE AND SOCIAL
MEDICINE” 18m
edition, BanarsidarBhanot Publishers, Jabalpur, India ,Page No/o30
- 650 .

211
Preparation of
AV Aids
TOPIC: ASSIGNMENT ON SLIDES
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:

212
Ms. Athira g
1st
year msc nursing
bANGALORE
SLIDES AND SLIDE PROJECTOR
INTRODUCTION
A slide projector is a specialized projector, which has been designed to be used with
slides. Slides are small transparencies mounted in sturdy frames, which are ideally suited to
magnification and projection, since they have a very high resolution and a resulting high
image quality. The use of slide projectors is in decline, as other projection methods have
become more popular.
At one time, the slide projector was the presentation method of choice when visual
media needed to be presented to a large group. Because slides can be difficult to work with,
other projection methods such as projectors designed to link to computers or read
presentations from CDs and DVDs have become more commonplace.
OBJECTIVES
At the end of the class, student will be able to:
 Define slides and slide projector
 List various types of slides and slide projector
 List purpose of using slides and slide projector
 Describe steps in using a slide projector
 Point out different parts of a slide projector
 Explain the care of slides
 List the advantages and disadvantages of using a slide projector
TERMINOLOGIES

213
 Slide: a mounted transparency, typically one placed in a projector for viewing on
a screen
 Projector: an object that is used to project rays of light, esp. an apparatus with a
system of lenses for projecting slides or film onto a screen.
 Cellophane: A thin transparent wrapping material made from viscose.
 Silhouette: The dark shape and outline of someone or something visible against a
lighter background, esp. in dim light.
 Etched: cut or carve (a text or design) on a surface
CONTENT
SLIDES
DEFINITION
SLIDE
 A slide is a still transparency of 70 mm, 35 mm or 6 mm size, which is optically
enlarged and projected on a screen as a real image. This helps to make the
abstractions concrete.
MEASUREMENT
The common sizes of slides used for teaching purposes are:
 2” X 2” (50mm X 50mm)
 31
/4 “ X 4” (80mm X 100mm)
TYPES OF SLIDES
There are two types of slides:
1. Photographic slides
2. Handmade slides
Handmade slides can be of different types:
 Marker Ink slides
 Cellophane slides
 Silhouette slides
 Etched Glass slides
PREPARATION OF SLIDES

214
I. Photographic slides:
The object is photographed and from the negative or microphotograph a positive is
made whether on film or printed on a slide glass plate.
Eg. Anatomy, microbiology slides.
II. Handmade slides:
1. Marker Ink slides:
 A marker ink slides can be made using a glass piece.
 Clean the glass piece properly and draw the diagram or write the material clearly
with a fine tip marker pen or Indian ink.
2. Cellophane slides:
 Cutouts from colored cellophane are pasted on a glass piece and another glass
piece is placed over it and the two are taped together.
3. Silhouette slides:
 Small cutouts from paper are pasted on a glass piece with adhesive.
 Because of the contrast between the dark picture and transparency background,
these slides give the clearest image.
4. Etched glass slides:
 Clean a glass piece thoroughly and rinse it with kerosene oil.
 Draw the diagram with crayon or glass marking pencil or cover the glass piece
with smoke from a burning mustard oil lamp and then etch out the diagram with a
sharp needle.
 Cover the etched glass piece with another glass piece and tape them together.
EVALUATION OF SLIDES:
Different set of standards has been developed for the evaluation of slides. They are:
1. Truth
Evaluate the following:
 Does the picture tell the truth?
 Are the facts recorded accurately?
 Are they free from distortion or illusion?
2. Photographic quality
Evaluate the following:
 Is the photography good?
 Are the lines sharp?
 Do the main facts stand out clearly in the midst of other details?
 Is the material up-to-date?
3. Relevancy
Evaluate if:
 The picture pertains to and contributes meaningful content to the topic under
discussion.

215
4. Relative size of items
Evaluate if:
 The picture includes items or elements of known size so that the observer may secure a
correct idea of the unknown elements.
5. Mechanical qualities
Evaluate if:
 The slide is free from blemishes, smears, stains, scratches, blurs etc
 Slide is substantially bound
 It is free from thumb marks.
CARE OF SLIDES
The glass slides are breakable and hence it requires care in handling and storage.
 The slides should be stored vertically in cardboard trays or right size.
 The tray should be covered to protect the slides from dust.
 The slides should be catalogued subject wise if there are large numbers of slides.
SLIDE PROJECTOR
DEFINITION
The slide projector is an optical instrument used for projecting still pictures to an
audience by
use of a powerful light source passing through a lens system and focusing on the screen.
PRINCIPLE
 When an illuminated object (slide) is placed between the focus and twice the
focus of a convex lens, it produces and enlarged real image beyond twice the
focus on the other side of lens.
PURPOSES
 To introduce material to the student. Slides of unfamiliar objects add meaning to
the lesson. For e.g. Pictures of equipment such as resuscitator, which is difficult
to have in a classroom, gives the student a better idea of what it looks like rather
than a simple verbal explanation.
 To accompany a lecture for illustration purposes. When lecturing on pathologic
tumors, slides of tumors will add greatly to the students understanding.
 To present a well organized summary of a unit with appropriate illustrations. If a
unit covers a topic of reproduction, pictures of the various stages in the
development of the embryo are appropriate.

216
 To illustrate points the student should look for while doing and assignment.
Bacteriology slides show what to expect when looking at a slide under a
microscope.
 To portray outstanding symptoms of various diseases such as skin conditions in
dermatology.
 To give the student an opportunity to prepare a talk while presenting slides. This
creates an opportunity for student self-expression as well as for mastering the
subject matter.
PARTS OF A SLIDE PROJECTOR
1. Metal case having a concave reflector
2. A light source – 500 to 1000 watts straight filament bulb
3. A set of convex lenses called condenser to illuminate the slide to be projected.
4. A slid able set of convex lenses that focus the image of the slide on the screen.
5. Small exhaust or cooling fan to blow off the excess heat.
6. Slide frame behind the objective lens.
TYPES OF SLIDE PROJECTORS
1. Hanimette slide projector:
This type of slide projector is suitable for small group viewing.
2. Kodak Carousel slide projector:
This is a unique magazine system. The lamp is 24V, 250W tungsten halogen. The
advantage of this type is:
 Remote control of slides
 Focusing
 This helps in effective presentation.
In this type of projectors, the slides operate in the horizontal position on top of the
projector.
STEPS IN USING A COMMON SLIDE PROJECTOR
 Place the slide projector on a rigid and stable table.
 Place the screen at an appropriate place so that the whole class can see it.
 Insert the slide carrier in its place behind the object lens tube after opening the
tube
 Mount a slide on its carrier.
 Insert the projector cord plug into the wall socket.
 Darken the room in which projection is to be carried out.
 Switch the cooling fan first and then the projection bulb.
 Focus the image on the screen sharply by moving or sliding objective lens
forward and backward.

217
 Show the slide and explain your subject matter with its aid. Remove the slide
after this.
 Insert the next slide to get to the next frame.
 Present the slides sequentially.
 After the lesson, switch off the bulb first then the cooling fan. Unplug the slide
projector and store it back in its box.
PREPARATION FOR A SLIDE SHOW
 Prepare and plan for making an effective slide show.
 Collect all the available slides and checks them thoroughly using a viewer or
placing them against a lighted lamp.
 Choose the slides, which are relevant to the lesson.
 Arrange the chosen slide in a proper sequence and write a brief introductory note
for each slide.
 Set up the slide projector in a room, which can be darkened, for the slide show.
Place the screen in the room and adjust the objective lens for proper focus.
 Make proper seating arrangement for students within an area covering a sector of
60 from the center of the screen.
CHECKLIST FOR EFFECTIVE USE OF THE SLIDE PROJECTOR
A. BEFORE THE LESSON
 Position screen for maximum visibility.
 Align projector so that required size of the image is obtained.
 Adjust the focus using a slide to get a sharp image.
 Attach the remote lead if required and position control near teacher’s position.
 Check blackout. If curtains are used, close them at the beginning of lesson and
put on overhead lights.
 Insert slides if automatic projector standing behind the projector and turning each
slide upside down before inserting into magazine.
 If more than one sequence or slides is required during the lesson, insert an
exposed black slide between each sequence to prevent continually switching the
projector off and on.
B. DURING THE LESSON
 Switch off lights when showing the slides.
 Use a pointer on the screen.
 Use remote control lead to refocus and change slides.
C. AFTER THE LESSON
 Remove all slides, including the last one in the “well”

218
 Don’t move projector until the lamp is cool.
POINTS TO BE REMEMBERED
 Slides should be carefully incorporated into the verbal presentation with the
objectives of illustrating and clarifying particular ideas rather than providing a
major focus.
 Media should only be used when they enhance understanding of the subject
matter.
 AV aids should be clearly visible and audible.
 Too much information on a slide distracts rather than clarifies.
ADVANTAGES
 Easy to use
 Relatively inexpensive
 Slides are compact and easy to store
 They are easy to update and reorganize to fit changing class needs
 The teacher can control the speed of slide presentation so that each frame can be
discussed for the desired length of time.
 Convenient aid for making classroom teaching interesting.
 Can promote student participation in learning.
 Can be used effectively to introduce, review and test a lesson.
 Saves time for teacher as she does not have to draw or prepare graphic aids for
the lesson.
 It is also easy to back up to previous frames of a pertinent question arises.
 Slide projectors are light in weight and easy to carry.
 Required simple skills to operate.
 A remote control extension allows teachers to walk around or stand in front of the
class and still control the slides.
DISADVANTAGES
 Slides can easily get dirty and smudged with finger prints because they are small.
 Slides can get bent inside a malfunctioning projector.
 Requires projection equipment, mains, electricity or batteries to operate.
 Can easily get damaged
 Projector bulbs do not last long and are expensive to replace.
 The size of slide tray is not standardized. Hence a teacher’s personal slide tray
may not fit the projectors used in a particular institution.
 No face to face contact with audience since room usually darkened

219
 Not effective in a fully-lighted room
 No ability to modify slides and sequence during presentations
 Longer lead time (2 to 5 days) for preparation of slides
MICROPROJECTOR
These are also slide projectors designed to project the microfilm slides or microscopic
slides to a group of students simultaneously.
Advantages:
 It reduces cost of instruction as it eliminates the expensive individual microscopes
for each student to view the slides.
 Enlargement on screen is quite big for students to see and get more details.
 It assures the instructor that students understand what is required of them, which
is not possible with viewing slides individually though microscopes.
CONCLUSION
Slide projectors were common in the 1950s to the 1970s as a form of entertainment;
family members and friends would gather to view slideshows. In-home photographic slides
and slide projectors now have largely been replaced by low cost paper prints, digital cameras,
DVD media, video display monitors and video projectors.
BIBLIOGRAPHY
BOOKS:
1. B. Sankaranarayan., B. Sindhu., “LEARNING AND TEACHING NURSING”., Ist
Edition., Brainfill Publication.
2. BT Basavanthappa., “NURSING EDUCATION”., Ist Edition., Jaypee Publication.
3. Elsa Sanatombi Devi., “MANIPAL MANUAL OF NURSING EDUCATION”., Ist
Edition., CBS Publication.
4. Loretta E Heidgerken., “TEACHING AND LEARNING IN SCHOOLS OF
NURSING”., 3rd
Edition., Konark Publishers Pvt. Ltd.
JOURNAL ABSTRACT AVAILABLE AT:
1. Dee FR, Lehman JM, Consoer D, Leaven T, Cohen MB. Implementation of virtual
microscope slides in the annual pathobiology of cancer workshop laboratory. Hum
Pathol. 2003 May;34(5):430-6.
2. Fleming DE, Mauriello SM, McKaig RG, Ludlow JB. A comparison of slide/audiotape
and Web-based instructional formats for teaching normal intraoral radiographic
anatomy. J Dent Hyg. 2003 Winter;77(1):27-35.

220
ASSIGNMENT ON
OVER HEAD PROJECTOR
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

221
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
OVER HEAD PROJECTOR (OHP)
Over head projector is a type of visual projector aids. The over head projector is a
very vital teaching aid which has made projection so simple and easy that it has replaced a
chalkboard completely in many classrooms.
An over head projector produces images on a screen behind and over the head of the
teacher. An over projector can be used in soft light conditions and enables the students to take
down notes while viewing the projections on the screen.
OBJECTIVES
After the completion of the class, the student will have knowledge about
 Over head projector
 How to use an OHP and its parts
 Advantages and disadvantages of OHP
 Functioning of OHP
 Precautions to be taken while using OHP
TERMINOLOGIES
1. TRANSLUCENT: allowing the light to pass through.
2. TRANSPARENCY: being transparent.
3. TRANSPARENT: that can be clearly seen through.
4. CELLOPHANE: transparent wrapping material made from wood pulp.

222
OHP TRANSPARENCIES
A transparency is really a very large slide usually 7x7 or 10x10 (25x25cm) in size.
The transparency pertains broadly to a single image that is seen by means of a light passing
through it.
It is usually clear, but has portions, which are not clear but permit light to pass
through. These portions are termed translucent.
The term transparency also called as visual project, is usually given to those materials,
which are projected in the OHP.
PARTS OF OHP
An over head projector consists of a metal box with a 1000 watt bulb and a concave
reflector, a condenser lens illuminates the transparency placed on the glass sheet on the top of
the box.
There is a vertical rod by the side of the box which carry an objective convex lens
parallel to the transparency and a plane mirror to reflect the image on the screen.
The objective lens and mirror combination can be slided up and down the rod with
rock and pinion arrangement operated by the knob.
The movement of the objective lens and mirror focuses the image properly on the
screen.
There is also a small exhaust or cooling fan in the over head projector to blow out the
excess heat produced by the bulb.
METHODS OF USING OHP
While using the over head projector one should proceed in the following steps:
1. Place the over head projector on a stable table with the objective lens facing the
screen behind the teacher.
2. Put the cord plug into a power wall socket. Switch on the blower first and then the
bulb.
3. Place the acetate or cellophane transparency on the glass top.
4. Move the objective lens and mirror assembly up and down to get the image in focus
on the screen.
5. Explain about the material on the transparency sitting behind the over head projector
with a small pointer.
6. The projector usually gets very hot in spite of cooling arrangement. Switch of the bulb
after every 5-10 min of use, keeping blower on for some time.
MATERIALS THAT CAN BE PROJECTED

223
Apart from transparency, other transparent objects like protractors, plastic shapes,
plastic numbers and letters, drawings, small templates, coloured cellophane etc may be put to
variety of uses in an over head visual projector.
METHODS OF PREPARING TRANSPARENCIES
1. Hand drawn transparency: the acetate sheet is placed over the paper and kept in
position by paper clips or pins. The sketch is carefully traced using ruling pen or
marker pen. Water color markers and brush pens also can be used. But it can be easily
erased. Hence the surface carrying an impression should be protected by keeping
another acetate sheet over it.
2. Photographic transparency/printed transparency: employing reflex printing,
where some complicated drawings are pictured.
ADVANTAGES OF OHP
1. An head projector has a large aperture and can project a large number of instructional
materials like diagrams, charts, maps, graphs after those are transferred on the
transparencies.
2. The use of OHP can be quite cheap as transparencies can be used repeatedly.
3. In the OHP the teacher can write directly with a marker pen and the writing is directly
projected on the screen.
4. With an over head projector the teacher is always facing the students keeping an eye
contact which is not possible with other projection equipments.
5. An over head projector can be used in a normally lighted room, the students can take
down notes and the teacher facing the class can observe the students reaction and
strengthens his presentation.
6. An OHP can be easily used with other visual aids also without the fuss of switching
on and off the room lights as is the case with other projection aids.
7. The verbal disclosure of the teacher can be supported with illustrations as he can
directly sketch the diagram; write key points and concepts on the transparency with
his students in front.
8. If an acetate sheet is used, the teacher can prepare the whole study course before hand
and give accurate notes to his students.
9. With the OHP, an enlarged image can be obtained with quite a less distance, therefore
the students can sit close to the teacher and this produces a better rapport.
10. As an over head projector can be used in the normal class room, the difficulty of
ventilation does not hamper teaching which in the case with the other projection
equipments that are used in a classroom.
11. The operation of over head projector is convenient as it involves switching and
focusing only.
DISADVANTAGES

224
1. Power consumption is high.
2. Apparatus is costly.
3. Requires maintenance.
CARE TO BE TAKEN OR PRECAUTIONS
1. The apparatus should be kept covered all the time, so that no dust gets deposited on its
lenses and the bulb, which may make the image dull on the screen.
2. Don’t keep the bulb on for longer time, as it can over heat the projector and thus
damage the acetate transparencies.
3. Switch of the bulb after every 5-10 min of use keeping blower on for some time.
4. Do not shift the OHP when bulb is on, as the filament of the bulb may break if jerked
during shifting.
5. Do not keep the projector too low, as it will distort the image. This is called as key
stoning.
6. Clean with soft, moistened flannel cloth.
7. Don’t clean when the apparatus is warm.
8. Avoid making finger prints on lamp house, mirror on the projection head, the
projection lamp, lens and glass heat filter.
CHECKLIST FOR EFFECTIVE USE OF OVER HEAD PROJECTOR
A. Before the lesson:
 Position screen so that everyone can see it, with lover border levels with head
of audience.
 If available, use tilting screen to avoid key stone effect.
 Obtain correct image size by moving machine backward or forward in relation
to screen.
 Focus image sharply.
 Place masking sheet to hand.
 Place transparencies in correct order..
 Check table and head of dust, and wipe if necessary.
 Ensure that a spare lamp is available in case of blowout.
B. During the lesson:
 Switch off when:
a. Placing transparency on table.
b. Removing transparencies.
c. Point has been explained.
 Use pointer to indicate, preferably on the transparency rather than screen.
Avoid use of fingers.
 Use mask to reveal points in a step by step fashion when required.
C. After the lesson:
 Do not move the machine while lamp is hot, and never disconnect from mains
supply while the fan is operating.

225
CONCLUSION
OHP is a type of visual projected aid. The over head projector is a very vital teaching
aid which has made projections so simple and easy that it has replaced a chalkboard
completely in many class rooms.
OHP is incomplete without transparencies. Apart from transparency, other transparent
objects like protractors, plastic numbers and plastic numbers can be projected using a over
head projector.
OHP has more advantages compared to few disadvantages. Care should be taken
while using over head projectors.
Thus the use of OHP has made teaching more easy and attractive compared to
chalkboard teaching.
JOURNAL ABSTRACT
1. Elizabeth Greenfield., “over head projector: new technology boots old”.,
technological horizons in education., volume 18, 1990
Abstract: one of the old standbys of virtually every instructor or trainer is the over head
projector. OHP’s have around since the early 1960’s, serving to increase subject
understanding by visually representing concrete applications and abstract concepts. With
the advent of computer, one may think that this tried and true product will have suffered a
decline in use.
2. Micheal essex-lopresti., “use an over head projector”., informal health care., volume1,
issue1, Jan 1979, page no 9-15
Abstract: the over head projector is a very useful adjunct to teaching aids. It is easy to
operate, flexible and the lecturer can work it himself while facing the audience.
Transparencies can be produced quickly and simply, and since they are very large enough
to be studied without viewing equipment, sets of transparencies can be kept in libraries
for the benefits of students revising particular subjects.
BIBLIOGRAPHY
1. B.T Basavanthappa., “NURSING EDUCATION”., 1ST
edition., Jaypee publications
New Delhi., page no 425-428, 453-455.
2. Loretta E. Heidgerken., “TEACHING AND LEARNING IN SCHOOL OF
NURSING” ., 3rd
edition., konark publication private limited.
3. B Sankaranarayan., B Sindhy., “LEARING AND TEACHING NURSING”.,1ST
Edition., brain fill publications.

226
4. K.P Neeraja., “TEXTBOOK OF NURSING EDUCATION”., jaypee brothers
medical publications private limited New Delhi., page no 231-237.
5. Dr A.V Raman., “INSTRUMENTAL AIDS FOR TEACHING AND LEARNING
OF NURSING”., Omayalachi college of nursing. page no 55-58.
ASSSIGNMENT ON MODELS
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

227
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
MODELS:
Unlike charts and posters, models are three-dimensional visual aids. Models provide
representation of the real things in all respects except size and shape.
Models may be simple (static), sectional or working. Simple models such as a
thermocol model of a cell show different parts of the cell, but these parts cannot be separated. In
a sectional model of an eye, for example, all the parts of an eye in the model can be separated,
shown to the students and can be replaced. You may like to list some sectional models in
subjects like Science, Geography, etc.
Working models are used to show actual operation or working of a real object. A
working model of the circulatory system of the human body will show actual the circulation of
impure and pure blood. A working model of generation of hydroelectricity using turbines
actually light a lamp with the use of electricity generated.
PREPARATION OF MODELS:
Materials used for preparing models may include thermocol, paper, wax, plaster of
Paris, cardboard, etc. In teaching of Mathematics you may like to use straws, card paper, match
sticks and rubber bands and so on. The idea is to convert abstract concepts into reality or near
reality. For example while teaching Euler's formula in Geometry, you may use card paper to
prepare different types of cuboids.

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Models (ie recognizable three-dimensional representations of real things or abstract
systems) can play an extremely useful role in a wide range of instructional situations. They are,
however, particularly useful in three specific roles, namely, as visual support materials in mass
instruction, as objects for study or manipulation in individualized learning, and as construction
projects for individuals, small groups or even entire classes. When using models in the first of
these roles, however, it should be remembered that even the best three-dimensional model
invariably appears two-dimensional except to those who are very close, so it is usually
worthwhile getting the learners to gather round the model when its salient features are being
demonstrated; unless you do this, you could probably achieve the same objectives in most cases
by using a two-dimensional representation such as a slide, OHP transparency or projected
computer graphic.
Some specific applications of models are listed below:
 They can be used to reduce very large objects and enlarge very small objects to a size
that can be conveniently observed and handled.
 They can be used to demonstrate the interior structures of objects or systems with a
clarity that is often not possible with two-dimensional representations and at a cost that is not yet
matched by virtual-reality products.
 They can be used to demonstrate movement - another feature that it is often difficult
to show adequately using two-dimensional display systems and that is more expensive in
virtual-reality experiences.
 They can be used to represent a highly complex situation or process in a simplified
way that can easily be understood by learners; this can be done by concentrating only on
essential features, eliminating all the complex and often confusing details that are so often
present in real-life systems.
Making your own models.
The range of methods available for making models for instructional purposes is
enormous, but readers may find some of the following standard techniques useful.
 Use of commercially-available kits of parts, such as the ball-and-spring systems that
are used to make models of molecules and the various types of tube-and-spigot systems that can
be used to make models of crystals.
 Use of construction systems such as 'Mecca no' and 'Fischer-Price' to make working
models.
 Use of inexpensive materials such as cardboard, hardboard, wood and wire to make
up static models of all types (models of buildings, geometrical bodies, three-dimensional shapes,
and so on).
 Use of materials like modelling clay and plasticize to produce realistic models of
animals, anatomical demonstrations, and so on.
 Use of materials like Plaster of Paris and peppier Mache to produce model landscapes.
Essential qualities of a Model
 Accuracy
 Simplicity
 Utility
 Solidity

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 Ingenuity
 Useful
Functions of Model
 It simplifies reality
 Concretizes abstract concepts
 Enables us to reduce or enlarge objects to an observational size
 It provides the correct concept of an real object like dam/bridge etc
 A working model explains the various processes of objects and machines
 Promote creative interest among pupils.
TYPES OF MODELS:
There are four main types of models;
1) Solid models: A solid model is the replica of an original thing made with some suitable
material like clay, plaster of Paris, wood, iron etc. to show the external parts and features of the
thing.
E.g. Globe, clay model of human and animal, a vegetable, dolls, toys etc.
2) Cut away and x-ray models: Cut away and x ray models are the replicas of the original
things to internal parts of a thing. It may be either in the form of a cross sectional model
showing internal parts of a thing or may be composed of detachable parts.
E.g. Cross sectional model of human body, petrol engine, automatic traffic control system.
3) Working model: These models are either actual working things or their miniature
replicas. These models may help for illustrating an operation.
E.g. A motor, a generator, a cycle pump etc.
4) Sand models: These are graphic layout using sand clay, saw dust and other objects to
show trees, buildings, river, etc. Sand models are made using coloured sand in a tray of
convenient size or on a table.
E.g. A tribal village, a city area, marketing complex, a forest area.
ADVANTAGES OF MODELS:
1) Models provide an environment for interactive student engagement.
2) Working with models can enhance systems thinking abilities
3) Models are useful for helping students learn skills such as graphing, graphical analysis, and
visualization
4) Models illustrate the application side of certain principles and laws.
5) Models are lasting and ultimately workout to be cheaper teaching aids.
6) Models easy to make with the help of discard materials like empty boxes, pins, clips, nails,
rags and clay.
7) Models are reasonable size and convenient to handle.
8) Models heighten reality of things and make learning direct and meaningful as they are
three dimensional.
9) Models explain the operation in simplified way and this make comprehension easier.
10) Models involve the use of all five senses and thus make learning effective.
LIMITATIONS OF MODELS:
1) All the models cannot be made in the educational institutions.

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2) Some of models can be very expensive.
3) The real thing may not be available in that season or may be far away from the school.
4) The real thing may be too expensive or too small to be seen at all or properly.
ASSIGNMENT ON FLASH CARDS
SUBMITTED TO:

231
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
FLASH CARDS
DEFINITION:
A small compact card, which flashed before the class to bring any idea.
(K.P. Neeraja)
A set cards bearing information, as words or numbers, on either or both sides, used in
classroom drills or in private study .

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(web)
Flash cards are small cards of generally 25 x 30 cm size which are shown for a few moments
before the class to send across a message or impart an idea.
(B.T. Basavanthappa)
USES:
 Flash cards exercise the mental process of active recall.
 Used for the drill in various subjects.
 Used for reviewing a lesson with students.
 Used with the other graphic aids to the lesson effective.
 Used for small groups not over 30 people.
 Provides variety and activity in the class.
PREPARATION OF FLASH CARDS:
 Cut a foolscap chart paper and cut it into four equal parts.
 Write the content on it (either in free hand or using stencils and sketch pen).
 The height of writing is approx. 5 cm so that the whole class can see the flash card
properly.
 It is advisable to make a rough card on an ordinary paper first and then transfer it on
the chart paper or cardboard flash cards.
STEPS OF PRESENTING FLASH CARDS:
1. Brief introduction about the lesson.
2. While you flash the cards, give instructions about their actions.
3. Flash the card by holding the card at chest level and hold it against the body.
4. Glance down at card, as you are ready to explain and make sure to give correct
information.
5. Use pointer. Do not cover the matter with hand.
6. Let the students respond as per instructions already given.
7. Add more information to the student responses.
8. Test the learning by additional flash cards.
9. Review the lesson by selectively using flashcards.
ADVANTAGES OF FLASH CARDS:
 Flash card can be used to introduce and present topics.
 Flash card can be used to apply information already gained by students to new
situations.
 Flash card can be used to review the topic.
 Flash card can be used for drill and practice in elementary classes.
 Flash card can be used to develop recall of students.

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 Flash card can work as useful supplementary aid and can be effectively used with
other materials (ie. it can be used either individually or in combination with other
charts).
SUMMARY &CONCLUSION:
Flash card is one of the non projected Audio visual aid used in teaching learning process.
Using audio visual is important to maintain an effective teaching learning process.
JOURNAL ABSTRACT:
David P. Pursell
School of Science and Technology, Georgia Gwinnett College, Lawrenceville, GA 30043
J. Chem. Educ., 2009, 86 (10), p 1219
Abstract
Students of organic chemistry traditionally make 3 x 5 in. flash cards to assist learning
nomenclature, structures, and reactions. Advances in educational technology have enabled
flash cards to be viewed on computers, offering an endless array of drilling and feedback for
students. The current generation of students is less inclined to use computers, but they use
their cell phones 24 hours a day. This report outlines these trends and an even more recent
educational technology initiative, that of using cell phone flash cards to help students learn
organic chemistry nomenclature, structures, and reactions. Student attitudes were positive
toward cell phone flash cards in a pilot study and a more detailed study investigating use and
effect on student learning is planned.
BIBLIOGRAPHY:
1. K.P. Neeraja, Textbook of nursing education, 1st
edition, Jaypee brothers medical
publishers (P)Ltd.; page no.215 to 216.
2. B.T. Basavanthappa, Nursing Education, Jaypee brothers medical publishers(P)Ltd.;
page no.606.
3. en.wikipedia.org/wiki/Flashcard
ASSIGNMENT ON POWER POINT

234
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

235
POWER POINT
PowerPoint is a presentation program developed by Microsoft. It is included in the
standard Office suite along with Microsoft Word and Excel. The software allows users to
create anything from basic slide shows to complex presentations.
PowerPoint is often used to create business presentations, but can also be used for
educational or informal purposes. The presentations are comprised of slides, which may
contain text, images, and other media, such as audio clips and movies. Sound effects and
animated transitions can also be included to add extra appeal to the presentation. However,
overusing sound effects and transitions will probably do more to annoy your audience than
draw their
Most PowerPoint presentations are created from a template, which includes a
background color or image, a standard font, and a choice of several slide layouts. Changes to
the template can be saved to a "master slide," which stores the main slide theme used in the
presentation. When changes are made to the master slide, such as choosing a new background
image, the changes are propagated to all the other slides. This keeps a uniform look among all
the slides in the presentation.
When presenting a PowerPoint presentation, the presenter may choose to have the
slides change at preset intervals or may decide to control the flow manually. This can be done
using the mouse, keyboard, or a remote control. The flow of the presentation can be further
customized by having slides load completely or one bullet at a time. For example, if the
presenter has several bullet points on a page, he might have individual points appear when he
clicks the mouse. This allows more interactivity with the audience and brings greater focus to
each point.
PowerPoint presentations can be created and viewed using Microsoft PowerPoint. They can
also be imported and exported with Apple Keynote, Apple's presentation program for the
Macintosh platform. Since most people prefer not to watch presentations on a laptop,
PowerPoint presentations are often displayed using a projector. Therefore, if you are
preparing a PowerPoint presentation for a room full of people, just make sure you have the
correct video adapter.
Points to Remember.....
1. Use a single template for a single presentation. Do not use multiple template design in a
single slide. Consistency is the key to a good PowerPoint presentation.
2. Use standard and simple template with a decent colored background. Too many bright or
glossy slides do not give a professional look. Choose colors that would appeals to the eyes.

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3. Title page is very important as it creates the first impression about the whole presentation.
Give a crisp title that would describe the entire presentation.
4. Try to give a table of contents at the starting of the slide so that the user knows what all is
there for them.
5. Give short, direct and well structured sentences. The sentence should normally not exceed
more than 2 lines of the slide.
6. Do not crowd your presentation with too much text or too much of images.
7. Give your ideas in the form of bullets or points. You may consider giving numbering in
case you are explaining step by step procedure.
8. When using bullets, try using only one bullet type. Presence of the same bullet types will
maintain the flow all throughout the slide.
9. Your presentation should not only be in the form texts. Convey your ideas with the help of
pictures, flowcharts, audio, video, etc.
10. The Heading should have a larger font than the Text.
11. Choose only one main heading per page.
Preparing a talk always takes far longer than you anticipate. Start early!
 Write a clear statement of the problem and its importance.
 Research. Collect material which may relate to the topic.
 Tell a story in a logical sequence.
 Stick to the key concepts. Avoid description of specifics and unnecessary details.
 If you are making a series of points, organize them from the most to the least
important. The less important points can be skipped if you run short of time.
 Keep your sentences short, about 10-20 words each is ideal. This is the way people
usually talk.
 Strive for clarity. Are these the best words for making your point? Are they
unambiguous? Are you using unfamiliar jargon or acronyms?
Preparing Your Slides:
Presentation Design
 Let the picture or graphics tell the story - minimize the use of text.
 Don’t overload your slides with too much text or data.
 FOCUS. In general, using a few powerful slides is the aim.
 Type key words in the PowerPoint Notes area listing what to say when displaying the
slide. The notes are printable.
 Number your slides and give them a title.
 Prepare an Agenda or Table of Contents slide. You can reuse the same slide at the end
of the presentation by changing the title to Summary.
 Prepare a company logo slide for your presentation.

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 You can add a logo and other graphics to every slide using the slide master feature or
by adding them to the footer.
 Proofread everything, including visuals and numbers.
 Keep “like” topics together.
 Strive for similar line lengths for text.
Visual elements
 A font size of 28 to 34 with a bold font is recommended for subtitles. The title default
size is 44. Use a san serif font for titles.
 Use clear, simple visuals. Don’t confuse the audience.
 Use contrast: light on dark or dark on light.
 Graphics should make a key concept clearer.
 Place your graphics in a similar location within each screen.
 To temporarily clear the screen press W or B during the presentation. Press any key to
resume the presentation.
Text
 Font size must be large enough to be easily read. Size 28 to 34 with a bold font is
recommended.
 It is distracting if you use too wide a variety of fonts.
 Overuse of text is a common mistake.
o Too much text makes the slide unreadable. You may just as well show a blank
slide. Stick to a few key words.
o If your audience is reading the slides they are not paying attention to you. If
possible, make your point with graphics instead of text.
o You can use Word Art, or a clip art image of a sign, to convey text in a more
interesting way.
Numbers
 Numbers are usually confusing to the audience. Use as few as possible and allow
extra time for the audience to do the math.
 Numbers should never be ultra precise:
o “Anticipated Revenues of $660,101.83” looks silly. Are your numbers that
accurate? Just say $660 thousand.
o “The Break Even Point is 1048.17 units. Are you selling fractions of a unit?
o Don’t show pennies. Cost per unit is about the only time you would need to
show pennies.
 If you have more than 12-15 numbers on a slide, that’s probably too many.
 Using only one number per sentence helps the audience absorb the data.
Statistics
 Use the same scale for numbers on a slide. Don’t compare thousands to millions.
 When using sales data, stick to a single market in the presentation. Worldwide sales,
domestic sales, industry sales, company sales, divisional sales, or sales to a specific
market segment are all different scales. They should not be mixed.

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 Cite your source on the same slide as the statistic, using a smaller size font.
Charts
 Charts need to be clearly labelled. You can make more interesting charts by adding
elements from the drawing toolbar.
 Numbers in tables are both hard to see and to understand. There is usually a better
way to present your numerical data than with columns and rows of numbers. Get
creative!
 PowerPoint deletes portions of charts and worksheets that are imported from Excel,
keeping only the leftmost 5.5 inches. Plan ahead.
Backgrounds
 Backgrounds should never distract from the presentation.
 Using the default white background is hard on the viewer’s eyes. You can easily add a
design style or a colour to the background.
 Backgrounds that are light coloured with dark text, or vice versa, look good. A dark
background with white font reduces glare.
 Colours appear lighter when projected. Pale colours often appear as white.
 Consistent backgrounds add to a professional appearance.
 For a long presentation, you may want to change background designs when shifting to
a new topic.
Excitement
 Slides for business presentations should be dull! You don’t want to distract the
audience.
 Sounds and transition effects can be annoying. Use sparingly.
 Animation effects can be interesting when used in moderation.
o Too much animation is distracting.
o Consider using animated clip art
o Consider using custom animation
 You can insert video and audio clips into PowerPoint.
 You can also insert hyperlinks.
Hints for Efficient Practice:
Timing - Practicing Your Presentation,
 Talk through your presentation to see how much time you use for each slide.
 Set the automatic slide transition to the amount of time you want to spend discussing
each slide.
 Are you using the right amount of time per slide? Decide which slides or comments
need alteration to make your presentation smoother.
 Change the automatic slide transition settings for individual slides to fit the amount of
time needed for that slide and practice again. Are you still within the time limit?
 Decide if you want to remove the automatic slide transition feature before giving the
presentation.

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Content
 Make a list of key words/concepts for each slide
 Read through the list before you begin.
 Don't attempt to memorize your text;
 Your words will probably be different each time you practice.
 Think about the ideas, and your words will follow naturally.
Delivering Your Talk:
Pre-Talk Preparation
 Plan to get there a few minutes early to set up and test the equipment.
 Dress appropriately for your audience.
 Turn off your cell phone.
Handouts:
 Edward Tufte, the leading expert on visual presentation techniques, advises speakers
to always prepare a handout when giving a PowerPoint presentation.
 Make about 10% more handouts than you expect to use.
 Distribute handouts at the beginning of your talk.
Opening:
 Jump right in and get to the point.
 Give your rehearsed opening statement; don't improvise at the last moment.
 Use the opening to catch the interest and attention of the audience.
 Briefly state the problem or topic you will be discussing.
 Briefly summarize your main theme for an idea or solution.
Speaking
 Talk at a natural, moderate rate of speech
 Project your voice.
 Speak clearly and distinctly.
 Repeat critical information.
 Pause briefly to give your audience time to digest the information on each new slide.
 Don’t read the slides aloud. Your audience can read them far faster than you can talk.
 If you plan to write on the slides to emphasize key points during the presentation,
practice ahead of time. To select the writing tool right-click during the presentation.
Body Language
 Keep your eyes on the audience
 Use natural gestures.
 Don’t turn your back to the audience.
 Don’t hide behind the lectern.
 Avoid looking at your notes. Only use them as reference points to keep you on track.
Talk, don’t read.

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Questions
 Always leave time for a few questions at the end of the talk.
 If you allow questions during the talk, the presentation time will be about 25% more
than the practice time.
 You can jump directly to a slide by typing its number or by right-clicking during the
presentation and choosing from the slide titles.
 Relax. If you’ve done the research you can easily answer most questions.
 Some questions are too specific or personal. Politely refuse to answer.
 If you can’t answer a question, say so. Don’t apologize. “I don’t have that
information. I’ll try to find out for you.”
Length:
 To end on time, you must PRACTICE!
 When practicing, try to end early. You need to allow time for audience interruptions
and questions.
Demeanor:
 Show some enthusiasm. Nobody wants to listen to a dull presentation. On the other
hand, don’t overdo it. Nobody talks and gestures like a maniac in real life. How would
you explain your ideas to a friend?
 Involve your audience. Ask questions, make eye contact, and use humour.
 Don’t get distracted by audience noises or movements.
 You’ll forget a minor point or two. Everybody does.
 If you temporarily lose your train of thought you can gain time to recover by asking if
the audience has any questions.
Conclusion:
 Close the sale.
 Concisely summarize your key concepts and the main ideas of your presentation.
 Resist the temptation to add a few last impromptu words.
 End your talk with the summary statement or question you have prepared. What do
you want them to do? What do you want them to remember?
 Consider alternatives to “Questions?” for your closing slide. A summary of your key
points, a cartoon, a team logo, or a company logo may be stronger.
Advantage
 easy to create colorful, attractive designs using the standard templates and themes; easy to
modify compared to other visual aids, such as charts, and easy to drag and drop slides to re-
order presentation.

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 easy to present and maintain eye contact with a large audience by simply advancing the
slides with a keystroke, eliminating the need for handouts to follow the message.
Disadvantage
• speakers create slides so they have something to present rather than outlining, organizing,
and focusing on their message.
 the linear nature of PowerPoint slides forces the presenter to reduce complex subjects to a
set of bullet items which are too weak to support decision-making or show
the complexity of an issue.
 basic equipment required to present. You will need to have a computer and projection
equipment in place to display the slides to the audience

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ASSIGNMENT ON
COMPUTER
APPLICATIONS IN
NURSING
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

243
COMPUTER APPLICATIONS IN NURSING
INTRODUCTION
After 65 years of independence still India is a developing country. All other countries
those are considered as developed countries are using the technology as a major path for their
developmental activities. But still India is lack in using technology to the required level.
In the same way for the ultimate development of a profession we need to use the
information technology in appropriate way. But as like India, our nursing profession also lack
in using the information technology, especially in India. It is because of lack of awareness
regarding the use of IT. So let we know how IT or computers are useful in our nursing
profession.
DIFINITIONS
 COMPUTER
A computer is a device that accepts information (in the form of digitalized data) and
manipulates it for some result based on a program or sequence of instructions on how the data
is to be processed and also include the means for storing data (including the program, which
is also a form of data) for some necessary duration.
 NURSING INFORMATICS
Nursing informatics is defined by Ball and Hannah, authors of "Using Computers in
Nursing," as "those collected informational technologies which concern themselves with the

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patient care decision-making process performed by health care practitioners." All nurses use
informatics. As a defined field, nursing informatics is relatively new, but the work of the
nursing informatics specialist is not new at all.
According to American Nurses Association (2000) “Nursing informatics is a specialty
that integrates nursing science, computer science and information science to manage and
communicate data, information, and knowledge in nursing practice. Nursing informatics
facilitates the integration of data, information, and knowledge to support patients, nurses and
other providers in their decision making in all roles and settings. This support is
accomplished through the use of information structures and information technology”.
DESCRIPTION OF COMPUTER
A computer is an electronic device, which executes software programs. It consists of
2 parts-hardware and software. The computer processes input through input devices like
mouse and keyboard. The computer displays output through output devices like color monitor
and printer. The size of a computer varies considerably from very small to very big. The
speed of computers also has a very large range. Computers have become indispensable in
today’s world. Millions of people use computers all over the world.
Technically, a computer is a programmable machine. This means it can execute a
programmed list of instructions and respond to new instructions that it is given. Today,
however, the term is most often used to refer to the desktop and laptop computers that most
people use. When referring to a desktop model, the term "computer" technically only refers to
the computer itself -- not the monitor, keyboard, and mouse. Still, it is acceptable to refer to
everything together as the computer. If you want to be really technical, the box that holds the
computer is called the "system unit."
HISTORY OF COMPUTER
Most histories of the modern computer begin with the Analytical Engine envisioned
by Charles Babbage following the mathematical ideas of George Boole, the mathematician
who first stated the principles of logic inherent in today's digital computer. Babbage's
assistant and collaborator, Ada Lovelace, is said to have introduced the ideas of program
loops and subroutines and is sometimes considered the first programmer. Apart from
mechanical calculators, the first really useable computers began with the vacuum tube,
accelerated with the invention of the transistor, which then became embedded in large
numbers in integrated circuits, ultimately making possible the relatively low-cost personal
computer.
Modern computers inherently follow the ideas of the stored program laid out by John
von Neumann in 1945. Essentially, the program is read by the computer one instruction at a
time, an operation is performed, and the computer then reads in the next instruction, and so
on. Recently, computers and programs have been devised that allow multiple programs (and

245
computers) to work on the same problem at the same time in parallel. With the advent of the
Internet and higher bandwidth data transmission, programs and data that are part of the same
overall project can be distributed over a network and embody the Sun Microsystems slogan:
"The network is the computer."
USES OF COMPUTERS : There are several uses of computers: -
 Word Processing - Word Processing software automatically corrects spelling and grammar
mistakes. If the content of a document repeats we don’t have to type it each time. We can use
the copy and paste features. We can printout documents and make several copies. It is easier
to read a word-processed document than a handwritten one. We can add images to our
document.
 Internet - It is a network of almost all the computers in the world. We can browse through
much more information than we could do in a library. That is because computers can store
enormous amounts of information. We also have very fast and convenient access to
information. Through E-Mail we can communicate with a person sitting thousands of miles
away in seconds. There is chat software that enables one to chat with another person on a
real-time basis. Video conferencing tools are becoming readily available to the common man.
 Digital video or audio composition – Audio or video composition and editing have been
made much easier by computers. It no longer costs thousands of dollars of equipment to
compose music or make a film. Graphics engineers can use computers to generate short or
full-length films or even to create three-dimensional models. Anybody owning a computer
can now enter the field of media production. Special effects in science fiction and action
movies are created using computers.
 Computers in Medicine – We can diagnose diseases. We can learn the cures. Software is
used in magnetic resonance imaging to examine the internal organs of the human body.
Software is used for performing surgery. Computers are used to store patient data.
 Mathematical Calculations - Thanks to computers, which have computing speeds of over a
million calculations per second we can perform the biggest of mathematical calculations.
 Banks - All financial transactions are done by computer software. They provide security,
speed and convenience.
 Travel - One can book air tickets or railway tickets and make hotel reservations online.
 Telecommunications - Software is widely used here. Also all mobile phones have software
embedded in them.

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 Defence - There is software embedded in almost every weapon. Software is used for
controlling the flight and targeting in ballistic missiles. Software is used to control access to
atomic bombs.
 E-Learning – Instead of a book it is easier to learn from E-learning software.
 Gambling-You can gamble online instead of going to a casino.
 Examinations-You can give online exams and get instant results. You can check your
examination results online. Also it helps in prevention of question paper leakage.
 Computers in Business - Shops and supermarkets use software, which calculate the bills.
Taxes can be calculated and paid online. Accounting is done using computers. One can
predict future trends of business using artificial intelligence software. Software is used in
major stock markets. One can do trading online. There are fully automated factories running
on software.
 Certificates - Different types of certificates can be generated. It is very easy to create and
change layouts.
 ATM machines - The computer software authenticates the user and dispenses cash.
 Marriage - There are matrimonial sites through which one can search for a suitable groom or
bride.
 News-There are many websites through which you can read the latest or old news.
 Classmates-There are many alumni websites through which you can regain contact with your
classmates
 Robotics - Robots are controlled by software.
 Washing Machines - They operate using software.
 Microwave Oven - They are operated by software.
 Planning and Scheduling - Software can be used to store contact information, generating
plans, scheduling appointments and deadlines.
 Plagiarism - Software can examine content for plagiarism.
 Greeting Cards - You can send and receive greetings pertaining to different occasions.
 Sports – Software is used for making umpiring decisions. There are simulation software
using which a sportsperson can practice his skills. Computers are also to identify flaws in
technique.

247
 Aero planes – Pilots train on software, which simulates flying.
 Weather analysis – Supercomputers are used to analyze and predict weather.
USES OF COMPUTERS IN NURSING
Computers can help in following areas:
1. Planning Nursing Care:
Since each patient's and ward's nursing needs are different, computers can assist in
effective planning. For each patient a nursing care plan can be constructed which will have all
information about the health history of the patient, medicines to be administered, dosage, diet
and therapies. This will help the physicians and surgeons, besides the nursing personnel to
enhance the quality of care.
2. Monitoring and Interpreting Physiologic Variables
E.g. TPR, BP, Cardiac rate, Rhythm, etc
3. Administering medications
Computers assist in calculating drug dosage according to age, weight and body
surface area of the patient.
4. Patient Classification System
Patients can be classified as per their acuteness with the help of the computer. Based
on this, number of nursing personnel required can be computed.
5. Scheduling Staff
Work schedules can be prepared keeping in view the inpatient and outpatient load,
acuteness, number of operations to be performed, camps to be conducted, staff location,
preferences for shifts or availability of the consultants, policy guidelines, etc.
6. Record Keeping
All admissions, discharges, materials, equipment, personnel, payroll, insurance,
billing, inventories, referrals and all other information can be easily handled by the computer.
FOR STAFF NURSES
 Accurate documentation of nursing care according to the nursing process model.
 Facilitate continuity of care of patients.
 Reduce errors.
 Computers get relieved of routine documentation. Clerical functions reduce paper
work, sparing more time with professional for patient care.
 Easy access to valuable medical information.
 Easy for job rotation.
 Sets standards for procedures.
FOR NURSING ADMINISTRATORS AND ADMINISTRATION
 Emphasize the need to measure nursing care and resources consumed.
 Develop computerized nursing information systems.
 Recognize the research needs.
APPLICATIONS OF COMPUTERS IN NURSING EDUCATION
1) In Developing The Nursing Curriculum
a) Information Management

248
The management of information is and will continue to become one of the
most daunting challenges for faculty, students and nurses. So the successful
integration of information management in education is an organizational
infrastructure that supports both human and technical, promotes faculty development,
and incorporates informatics in to the curriculum.
b) Faculty Development
For faculty development programs to be successful at integrating information
technology into the curriculum, they must be sensitive to both faculty interests and
time limitations. Faculty values and pedagogic methods can be used to improve
student learning, research projects, and clinical practice. But we are currently faced
with a severe faculty shortage, an aging faculty, and rapid deployment of information
technology with in academic settings (AACN, 2003). So this suggests that technical
aspects should be taught before moving on to instructional applications of information
technology.
c) Nursing Education Informatics Model
The current focus of informatics is on mastering information technology and
information management as it applies to information and knowledge. So the change in
education and informatics has been from computer literacy to information literacy and
management (Nelson, 2000).
A number of models have been presented for educators to emulate in
designing curriculum for the inclusion of nursing informatics.
i. Travis and Brennan (1998) propose a model that emphasizes the inclusion of
information science as essential in the undergraduate curriculum. This model
focused on three concepts such as information, technology and clinical care
processes. It emphasizes the smooth integration informatics into courses
sequencing. Mastering the basics of information technology in the first and second
year, students progress to the actual application of information technology to the
science of nursing in the third year. The correlation between the information
technology and patient care is reinforced in the clinical environment.
ii. The Riley and Saba (1996) developed a model to integrating nursing informatics
into the curriculum. Here the domains of computer science, information science
and nursing science are integrated throughout the curriculum in a progressive level
to ensure the development of nursing informatics competencies. In this model,
undergraduate students master computer literacy and progress to information
management and its application to the clinical setting.
Nursing science
Integrate nursing
informatics
Coordinate and
evaluate data and
information systems

249
Information science
Computer Science
Nursing Informatics Education Model
2) Accessible, effective distance education
a) The evolution of distance education
The distance education has experienced bumps and surges with the evolving presence
of print, audio, television and the various computer-interactive technologies. Distance
education courses started out focusing on vocational training, but now different
disciplines have capitalized on distance education as an option of instruction (Neal,
1999).
b) Educational Electronic Platforms
An educational platform is an electronic product that assists the delivery of
internet courses. As colleges are faced with decisions regarding which educational
platform to use for facilitation of online instruction, education tools has done a
thorough assessment.
Progress review, assessment capabilities and online grading features are
valued by the instructor and learner in distance education due to their convenience
and feedback.
3) Computer is a useful tool in Education because it allows for an individual a self paced
learning. Computed Assisted Instruction (CAI) is a method of teaching that involves
interaction between the learner and the computer. The computer takes on the role of a
teacher.
4) There are three different types of CAI programmes:
a) Drill and Practice: It is the most common and least complex type of CAI. A learner is
presented with a series of questions or problems about materials that have already been

250
learnt. Drug dosage calculation, intravenous drip rate calculation and medical
terminology and abbreviations are some of the topics that drill and practice CAT is well
suited for.
b) Tutorial Programs: Display new materials that are similar to programmed instructions.
Tutorials present information and provide the learner the feedback.
c) Simulations: Present before learners the 'real - life' situations that are designed to assist
learners in developing problem solving and decision making skills in a safe environment.
Interactive Video Instruction (IAV) can provide learners. With "true - to- life" simulation.
IAV combines CAI with a videotape or videodisc player so that video pictures as well as
graphics can be incorporated in the design of the software.
APPLICATIONS OF COMUTERS IN NURSING RESEARCH
Computers facilitate the research process in a number of ways. Computerized literature
searches are a particular advantage to the researchers because they save time and can increase
the scope of the search and the number of data base that can be searched. The computer can
also help researchers collect and analyze data, prepare research reports, and disseminate
research findings
Computer applications that support nursing research are:
 Topic identification: through online literature searches, email and discussion groups,
and visiting websites.
 Literature searches: Once a topic is chosen, the literature review can be greatly
enhanced from current research available on the Web, in databases, and on CD-ROMs,
often with full text retrieval.
 Resource Files: Historically, index cards and paper were used to keep notes of various
research searches and observations. Computers can now be used for these clerical tasks.
 Data collection tools: can be retrieved through online searches or created using various
graph, spreadsheet, and word processing and database applications.
 Proposal preparation: Word processing programs greatly facilitate the editing and
writing.
 Budgets: Both the preparation and management of research budgets are made easier
with spreadsheet programs.
 Data collection: Various programs can be used to sort and actually collect data,
including hospital information systems, spreadsheets, databases, and word processing.
 Data Analysis: Statistical and thematic software can greatly reduce the time and stress
of processing both quantitative and qualitative data.
 Final report: Word processing, charts and tables and statistical graphs can all be easily
and quickly done on a computer.
 Sharing of results: Current research findings can be shared with the public at large far
quicker using the web and other electronic venues. Print reports often take one to five
years to be circulated.
APPLICATIONS OF COMPUTERS IN NURSING ADMINISTRATION
There are three issues which have an impact on the profession and future of the nurse
managers and administrators such as the nursing shortage, increased demand for patient

251
safety and the need for visibility. These issues have created a wealth of opportunity for
nursing in terms of IT. At the same time they have created a challenge: When faced with
limited time, personnel and financial resources, should nursing pursue its mission to provide
care or should it concentrate on mastering emerging technology?
In 2002, American Healthcare Association had conducted a survey of the some
American hospital about their patient care and paperwork experiences. The results were
disturbing:
 In the emergency department, every hour of patient care requires one hour of
paperwork.
 For surgery and inpatient acute care, every hour of patient care requires 36 minutes of
paperwork.
 For skilled nursing care, every hour of patient care requires 30 minutes of paperwork.
 For home healthcare, every hour of patient care requires 48 minutes of paperwork.
The computerized nursing system can help nursing administrators for the nursing
management and to use information to fulfil its data requirements in following aspect.
 Clinical needs: individual patient care, documentation, implementing services.
 Business/strategic needs: organizational performance, management, and support
processes.
 Quality management needs: outcomes measurement and regulatory compliance.
 Resource and personnel management needs: scheduling, costing, and allocating
nursing staff, managing productivity, continuing education/ staff development.
Several administrative applications are available in computer for nurse administrators.
They are
1. Nurse managers data needs
The nursing managers use computer system to collect data needed for planning,
budgeting, and reporting, which ensures quality care. Their needs and the applications
they used are:
a. Allocating available resources to provide efficient and effective nursing care and
implementing clinical nursing services.
 Nursing intensity
 Patient classification system
 Acuity system
 Staffing and scheduling system
 Inventory
 Budgeting and payroll
 Claims processing and reimbursement
 Patient billing
b. Providing input into executive level decisions and collaborating with the nurse
executive and others in organizational programming and committee work.
Implementing the philosophy, goals and standards of the healthcare organization

252
 Unit activity reports.
 Utilization review.
 Shift summary reports.
c. Planning, organizing, implementing and controlling the care of individual and
aggregates across the spectrum of healthcare settings. This includes, but is not
limited to, aspects of quality outcomes, staff development, care management, and
research.
 Computer based patient record
 Census
 Poison control
 Allergy and drug reactions
 Errors reports
 Incident reports
 Infection control
 Communication networks
 Training and education
2. Nurse executive’ data needs
The nurse executive’s needs and applications they use include:
a. Managing organized nursing services and the environment in which clinical
nursing is practiced. Collaborating with other healthcare organization executives to
make decisions about healthcare services and organizational priorities.
 Forecasting and planning
 Financial planning
 Hospital expansion
 Preventive maintenance
 Planning systems
b. Ensuring that standards of nursing practice are established and implemented, and
are consistent with standards of professional organizations and regulatory services.
 Quality assurance
 Regulatory reporting
 Consumer surveys
 Evidenced base practice
c. Evaluating care delivery models and of services provided to individuals and
aggregates.
 Personnel files
 Risk pooling
 Costing nursing care
 Case mix

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FACTORS THAT INHIBIT THE USE OF COMPUTERS IN NURSING
PROFESSION
1. Faculty do not want to change
2. Faculty do not want to learn
3. Faculty's lack of opportunities to learn
4. Faculty's lack of skill
5. Hardware costs
6. Software costs
7. Lack of useful software
8. Lack of information about software
9. Lack of faculty time and interest
10. Lack of evaluative evidence of worth
11. Who should take responsibility of maintenance if problem arises?
12. In many hospitals physical environment is inadequate for computers
13. Wiring may be difficult in the existing structure
CONCLUSION
Computers are most powerful means of information devices in any profession. Also
these are most useful in our nursing profession. But the lack of awareness regarding the
use and advantages of computers in nursing professionals still we are unable to make
proper use IT. So we the nursing professionals need to know more about the IT and use
of computers and need to bring changes in our profession.
BIBLIOGRAPHY
1. Virginia KS, Kathlene AM. Essentials of nursing informatics. 4th
ed. Boston:
McGraw-Hill companies; 2006. p. 3-6, 443-585.
2. Ball MJ, Jelger UG, Peterson editors. Nursing informatics. New York: springer-
verlag; 1988.
3. Barbara C, Susan RJ. Contemporary nursing: issues trends and management. 4th
ed.
St. Louis: Mosby Elsevier; 2008. p. 289-304.
4. http://www.techterms.com/definition/computer
5. http://www.buzzle.com/chapters/computers-and-the-internet_computer-uses-and-
related-resources.asp
6. www.buzzle.com/articles/uses-of-computer.html
7. http://en.wikipedia.org/wiki/Health_informatics

254
Annotated
Bibliography
SUBMITTED TO:
MRS.RASHMI R

255
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
ANNOTATED BIBLIOGRAPHY
Introduction
An annotated bibliography is a bibliography that gives a summary of the
research that has been done. It is still an alphabetical list of research sources. In
addition to bibliographic data, an annotated bibliography provides a brief summary or
annotation.
The purpose of annotations is to provide the reader with a summary and an
evaluation of the source. In order to write a successful annotation, each summary must
be concise. An annotation should display the source’s central idea(s) and give the
reader a general idea of what the source is about.

256
An annotation should include the complete bibliographic information for the
source. It should also include some or all of the following:
• An explanation about the authority and/or qualifications of the author.
• Scope or main purpose of the work.
• Any detectable bias.
• Intended audience and level of reading
• A summary comment
Ideally, an annotation should be between 100 to 200 words.
Definitions
A bibliography is a list of sources (books, journals, websites, periodicals, etc.)
one has used for researching a topic. Bibliographies are sometimes called “references”
or “works cited” depending on the style format you are using. A bibliography usually
just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation.
Therefore, an annotated bibliography includes a summary and/or evaluation of
each of the sources. Depending on your project or the content your annotations may
do one or more of the following:
• Summarize: Some annotations merely summarize the source. What are the
main arguments? What is the point of this book or article? What topics are
covered? If someone asked what this article/book is about, what would you
say? The length of your annotations will determine how detailed your summary
is.
• Assess: After summarizing a source, it may be helpful to evaluate it. Is it a
useful source? How does it compare with other sources in your bibliography?
Is the information reliable? Is this source biased or objective? What is the goal
of this source?
For more help, see our handouts on evaluating resources.
• Reflect: Once you've summarized and assessed a source, you need to ask how
it fits into your research. Was this source helpful to you? How does it help you
shape your argument? How can you use this source in your research project?
Has it changed how you think about your topic? Your annotated bibliography
may include some of these, all of these, or even others. If you're doing this for a
class, you should get specific guidelines from your instructor.
Types of annotations
Annotations may be written with different goals in mind.
Indicative annotations

257
This type of annotation defines the scope of the source, lists the significant
topics and explains what the source is about. In this type of entry, there is no attempt
to give actual data such as hypotheses, proofs, etc.[3]
Informative annotations
This type of annotation is a summary of the source. An informative annotation
should include the thesis of the work, arguments or hypotheses, proofs and a
conclusion.

258
Evaluative annotations
This type of annotation assesses the source's strengths and weaknesses—how
the source is useful and how it is not. Simply put, an evaluative annotation should
evaluate the source's usefulness.
Combination annotations
Most annotated bibliographies contain combination annotations. This type of
annotation will summarize or describe the topic, and then evaluate the source's
usefulness.[3]
Writing styles
No matter which writing style is used for annotations, all entries should be
brief. Only the most significant details should be mentioned. Information that is
apparent in the title can be omitted from the annotation. In addition, background
materials and any references to previous work are usually excluded.[4]
Telegraphic
A telegraphic writing style gets the information out quickly and concisely.
Maintaining clarity, complete and grammatically correct sentences are not
necessary.[4]
Complete sentences
Complete sentences writing style utilizes coherent sentences that are
grammatically correct. Subjects and conjunctions are not eliminated even though the
tone may be terse. Long and complex sentences are to generally be avoided.[4]
Paragraph
A paragraph writing style utilizes a full, coherent paragraph. This can
sometimes be similar to the form of a bibliographic essay. Complete sentences and
proper grammar must be used.[4]

259
Purpose
There are three main purposes behind writing an annotated bibliography. Each
purpose can serve anyone in a different manner, depending on what they are trying to
accomplish.
Learning about a topic
Writing an annotated bibliography is an excellent way to begin any research
project. While it may seem easier to simply copy down bibliographical information,
adding annotations will force the researcher to read each source carefully. An
annotation requires the source to be critically analyzed, not simply read over.[5]
Formulating a thesis
Any form of research paper or essay will require some form of argument. This
is called a thesis. A developed thesis needs to be debatable, interesting and current.
Writing an annotated bibliography will give the researcher a clear understanding about
what is being said about their topic. After reading and critically analyzing sources, the
researcher will be able to determine what issues there are and what people are arguing
about. From there, the researcher will be able to develop their own point of view.[5]
To assist other researchers
Extensive and scholarly annotated bibliographies are sometimes published. The
purpose of these annotated bibliographies is to provide a complete and comprehensive
overview of any given topic. While any normal researcher may not get their own
annotated bibliography published, it could be a good idea to search for previously
published annotated bibliographies that are related to their topic.[5]

260
BIBLIOGRAPHY
1. Carlson, Laurie. “Annotated Bibliographies”. KU Writing Center. University of
Kansas. http://www.writing.ku.edu/~writing/guides/bibs.shtml. Retrieved 15
April 2009.
2. “How to Write Annotated Bibliographies”, http: //www. 1 library.
mun.ca/guides/how-to/annotated_bibl .php. Retrieved 2008-03-02.
3. “Annotated Bibliographies: Content”. Writer's Handbook. The Writing
Center. http://www.wisc.edu/writing/Handbook/AnnBib_content.html.
Retrieved 2008-03-02.
4. “Annotated Bibliographies: Style”. Writer's Handbook. The Writing Center.
http://www.wisc.edu/writing/Handbook/AnnBib_style.html. Retrieved 2009-
10-06.
5. Geoff Stacks, Erin Karper (2001). “Annotated Bibliographies”. Purdue
University.
http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.html.
Retrieved 2009-10-06

261
ANNOTATED BIBLIOGRAPHY (RESEARCH)
Stem Cell Research: An Annotated Bibliography
Holland, Suzanne. The Human Embryonic Stem Cell Debate: Science, Ethics, and
Public Policy. Boston: MIT Press, 2001. Print.
This is the annotation of the above source. In this example, I am following
MLA 2009 (3rd ed.) guidelines for the bibliographic information listed above. If I
were really writing an annotation for this source, I would offer a brief summary of
what this book says about stem cell research.
After a brief summary, it would be appropriate to assess this source and offer
some criticisms of it. Does it seem like a reliable and current source? Why? Is the
research biased or objective? Are the facts well documented? Who is the author? Is
she qualified in this subject? Is this source scholarly, popular, some of both?
The length of your annotation will depend on the assignment or on the purpose
of your annotated bibliography. After summarizing and assessing, you can now reflect
on this source. How does it fit into your research? Is this a helpful resource? Too
scholarly? Not scholarly enough? Too general/specific? Since “stem cell research” is a
very broad topic, has this source helped you to narrow your topic?
Senior, K. “Extending the Ethical Boundaries of Stem Cell Research.”Trends in
Molecular Medicine. 7 (2001): 5-6. Print.
Not all annotations have to be the same length. For example, this source is a
very short scholarly article. It may only take a sentence or two to summarize. Even if
you are using a book, you should only focus on the sections that relate to your topic.
Not all annotated bibliographies assess and reflect; some merely summarize.
That may not be the most helpful for you, but, if this is an assignment, you should
always ask your instructor for specific guidelines.
Wallace, Kelly. “Bush Stands Pat on Stem Cell Policy.”CNN. 13 August 2001. 17
August 2001. Television.
Notice that in this example, I chose a variety of sources: a book, a scholarly
journal, and a web page. Using a variety of sources can help give you a broader
picture of what is being said about your topic. You may want to investigate how
scholarly sources are treating this topic differently than more popular sources. But
again, if your assignment is to only use scholarly sources, then you will probably want
to avoid magazines and popular web sites.
Notice that the bibliographic information above is proper MLA format (use
whatever style is appropriate in your field) and the annotations are in paragraph form.

262
ANNOTATED BIBLIOGRAPHY (JOURNALS)
Review Articles
For this bibliography we have chosen to concentrate on review articles because
they provide a broad overview of the topic and discussion of current debates in the
literature. Review articles are also useful for identifying seminal writings and
providing extensive bibliography.
An analysis of the concept of empowerment I C. M. Rodwell. Journal of
AdvancedNursing1996; 23(2):305-13.
This paper is an analysis of empowerment and its use in nursing practice,
education, and research and health promotion.
Child development and long-term outcomes: A population health
perspective and summary of successful interventions I C. Hertzian and M. Weens.
Social Science & Medicine1996;43(7): 1083-95. Discusses the evidence derived from
intervention studies in the post-neonatal, preschool, and school age periods which
suggest that child development can be modified in ways which improve health and
competence in the long-term.
Community health promotion: Concepts and lessons from contemporary
sociology I O. Nilsen. Health Policy1996;36(2): 167-83. Argues that community
specifics have not been adequately taken into account in planning health promotion
initiatives.
Cultural influences in community participation in health I L. Stone. Social
Science& Medicine1992;35(4):409-17.
This paper traces changes in the way that the role of culture has been analysed
in relation to community health issues and in particular with respect to 'community
participation'.
Determinants of a health-promoting lifestyle: An integrative review I A.F.
Gillis. Journal of Advanced Nursing1993;18(3):345-53. Reviews literature
published between 1983 and 1991 that focused on identifying the determinants of a
health-promoting lifestyle.
Dissemination and utilization of health promotion and disease prevention
knowledge: Theory, research and experience I L.W. Green and J.L. Johnson.
Canadian Journal of Public Health. Revue/Canadienne de SantePublique1996;87
Supple 2:S11-17.
Economic impoverishment as a health risk: Methodological and conceptual issues I
M.A. Nelson. Advances in Nursing Science 1994; 16(3): 1-12. Argues that a number
of methodological and conceptual issues have impeded understanding of the
relationship between socioeconomic status and health.
Effective mental health promotion: A literature review I R. Hodgson, T. Abbasi
and J. Clarkson. Health Education Journal 1996; 55(l):55-74.

263
The effectiveness of community health nursing interventions: A literature
review I L.W. Deal. Public Health Nursing 1994; 11(5):315-23.
This article describes services provided by community health nurses and
documents the effectiveness of these interventions based on available literature.
The evolution, impact and significance of the Healthy Cities/ Healthy
Communities movement I T. Hancock. Journal of Public Health Policy
1993;14(1):5-18.
Reviews the concept of Healthy Cities, its evolution and current practice,
considers some of the problems in applying the concept, and speculates on its
potential future development.
From preventive health behaviour to health promotion: Advancing a positive
construct of health/ P.A. Kulbok and J.H. Baldwin. Advances in Nursing Science
1992;14(4):50-64.
A review of health promotion research in nursing, focussing on the
conceptualization and measurement of health promotion behaviours.
General strategies for motivating people to change their behaviour I S.
Damrosch. Nursing Clinics of North America 1991;26(4):833-43.
Discusses the cumulative findings of numerous studies of motivation to change
behaviour.
Health promotion and the older population: Expanding our theoretical
horizons I M.S. Caserta. Journal of Community Health 1995;20(3):283-92.
Explores the challenges of gerontological health education to traditional models of
health promotion.
Health promotion, community development and the tyranny of individualism I
A. Shiell and P. Hawe. Health Economics 1996;5(3):241-7.
The Healthy Cities Project: A challenge for health education I J. Ashton.
Health Education Quarterly 1991; 18(1 ):39-48.
Healthy Cities: Toward worldwide health promotion I B.C. Flynn. Annual
Review of Public Health 1996;17:299-309.
This review describes the status of Healthy Cities globally and presents case
studies.
Healthy Cities vision—An emerging global awareness and Indian perspective I'
V'.M. Gupta. Indian Journal of Public Health 1995;39(2):50-7.
A holosphere of healthy and sustainable communities I R. Labonte. Australian
Journal of Public Health 1993; 17( 1 ):4-12.
Learning to 'walk our talk': The implications of sociological theory for
research methodologies in health promotion I B.D. Poland. CanadianJournal of
Public Health. Revue Canadienne de SantePublique1992; 83 Suppl 1:S31-46.
A discussion of the implications of recent shifts in health promotion research
for methodology.

264
New health promotion movement: A critical examination I A. Robertson and
M. Minkler. Health Education Quarterly 1994;21(3):295-312. This paper explores
the meanings of the ideas of the new health promotion movement and explores
implications for practice.
Nursing and health promotion: Conceptual concerns I F.G. Delaney. Journal
of Advanced Nursing 1994;20(5):828-35.
This essay considers the contribution of nursing to health promotion and the
usage of concepts of health promotion in nursing literature.
Older adults' experience of health promotion: A theory for nursing practice I
M. Frenn. Public Health Nursing 1996;13(1):65-71.
An outcomes approach to population health at the local level in NSW:
Practical problems and potential solutions I C. Rissel, J. Ward and P.
Sainsbury.AustralianHealth Review 1996; 19(2):23-39. Describes how the Central
Sydney Area Health Service has established a Needs Assessment & Health Outcomes
Unit to help improve health outcomes. Issues in working with population health
outcomes at the local level are discussed.
Powerlessness, empowerment, and health: Implications for health promotion
programs I N. Wallerstein. American Journal of Health Promotion 1992;6(3): 197-
205.
Reviews the health and social science research on the role of powerlessness as
a risk factor for disease, and the role of empowerment as a health-enhancing strategy.
Program evaluation within a health promotion framework I J.C. Thompson.
Canadian Journal of Public Health/ Revue Canadienne de SantePublique1992;83
Suppl 1:S67-71.
Realities of Health For All by the year 2000 I T. Rathwell. Social Science &
Medicine 1992;35(4):541-7.
Reviews the progress of Member States towards the Regional Health For All
goal.
Research in dental health education and health promotion: A review of the
literature. I L.F. Brown. Health Education Quarterly 1994;21(1):83-102.
Strategies for maintenance of health-promoting behaviours I A.R. Redland and
A.K. Stuifbergen. Nursing Clinics of North America 1993;28(2):427-42.
Strengthening individual and community capacity to prevent disease and
promote health: In search of relevant theories and principles I N. Freudenberg, E.
Eng, B. Flay, G. Parcel, T. Rogers, and N. Wallerstein. Health Education Quarterly
1995;22(3):290-306.
A discussion of the relationship between theory and practice and its effect on the
current research agenda in health promotion.
Towards a research strategy to support public health programs forbehaviour
change I S. Redman. Australian & New Zealand Journal of Public Health

265
1996;20(4):352-8.An analysis of research published by the Australian Journal of
Public Health and its utility for practitioners in building effective programs

266
ANNOTATED BIBLIOGRAPHY (ARTICLES)
Advances in public health communication I E. Maibach& D.R. Holtgrave.
Annual Review of Public Health 1995;16:219-238.
Outlines the use of communication techniques and technologies to influence
individuals, populations and organizations for the purpose of promoting conditions
conducive to human and environmental health. Social marketing, risk communication,
behavioural decision theory, entertainment education, media advocacy and interactive
decision support systems are discussed.
Canadian Conference on Dissemination Research: Strengthening health
promotion and disease prevention. Canadian Journal of Public Health
1996;87(suppl. 2).
Delivering the goods, showing our stuff: The case for a constructivist paradigm
for health promotion research and practice I R. Labonte and A. Robertson. Health
Education Quarterly 1996;23(4):431-47. This article argues that there has been a
tendency to empower the “conventional” positivist paradigm in health promotion
research, often at the expense of confounding or ignoring much of health promotion
practice. This article argues further that a “constructivist” research paradigm not only
has the potential to resolve some of the tensions between research and practicing
health promotion but also is inclusive of knowledge generated by the conventional
paradigm. The usefulness of a constructivist paradigm is demonstrated through the use
of four practice-based case examples drawn from actual community-based health
promotion efforts. The congruence of a constructivist paradigm with the health
promotion principles of empowerment and community participation are discussed.
Finally, this article argues for the acceptance of the legitimacy of knowledge
generated from the constructivist paradigm and concludes that this paradigm is more
suited to the goals of current health promotion.
The effects of socio-economic status on exercise and smoking: Age-related
differences I Andrew V. Wister. Journal of Aging and Health, 1996;8(4):467-488.
Logistic regression analyses are performed on the 1990 Canadian Health
Promotion Survey to test whether: a) socio-economic status is associated with risky
life-style behaviours; and b) the effect of socio-economic status is greater for younger
and middle-aged groups than for older age groups. The results indicate that socio-
economic status affects health behaviours in relatively important ways, but this
depends on the measure (education, income, work status), the specific behaviour, and
the age group.
Health outcomes and health promotion: Defining success in health promotion I
D. Nutbeam. Health Promotion Journal of Australia1996;6(2):58-60.
Health-promoting schools. Special Issue of World Health 1996; (July-
August): 3 lp.(English, French and Spanish)

267
This issue covers 23 articles advocating for increased investments in school
health promotion and for diffusing the concept of Health-Promoting Schools on a
global scale.
Intentions and changes in exercise behaviour: A life-style perspective I Jean Q.
Lock and Andrew V. Wister. Health Promotion International 1992;7(3):195-208.
This article analyzes intentions and reported improvement in exercise
behaviour using a set of explanatory variables for the purpose of comparing several
theoretical approaches: the social psychological approach; the materialist framework;
and the life-style/life-cycle perspectives.
Population health and health promotion: What do they have to say to each
other? Ron Labonte. Canadian Journal of Public Health 1995;86(3):165-68.
The author asserts that much of what is claimed in the name of population
health supports the concerns of health promotion. However he also argues that there
are some assumptions that may be at odds with those in health promotion and that
these assumptions should be debated. These concerns include population health's
emphasis on epidemiological methods, its economic conservativism and its silence on
ecological questions of overall economic scale. Labonte's discussion outlines how
population health differs from health promotion in its underlying philosophy of
approach.
Proceedings of the first International Seminar on National Health Promoting
Policies, Strategies, and Structures held in Paris from Nov. 21 -23, 1994.
International Journal of Health Promotion and Education1995;2(2/3).
The relationship between self-help group participation and other health
behaviours among older adults I Andrew V. Wister. Canadian Journal of
Community Mental Health 1995;14(2):23-38. (English with French abstract).
This paper provides an exploratory analysis of the relationship between
participation in self-help groups and other informal and formal strategies by which
individuals cope with stressful life events during later life.
Strengthening individual and community capacity to prevent disease and
promote health: In search of relevant theories and principles I N. Freudenberg, E.
Eng, B.R. Flay, G. Parcel, T. Rogers, N. Wallerstein. Health Education Quarterly
1995;22(3):290-306.
The dominant theoretical models used in health education today are based in
social psychology. While these theories have increasingly acknowledged the role of
larger social and cultural influences in health behaviour, they have many limitations.
Theories seek to explain the causes of health problems, whereas principles of practice,
which are derived from practical experience, assist interveners’ to achieve their
objectives. By elucidating the relationships between theory and practice principles, it
may be possible to develop more coherent and effective interventions. The key
research agenda for health education is to link theories at different levels of analysis

268
and to create theory-driven models that can be used to plan more effective
interventions in the complex environments in which health educators work.
The World Health Organization Quality of Life Assessment (WHOQOL):
Position paper from the World Health Organization. The WHOQOL Group. Social
Science and Medicine 1995; 41(10): 1403-1409.
This paper describes the World Health Organization's project to develop a
quality of life instrument (the WHOQOL). It outlines the reasons that the project was
undertaken, the thinking that underlies the project, the method that has been followed
in its development and the current status of the project. The WHOQOL assesses
individuals' perception of their position in life in the context of the culture and value
systems in which the live and in relation to their goals, expectations, standards and
concerns. It has been developed collaboratively in several culturally diverse centres
over four years. Piloting of the WHOQOL on some 4500 respondents in 15 culturally
diverse settings has been completed. On the basis of this data the revised WHOQOL
Field Trial Form has been finalized, and field testing is currently in progress. The
WHOQOL produces a multi-dimensional profile of scores across six domains and 24
sub-domains of quality of life.

269
EVALUATION TOOLS
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

270
Preparation of
Question paper
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g

271
1st
year msc nursing
bANGALORE
BLUE PRINT
FINAL YEAR BSC (NURSING) DEGREE EXAMINATION (Aug /Sep)
Gynaecological Nursing and Midwifery
SECTION A
Long Essays (Answer and Two):--- 2 x 10 = 20 marks
1) Discuss the current trend in MCH programme in India and explain the role of nurse in
MCH programme.
2) Define Placenta, how it develops and its type. List out the abnormalities and functions
of placenta.
3) A 24yrs old Primi mother with 36 weeks of gestation came to the maternity clinic.
She has a complaint of back pain and sleep lost due to her pregnancy. Which areas
you will focus more while doing assessment and what health education you will give
to her.
SECTION B
Short Essays (answer any eight):--- 8 x 5 =40 marks.
1) Breast care
2) Ante natal exercises
3) Episiotomy and care
4) Infertility
5) Breast care
6) Newborn appraisal
7) Displacement of uterus
8) Ectopic pregnancy
9) Prolong labour

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10) Explain in detail what all the articles come under midwifery kit .
SECTION C
Short answers: --- 10 x 2 = 20 marks
1) Perineal care
2) Nursing care of patients with menstrual irregularities
3) Vaginal examination
4) VVF
5) Drugs used in obstetrics.
6) Breast feeding techniques
7) List out the complications of third stage of labour.
8) List out the causes of ectopic pregnancy.
9) Amniocentesis
10) Non stress Test.
BLUE PRINT FOR COGNITIVE DOMAIN:
Domains Total number Percentage
Knowledge
Skill
Comprehensive
Understanding
Application.
8
7
3
2
2
36%
31.8%
13.6%
9%
9%
BLUE PRINT FOR KNOWLEDGE QUESTIONNAIRE:
SL.NO UNIT DOMAINS QUESTION NOS.
1.
2.
3.
4.
Unit – I
Unit – Iv
Unit—V
Unit – VI
Knowledge
Comprehensive
Application
Skills
Knowledge
Skills
(A) 1
(A) 2
(A)3,
(B) 1,2.
(B) 3
(B)3

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5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Unit – VII
Unit – VIII
Unit – XXI
Unit – X
Unit – XII
Unit – XV
Unit – XVI
Unit –XVII
Unit – XVIII
Unit – XXVI
Skills
skills
Skills
knowledge
Comprehensive
Knowledge
Understanding
knowledge
Knowledge
Knowledge
Comprehensive
Understanding
Application
Knowledge
Skills
Skills
(C)3
(C)5
(B) 6
(C) 1
(B) 6
(B)7
(C)
(C)7
(B)8
(B)9
(C) 5
(B)10
(C) 2
(D)
(C) 4
(C) 9
(C) 10

274
ASSIGNMENT ON
OBJECTIVE TYPE TEST
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

275
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
OBJECTIVE TYPE TESTS
INTRODUCTION
When questions are formed with references to the objectives of instructions, the test
becomes objective centered or objective based. This type of test may contain essay type and
objective test items. To overcome some of the evil effects of essay type test, objective type
test seem to be very useful. Most of the modern educationalists lay much stress on objective
type tests to supplement the essay type it may not be objective centered if it is not planned
with reference to the objectives of instruction.
DEFINITION
Objective test items are items that can be objectively scored items on which persons
select a response from a list of options.
“W WIERSMA and G JURS, 1990”
ADVANTAGES OF OBJECTIVE TYPE TEST

276
 It can be scored objectively and easily. The scoring will not vary from time to time or
from examiner to examiner. The mood of the examiner in no way affects scoring.
 In this type, more extensive and representative sampling can be obtained. This
reduces the role of luck and cramming of expected question. They can be made to
cover more materials than traditional type.
 It possesses economy of time. It also saves a lot of time of the scorer.
 Students like them very much, because there is no question as to the accuracy of
marks they receive and there is no choice of bias or favouritism by teacher.
 It eliminates extraneous (irrelevant) factors such as speed of writing, fluency of
expression, literacy style, good hand writing neatness, etc.
 They discourage cramming and encourage thinking observation and scrutiny.
 It creates an incentive for pupils to building a broad base of knowledge, skills and
abilities.
 It measures the higher mental processes of understanding, application, analysis,
prediction and interpretation.
DISADVANTAGES OF OBJECTIVE TYPE TESTS
 Objectives like ability to organize matter, ability to present matter logically and in a
coherent fashion, etc. cannot be evaluated.
 Guessing is possible.
 The construction of adequate objective type test items is difficult. It requires special
abilities and is time consuming.
 Printing cost is considerably greater than that of an essay type test. Use of this type
test is very expensive.
CLASSIFICATION OF OBJECTIVE TYPE TESTS
1. Supply type or recall type:
 Short answer
 Completion
 Association
2. Selection type or recognition type:
 Alternate response test
 Matching
 Multiple choices
3. Context-dependent type:
 Pictorial form
 Interpretative
SHORT ANSWER TYPE ITEMS
The 3 common varieties of the short answer form are:-

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 The question variety: here the item is presented as direct question. E.g. who is the
founder of modern nursing.
 The completion variety: here an incomplete statement is used. E.g.
sphygmomanometer is used to measure blood pressure.
 The association variety: here a few items are given outside the bracket. Students are
expected to write the exactly related response in the bracket. E.g. write the name of
the common instrument which measures the following temperature (…..), Blood
pressure (…..)
ALTERNATE-RESPONSE TYPE TESTS
An alternate response test item consist of a declarative statement that pupils is asked
to mark true or false, right or wrong, correct or incorrect, yes or no, fact or opinion, agree or
disagree and the like.
- The test items in this classification ask the students to match one meaning of a fact,
idea, concept, convention, or definition, with the one presented to him/her.
- The student is asked to accept or reject the statement given to them.
- This form of test item is used most often in relation to the recall level of cognition.
MULTIPLE CHOICE TYPE TEST ITEMS
A multiple choice item consists of a problem and a list of suggested solutions. The
problem may be stated as a direct question or an incomplete statement and is called the stem
of the item. The test of suggested solution may include words, number, phrases or symbols
and are called alternatives (also called choices or options). The student is typically requested
to read the stem and the list of alternatives and to select the one correct/best alternative.
A multiple choice item has 2 parts:
1. STEM: consisting of direct question or an incomplete statement, this is answered or
completed by one of the alternatives.
2. OPTIONS OR RESPONSES: There will be two or more alternatives consisting of
answers to questions or completion of the statement. In which there are ‘distracters’
and ‘key’. All incorrect and less appropriate alternatives are called as “distracters” or
foils. And the student task is to select the correct or best alternatives forms all options,
the correct or best alternatives called as ‘key’.
MATCHING TYPE TEST ITEMS
These items require students to match information in 2 columns. Items of left
hand column are called premises and those in the right hand column are called
responses. Students are required to locate the correct response for each premise.

278
CONCLUSION
To overcome some of the evil effects of essay type test, objective type test seems to
be very useful. Objective test items require students to work or select a correct or best
answer.
Objective type items are mainly divided into short answer type tests, alternate-
response type tests, multiple recognition choice and matching type test. Each of these has got
their own advantages and disadvantages.
ASSIGNMENT ON
EASSAY TYPE TEST
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

279
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
ESSAY TYPE TESTS
INTRODUCTION
Essay test is one of the oldest types of tests and have a long history that dates back to
more than four thousand years. Essay tests emphasize recall rather than recognition of the
correct alternative. Essay tests may require relatively brief responses or extended responses.
They have been used so widely that it is assumed that everybody understands their meaning.
USES OF ESSAY QUESTIONS
The distinctive feature of essay questions is the freedom of response. Students are
free to select, relate and present ideas in their own words. Although this freedom enhances
the value of essay questions it is a measure of factual knowledge. For most purposes,
knowledge of factual information can be more efficiently measured by some type of objective
item. They should be primarily used to measure those learning outcomes concerned with the
abilities to select, organize, integrate relate and evaluate ideas that require the freedom of
response and originality provided by essay question.
Essay questions allow varying degree of freedom of response. At one extreme, the

280
response is almost as restricted as that in the short-answer objective item, in which a sentence
or two may be all that is required. At the other extreme, the students are given almost
complete freedom in making their responses and their answers may require several pages.
And the variations in freedom of response tend to fall along a continuum between theses
extremes.
TYPES
Essay questions can be conveniently classified into two types:-
 The restricted response type
 The extended response type.
Restricted Response Questions
The restricted response question usually limits both the content and the response. The
content is usually restricted by the topic to be discussed. Limitations on the form of response
are generally indicated in the question.
Example
 State the main differences between Kwashiorkor and Marasmus.
 How good nutrition prevents pressure sore?
Because the restricted response question is more structured, it is most useful for
measuring learning outcomes requiring the interpretation and application of data in a specific
area. Unfortunately, the same restrictions make them less valuable as a measure of those
learning outcomes emphasizing integration, organization and originality.
Extended Response Questions
The extended response question allows pupils to select any factual information that
they think is pertinent, to organize the answer in accordance with their best judgment and to
integrate and evaluate ideas as they deem to appropriate. This freedom enables them to
demonstrate their ability to select, organize, integrate and evaluate ideas. On the other hand,
this same freedom makes the extended response question inefficient for measuring more
specific learning outcomes and introduces scoring difficulties that severely restrict its use as a
measuring instrument.
ADVANTAGES OF ESSAY TYPE QUESTIONS
 The main advantage of the essay question is that it measures complex learning
outcomes that cannot be measured by other means.
 It emphasizes on the integration and application of thinking and problem solving
skills.
 Because the students must present their answers in their own handwriting, the essay
test is often regarded as a device for improving writing skills.
 Another commonly cited advantage of the essay questions is its ease of construction.
LIMITATIONS

281
 The most serious limitation of the essay question is the unreliability of the scoring.
 Another limitation of essay questions is the amount of time required for scoring the
answers.
 Another shortcoming of essay questions is the limited sampling they provide. Only
few questions can be included in a given test so that some areas are measured
thoroughly, but others are neglected.
TIPS FOR CONSTRUCTING ESSAY TYPE QUESTIONS
i. Restrict the use of essay questions to those learning outcomes that cannot be
satisfactorily measured by objective items.
ii. Formulate questions that will call forth the behaviour specified in the learning
outcomes.
iii. Phrase each question so that the student’s task is clearly indicated.
iv. The expected length of the answer of each question should be indicated on the test
form.
v. While preparing questions, it should be kept in mind that the maximum subject matter
content is covered.
vi. The question should clearly indicate the significance of each part so that students may
determine the time to be devoted to each part. This can be done by dividing the
question into component parts and offering marks according to the significance.
vii. Avoid the use of optional questions.
SCORING ESSAY QUESTIONS
1. Prepare an outline of the expected answer in advance:
This should contain the major points to be included, the characteristics of the
answer to be evaluated and the amount of marks to be allotted to each preparing a
scoring key provides a common basis for evaluating the students’ answers and keeps
the standard stable throughout the scoring.
2. Use the scoring method that is most appropriate:
There are two common methods of scoring essay questions. One is called the
point method and the other the rating method. With the point method, each answer is
compared with the ideal answer in the scoring key and a given number of points are
assigned according to the adequacy of the answer. With the rating method, each paper
is placed in one of a number of piles as the answer is read. These piles might be used
ranging in value from eight points to none. Usually between five and ten categories
are used with the rating method. Restricted response questions can generally be
satisfactorily scored by the point method. The extended response question, however,
usually requires the rating method.
3. Decide how to handle factors that are irrelevant to the learning outcomes being
measured:
Several factors influence our evolutions of answers to essay questions that are

282
not directly pertinent to the purposes of measurement. Prominent among these are
legibility of handwriting, spelling, sentence structure, punctuation and neatness. We
should make an effort to keep such factors from influencing our judgment when
evaluating the content of the answers. In some instances, such factors may, of course,
be evaluated for their own sake. When this is done, we should obtain a separate score
for written expression or for each of the specific factors. As far as possible, however,
we should not let such factors contaminate the extent to which our test scores reflect
the achievement of other learning outcomes. Another decision concerns the presence
of irrelevant factors is to decide in advance approximately how much the score on
each question is to be lowered when the inclusion of irrelevant material is excessive.
4. Evaluate all answers to one question before going to the next one:
One factor that contributes to unreliable scoring of essay questions is a shifting
of standards from one paper to the next. A paper with average answers may appear to
be of much higher quality when it follows a failing paper than when it follows one
with near perfect answers. One way to minimize this is to score all answers to the first
question, shuffle the papers, then score all answers to the second question and so on,
until all of the answers have been scored. A more uniform standard can be maintained
with this procedure, because it is easier to remember the basis for judging each
answer and answers of various degrees of correctness can be more easily compared.
Evaluating all answers to one question at a time helps counteract another type
of error that creeps into the scoring of essay questions. When we evaluate all of the
answers on a single paper at one time, the first few answers create a general
impression of the student’s achievement that influence our judgment concerning the
remaining answers. Thus, if the first answers are of high quality, we tend to overrate
the following answers; whereas if they are of low quality, we tend to underrate them.
This “halo effect” is less likely when the answers for a given student are not evaluated
in continuous sequence.
5. Evaluate the answers without looking at the student’s name:
The general impression we form about each student during our teaching is also
a source of bias in evaluation essay questions. When possible, the identity of the
students should be concealed until all answers are scored.
6. If especially important decisions are to be based on the results, obtain two or more
independent ratings:
Sometimes essay questions are included in tests used to select students for
awards, scholarships, special train and the like. In such cases, two or more competent
persons should score the papers independently and their ratings should be compared.
After any large differences have been satisfactorily arbitrated the independent ratings
may be averaged for more reliable results.

283
CONCLUSION
Essay type evaluation provides an opportunity to demonstrate knowledge and ability
to organize ideas and express them effectively. It encourages the students to concentrate on
larger units of subject matter with special emphasis on the ability of the student to organize,
integrate and express ideas effectively.
PREPARATION OF CLINICAL
EVALUATION TOOL

284
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
ASSIGNMENT ON RATING
SCALE

285
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

286
RATING SCALES
A rating scale is a method by which we systematize the expression of opinion
concerning a trait. The ratings are done by parents, teachers, a board of interviewers and
judges and by the self as well. The rating scale gives an idea of the personality of an
individual.
ADVANTAGES OF RATING SCALES
 Rating scale is standard tool for recording qualitative and quantitative judgments
about observed performance.
 They measured specified outcomes or objectives of education deemed to be
significant or important to teacher.
 They evaluate procedures such as playing an instrument, operating an equipment or
machine, demonstrating the nursing procedures.
 They evaluate products such as typed letter, responses of demonstration , sample of
diagram, charts etc.
 They help teachers to rate their students periodically on various characteristics such as
punctuality, honesty, enthusiasm, cheerfulness, co-cooperativeness and other personal
traits.
 They can used by a student to rate him.
 They tend to be adaptable and flexible.
 They can use with a large number of students.
 They can help to reduce the subjectivity and unreliability that are usually associated
with observations method.
DISADVANTAGES OF RATING SCALE.
Rating scales have certain limitations that must be considered when a practice
evaluator is determining their use within the program.
 Since the scales are standardized procedures the item(behaviour) listed may or may
not be consistent with stated objectives for a particular course or learning experience.
 There is a lack of uniformity with which terms are interpreted by the evaluator.
 There are several common sources of errors in rating scales. All of these sources
affect the validity of a rating, they are
1. Ambiguity.
2. Attitude of the rater.
3. Personality of the rater; Halo effect; personal bias; logical errors
4. Opportunity for adequate observation.
TYPES OF RATING SCALES.

287
Numerical rating scale: - This is o ne of the simplest types of the rating scales. The
rater simply marks a number that indicates the extent to which a characteristic of the
trait is present. The trait presented is a statement to each trait that is rated. Typically
common key is used throughout, the key providing verbal description.
Direction ;- encircles the appropriate number showing the extent to which the pupil
exhibits his skill in questioning.
5- outstanding, 4- above average., 3- average, 2- below average, 1- unsatisfactory.
Skill
I. Questions were specific 1 2 3 4 5
II. Questions were relevant to topic discussed. 1 2 3 4 5
III. Questions were grammatically correct 1 2 3 4 5
Graphic rating scale;- the rater indicate the performer’s standing in respect to each
trail by placing a check mark at an appropriate point along the line. Here degree of
each characteristic is arranged so that the rater can make a time distinctions as he
wishes to make.
Eg; Graphic rating scale;-
a) Were the illustrations used interesting?
1 2 3 4 5
Too little little adequate much too much
b) How attentive were you in the class?
1 2 3 4 5
Very attentive inattentive - attentive very attentive.
Descriptive graphic rating scale - It provides for each trait a list of descriptive form which
the rater selects the one most applicable to the person on the item being rated. The description
also helps to clarify and further define a particular dimension.
Ranking -; in the ranking procedure the rater, instead of assigning a numerical value of each
student with regard to a characteristic, ranks a given set of individuals from high to low on
the characteristics is rated. To ensure that the pupils are validly ranked the ranks from both
extremes towards middle. This simplifies the task of a teacher. The ranking procedures
become very cumbersome when a large number of students or characteristics per student are
to be ranked.
DEVELOPING RATING SCALE FOR PERFORMANCE EVALUATION.
Steps in developing a rating scale for performance evaluation;
 Identify the course objectives.
 List the specific objectives.

288
 Enumerate the terminal/behavioral objectives.
 Describe the rating in qualitative and quantitative terms .
 -Summarize the ratings by adding the scores.
ASSIGNMENT ON CHECK LIST
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

289
CHECK LIST
Check list is a prepared list of statement selecting to behaviours traits, performance is some
area or practical work or a product of some performance life an art work. A list of statement
is made which are important in evaluation aspect of behaviours and checked to indicate
presence or absence of particular quality.
Check list consist of listing of steps, activities or behaviours with the observers records when
an incident occurs. Check list can be systematic organized. They are used in evaluating
procedures products and aspects of personal social development, where an simple “present
absent’’ judgment. The check list enables the observer to note only whether or not trial or
characteristics in present. The observed action can be systematic, organized, step by step
procedures like doing laboratory procedures. It does not permit the observer to rates the
quality of a particular behaviour or its frequency of occurrence or extract the particular
characteristics’ present.
UTILIZATION OF CHECK LIST.
While using checklists, evaluator should keep in mind the following.
 Use checklist only when you are interested in ascertaining whether a particular trait or
characteristic is present or absent.
 Use only carefully prepared check list for more complex kind of trait.
 Clearly specify the traits or characteristics of behaviour, to be observed.
 Observe only one student at a time and confine your observation to the paints
specified in the check list.
 Check list the observers must be trained how to observe, what to observe and how to
record the observed behaviour.
OBSERVATIONAL CHECKLIST FOR EVALUATION OF STUDENT’S
PERFORMANCE DURING I.V INFUSION ADMINISTRTION.
Name of the student; Date & time.
Year. Subject;
SI.NO BEHAVIOURS YES NO

290
1
2.
Prepares patient psychologically and physically
a) Explains the procedure to the patient.
b) Review the physicians order for type and amount of I.V fluid
, rate of fluid administration and purpose of infusion.
c) Provides comfortable positions, and privacy if necessary.
d) Wash hands.
Organize equipments in the following way;
 Open sterile packets using aseptic techniques.
 Check the solution for color, clarity, and expiry date.
 Check bag for leak.
 Open infusion set, maintain sterility of both ends of tubing.
 Place roller clamps about 2-5 cm below drip chamber and
move roller clamp to off position.
 Insert the canula into the bottle through the bottle cap after
cleaning with sprit swab.
 Hang the bottle on the IV stand.
 Removes the IV needle from the tubing’s allowing the fluid
to run through the tubing to the kidney tray.
 Check the entire length of tubing to ensure that all air bubbles
are removed and keep it ready for fluid administrations.
 Select the vein.
 Place a small mackintosh under selected IV site
 Apply tourniquet 4-6 inches above the proposed insertion
site.
 Wash and dry hands.
 Clean the site with spirit swab using firm, circular motion
(middle to outward.)From touching the cleansed site.
 Insert the needle into the vein and remove the tourniquet.
 Look for blood return; quickly connect the needle adapter to
administration set.
 Release the roller clamp slowly to begin infusion at the rate
to maintain the patency of IV line.
 Tape or secure catheter or needle to the tubing with adhesive
plaster on the hug of the needle.
 Adjust the infusion to the desired rate,
 Remove the articles & replace it.
 Record the procedure.
Remarks
Signature of the clinical instructor:-

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Signature of the student:-
ASSIGNMENT ON ATTITUDE
SCALE
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing

292
bANGALORE
ATTITUDE SCALE
Attitude:
In psychology, a mental position with regard to a fact or state. Attitudes reflect a tendency to
classify objects and events and to react to them with some consistency. Attitudes are not
directly observable but rather are inferred from the objective, evaluative responses a person
makes. Thus, investigators depend heavily on behavioural indicators of attitudes — what
people say, how they respond to questionnaires, or such physiological signs as changes in
heart rate. Attitude research is employed by social psychologists, advertising professionals,
and political scientists, among others. Public-opinion researchers often attempt to distinguish
attitudes from related concepts such as values, opinions, and knowledge.
Attitude Scales - Presentation Transcript
1. Types of Attitude Scales :
o Single item Scale
o Multi-item Scales
 Single item scales are those with which only one item is measured. The following are
the important single item scales:
1. Itemized Category Scales:
Are those in which respondents have to select an answer from a limited number of
ordered categories
o Eg. A hotel customer is asked to indicate the level of satisfaction for the
service provided Highly Considerably Reasonably Unsatisfied Highly
Satisfied

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2. Rank Order Scales: They are comparative scales where respondents were asked to rate an
item in comparison with another item or a group of items on a common criterion.
Example: Rank order scale for analysing Motor Cycles Rank the brands with 1 being the
brand that best meets the characteristics , 7 being the worst of the characteristics Brand
Affordable Cost High Mileage Stylish Great Pick up Hero Honda TVS Bajaj
3. Comparative Scales: The Researcher provides a point of comparison for respondents to
provide answers. Therefore, all respondents will have a uniform point of comparison for
selecting answers. Example: Respondent is asked to rate the sweet shop ‘X’ in
comparison to sweet shop ‘Y’ in Kochi: Excellent Very Good ,Good Both are same Poor
Very poor
4. Multi-item Scales: These are applied when it is difficult to measure people’s attitude
based on only one attribute. Eg. Ask a person whether he/she is satisfied with Indian
Railway. ‘Overall I am satisfied’. ‘But there are many factors with which I am
dissatisfied.’ In such cases it is impossible to capture the complete picture with one
overall question.
5. Semantic Differential Scale: It is used to describe a set of beliefs that underline a
person’s attitude towards an object. This scale is based on the principle that
individuals think dichotomously or in terms of polar opposites such as reliable-
unreliable, modern-old fashioned etc.
Eg. Comparing four brands of car:
Mitsubishi (L) ; Hyundai(E) ; Skoda(O) ; Honda
o Fast -- -- -- -- -- -- -- Slow
o Large -- -- -- -- -- -- -- Small
o Plain -- -- -- -- -- -- -- Stylish
o In------------------------Out
o Expensive -- -- -- -- -- -- -- Expensive
6. Staple Scales : It is an attitude measure that places a single adjective or an attitude
describing an object in the centre of an even number of numerical values. Generally it is
constructed on a scale of 10 ranging from -5 to +5, without a neutral point ( zero ). It is
similar to Semantic Scale, except for it is single polar. This scale is useful for the
Researchers to understand the positive and negative intensity of attitudes of respondents.
7. Staple Scale Example - Measuring the attitude of Flight Passengers: +5 +5 +5 +4 +4 +4
+3 +3 +3 +2 +2 +2 +1 +1 +1 Friendly Cabin Comfortable Accurate Timings Crew
Interiors -1 -1 -1 -2 -2 -2 -3 -3 -3 -4 -4 -4 -5 -5 -5
8. 3) Likert Scale : This scale consists of a series of statements where the respondent
provides answers in the form of agreement or disagreement. The respondent selects a
numerical score for each statement to indicate the degree of agreement or otherwise. Each
such score is finally added up to measure the respondent’s attitude.

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9. Eg. of Likert Scale for evaluating the attitude of customers who have not used Vacuum
cleaner, but who have aware of its existence: Strongly Agree ,Agree, Neutral ,Disagree
Strongly disagree The Product is costlier 1 2 3 4 5 I don’t find time to use it 1 2 3 4 5
Advt. is not convincing 1 2 3 4 5 Never use a V C 1 2 3 4 5 I am satisfied with the present
way of cleaning 1 2 3 4 5 Its use is cumbersome 1 2 3 4 5
ASSIGNMENT ON
OBJECTIVE STUCTURED CLINICAL
EXAM
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

295
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
OBJECTIVE STUCTURED CLINICAL
EXAMINATION (OSCE)
DEFINITION
OSCE is an assessment tool in which the components of clinical competence such as history
taking, physical examination, simple procedures, interpretation of lab results, patient
management problems, communication, attitude etc. are tested using agreed checklists and
rotating the student round a number of stations some which have observers with check lists.
OSCE DESIGN
An OSCE usually comprises a circuit of short stations , in which each candidate is rated one-
to-one basis with one or two impartial examiners and either real or simulated patients actors.
Each station has a different examiner, as opposed to the traditional method of clinical
examinations where a candidate would be assigned to an examiner for the entire examination.
Candidates rotate through the stations, completing all the stations on their circuit. In this way
all candidates take the same stations. It is considered to be an improvement over traditional
examination methods because the stations can be standardized enabling fairer peer
comparison and complex procedures can be assessed without endangering patients’ health.
CHARACTERISTICS OF OSCE
As the name suggests, an OSCE is designed to be:
 Objective: All candidates are assessed using exactly the same stations with the same
marking scheme.

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 Structured: OSCE is carefully structured to include parts of the elements of the
curriculum as well as a wide range of skills.
 A clinical examination: The OSCE is designed to applied clinical and theoretical
knowledge.
OSCE MARKING
Marking in OSCEs is done by the examiner.Ocassionally written stations are used and these
are marked like written examinations, again usually using a standardized mark sheet. One of
the ways an OSCE is made objective is by having a detailed mark scheme and standard set of
questions. The examiner is usually asked to rate the candidate as excellent/ good/ pass/
borderline/ fail. This is often then used to determine the individual pass mark for each station.
Many centres allocate each station an individual pass mark. The sum of the pass marks of all
the stations determines the overall pass mark for the OSCE. Many centres also impose a
minimum number of stations required to pass which ensures that a consistently poor
performance is not compensated by a good performance on a small number of stations.
PREPARATION
Preparing for OSCE is very different from preparing for an examination on theory. In AN
OSCE, clinical skills are tested rather than pure theoretical knowledge. It is essential to learn
correct clinical methods and then practice repeatedly until one perfects the methods. Marks
are awarded for each step in the method. It is often very helpful to practice in small groups
with colleagues, setting a typical OSCE scenario and timing it with one person role playing a
patient, one person doing the task and one person either observing or commenting on
technique or even role playing the examiner using a sample mark sheet. In many OSCEs the
stations are extended using data interpretations.
OSCE METHODOLOGY
The OSCE examinations consist of 15-20 stations each of which require about 4-5minutes of
time. All stations should be capable of being completed in the same time. The students are
rotated through all stations and have to move to the next station at the signal. Since the
stations are generally independent students can start at any procedure stations and complete
the cycle. Thus, using 15 stations of 4 minutes each, 15 students can complete the
examination within 1 hour.
Each station is designed to test a component of clinical competence. At some stations called
the procedure stations students are given tasks to perform on the patients. At all such stations
there are observers with agreed check lists to score the student’s performance. At other
stations called “responsive stations”, students respond to questions of the objective type or
interpret data or record their findings of the previous procedure station.
EXAMPLE
Task- Examine the specimen of urine provided for proteins.
Checklist-

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1. Does he take a urine sample to 2/3rd
level in the test tube?
2. Does he boil upper 1/3rd
of the column?
3. Does he add 2% acetic acid drop by drop?
4. Does he compare changes in the top layer with the bottom layer of urine?
FEATURES OF OSCE
In summary, the main features of OSCE are that both the process and the product are tested
giving importance to individual competencies. The examination covers a broad range of
clinical skills much wider than a conventional examination. The scoring is objective, since
standards of competence are present and agreed check lists are used for scoring. Where
questions are asked in response stations, these are always objective. Simulations can be used
for acute cases and there is scope for immediate feedback. Patient variability and examiner
variability are eliminated thus increasing the validity of the examination.
ADVANTAGES
In addition to the above points, OSCE ensures integration of teaching evaluation. Variety
maintains students interest. There is increased faculty-student interaction. OSCE is adaptable
to local needs. A large number of students can be tested within a relatively short time.
LIMITATIONS
There is risk for observer fatigue if the observer has to record the performance of several
candidates on lengthy checklists. All stations must invariably demand only equal time.
Ensuring this, therefore, requires careful observation. Also, it is considered by many that
breaking clinical skills into individual competencies is artificial and not meaningful.

298
ASSIGNMENT ON DEFFERENTIAL SCALE
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

299
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
DIFFERENTIAL SCALE
INTRODUCTION
The semantic differential (SD) is a technique developed during the 1940s and 1950s by
Charles E. Osgood to measure the meaning of language quantitatively. Words may have
different meanings to different individuals as a function of their experiences in the world. For
example, "poverty" has been experienced differently by 7-and 70-year-olds, and by the rich
and the homeless. Their expressions of understanding of poverty are modified by these
experiences. The SD captures these different meanings by providing some precision in how
our understanding of words differs.

300
DEFINITION: The Semantic Differential (SD) measures people's reactions to stimulus
words and concepts in terms of ratings on bipolar scales defined with contrasting adjectives at
each end.
DESCRIPTION
Semantic differential is a type of a rating scale designed to measure the connotative meaning
of objects, events, and concepts. The connotations are used to derive the attitude towards the
given object, event or concept. Osgood's semantic differential was designed to measure the
connotative meaning of concepts. The respondent is asked to choose where his or her position
lies, on a scale between two bipolar adjectives (for example: "Adequate-Inadequate", "Good-
Evil" or "Valuable-Worthless"). Semantic differentials can be used to describe not only
persons, but also the connotative meaning of abstract concepts—a capacity used extensively
in affect control theory. The Semantic Differential (SD) measures people's reactions to
stimulus words and concepts in terms of ratings on bipolar scales defined with contrasting
adjectives at each end.
The typical semantic differential test requires a subject to assess a stimulus word in terms of a
series of descriptive bipolar (e.g., good-bad) scales. The subject is asked to rate the stimulus
between the extreme and opposing adjectives that define the ends of these scales. Typically,
these bipolar scales have 5 or 7 points. The odd number allows the subject to choose a
midpoint or neutral...
An example of an SD scale is:
Usually, the position marked 0 is labelled "neutral," the 1 positions are labelled "slightly," the
2 positions "quite," and the 3 positions "extremely." A scale like this one measures
directionality of a reaction (e.g., good versus bad) and also intensity (slight through extreme).
Typically, a person is presented with some concept of interest, e.g., Red China, and asked to
rate it on a number of such scales. Ratings are combined in various ways to describe and
analyze the person's feelings.
USE OF ADJECTIVES
The development of this instrument provides an interesting insight into the border area
between linguistics and psychology. People have been describing each other since they
developed the ability to speak. Most adjectives can also be used as personality descriptors.
The occurrence of thousands of adjectives in English is an attestation of the subtleties in
descriptions of persons and their behaviour available to speakers of English. Roget's
Thesaurus is an early attempt to classify most adjectives into categories and was used within

301
this context to reduce the number of adjectives to manageable subsets, suitable for factor
analysis.
EVALUATION, POTENCY, AND ACTIVITY
Osgood and his colleagues performed a factor analysis of large collections of semantic
differential scales and found three recurring attitudes that people use to evaluate words and
phrases: evaluation, potency, and activity. Evaluation loads highest on the adjective pair
'good-bad'. The 'strong-weak' adjective pair defines the potency factor. Adjective pair 'active-
passive' defines the activity factor. These three dimensions of affective meaning were found
to be cross-cultural universals in a study of dozens of cultures.
This factorial structure makes intuitive sense. When our ancestors encountered a person, the
initial perception had to be whether that person represents a danger. Is the person good or
bad? Next, is the person strong or weak? Our reactions to a person markedly differ if
perceived as good and strong, good and weak, bad and weak, or bad and strong.
Subsequently, we might extend our initial classification to include cases of persons who
actively threaten us or represent only a potential, danger, and so on. The evaluation, potency
and activity factors thus encompass a detailed descriptive system of personality. Osgood's
semantic differential measures these three factors. It contains sets of adjective pairs such as
warm-cold, bright-dark, beautiful-ugly, sweet-bitter, fair-unfair, brave-cowardly, meaningful-
meaningless.
The studies of Osgood and his colleagues revealed that the evaluative factor accounted for
most of the variance in scaling, and related this to the idea of attitudes.
METHODOLOGY
A number of basic considerations are involved in SD methodology:
(1) Bipolar adjective scales are a simple, economical means for obtaining data on people's
reactions. With adaptations, such scales can be used with adults or children, persons from all
walks of life, and persons from any culture.
(2) Ratings on bipolar adjective scales tend to be correlated, and three basic dimensions of
response account for most of the co-variation in ratings. The three dimensions, which have
been labelled Evaluation, Potency, and Activity (EPA), have been verified and replicated in
an impressive variety of studies.
(3) Some adjective scales are almost pure measures of the EPA dimensions; for example,
good-bad for Evaluation, powerful-powerless for Potency, and fast-slow for Activity. Using a
few pure scales of this sort, one can obtain, with considerable economy, reliable measures of
a person's overall response to something. Typically, a concept is rated on several pure scales
associated with a single dimension, and the results are averaged to provide a single factor

302
score for each dimension. Measurements of a concept on the EPA dimensions are referred to
as the concept's profile.
(4) EPA measurements are appropriate when one is interested in affective responses. The
EPA system is notable for being a multi-variant approach to affect measurement. It is also a
generalized approach, applicable to any concept or stimulus, and thus it permits comparisons
of affective reactions on widely disparate things. EPA ratings have been obtained for
hundreds of word concepts, for stories and poems, for social roles and stereotypes, for
colours, sounds, shapes, and for individual persons.
(5) The SD has been used as a measure of attitude in a wide variety of projects. Osgood, et
al., (1957) report exploratory studies in which the SD was used to assess attitude change as a
result of mass media programs and as a result of messages structured in different ways. The
SD has been used by other investigators to study attitude formation, attitudes toward
organizations, attitudes toward jobs and occupations and attitudes toward minorities. The
results in these, and many other studies, support the validity of the SD as a technique for
attitude measurement.
COMPARISON OF LIKERT SCALE WITH SEMANTIC DIFFERENTIAL
Both types of scales can assess attitudes, but have different formats.
Likert (summated rating) scale
Fixed response choices (e.g., agreement or frequency)
Items concern different aspects or descriptions of target
Semantic differential
Fixed target for attitude evaluation
Items are bipolar adjectives that concern target
Example
Objective: Determine attitudes about USF
Likert
1 = strongly disagree 4 = slightly agree

303
2 = moderately disagree 5 = moderately agree
3 = slightly disagree 6 = strongly agree
1. USF is an interesting place 1 2 3 4 5 6
2. USF is a good university 1 2 3 4 5 6
3. Going to USF was a mistake on my part 1 2 3 4 5 6
4. I’m glad I’m attending USF 1 2 3 4 5 6
5. USF is a great school 1 2 3 4 5 6
6. The quality of classes at USF is poor 1 2 3 4 5 6
Semantic Differential
The following items refer to: USF
Good __ __ __ __ __ __ __ __ __ Bad
Boring __ __ __ __ __ __ __ __ __ Interesting
Weak __ __ __ __ __ __ __ __ __ Strong
Active __ __ __ __ __ __ __ __ __ Passive
Like __ __ __ __ __ __ __ __ __ Dislike
Large __ __ __ __ __ __ __ __ __ Small
ASSIGNMENT ON SUMMATED
SCALE

304
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
SUMMATED SCALES

305
Introduction
• The numerical values assigned to the response categories for each question are simply
added to produce a single scale score. The summated scale approach theoretically
works because persons who are very strongly favourable toward some idea, will more
often select positive response categories, while those who have more neutral ideas
will select some positive and some negative categories. Finally, it is assumed that
those persons who are opposed to the concept being measured will respond by
selecting those statements which reflect a negative position.
• The most common form of summated scale is the Likert Scale, developed by Rensis
Likert in 1932. Typically, a number of statements are developed which are thought to
reflect positive and negative attitudes toward some concept
Meaning
A Likert scale consists of several declarative items that express a viewpoint
on a topic respondents are asked to indicate the degree to which they agree to which
they agree or disagree with the opinion expressed by the statement.
Definition
• “Summated scale consists of a series of scalded items where each item is scored in
approximately the same way the scale scores are added to derive a total score.”
• Each question is then written with a number of response categories. The most
common type is the 4 point Likert Scale-
(1) Strongly agree,
(2) Agree,
(3) Disagree, and
(4) Disagree.
An individual's score would be computed by adding the values assigned to
each of the responses selected for all of items of the scale.
Construction of summated scale
• The researcher gathers a large number of statements which clearly indicate favourable
or unfavourable attitude towards the issue in question.
• The responses will imply various scores. The scores are consistently arranged either
from the highest to the lowest, or from the lowest to the highest.
• By adding up the different scores of an individual , his total score is
calculated.(summation of different scores for different statements)

306
• The questionnaires consisting of the five points scale which respect to a statement are
administered to the respondents who indicate their responses.
COMPARISON OF LIKERT SCALE WITH SEMANTIC DIFFERENTIAL
Both types of scales can assess attitudes, but have different formats.
Likert (summated rating) scale
Fixed response choices (e.g., agreement or frequency)
Items concern different aspects or descriptions of target
Semantic differential
Fixed target for attitude evaluation
Items are bipolar adjectives that concern target
Example
Objective: Determine attitudes about USF
Likert
1 = Strongly disagree 4 = slightly agree
2 = moderately disagree 5 = moderately agree
3 = slightly disagree 6 = strongly agree
1. USF is an interesting place 1 2 3 4 5 6
2. USF is a good university 1 2 3 4 5 6
3. Going to USF was a mistake on my part 1 2 3 4 5 6
4. I’m glad I’m attending USF 1 2 3 4 5 6
5. USF is a great school 1 2 3 4 5 6
6. The quality of classes at USF is poor 1 2 3 4 5 6

307
ASSIGNMENT
ON
ANECDOTAL RECORD
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

308
ANECDOTAL RECORD
DEFINITION.
‘’Anecdotal record is a record of some significant item of conduct, a record of an episode in
the life of student, a word picture of the student in action, a word snapshot at the moment of
the incident, any narration of event in which may be significant about the personality.’’
-Randall.
Anecdotal record, as the name implies, involves setting down an anecdote concerning some
aspects of student behaviour which seems significant to the observer.
CHARECTERISTICS OF ANECDOTAL RECORDS;-
Anecdotal records must possess certain characteristics ‘as given below.-
1) They should contain a factual description of what happened, when it happened, and
under what circumstances the behaviour occurred.
2) The interpretations and recommended action should be noted separately from the
description.
3) Each anecdotal record should contain a record of single incident.
4) The incident recorded should consider significant to the students growth and
development.
MERITS OF ANECDOTAL RECORDS;-
 These records help in clinical service practices.
 They provided factual record.
 They stimulate teacher to use the records and contribute to them.
 They record critical incidents of spontaneous behaviour in natural selling.
 They provide the teacher with objective description.
 They are very good for young children, who are unable to prepare pencil test.
 They direct the teacher attention to a single student.

309
 They provide commutative record of growth and development.
 They provide specific and exact description of personality and minimize
generalizations.
 The new members may use these records and acquaint themselves with the student.
DEMERITS OF ANECDOTAL RECORDS;-
 They tend to be less reliable than other observational tools as they lent to be
less formal and systematic.
 They are time consuming to write.
 It is difficult for the observer to maintained objectivity when he/she records
the incident observed.
 When incidents are noted and read out of context, they may lose.(meaning.
 They do not reveal the cause.
 The observer tends to record only undesirable incidents and neglect positive
incidents.
FORMAT OF THE ANECDOTAL RECORD.
Name of the school/college :-
Name of the student observed: - Class: - Subject:-
Name of the observer: - Date & place:-
Objective description:-
Comments of the observer:-
Interpretation:-
Recommendations:-
Signature of the observer:-
Signature of the student;-

310
Observe
&
Practice
SUBMITTED TO:
MRS.RASHMI R
bANGALORE

311
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
ASSIGNMENT
ON
INTELLIGENCE TEST
SUBMITTED TO:

312
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
INTELLIGENCE TEST
INTRODUCTION
The use of intelligence tests has greatly increased in these days. People have started to
realise the importance of the measuring intelligence tests.
DEFINITION
A questionnaire or series of exercises designed to measure intelligence. It is generally
understood that intelligence tests are less a measure of innate ability to learn as of what the
person tested has already learned. There are many types of intelligence tests, and they may

313
measure learning and/or ability in a wide variety of areas and skills. Scores may be presented
as an IQ (intelligence quotient), a mental age, or on a scale.
PURPOSE
The goal of intelligence tests is to obtain an idea of the person's intellectual potential.
The tests centre around a set of stimuli designed to yield a score based on the test maker's
model of what makes up intelligence. Intelligence tests are often given as a part of a battery
of tests.
ADVANTAGES
In general, intelligence tests measure a wide variety of human behaviours better than
any other measure that has been developed. They allow professionals to have a uniform way
of comparing a person's performance with that of other people who are similar in age. These
tests also provide information on cultural and biological differences among people.
Intelligence tests are excellent predictors of academic achievement and provide an
outline of a person's mental strengths and weaknesses. Many times the scores have revealed
talents in many people, which have led to an improvement in their educational opportunities.
Teachers, parents, and psychologists are able to devise individual curricula that match a
person's level of development and expectations.
DISADVANTAGES
Some researchers argue that intelligence tests have serious shortcomings. For
example, many intelligence tests produce a single intelligence score. This single score is
often inadequate in explaining the multidimensional aspects of intelligence. Another problem
with a single score is the fact that individuals with similar intelligence test scores can vary
greatly in their expression of these talents. It is important to know the person's performance
on the various subtests that make up the overall intelligence test score. Knowing the
performance on these various scales can influence the understanding of a person's abilities
and how these abilities are expressed. For example, two people have identical scores on
intelligence tests. Although both people have the same test score, one person may have
obtained the score because of strong verbal skills while the other may have obtained the score
because of strong skills in perceiving and organizing various tasks.
Furthermore, intelligence tests only measure a sample of behaviours or situations in
which intelligent behaviour is revealed. For instance, some intelligence tests do not measure a
person's everyday functioning, social knowledge, mechanical skills, and/or creativity. Along
with this, the formats of many intelligence tests do not capture the complexity and immediacy
of real-life situations. Therefore, intelligence tests have been criticized for their limited ability
to predict non-test or non-academic intellectual abilities. Since intelligence test scores can be
influenced by a variety of different experiences and behaviours, they should not be
considered a perfect indicator of a person’s intellectual potential.

314
DESCRIPTION
When taking an intelligence test, a person can expect to do a variety of tasks. These
tasks may include having to answer questions that are asked verbally, doing mathematical
problems, and doing a variety of tasks that require eye-hand coordination. Some tasks may be
timed and require the person to work as quickly as possible. Typically, most questions and
tasks start out easy and progressively get more difficult. It is unusual for anyone to know the
answer to all of the questions or be able to complete all of the tasks. If a person is unsure of
an answer, guessing is usually allowed.
The four most commonly used intelligence tests are:-
 Stanford-Binet Intelligence Scales
 Wechsler-Adult Intelligence Scale
 Wechsler Intelligence Scale for Children
 Wechsler Primary & Preschool Scale of Intelligence
INTERPRETING THE RESULTS
The person's raw scores on an intelligence test are typically converted to standard
scores. The standard scores allow the examiner to compare the individual's score to other
people who have taken the test. Additionally, by converting raw scores to standard scores the
examiner has uniform scores and can more easily compare an individual's performance on
one test with the individual's performance on another test. Depending on the intelligence test
that is used, a variety of scores can be obtained. Most intelligence tests generate an overall
intelligence quotient or IQ. As previously noted, it is valuable to know how a person
performs on the various tasks that make up the test. This can influence the interpretation of
the test and what the IQ means. The average of score for most intelligence tests is 100.
PRECAUTIONS
There are many different types of intelligence tests and they all do not measure the
same abilities. Although the tests often have aspects that are related with each other, one
should not expect that scores from one intelligence test, that measures a single factor, will be
similar to scores on another intelligence test that measures a variety of factors. Also, when
determining whether or not to use an intelligence test, a person should make sure that the test
has been adequately developed and has solid research to show its reliability and validity.
Additionally, psychometric testing requires a clinically trained examiner. Therefore, the test
should only be administered and interpreted by a trained professional.
A central criticism of intelligence tests is that psychologists and educators use these
tests to distribute the limited resources of our society. These test results are used to provide
rewards such as special classes for gifted students, admission to college, and employment.
Those who do not qualify for these resources based on intelligence test scores may feel angry
and as if the tests are denying them opportunities for success. Unfortunately, intelligence test

315
scores have not only become associated with a person's ability to perform certain tasks, but
with self-worth.
CONCLUSION
Many people are under the false assumption that intelligence tests measure a person's
inborn or biological intelligence. Intelligence tests are based on an individual's interaction
with the environment and never exclusively measure inborn intelligence. Intelligence tests
have been associated with categorizing and stereotyping people. Additionally, knowledge of
one's performance on an intelligence test may affect a person's aspirations and motivation to
obtain goals. Intelligence tests can be culturally biased against certain groups.
ASSIGNMENT
ON

316
APTITUDE TEST
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
APTITUDE TESTS
INTRODUCTION

317
Aptitude tests measure or assess the degree or level of one’s special bent or flair much the
same way as intelligence tests are employed or measuring one’s intelligence. They are chiefly
used to estimate the extent to which an individual would profit from a specific course or
training, or to predict the quality of his or her achievement in a given situation.
APTITUDE TESTS
The capacity to learn is known as aptitude. Hence an aptitude test measure probable
accomplishment at some future date, following training. A test of flying aptitude predicts
how well a person will perform as a pilot after he or she has been trained. In contrast,
achievement refers to the individual’s current level of accomplishment. A test of flying
achievement indicates a person’s present success as a pilot; it tells how well the person
performs at this moment.
Two types of aptitude tests are usually employed. These are
 Specialized aptitude tests.
 General aptitude tests
SPECIALISED APTITUDE TESTS
These aptitude tests have been devised to measure the aptitudes of individual in various
specific fields or activities. Generally these tests can be divided into
1. mechanical aptitude tests
2. musical aptitude tests.
3. art judgment tests
4. professional aptitude tests
5. scholastic aptitude tests
GENERAL APTITUDE TESTS
The General Aptitude Test Battery (GATB)and the Differential Aptitude Test (DAT)
are two examples of such tests. GATB .developed by the Employment Service Bureau
of USA, contains 12 tests.8 of these are
 Paper – pencil tests, for name comparison, computation, vocabulary,
arithmetic, reasoning, form matching, test matching, and three dimensional
space. The other 4 require the use of simple equipment in the shape of
movable pegs on a board, assembling and disassembling rivets and washers.
From the scores obtained by the subject, the experimenter is able to draw
inferences about the nine aptitude factors; intelligence, verbal aptitude,
numerical aptitude, spatial aptitude from perception, clerical perception, motor
coordination, finger dexterity and manual dexterity. The GATB has proved to
be one of the most successful multiple aptitude batteries particularly for the
purposes of job classification.

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 The DAT developed by the US Psychological cooperation, has been adapted
in Hindi for use in India by SM. Ojha; by 2 forms. It includes tests for verbal
reasoning, numerical ability, abstract reasoning spatial relation, mechanical
reasoning, clerical speed and accuracy and two tests for language, one for
spelling and other for grammar. DAT has proved very successful in predicting
academic success and has been found specially useful for providing
educational and vocational guidance program to secondary school children.
2 Sample Structure of the Nursing Aptitude Tests with Sample Questions
Nursing career is getting attention all around the world. However, unlike mechanical and
technical professions you need some qualities of heart for nursing jobs. The best in the
nursing services have been generous, loving and compassionate.
Still nursing career is not considered personal because it involves a lot of team work. You
will have to take care of physically or mentally ill people. You have to perform in different
roles such as a disciplined care giver, a counsellor, a manager, a teacher etc. Your every
action shall focus upon benevolence of the patients.
Furthermore, you need not only to be responsible and dependable but also capable to accept
truths of death and life.
Main Areas of Nursing Aptitude Tests
Most of the nursing jobs screen you through nursing aptitude tests. The psychologists build
them around the following main areas:
Applied Sciences
1- Physics
The multiple choice questionnaire tries to measure your comprehensions for mechanics,
measurements, laws of thermodynamics, acceleration, momentum etc.
2- Organic and Inorganic Chemistry
You have to take care of the patients with certain medicines and chemicals. You are expected
to know basics of solvents, electrons, titration, periodic table etc.
Daly Life Science

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You need to learn basics of TCA cycle, ATP, cardiac control, human nervous system,
endocrine glands, ECG basics, cardiovascular system, lungs and respiratory effects, thyroid
hormones, etc. You are expected to hear and use these basic things about the human medical
science for your life long nursing career.
Vocabulary Skills
The nursing career requires you to have correct knowledge of different words. Sometimes,
your wrong perception of words can put lives of the patients in severe danger. That’s why
vocabulary skills are tested with nursing aptitude test.
Mathematics Skills
Though the nursing aptitude tests include only a portion of math to test your mathematical
reasoning but it is still a important to know about real numbers, fractions, trigonometry, area
calculations, logarithmic scale etc.
Reading Comprehension
In your nursing career you will have often to read the instructions issued by the doctors
during their visits. When you fail to comprehend the simple instructions, you can’t help the
patients in any way. So your reading comprehension is also tested before you qualify for
entry level nursing jobs.
Analytical Reasoning
Your analytical reasoning capability helps you to take quick decisions in emergencies and
daily life nursing services. Most of the nursing aptitude tests include this portion understand
you before you are selected for a nursing career.
UTILITY OF APTITUDE TESTS.
1. Aptitude tests are the back-bone of the guidance services.
2. The results of these tests enable us to locate with a reasonable degree of certainty, the
field of activity in which an individual would be most likely to be successful.
3. These tests are found to be very useful for vocational and educational selection,
4. They help in the systemic selection of suitable candidates for the various educational and
professional courses as well as for specialized job.
5. Aptitude tests are thus properly anticipate the future potentials of individual
6. Tests help us in selecting individuals who are likely to benefit most from the pre-
professional training or experiences.
tests can help to a great extent, in avoiding considerable waste of human as well as material
resources by placement of individuals in places and lines of in which they are most likely to
be productive

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ASSIGNMENT ON PESONALITY
TEST
Subject: Nursing Education
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

322
PERSONALITY TESTS
I. INTRODUCTION
Personality has a significant role to play in deciding whether you have the enthusiasm
and motivation that the employer is looking for. It also determines how well you are going to
fit in to the organization, in terms of your personality, attitude and general work style. In
most working situations it’s the personalities of the people involved that affect the day-to-
day success of the organization. If a manager can’t motivate their staff or the team doesn't
work well together, then quality of service and productivity will suffer.
II. MEANING
The word personality is derived from Greek word “Persona”, which meant for the
mask used by actors in Greek drama. Personality is the total quality of an individual’s
behaviour as it shown in his habits of thinking, in his attitude, interests, his manner of acting
and his personal philosophy of life.
It is the totality of his being. It is more than the sum total of an individual traits and
characteristics. It is expressed through his behaviour.
DEFINITION
1. Personality may be defined as “the most characteristic integration of an individual’s
structure, modes of behaviour, interests, attitudes, capacities, abilities and aptitudes.
- Munn
N. L.
2. “Personality is the dynamic organization within the individual of those psychosocial
systems that determine his unique adjustment to his environment”.
- Gordon
Allport
(1937).
3. “Personality consists of the distinctive patterns of behaviour (including thought and
emotions) that characterize each individual’s adaptation to situations of his or her
life”.
-Walter Mischel

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III. TYPES OF PERSONALITY
The personality can be classified through type approach and trait approach.
By type approach
a. Types based on temperament
Hippocrates (about 400 BC) the father of medicine, classified people in to four types
as per temperament depending in which one of one’s bodily humours or fluids they
believe to predominate.
 Sanguine – Cheerful, vigorous, confident and optimistic (Blood).
 Phlegmatic – Calm, slow moving, unexcitable, unemotional (Mucus).
 Choleric – Irritable, hot tempered (Yellow bile).
 Melancholic – Depressed, morose (Black bile).
b. Types based on body build
Kretschmer (1925) divided people into 3 types according to the body built.
 Asthenic: introvert, tall, thin, sensitive.
 Athletic: active, aggressive, well developed muscular body.
 Pyknic: extrovert, round and fat.
William Sheldon (1954) divided people into three types according to body build.
 Endomorph: Plumb, soft, fat and round-sociable even tempered and
relaxed like (Santa Claus)
 Mesomorph: Heavy set and muscular- physically active and noisy.
 Ectomorph: Tall, thin, and flat-chest – self-conscious, shy, fond of
solitude and reserved.
By psychological types
On the basis of sociability Dr. Karl G. Jung classified people in to two main groups. Such as
a. Introverts
Introverts are those who are interested in themselves, their own feelings, emotions and
reactions. They are busy in their own thoughts and are self-centered. They are reserved and
like to work alone. They are very sensitive and are unable to adjust easily to social situations.
They are inclined to worry and easily get to social situations. They are inclined to worry and
easily get embarrassed. Poets, philosophers, scientists and artist belong to this group.
b. Extroverts
Extroverts are people who take more interest in others and like to move with people
and are skilled in etiquette. They are friendly and sociable and not easily upset by
difficulties. They are dominated by emotions, whereby they take decisions quickly and act on
them without delay. They are realistic and face the problems of life objectively.

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There are few people who are pure extroverts or introverts. Majority of the people are
ambiverts having the qualities of extroverts and introverts in different proportions.
IV. PERSONALITY TRAITS
In trying to understand these behaviour patterns, psychologists attempt to identify and
measure individual personality characteristics, often called personality traits.
In 1990, the psychologists Costa & McCrae published details of a '5 trait' model. This
has received significant support from other research and is now widely accepted among
psychologists. These 5 aspects of personality are referred to as the 5-factors or sometimes just
‘the Big 5’.
These 5 traits/factors (OCEAN) are:
 Openness to Experience - Tendency to be speculative and imaginative.
People who score high on this factor are neophile and curious and sometimes
unrealistic. People who score low on this factor are down-to-earth and practical and
sometimes obstructive of change.
 Conscientiousness - How “structured” one is.
People who score high on this factor are usually productive and disciplined and
“single tasking”. People who score low on this factor are often less structured, less
productive, but can be more flexible, inventive, and capable of multitasking.
 Extraversion - How “energetic” one is.
People, who score high on this factor like to work in cooperation with others, are
talkative, enthusiastic and seek excitement. People who score low on this factor prefer to
work alone, and can be perceived as cold, difficult to understand, even a bit eccentric.
 Agreeableness - One’s level of orientation towards other people.
Those who score high on this factor are usually co-operative, can be submissive,
and are concerned with the well-being of others. People who score low on this factor may
be challenging, competitive, sometimes even argumentative.
 Neuroticism - Tendency to worry.
People who score low on this factor are usually calm, relaxed and rational. They
may sometimes be perceived as lazy and incapable of taking things seriously. People who
score high on this factor are alert, anxious, sometimes worried.

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All 5 personality traits exist on a continuum rather than as attributes that a person
does or does not have. Each of these 5 traits is made up 6 facets, which can be measured
independently.
Sl. No Personality Factor Facets
1. Extraversion
Friendliness
Gregariousness
Assertiveness
Activity Level
Excitement-Seeking
Cheerfulness
2. Agreeableness
Trust
Morality
Altruism
Cooperation
Modesty
Sympathy
3. Conscientiousness
Self-Efficacy
Orderliness
Dutifulness
Achievement-Striving
Self-Discipline
Cautiousness
4. Neuroticism
Anxiety
Anger
Depression
Self-Consciousness
Immoderation
Vulnerability
5. Openness to experience
Imagination
Artistic Interests
Emotionality
Adventurousness
Intellect
Liberalism
When thinking about personality traits it is important to ignore the positive or
negative associations that these words have in everyday language. For example,

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Agreeableness is obviously advantageous for achieving and maintaining popularity.
Agreeable people are better liked than disagreeable people. On the other hand,
agreeableness is not useful in situations that require tough or totally objective
decisions. Disagreeable people can make excellent scientists, critics, or soldiers.
V. ASSESSMENT OF PERSONALITY
1. TECHNIQUES OF PERSONALITY ASSESSMENT
Personality testing is done for various reasons. A clinical psychologist often uses
personality tests to evaluate psychological disorders. Personality tests do not have “right” and
“wrong” answers. Instead they seek answers that will reveal people’s characteristic
tendencies or behaviour.
The techniques of personality assessment can be divided into five categories:
1. Where one can see how the individual behaves in actual life situations:
 Observations technique
 Situation technique
2. Where one can find out what an individual says about himself:
 Autobiography
 Questionnaire/personality inventory
 Interview
3. Techniques by which one can find out what others say about the individual whose
personality is under assessment. Case history taking, i.e. extracting information
 Biography
 Rating scales
 Sociometry.
4. Techniques by which one can find how an individual reacts to an imaginative
situation involving fantasy. For example, projective methods.
5. Techniques by which one can indirectly determine some personality variables in
terms of psychological responses by measuring instruments.
2. METHODS OF PERSONALITY ASSESSMENT
The following are some of the tests used for evaluation and measurement of personality traits:
A. PENCIL AND PAPER TESTS
The most convenient kind of measures to use for almost any psychological
purpose is a pencil and paper test in the form of questionnaire or inventory. Such tests
can be given cheaply and quickly to large groups of people, and consequently
psychologists have constructed a wide variety of them.

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The following are the types of personality tests.
i. INTERVIEWS
Interview is the most popular method of observation. Appearance, bearing and
speech can be noticed. Questions can be asked about attitudes and interests.
Interviews are used to evaluate a person’s personality for the purpose of employment
and for education as well as for identifying personality trait. An interview may be
informal or unstructured. It can be formal or structured, where specific topics are
selected by the interviews before and the flow of conversation is controlled.
Body language may of the client be able to be observed during an interview.
The body language may be posture, movement of the hands, facial expression or
voice. However interviews take place under stress and great skill is needed to put
the interviewee at ease.
ii. QUESTIONNAIRES
This is the most common written method of measuring personality. A
personality interview is a questionnaire in which the person reports his or her feeling
in certain situations. They are very easily checked and scored. More often the
answers are scored by machines which eliminate the prejudice of the taster, making
the test more objective.
iii. MINESOTA MULTIPLE PERSONALITY INVENTORY (MMPI)
The Minnesota Multiphase Personality Inventory (MMPI) is one of the most
frequently used personality tests in mental health. The test is used by trained
professionals to assist in identifying personality structure and psychopathology.
 History
The MMPI was developed in the 1930s at Minnesota University as a serious
and comprehensive personality test that can be used to detect psychiatric problems.
This test asks for answers of “True”, “False” or “cannot say” to 567 statements about
different personality traits such as attitudes, emotional reactions, physical and
psychological symptoms and past experiences. The answers are quantitatively
measured and personality assessment is done based on the norm scores.
It was revised in 1989 as MMPI-2 and a version for adolescents developed
(MMPI-A). There is also an abbreviated version (MMPI-3).
Dr HN Murthy of NIMHANS, Bangalore has reduced it to 100 items called
multiphase questionnaire (MQ). Personality questionnaires are used in psychology for
counselling and research. They are used for selection for employment or promotion.

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 10 Scales of the MMPI
The MMPI has 10 clinical scales that are used to indicate different psychotic
conditions. Despite the names given to each scale, they are not a pure measure since
many conditions have overlapping symptoms. Because of this, most psychologists
simply refer to each scale by number.
 Scale 1 – Hypochondriasis: This scale was designed to asses a neurotic concern
over bodily functioning. The 32-items on this scale concern somatic symptoms
and physical well being. The scale was originally developed to identify patients
displaying the symptoms of hypochondria.
 Scale 2 – Depression: This scale was originally designed to identify depression,
characterized by poor morale, lack of hope in the future, and a general
dissatisfaction with one's own life situation. Very high scores may indicate
depression, while moderate scores tend to reveal a general dissatisfaction with
one’s life.
 Scale 3 – Hysteria: The third scale was originally designed to identify those who
display hysteria in stressful situations. Those who are well educated and of a high
social class tend to score higher on this scale. Women also tend to score higher
than men on this scale.
 Scale 4 - Psychopathic Deviate: Originally developed to identify psychopathic
patients, this scale measures social deviation, lack of acceptance of authority, and
amorality. This scale can be thought of as a measure of disobedience. High scorers
tend to be more rebellious, while low scorers are more accepting of authority.
Despite the name of this scale, high scorers are usually diagnosed with a
personality disorder rather than a psychotic disorder.
 Scale 5 – Masculinity/Femininity: This scale was designed by the original
author’s to identify homosexual tendencies, but was found to be largely
ineffective. High scores on this scale are related to factors such as intelligence,
socioeconomic status, and education. Women tend to score low on this scale.
 Scale 6 – Paranoia: This scale was originally developed to identify patients with
paranoid symptoms such as suspiciousness, feelings of persecution, grandiose
self-concepts, excessive sensitivity, and rigid attitudes. Those who score high on
this scale tend to have paranoid symptoms.
 Scale 7 – Psychasthenia: This diagnostic label is no longer used today and the
symptoms described on this scale are more reflective of obsessive-compulsive
disorder. This scale was originally used to measure excessive doubts,
compulsions, obsessions, and unreasonable fears.

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 Scale 8 – Schizophrenia: This scale was originally developed to identify
schizophrenic patients and reflects a wide variety of areas including bizarre
thought processes and peculiar perceptions, social alienation, poor familial
relationships, difficulties in concentration and impulse control, lack of deep
interests, disturbing questions of self-worth and self-identity, and sexual
difficulties. This scale is considered difficult to interpret.
 Scale 9 – Hypomania: This scale was developed to identify characteristics of
hypomania such as elevated mood, accelerated speech and motor activity,
irritability, flight of ideas, and brief periods of depression.
 Scale 0 – Social Introversion: This scale was developed later than the other nine
scales as is designed to assess a person’s tendency to withdraw from social
contacts and responsibilities.
B. PROJECTIVE TESTS
Projective tests focus upon what is inside a person rather than what can be seen in a
person’s behaviour. These tests try to find out more about a person’s feelings, unconscious
desires and inner thoughts.
Another projective test is the Thematic Apperception Test developed by Henry
Murray of Harward University in 1943. The Rorschach test uses ten per different kinds of ink
blot which must be described by the person taking the test. The TAT uses twenty sketches
about which the person is asked to make up a story.
These tests make use of people’s tendencies to make up stories about things they see.
When shown an inkblot, for example, people see butterflies, dancing girls, pictures of
skeletons, or many other images. When a vague picture is shown depicting two people, a
storey can be made about their relationship to each other, pictures reveal something about
their own personality; they project unto the picture feelings and thoughts to their own.
 Projective tests based on the phenomenon of projection
 RIBT-Rorschach’s Ink blot Test
 TAT-Thematic Apperception Test developed by Henry Murray
 CAT-Children’s Apperception Test developed by Leopard Bellarck consisting of
then cards
 Word Association Test
 Sentence Completion Test

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i. RORSCHACH’S INK BLOT TEST:
The Rorschach ink blot test was the first projective test and is still widely
used. It was developed by the Swiss psychologist Hermann Rorschach in 1920.
Here the responses differ from person to person based on the individual’s
personal experiences. For example, teen aged college students saw ink blot no 1 as
 A bat
 Two ladies standing back to back
 Face of an owl
 a patch of cloud
Rorschach responses can / reveal the following information
- Degree of intellectual control of the subject on his actions
- Emotional aspects
- Mental approach to give problems
- Creative and imaginative capacities
- Security and anxiety
- Personality growth and development
- Phobias, sex disturbances and sever psychological disorders can be detected
which serve as guide for treatment program.
ii. THEMATIC APPERCEPTION TEST
TAT consists of sets of pictures; one set is used with both men and women, and a
second set only for men, and a third set for women. The pictures are shown in a definite
sequence and the subject is asked to make up a story based on what he sees in these
pictures. It is believed that he would project his own experience, biographical data, and
major conflicts, interests and problems in to his description of pictures: Findings of
TAT are compared with case history. TAT is more structured unlike the ink blot test
which however is more popular. TAT is also less standardized.
 Procedure
The TAT is popularly known as the picture interpretation technique because it
uses a standard series of provocative yet ambiguous pictures about which the subject
must tell a story. The subject is asked to tell as dramatic a story as they can for each
picture presented, including:
 What has led up to the event shown
 What is happening at the moment
 What the characters are feeling and thinking, and

331
 What the outcome of the story was.
If these elements are omitted, particularly for children or individuals of
limited cognitive abilities, the evaluator may ask the subject about them directly.
There are 31 cards in the standard form of the TAT. Some of the cards show
male figures, some female, some both male and female figures, some of ambiguous
gender, some adults, some children, and some show no human figures at all. One is
completely blank. Although the cards were originally designed to be matched to the
subject in terms of age and gender, any card may be used with any subject. Most
practitioners choose a set of approximately ten cards, either using cards that they feel
are generally useful, or that they believe will encourage the subject's expression of
emotional conflicts relevant to their specific history and situation.
 Scoring Systems
The TAT is a projective test in that, like the Rorschach test, its assessment of
the subject is based on what he or she projects onto the ambiguous images.
Therefore, to complete the assessment each story created by a subject must be
carefully analyzed to uncover underlying needs, attitudes, and patterns of reaction.
Two common methods that are currently used in research are the:
 Defence Mechanisms Manual DMM. This assesses three defence mechanisms:
denial (least mature), projection (intermediate), and identification (most mature).
A person's thoughts/feelings are projected in stories involved.
 Social Cognition and Object Relations SCOR scale. This assesses four different
dimensions of object relations: Complexity of Representations of People, Affect-
Tone of Relationship Paradigms, and Capacity for Emotional Investment in
Relationships and Moral Standards, and Understanding of Social Causality.

332
 TAT throws light in the following areas
a. Family relationships
b. Motivation of the subject
c. Inner fantasies
d. Level of aspiration
e. Social relationships
f. Functioning of sex urge
g. Emotional conflicts
h. Attitude to work
i. Outlook towards future
j. Frustrations if any
 Criticisms
 TAT is criticized as false or outdated by many professional psychologists.
Their criticisms are that the TAT is unscientific because it cannot be proved to
be valid or reliable.
 Some critics of the TAT cards have observed that the characters and
environments are dated, even ‘old-fashioned,’ creating a ‘cultural or
psychosocial distance’ between the patients and these stimuli that makes
identifying with them less likely.
 Also, in researching the responses of subjects given photographs versus the
TAT, researchers found that the TAT cards evoked more ‘deviant’ stories (i.e.,
more negative) than photographs, leading them to conclude that the difference
was due to the differences in the characteristics of the images used as stimuli.
iii. SENTENCE COMPLETION TEST
When the subject is asked to complete the sentence without giving time to
deliberate on it, it is assumed that his unconscious process will direct his response. The
test will give an insight to his desires, hopes conflicts, frustrations, fears and annoyances.
For e.g.
i. I feel happy when …………….
ii. I tell lies only when ……………
Sentence completion tests are a class of semi-structured projective techniques.
Sentence completion tests typically provide respondents with beginnings of sentences
referred to as “stems,” and respondents then complete the sentences in ways that are

333
meaningful to them. The responses are believed to provide indications of attitudes,
beliefs, motivations, or other mental states.
There is debate over whether or not sentence completion tests elicit responses
from conscious thought rather than unconscious states. This debate would affect
whether sentence completion tests can be strictly categorized as projective tests.
A sentence completion test form may be relatively short, such as those used to
assess responses to advertisements, or much longer, such as those used to assess
personality.
The structures of sentence completion tests vary according to the length and
relative generality and wording of the sentence stems. Structured tests have longer
stems that lead respondents to more specific types of responses; less structured tests
provide shorter stems, which produce a wider variety of responses.
 Uses
The uses of sentence completion tests include personality analysis, clinical
applications, attitude assessment, achievement motivation, and measurement of other
constructs. They are used in several disciplines, including psychology, management,
education, and marketing.
Sentence completion measures have also been incorporated into non-
projective applications, such as intelligence tests, language comprehension, and
language and cognitive development tests
 Examples of sentence completion tests
There are many sentence completion tests available for use by researchers.
Some of the most widely used sentence completion tests include:
 Rotter Incomplete Sentence Blank
The Rotter Sentence Completion Stems are similar to the sentence stems shown
below.
1) If only I could…..feel more hopeful about things.
2) People I know…..are usually fair and honest.
3) I can always.....talk things out with someone.
4) I think guys…..are less emotional than girls.
5) What makes me sad is…..not being able to see my kids.
6) I think girls…..were mysterious to me in High School.
7) My father…..would always listen to what I had to say.

334
8) Where I live.....is quiet and peaceful.
9) My mother was the type …..Who always took care of her family.
10) My health is...generally very good.
 Miner Sentence Completion Test (measures managerial motivations).
 Washington University Sentence Completion Test (measures ego
development).
 Data analysis, validity and reliability
The data collected from sentence completion tests can usually be analyzed
either quantitatively or qualitatively.
Sentence completion tests usually include some formal coding procedure or
manual. The validity of each sentence completion test must be determined
independently and this depends on the instructions laid out in the scoring manual.
iv. WORD ASSOCIATION TEST
When the subject given quick response word, he is taken unaware of and his
unconscious process directs his association. Here the subject has to answer as quickly as
possible with the first word which comes to his mind when he is given a stimulus word.
Projective tests are often used in clinical practice. They are helpful in showing a
person’s inner areas of conflict, anxieties or any problems in relationships because the
person is free to describe anything.
A man who interprets a woman’s smile as a sexual come on, may be projecting his
own sexual feelings on to the woman and thus revealing a good deal about himself.
In nursing, suitable pictures can be devised to test attitudes of patients.
VI. PERSONALITY AND THE NURSE
An understanding of personality will help the nurse to predict her behaviour as well as
the behaviour of others. Major decisions of life depend upon this knowledge, e.g. selection of
a career, spouse, and colleagues. Her relationship with friends and relatives depend upon her
expectations of their behaviour from an understanding of their personalities.
A successful nurse will have a strong and pleasing personality. Besides possessing
such professional qualities as integrity, dignity, mental abilities, poise, self confidence, and
dependability, she must have personal qualities like sympathy, understanding, friendliness,
and adaptability. Patients appreciate a nurse who brings physical comfort to them with her
skills and who understands their emotional difficulties, caused by illness. The nurse must also
have good health, fresh and neat appearance, will power, high standards of moral values,

335
sense of humur, teaching and managerial capabilities, self control and friendly interpersonal
relationships.
VII. CONCLUSION
Personality types are a great way to understand more about yourself and how you
interact with the world. By understanding your personality through a personality test, you are
able to take a more honest look at yourself and determine if that is who you want to be.
Additionally, personality tests can help you understand those around you. By knowing the
personality type of others, either in your family, friends, or co-workers, you will be able to
interact with them better – maybe even change your communication style to match their
personality.
While the personality tests available today are varied, any of them will be able to tell
you something about yourself. Taking a personality test allows you to increase your self-
awareness. These tests, such as the Myers-Briggs and the Big Five, will also allow you to
compare your results to the results of other test takers.
VIII. BIBLIOGRAPHY
1. Jacob Anthikade. Psychology for graduate nurses. 3rd
ed. New Delhi: Jaypee
brothers; 2005. p. 25-8, 36-43.
2. Morgan CT, Richard AK, John RW, John S. introduction to psychology. 7th
ed.
New York: McGraw Hill Book Company; 1986. p. 546-55.
3. Charles G Morris. Psychology: an introduction. 6th
ed. London: prentice hall
international ltd. 1988. p. 483-6.
4. James W Kalat. Introduction to psychology. 4th
ed. Boston: Brookscole
publishing company; 1996. p. 553-91.

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ASSIGNMENT ON
PHYSICAL & MENTAL DISABILITY
TEST
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

337
TESTS FOR SPECIAL ABILITIES
Introduction
Ability may be an achievement or development of the individual in the same sense as we
consider the pupil’s mastery of subject matter to be an achievement. It is necessary to make a
distinction between special abilities and all other aspects of pupils which are predictive of
vocational success. Many studies have been made to show that pupils differ widely in the
degree to which their interests, or emotionally toned tastes, likes, and dislikes, fit them for
various vocations. Similarly, the emotional and social adjustments of pupils, their
personalities, serve to distinguish them from one another in fitness for vocational success in
various fields.
Moreover, the pupil’s socio economic environment and background, his family, and the
community in which he lives may be considered as determiners of his fitness or aptitude for
one vocation as against the others.
It is well known both to psychologists and to laymen that not all individuals possess these
special abilities in the same degree. Two individuals with same general ability score may
differ from each other in the composition of that general ability; one, for example may have a
high mathematical and low verbal ability. While the other has a high verbal ability and a low
mathematical ability. Consequently, in attempting to guide people among the various

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curricula and vocations available, some breakdown of general ability into special ability is
required.
GENERAL AND SPECIAL ABILITIES
Mental abilities (sometimes called cognitive abilities) represent a person’s "brain power" in
different areas of competency. Some typical mental abilities include verbal reasoning,
mathematical reasoning, spatial reasoning, and logical reasoning. Sometimes, psychomotor
skills such as reaction time are also considered to be mental abilities. Many researchers now
believe that there is a general underlying factor that explains most mental abilities
(sometimes called "g", for "general factor"), and that people with higher levels of this general
ability tend to be more successful in life, including at work. Other researchers believe that
this general mental ability is important, but that other abilities (e.g., musical, practical,
emotional) also play a key role in a person's success.
General Ability tests are not specific enough to have high levels of predictive validity within
specific circumstances. A personnel test or a procedure provides only part of the picture
about a person. On the other hand, the personnel assessment process combines and evaluates
all the information gathered about a person to make career or employment-related decisions.
People differ on many psychological and physical characteristics. These characteristics are
called constructs. For example, people skilful in verbal and mathematical reasoning are
considered high on mental ability. Those who have little physical stamina and strength are
labelled low on endurance and physical strength. The terms mental ability, endurance and
physical strength are constructs. Constructs are used to identify personal characteristics and
to sort people in terms of how much they possess of such characteristics.
Constructs cannot be seen or heard, but we can observe their effects on other variables. For
example, we don't observe physical strength but we can observe people with great strength
lifting heavy objects and people with limited strength attempting, but failing, to lift these
objects. Such differences in characteristics among people have important implications in the
employment context. Employees and applicants vary widely in their knowledge, skills,
abilities, interests, work styles, and other characteristics. These differences systematically
affect the way people perform or behave on the job.
Objectives
Organizations use assessment tools and procedures to help them perform the following
human resource functions:
 Selection. Organizations want to be able to identify and hire the best people for the
job and the organization in a fair and efficient manner. A properly developed assessment tool
may provide a way to select successful sales people, concerned customer service
representatives, and effective workers in many other occupations.

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 Placement. Organizations also want to be able to assign people to the appropriate job
level. For example, an organization may have several managerial positions, each having a
different level of responsibility. Assessment may provide information that helps
organizations achieve the best fit between employees and jobs.
 Training and development. Tests are used to find out whether employees have
mastered training materials. They can help identify those applicants and employees who
might benefit from either remedial or advanced training. Information gained from testing can
be used to design or modify training programs. Test results also help individuals identify
areas in which self-development activities would be useful.
 Promotion. Organizations may use tests to identify employees who possess
managerial potential or higher level capabilities, so that these employees can be promoted to
assume greater duties and responsibilities.
 Career exploration and guidance. Tests are sometimes used to help people make
educational and vocational choices. Tests may provide information that helps individuals
choose occupations in which they are likely to be successful and satisfied.
 Program evaluation. Tests may provide information that the organization can use to
determine whether employees are benefiting from training and development programs
Bandwidth/Fidelity Problem: Cronbach (1970) : The broader the psychological test
(bandwidth), the less precise the measurement will be (fidelity).As bandwidth increases, the
fidelity associated with that bandwidth decreases.
Origins of Vocational Testing
The field of scientific management was responsible for the increase in psychological testing
for employment purposes, following the advent of intelligence testing. Schools such as the
University of Minnesota developed tests of specific abilities in an attempt to match a
particular employee to a job in which they would be successful.
They developed test of intellectual ability, spatial and mathematical ability, perceptual
accuracy, and motor/dexterity tests, to name just a few. The theory is that specific abilities are
more representative of separate occupational categories than overall differences in "g".
Vehicle Operators benefit from high Motor skills, and spatial and mechanical skills. Clerks
benefit from high intellect and high levels of perceptual accuracy. By giving tests specific to
occupation, we hope to increase the efficacy of the selection process.
Limitations of personnel tests and procedures-fallibility of test scores
Professionally developed tests and procedures that are used as part of a planned assessment
program may help you select and hire more qualified and productive employees. However, it
is essential to understand that all assessment tools are subject to errors, both in measuring a
characteristic, such as verbal ability, and in predicting performance criteria, such as success

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on the job. This is true for all tests and procedures, regardless of how objective or
standardized they might be.
 Do not expect any test or procedure to measure a personal trait or ability with perfect
accuracy for every single person.
 Do not expect any test or procedure to be completely accurate in predicting
performance.
There will be cases where a test score or procedure will predict someone to be a good worker,
who, in fact, is not. There will also be cases where an individual receiving a low score will be
rejected, who, in fact, would actually be capable and a good worker. Such errors in the
assessment context are called selection errors. Selection errors cannot be completely avoided
in any assessment program.
Using a single test or procedure will provide you with a limited view of a person's
employment or career-related qualifications. Moreover, you may reach a mistaken conclusion
by giving too much weight to a single test result. On the other hand, using a variety of
assessment tools enables you to get a more complete picture of the individual. The practice of
using a variety of tests and procedures to more fully assess people is referred to as the whole-
person approach to personnel assessment. This will help reduce the number of selection
errors made and will boost the effectiveness of your decision making. This leads to an
important principle of assessment.
The validity coefficients for these measures are typically only moderate, ranging from 0.14 to
0.40. However, remember that due to differences in base rate and selection ratios, even a test
with a low validity may be useful to a large organization. Also, validity coefficients are
typically higher when compared to job training performance, than when compared to actual
on-the-job ratings. Additionally, these validity coefficients can vary due to gender, ethnicity,
and motivation and personality variables. Remember that for large organizations, diversity as
well as efficiency is a corporate goal in ensuring long term survival.
While considering pre-employment mental ability testing, these important points should
be in mind.
 Mental ability tests usually predict performance on the core tasks
Of a job, especially in jobs that have high mental demands.
 Mental ability tests are less successful at predicting other
aspects of job performance, such as interpersonal skill or
dependability.
 Mental ability tests frequently demonstrate adverse impact
Against legally protected groups, so they should be implemented

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carefully.
 Combining mental ability testing with personality testing helps to
predict more aspects of job performance than either method
used alone, and helps to mitigate adverse impact (compared to
mental ability testing alone).
Present status of factor analysis.
For breakdown of general ability to special abilities, different methods are using. One is in
terms of statistically derived primary mental abilities and the other is in terms of culturally
determined field of endeavour. The formation in terms of primary abilities may be illustrated
by the following factors which have been reported by various factor analysis.
A verbal factor, involved primarily in those tests which depend upon the meaning of words
and the ideas associated with them
2. A space factor ,which appears in tasks requiring reactions to spatial relations ,such as
reading plans or blueprints or telling whether two drawings represent one or more sides of an
asymmetrical figure.
3. A number factor, requiring such simple numerical operations as multiplications, addition,
subtraction, and division, but not the more complex tasks involving numerical reasoning.
4. A memory factor, requiring paired associations or the recognition of recently learned
material.
5. A mental speed factor.
6. A perceptual factor, or readiness to discover and identify perceptual details.
7. Deduction and induction factors, measured ,respectively, by syllogistic reasoning tests and
by tests requiring the subject to find the rules which binds a number items together and from
it to classify or predict other items.
It is evident from the description of primary mental abilities that none of these bears
a direct and obvious relationship to any specific vocations. It would be expected however,
that some of them would be involved in some vocations than others. Thus spatial factor is
probably involved to a high degree in the work of a draftsman ,whereas lawyers and writers
need more of the verbal factor.
The general nature of the uses of factor analyses of primary mental abilities in vocational
guidance are

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1. Determine the degree to which each ability is predictive of success in each occupation.
This would be in the form of correlation coefficient, from which a weighing of the ability
could be derived.
2. Determine the score in each ability of the individual being counselled.
3. Multiply the ability scores by the weights and add the products. The resulting sum would
be the individual’s predicted success in that occupation.
Test batteries are designed specifically for single occupations or groups of
occupations .That is , different batteries of ability tests predictive of vocational achievement
are necessary, rather than one universally applicable set of tests for primary abilities
SPECIAL MENTAL ABILITY TESTS.
Vocational guidance presents a problem in which a single individual must choose from many
vocations , while vocational selection requires choosing among many individuals those who
are at fitted for a particular job.
Test for special abilities have been developed, and usually published, for the use of
vocational guidance workers mainly in the following fields.
1. Mechanical ability
2. Manual dexterity
3. Clerical ability
4. Music ability
5. Art ability
6. Professional abilities: medicine, law, engineering, nursing.
1. Mechanical Ability Tests
Mechanical ability tests may be classified as either
Mechanical assembly tests
Spatial relations tests.

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Tests of mechanical information
Minnesota Mechanical Assembly Test
Typical of the first is the Minnesota Mechanical Assembly Test, a set of three boxes
containing simple mechanical objects, such as a bicycle bell, a monkey wrench, and a metal
pencil. The subject is required to assemble these within given time limits and his product is
scored with partial credit. The test is valuable for predicting the success of junior high school
boys in shop courses but is not applicable to older persons. It may be criticized on the ground
of possible large variation in scores resulting from crude and inadequate materials and used in
the simple mechanical objects.
Performance test of spatial relations may be illustrated by the Minnesota Spatial Test and
Kent-Shakow Form Boards.
The Minnesota test consists of four boards with 58 odd shaped cut-outs which the pupil is
instructed to put in their proper places in the board as rapidly as possible. The score, amount
of time required is intended to be an indicator of probable success in high school shop
courses and in such occupations like garage mechanic, manual training teacher and
ornamental iron work.
Kent-Shakow Form Boards contain five holes or recesses into which a graded series of
eight sets of blocks must be fitted. The score ,the time require to fill the five recesses ,is
intended to be useful at all ages above six in determining fitness for mechanical occupations.
A paper and pencil test of spatial relations is the Minnesota Paper Form Board, Revised ,
which consists of diagrams of de arranged parts of two dimensional figures. The tasks is to
select from five alternatives the diagram which indicates how the parts fit together. The score
,number correct out of 64 items may be interpreted to the scores of engineering students,
first-year vocational school pupils ,and elementary school boys and girls of different grades
and ages.
Paper and pencil tests of mechanical information are illustrated by the Detroit Mechanical
Aptitude Examination ;the O’Rourke Mechanical Aptitude test: Junior Grade ; and the
Stenquist Mechanical Aptitude test, I and II.
Detroit test consists of eight subjects: tool recognition , motor speed , size discrimination,
arithmetic fundamentals, disarranged pictures, tool information , bolt and pulleys, and
classifications.
The O’Rourke Mechanical Aptitude test proceeds on the assumption that the amount of
mechanical information possessed by an individual reflects interesting and aptitude for
mechanical activities. Pictorial and verbal material concerning the applicability of tools and
mechanical processes in matching and multiple choice form is presented.

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Stenquist Mechanical Aptitude test requires the pairing of pictures of parts of common
tools , contrivandes and machines.
2. Manual Dexterity Test
Manual dexterity test measure the ability to work skilfully with the fingers, hands, and arms.
Steadiness and eye hand co ordination at various levels of complexity are required by the
different tests. The Minnesota Rate of manipulation test is intended to measure the rapidity of
movement in working at simple task involving hand and fingers. Part 1, placing, requires
placing 60 cylindrical blocks in 60 regularly arranged holes in a board. The score is the total
time required for four trials after one practice trial. Part II, Turning, requires the subject to
pick up each block from its hole turn it over and replace it with the other hand. After each
row of fifteen blocks, the direction and hand functions are reversed. Scoring is the same as
for placing. This test is useful in predicting success as a packer, wrapper, cartooner or similar
routine manipulative worker.
The O’Connor Finger dexterity test requires picking up three pins at a time from a tray
and inserting them in small holes in metal place. The score is the time taken to fill the too
holes in the plate. The test is useful in occupations involving rapid handling of small objects
such as assembling clocks and radio fixtures or operating keyboard offline machines
The O’Connor Tweezer dexterity test uses the reverse side of the metal plate ;here the
holes are large enough for only one pin at a time. The pins are picked only one pin at a time
with tweezers and inserted in the holes as rapidly as possible. The scores, time required for
the two holes to be filled is related by success in occupations requiring hand steadiness and
eye hand coordination, such as laboratory work, surgery, drafting, and watch repairing.
The I.E.R. Assembly Test for Girls: A bridged form presents seven tasks , such as sewing
apiece of strip on a muslin and a paper cutting and trimming. The tasks are selected for their
interest to girls. The scoring of each task is a product of evaluation with partial credit The test
is intended to predict success at assembling jobs in terms of ability to work with the hands.
3. Clerical Ability Tests
The Minnesota Vocational test for clerical workers consists of two parts, number
comparison and name comparison .Numbers or names are presented in pairs separated by a
line on which a check is to be marked if the number of the pair is exactly the same.
Eg. 147v 147, 3896 3897, 6487161,6489361

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James Jimes; John L Crawford.v John L Crawford; C Merriman Lloyd,Inc. C Merriam
Lloyd,Inc.
The score, number correctly marked or left blank minus the number incorrect, is considered
to be related to success in occupations requiring attention to clerical detail, such as book
keeping, work as a bank teller, office machine operating and stenography.
The O’Rourke Clerical Aptitude Tests: Junior grade consists of nine parts: alphabetical
filling, simple computation, classifying individuals according to residence, occupation, age;
and so forth; comparing names and address ,reading, spelling, analogies ,general information,
and arithmetic problems. The test has been validated against success as a typist or
stenographer.
The US Civil Service commission has developed a General Test for Stenographers and
Typists which include vocabulary, English usage, spelling, reading comprehension, and
‘practical judgment items’. The battery was found to differentiate fairly well between good
and poor stenographers and typists. Scores are interpretable in terms of those obtained by
working stenographers and typists and of civil service eligible .The tests has been released for
use in schools and industries
4.Music ability
The Seashore Measures of Musical Talent consists of two series of three double faced
phonograph records measuring sense of pitch, sense of intensity, sense of time, tonal
memory, and sense of rhythm and sense of timber. These subtests, based on a psychological
analysis of musical talent, are played to the subjects, who record their answer on special
blanks, For example the first test, sense of pitch, presents a number of paired sounds and
requires the subject to indicate whether the second sound is higher or lower in pitch than the
first. The measures may be used help to predict success in music as an avocation or as a
career. Series A, covering a wide range of difficulty, is used for unselected groups. Series B
is intended for sharp discrimination among musically superior individuals.
The Drake Musical Memory Test consists of 24 original two bar melodies to be played on a
piano by the examiner or an assistant. Following each of the standard melodies two to seven
variations differing from the standard in key, time, or notes are presented. The score, total
number of errors in classifying the variations correctly, is said to correlate with music
teacher’s estimates of “innate musical capacity”.
The Kwalwasser-Dykema Test resembles the seashore tests in using a set of phonograph
records. Ten elements of musical ability are approached on the five double -faced.

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Records: tonal memory (recognition), quality discrimination , intensity discrimination ,tonal
memory(completion),time discrimination ,rhythm discrimination , pitch discrimination
,melodic taste, pitch imagery, and rhythm imagery.
5. ArtAbilityTests
The Meier–Seashore Judgment Tests requires the selection of the more artistic picture in
each of the series of 125 pairs. One of each pair is a reproduction of an artistic work of
recognized merit, while the other has altered in some way so as to lower its merit, make it
less pleasing less artistic, less satisfying. The score, number of correct choices, may be
interpreted with respect to norms for various grade levels from the seventh grade through
senior high school. It furnishes a measure of one artistic talent, “the capacity for perceiving
quality in aesthetic situations relatively apart from formal training”.
The Mc Adory Art Test consists of 72 plates presenting four variations of the same theme,
each to be ranked in order of merit. Six kinds of test material are included: furniture and
utensils, texture and clothing, architecture, shape and line arrangement, dark and light masses
and colour. These materials, although, practical and functional, are subject to becoming
outmoded by fashion changes which will change the standard up on which the test to be
scored. The score, based on agreement with the ranking of 100 competent judges, provides a
functional measure of aesthetic judgment and perhaps an indirect indication of creative art
ability.
The Knauber Art Ability Test requires drawing a design from memory, arranging a
specified composition within a given space, creating and completing designs from supplied
elements, spotting errors in drawn composition using your own symbols for labour. The
scoring is semi subjective, but high reliability coefficients are reported by the author. The test
may be used to indicate progress in art classes and creative ability rather than aesthetic
judgment.
The Lewerenz Test in Fundamentals abilities of visual art consists of nine tests: recognition
of proportions, originality of line drawing, observation of light and shade, knowledge of
subject matter vocabulary, visual memory of proportion, analysis of problems in cylindrical
perspective, analysis of problems in angular perspective, analysis of problems in parallel
perspective, recognition of colour .Both judgment or taste and creative ability seem to be
tapped by this group of tests.
6. Professional Aptitude Tests
Kandel has summarized the attempts and results obtained in the fields of medicine, law and
engineering. The medical aptitude test of the association of American medical colleges is
issued annually in a new form whose use is restricted to medical colleges. The test is given

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every year at many universities to applicants for admissions for medical schools. Six subset
test are included; comprehension and retention, visual memory, memory for content, logical
reasoning, scientific vocabulary and understanding of printed material. The Stoddard- Fersol
law aptitude examination consist of 5 parts; capacity of accurate recall, comprehension and
reasoning by analogy, comprehension and reasoning by analysis, skill and symbolic logic,
comprehension of difficult reading. The test has been useful as a supplement to other
evidence, such as college grades in predicting success in last school work.
Engineering aptitude test has been taken the form mainly of mathematical ability or
achievement test or spatial perception test, together with measures of general scholastic
aptitude. Any of the available good tests in these 3 folds together with other data holds
together with all other data concerning the pupil’s scholastic achievement, especially his
vocational interest, provides the best indication possible at present success in an engineering
curriculum.
Nursing aptitude has been approached through the Moss- Hunt Aptitude Test for nursing,
which deals with scientific vocabulary, general information, understanding of printed
material, visual ability, memory for content, comprehension and retention, and ability to
understand and follow directions. While the test material has been selected for its relevance
to nursing work, no previous training in nursing is assumed. The scores on this test have been
found to correlate substantially with ability to handle the scholastic material in the first year
of training.
OTHER TESTS FOR SPECIAL ABILITIES
1.Sensory/Perceptual Skills Tests
Single Purpose Instruments:
Snellen Wall Chart: Used to test visual acuity. Found in every ophthalmologist's office in
some form.
Audiometer: Measure of auditory acuity, this machine reproduces tones at different
frequencies within the range of normal human hearing (20 to 20000 Hz) often first
experienced in elementary school.

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Isihihara Test of Colour Blindness: Each pseudo-isochromatic plate in these tests contains
a pattern of colored dots which form a numeral, if someone with normal colour vision views
the plate.
A multipurpose visual testing instrument:
Bausch & Lomb Vision Tester : 12 visual tests assess four categories of vision : Muscular
balance of the eyes ; Acuity in each eye, and both used together; depth perception , and
colour perception.
2.Testing Computer Related Abilities
Since our economy has gone more and more "high-tech”, measures of computer aptitude and
achievement have been developed to ensure hiring of individuals with at least a minimal level
of computer related work skills.
One test designed to measure computer programmer aptitude is the:
Computer Programmer Aptitude Battery (CPAB) : this 75 minute tests contains the
following sections :
Verbal Meaning ; Reasoning ; Letter Series; Number Ability; and Diagramming.
Experienced Programmers and systems analysts were consulted when these test items were
constructed. Early studies indicate moderate predictive validity for the CPAB.
A test to assess whether someone has basic computer skills is the :
Computer Operator Aptitude Battery (COAB) :
3 15 minute sections assess Sequence Recognition, Format Checking, and Logical Thinking.
Norms are based on scores from experienced computer operators.
3. Tests of Creativity
Often try to distinguish between creative and "less creative" people by identifying when these
two group diverge from typical thinking. As a result, many tests of creativity use open ended
sentences, making standardization of grading procedures difficult, thus driving down
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Consequences Test (Guilford, 1954): "Imagine what might happen if all laws were suddenly
abolished?”
Remote Associates Test (Mednick, 1962) Find a fourth word which is associated with each
of these three words: A. rat-blue-cottage; B. Wheel-electric-light; C. surprise-line-birthday
Unusual Uses Tests (Guilford, 1954) “Find as many uses as you can think of for A.
toothpick; B. brick,
C. paper clip
Word Association Test. (Getzels & Jackson, 1962) Write as many meanings as you can
for the following A. duck, B. sack, C. pitch
TEST FOR DISABILITIES
The eligibility of a child for special education and related services is considered upon
completion of the administration of tests and other evaluation materials. In order for a child to
be declared eligible for special education and related services it must be determined that the
child is a “child with a disability” and is in need of special education and related
services.
The parent of the child and a team of qualified professionals must determine whether the
child is a child with a disability and in need of special education and related services.
(The determination of whether a child suspected of having a specific learning disability is a
child with a disability, must be made by the child’s parents and a team of qualified
professionals which must include the child’s regular teacher; or a regular classroom teacher
qualified to teach a child of his or her age if the child does not have a regular teacher; or, for a
child of less than school age, an individual qualified by the SEA to teach a child of his or her
age; and at least one person qualified to conduct individual diagnostic examinations of
children, such as a school psychologist, speech-language pathologist, or remedial reading
teacher.)
THE TEAM CONSIDERING DISABILITY
In interpreting evaluation data for the purpose of determining if a child is a child with a
disability and in need of special education, each public agency is to draw upon information
from a variety of sources, including aptitude and achievement tests, parent input, teacher
recommendations, physical condition, social or cultural background, and adaptive behavior.
Additional procedures for evaluating children and determining the existence of a
specific learning disability

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IDEA includes the following additional procedures when evaluating and determining the
existence of a specific learning disability:
1. A team may determine that a child has a specific learning disability if:
 The child does not achieve commensurate with his or her age and ability levels in one
or more of the areas listed below, if provided with learning experiences appropriate for the
child’s age and ability levels; and
 The child has a severe discrepancy between achievement and intellectual ability in
one or more of the following areas: Oral expression; listening comprehension; written
expression; basic reading skill; reading comprehension; mathematics calculation;
mathematics reasoning.
2. The team may not identify a child as having a specific learning disability if the severe
discrepancy between ability and achievement is primarily the result of:
 A visual, hearing, or motor impairment;
 Mental retardation;
 Emotional disturbance; or
 Environmental, cultural or economic disadvantage.
3. Observation:
 At least one team member other than the child’s regular teacher shall observe the
child’s academic performance in the regular classroom setting.
 In the case of a child of less than school age or out of school, a team member shall
observe the child in an environment appropriate for a child of that age.
4. Written report — For a child suspected of having a specific learning disability, the
documentation of the team’s determination of eligibility must include a statement of:
 Whether the child has a specific learning disability.
 The basis for making the determination.
 The relevant behaviour noted during the observation of the child.
 The relationship of that behaviour to the child’s academic functioning.
 The educationally relevant medical findings, if any.
 Whether there is a severe discrepancy between achievement and ability that is not
correctable without special education and related services.
 The determination of the team concerning the effects of environmental, cultural, or
economic disadvantage.
Each team member shall certify in writing whether the report reflects his or her conclusion. If
it does not reflect his or her conclusion, the team member must submit a separate statement
presenting his or her conclusions.

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LAW DEFINES CHILD WITH DISABILITY
The term “a child with a disability” means:
 A child evaluated according to IDEA as having mental retardation, a hearing
impairment including deafness, a speech or language impairment, a visual impairment
including blindness, serious emotional disturbance (referred to in IDEA as emotional
disturbance), an orthopaedic impairment, autism, traumatic brain injury, and other health
impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and
 Who, by reason thereof, needs special education and related services.
 At the discretion of the State and Local Education Agencies, a “child with a
disability,” aged three through nine, may include a child who is experiencing
developmental delays, as defined by the State and as measured by appropriate diagnostic
instruments and procedures, in one or more of the following areas: physical development,
cognitive development, communication development, social or emotional development, or
adaptive development, and who, by reason thereof, needs special education and related
services.
The possible implications for students with learning disabilities when they are identified
as having a developmental delay
The use of a “developmental delay” category to determine whether a child is eligible for
special education and related services could make it possible to identify some children early
before they experience failure in school and fall behind their peers. Many children with
learning disabilities show delays in one or more of the areas specified. There is, however,
some concern that children with learning disabilities will be included in the “developmental
delay” category without identifying the specific processing disorder/s present and, thus the
specific intervention strategies needed will not be provided. Parents should
ensure that:
 Assessment tools and strategies used gather relevant functional and developmental
information.
 Tests and other evaluation materials used include those tailored to assess specific
areas of educational need.
 Assessment tools and strategies provide relevant information that directly assists
persons in determining the education needs of the child.

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Since States and Local Education Agencies are not mandated to follow a certain course, but
can make a choice regarding whether to use “developmental delay” for children aged three to
nine, parents need to determine the eligibility criteria used by their State and Local Education
Agencies. Contact special education administrators at the State Department of Education or
the local school district for this information.
TEST FOR PHYSICAL ABILITIES
Physical Abilities Tests: Tests typically test applicants on some physical requirement such as
lifting strength, rope climbing, or obstacle course completion.
Advantages Disadvantages
 can identify individuals who are
physically unable to perform the essential
functions of a job without risking injury to
themselves or others
 can result in decreased costs related to
disability/medical claims, insurance, and
workers compensation
 decreased absenteeism
 costly to administer
 requirements must be shown to be
job related through a thorough job analysis.
 may have age based disparate impact
against older applicants
Important Information About the physical ability test
• The PATs are designed to simulate specific job duties of a Peace Officer.
• The tests are physically demanding and could cause injury to persons who are not
physically fit or have medical conditions which limit their physical ability.
• The tests are administered in a non-medical environment by non-medical staff. Therefore, it
is in your best interest to objectively evaluate your physical fitness status and to prepare
yourself prior to participating in the Physical Abilities Test.
Before taking the PAT, you must undergo a risk assessment to ensure you are fit to proceed.
The risk assessment includes height and weight measurement, blood pressure check, coronary

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risk assessment and an overall review of current health status. If you pass the risk assessment,
you will proceed with the PAT. Due to the nature of the PAT, there is some risk of injury to
individuals with existing medical conditions or those who may be in marginal physical
condition.
The test itself consists of five physically demanding performance tests designed to evaluate
overall fitness to perform the specific functions of a Peace Officer. Using
Various pieces of exercise equipment, candidates must demonstrate:
 Overall endurance
 Grip strength
 Trunk strength
 Dynamic arm power
 Dynamic leg power
Physical Abilities Test - Page 2
Dynamic
Arm Test
The purpose of this test is to measure the anaerobic power of the arms in order to determine
the candidate’s ability to carry a stretcher containing a person weighing approximately 185
pounds 1/8 mile with the assistance of one other person and an additional 1/8 mile with the
assistance of three other people. You need adequate strength in your abdominal (flexor) and
lower back (extensor) muscles to pass these tests. Using your arms, you must be able to pedal
a stationary bicycle 45 revolutions in one minute with a very challenging amount of
resistance.
Dynamic
Leg Test
The purpose of this test is to measure the anaerobic power of the legs in order to predict the
candidate’s ability to sprint 100 yards in 19 seconds or less. You must pedal a stationary
bicycle 70 revolutions in one minute with a very challenging amount of resistance in order to
pass this test.
Physical Exertion Demand on Legs (PEDOL)

354
The purpose of this test is to determine the candidate’s ability to complete a 500-yard run in
two minutes and twenty seconds. This test is a measurement of an individual’s cardiovascular
fitness level, so it is essential that you do aerobic activities in order to successfully pass this
test. Riding a stationary bicycle is the most effective type of activity you can do to prepare
yourself for this test. You must pedal a stationary bicycle 56 to 70 revolutions per minute
(RPM), with a very challenging amount of resistance, and complete 112 revolutions in two
minutes in order to pass this test.
Physical Abilities Test - Page 3
Grip Strength Test
The purpose of this test is to measure the strength of the muscles in the fingers, hand and
forearm in order to determine the candidate’s ability to pick up and carry a stretcher
containing a person weighing approximately 185 pounds, with the assistance of one other
person .It is performed using a hand dynamometer. You must be able to squeeze 34 kg (76
lbs.) with a hand grip testing device in order to pass this test. It is essential that you
strengthen your finger flexors and surrounding hand and forearm muscles to be prepared for
this test.
Trunk Strength Test
The purpose of this test is to measure abdominal and back strength in order to determine the
candidate’s ability to drag an unconscious person weighing approximately 165 pounds 20 feet
in 20 seconds or less after running 500 yards. To carry a stretcher containing a person
weighing approximately 185 pounds 1/8 mile with the assistance of one other person and an
additional 1/8 mile with the assistance of three other people. You need adequate strength in
your abdominal (flexor) and lower back (extensor) muscles to pass these tests.
BEND, TWIST, AND TOUCH are performed on a flat surface next to a wall. The
candidate stands with his/her back to the wall and far enough from the wall so that the
candidate can bend over without hitting the wall with the buttocks. Directly behind the
middle of the candidate’s back, at shoulder height, an “X” is taped on the wall and another
“X” on the floor between the candidate’s feet. The candidate’s feet are to be placed shoulder-
width apart, and the hands are to be placed together with the palms touching. On the
command “Go”, the candidate
bends and touches the centre of the “X” between the feet and rises back to the upright
position, twists to the left and touches the centre of the “X” on the wall with both hands, then
twists back to the starting position. The candidate repeats this procedure, except that the next
twist is to the right. The participant alternates sides, turning both left and right in the
completion of each cycle. The candidate must touch the centre of each “X” during the test; if
the “X” is not touched, the cycle will not count. Three trials are given. The candidate will
have 20 seconds to complete 11 cycles.

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The SIT AND REACH is performed without shoes while sitting on the floor, knees extended
(soft joint), and feet placed squarely against a box and no wider than eight inches apart. The
toes are pointed toward the ceiling and one hand is placed on top of the other with the
fingertips even. The candidate leans forward without lunging or bobbing and reaches as far
down a yardstick as he/she is able. The neck remains in the neutral position, the hands stay
together and even, and the stretch must be held for two seconds. Three trials are allowed. The
candidate must reach the required length of 16 inches to pass this event.
The PUSH-UP begins in the up position with the hands placed on the matt where they are
comfortable for the candidate. The toes and hands remain on the floor. The body and head are
aligned and straight, and the body is raised until the arms are fully extended. On the
command “Go”, the candidate bends his/her elbows and lowers his/her entire body as a single
unit until his/her upper arms are at least parallel to the ground, and then returns to the starting
position by raising his/her entire body until the arms are fully extended. The candidate’s body
must remain rigid in a generally straight line and move as a unit while performing each
repetition. The movement equals one repetition. The candidate has to complete 18 push-ups.
The SIT-UP begins while lying on the back with the legs bent at the knees at
approximately a 90-degree angle and the hands clasped together behind the head. The hands
must remain clasped behind the head for each sit-up. The feet may be together or up to 12
inches apart. On the command “Go” the candidate raises his/her upper body forward to, or
beyond, the vertical position. The vertical position means that the base of the neck is above
the base of the spine. The candidate then lowers his/her body until the bottom of the shoulder
blades touches the ground. The head, hands, arms or elbows do not have to touch the ground.
If the hands break apart, the sit-up will not count. The candidate must complete 27 sit-ups in
one minute.
The VERTICAL JUMP is performed on a VJ Test Mat. The candidate stands on the
mat placing his/her feet on the foot imprints. The belt is put around his/her waist. The tape is
pulled through a clip in the belt until taut to adjust for height of the athlete. The measuring
tape at the mat feeder is always set at 0 cm/in. The candidate bends his/her knees and jumps
straight upward. The length of tape pulled through the feeder indicates the height of the jump.
The candidate gets three tries at this event. The candidate must jump 16 inches to pass the
event.
The THREE HUNDRED METER SPRINT is performed in running shoes and
proper
Clothing. This is an exercise to determine explosive and sustained running ability over a short
distance. The candidate must complete the run without any help. On the command “Go”, the
clock will start. The marked distance is approximately ¾ of a lap on a standard high school

356
track. The candidate must complete the run in 77 seconds to pass the event. After this
exercise the candidate will be given a 15-minute recovery period before continuing on with
the last portion of the test.
The MILE AND ONE-HALF RUN is performed in running shoes and proper
clothing. The candidate may complete this exercise by running or mixing a combination of
running with walking. Although walking is allowed, it is strongly discouraged. Candidates
must complete the run without any physical help. On the command “Go”, the clock will start.
Candidates must complete the run in 15 minutes, 20 seconds to pass the event.
SUMMARY
The special ability tests are very useful in selecting efficient personnel for a suitable
job. Now a day’s these types of aptitude tests are commonly using in European countries. In
our country only certain departments are using these tests. Scores in the upper range on
Abstract Reasoning, Perceptual Speed and Accuracy, Mechanical Reasoning and Space
Relations and in the middle range on Verbal Reasoning, Numerical Reasoning, Spelling and
Language Usage and physical abilities are measured. In deciding on ones future career, they
should concentrate on those ability areas in which they have achieved their best scores.
REFERENCES
 S.R Vashist. Practice of Educational Evaluation. Anmol Publications .1st
ed.2002
p.220-247
 www.washoecounty.us/file_push.php?file_choice
 Btetech.com/lit/collateral/BTE-PAT_Cost_Benefit_Summary
 www.cdcr.ca.gov/Career_Opportunities/POR/docs/PAT
 www.ppicentral.com/Pdf/ability
 www.faqs.org/childhood/In-Ke/Intelligence-Testing.html
 www.freshpromotions.com.au/.../white-sliding-tile-puzzle-.html

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ASSIGNMENT ON
SOCIOMETRY
SUBMITTED TO:
MRS.RASHMI R

358
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
SOCIOMETRY
MEANING
The word Sociometry comes from the latin‘socious’ ,meaning social and the
latin‘metrum’,mening measure. As these roots imply, sociometry is a way of measuring the
degree of relatedness among people. Measurementsofrelatedness can be useful not only in the
assessment of behaviour within groups ,but also for interventions to bring about positive
change and for determining the extend of change. For a work group ,Sociometry can be a
powerful tool for reducing conflict and improving communication because it allows the group

359
to see itself objectively and to analyse its own dynamics. it is also a powerful tool for
assessing dynamics and development in groups devoted to therapy or training.
Jacob levy Moreno coined the term sociometryand conducted the first long –range
sociometric study from 1932-38 at the New York state training school for girls in Hudson,
newyork. As part of this study, Moreno used sociometric techniques to assign residents to
various residential cottages .He found that assignments on the basis of Sociometry
substantially reduced the number of runaways from the facility. Many more sociometric
studies substantially reduced the number of runaways from the facility . Many more
sociometric studies have been conducted since, by Moreno and others in settings including
other schools the military , therapy groups , and business cooperation.
A useful working definition of Sociometry is that it is a methodology for tracking
the energy vectors of interpersonal relationships in a group. It shows the patterns of how
individuals associate with each other when acting as a group toward a specified end or goal .
Moreno himself defined Sociometry as the mathematical study of psychological properties of
populations, the experimental technique of and the results obtained by application of
quantitative methods.
Sociometry is based on the fact that people make choices in interpersonal relationships
.whenever people gather , they make choices – where to sit or stand ; choices about who is
friendly and who not , who is central to the group , who is rejected , who is isolated. As
Moreno says, ‘ choices are fundamental facts in all ongoing human relations , choices of
people and choices of things .It is immaterial whether the motivations are known to the
chooser or not; it is immaterial whether are inarticulate or highly expressive , whether
rational or irrational . they do not require any special justification as long as they are
spontaneous and true to the self of the chooser.
DEFINITION OF SOCIOMETRIC TECHNIQUES
Methods for quantitatively assessing and measuring interpersonal and group relationships
ADVANTAGES:
 It enables the teacher to get a comprehensive picture of the structure of social
relationship in the entire class by means of certain instruments and method of
interpreting the results obtained.
 It is a special method of obtaining the information through oral questions, written
responses and analyzing the records in studying the group.
 It is a technique whereby each member is asked to state the kind of relationships,
which he holds towards the other members. These have been recorded graphically
and represented in sociogram.
 It is a method used to determine the degree to which individuals are accepted or
rejected in a group and group structure.

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 This technique is simple in use and speedy in administration
 The curricular and co- curricular activities formation of groups, choosing
companions, patterns for specific activities.
Item Analysis

361
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE
ITEM ANALYSIS
MEANING OF ITEM ANALYSIS

362
Item analysis is a process which examines student responses to individual test items
(questions) in order to assess the quality of those items and of the test as a whole. Item
analysis is especially valuable in improving items which will be used again in later tests, but
it can also be used to eliminate ambiguous or misleading items in a single test administration.
In addition, item analysis is valuable for increasing instructors' skills in test construction, and
identifying specific areas of course content which need greater emphasis or clarity. Separate
item analyses can be requested for each raw score1 created during a given run). It is a
statistical technique used for selecting and rejecting the items of a test on the basis of their
difficulty value and discriminative power.
ESTIMATING ITEM DIFFICULTY
According to Frank S. Freeman, the difficulty value of an item may be defined as the
proportion of certain sample of subjects (learners) who actually know the answer of the item.
This statement is most functional and dependable because an item can be answered correctly
by guessing. The difficulty value depends on actually knowing the correct answer of an item
rather than answering an item correctly.
For each item compute the percentage of students who get the item correct. This is called the
Item Difficulty Index. The formula for calculating item difficulty index is:
R
D = x 100
N
Where R = Number of pupils who answered the item
Correctly; N = Total number of pupils who tried them.
ESTIMATING DISCRIMINATION INDEX
The discriminating power (i.e., the validity index) of an item refers to the degree to
which a given item discriminates among students who differ sharply in the function(s)
measured by the test as a whole.
An estimate of an item's discrimination index may be obtained by the formula:
RU -RL
Discrimination Index = ½ N
Where RU = No. of correct responses from the upper group;
RL = No. of correct responses from the lower group;
N = Total number of pupils who tried them.
DIFFICULTY AND DISCRIMINATION DISTRIBUTIONS
At the end of the Item Analysis report, test items are listed according their degrees of
difficulty (easy, medium, and hard) and discrimination (good, fair, and poor). These
distributions provide a quick overview of the test, and can be used to identify items which are
not performing well and which can perhaps be improved or discarded.
TEST STATISTICS

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Two statistics are provided to evaluate the performance of the test as a whole.
Reliability Coefficient. The reliability of a test refers to the extent to which the test is likely
to produce consistent scores.
Reliability Interpretation
90 and above - Excellent reliability; at the level of the best standardized tests
80 - .90 - Very good for a classroom test
70 - .80 - Good for a classroom test; in the range of most. There are
probably a few items which could be improved.
60 - .70 - Somewhat low. This test needs to be supplemented by other measures (e.g.,
more tests) to determine grades. There are probably some items which could be improved.
50 - .60 - Suggests need for revision of test, unless it is quite short (ten or fewer items).
The test definitely needs to be supplemented by other measures (e.g., more tests) for grading.
50 or below - Questionable reliability. This test should not contribute heavily to the course
grade, and it needs revision.
Standard Error of Measurement. The standard error of measurement is directly related to
the reliability of the test. It is an index of the amount of variability in an individual student's
performance due to random measurement error. If it were possible to administer an infinite
number of parallel tests, a student's score would be expected to change from one
administration to the next due to a number of factors. For each student, the scores would form
a "normal" (bell-shaped) distribution. The mean of the distribution is assumed to be the
student's "true score," and reflects what he or she "really" knows about the subject. The
standard deviation of the distribution is called the standard error of measurement and reflects
the amount of change in the student's score which could be expected from one test
administration to another.
THE OBJECTIVES OF ITEM ANALYSIS
The main objectives of item analysis technique are as below:
1. To select the proper items for the final draft of the test and reject the poor items that
are unable to contribute any worth in the functioning of the test.
2. To modify some items to make them function able.
3. To obtain the difficulty index and discrimination index of each items of preliminary
draft of the test.
4. To increase the functioning of a test by considering difficulty index and
discrimination index simultaneously in selecting and rejecting the test items.
5. To obtain basis for preparing the final draft of the test
STEPS INVOLVED IN ITEM ANALYSIS

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In conducting an item analysis of a classroom test, one should bear the following points
in mind:
1. Arrange answer books (or answer sheets) from the highest score to the lowest score.
2. From the ordered set of answer books, make two groups. Put those with the highest
scores in one group and those with the lowest scores in the other group. (There are
some statistical reasons why one should place the best 27% of the answer books in one
group and the poorest 27% in the other group. Hut, for classroom tests, it is really not
important what percentage is used. If the class is small, say, of 50 or fewer students, there
would be too few answer books in the top and bottom 27% to yield a very reliable item
analysis indices). In a typical type of classroom situation, it is quite appropriate to divide
the total group into the top and bottom halves.
3. For each item (e.g., true-false type, completion type), count the number of students in
each group who answered the item correctly. For alternate-response type of items, count
the number of students in each group who choose each alternative.
4. Record the count for each item. Assume a total of 40 answer books, 20 in each group.
Below is given a hypothetical illustration:
Item No. 1 2 3 4 5
No. of correct responses of the best 20
(or upper 27% or top half)
12 15 20 3 6
No. of correct responses of the poorest
20
(or lower 27%. or bottom half)
3 12 0 3 12
Omits 0 4 0 0 10
INTERPRETING ITEM ANALYSIS DATA
Item analysis data should be interpreted with caution.
Remember that:
(i) Item analysis data are not analogous to item validity;
(it) The discrimination index is not always a measure of item quality;
(iii) Item analysis data are tentative;
(iv) Avoid selecting test items purely on the basis of their statistical properties
USING ITEMS ANALYSIS RESULTS
Item analysis data have several values:

365
(i) They help one judge the worth or quality of a test;
(ii) They can be of aid in subsequent test revisions;
(iii) They lead to increased skill in test construction;
(iv) They provide diagnostic value and help in planning future learning activities;
(v) They provide a basis for discussing test results;
(vi) If students assist in, or are told the results of, item analysis,
it can be a learning experience for them;
(vii) They help in revising the test or test items.

366
ASSIGNMENT ON
CONDUCT CONTINUING
EDUCATION WORKSHOP
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

367
WORKSHOP TECHNIQUE
INTRODUCTION:
The workshop is the name given a novel (refreshing, new) experiment in education.
Close group type of discussion will be held in form of workshop. It consist of series of
meetings, usually four or more, with emphasis of individual work within the group with the
help of consultants and resource personnel. Educational process has two aspects- theoretical
and practical. Learning takes place in a friendly, happy and democratic under experts’
guidance. The workshops are organized to develop the psychomotor aspects of the learner
regarding practices of new innovations in the area of education. Workshop helps to each
participant opportunities to improve his effectiveness as a professional worker.
DEFINITIONS:
1. According to L. Ramachandran: The workshop is a meeting of people to work
together in a small group upon problems which are of concern to them and relevant to
them in their own sphere of activity and to find suitable solutions.
2. According to Lorreta: Workshop refers to a group of individuals who work together
toward the solution of problems in a given subject matter field during a specific
period of time.
3. According to Basavanthappa: Workshop is defined as assembled group of 10 to 25
persons who share a common interest or problem. They meet together to improve
their individual skills of a subject through intensive study, research, and discussion.
4. According to Neeraja: A systematic approach to deal in detail about educational
problems by means of a short meeting.
OBJECTIVES:
The workshops are organized to realize the following objectives:
1. Cognitive Objectives
2. Psychomotor Objectives
3. Affective objectives
1. Cognitive Objectives :The workshop is organized to
i. Solve the problems of teaching profession.
ii. Provide the philosophical and sociological background for instructional and
teaching situation.
iii. Develop an understanding regarding the use of a theme and problem.
iv. Identify the educational objectives in the present context.
2. Psychomotor objectives: (Skill development)

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i. To develop the proficiency for planning and organizing teaching and
instructional activities.
ii. To develop skills to perform a task independently.
iii. To determine and use of teaching strategies effectively.
iv. To train the person for using different approaches of teaching.
3. Affective objectives:(Attitude Development)
i. To develop professional relationship between participants and resource person.
ii. To permit the extensive study of a situation its background and its social and
philosophical implication.
iii. To take necessary steps to solve the problem of education.
PURPOSES OF WORKSHOP:
1. To put teachers in situations that will break down the barriers between them to
facilitate communication.
2. To give opportunity for personal growth through accepting and working towards a
goal held in common with others.
3. To give teachers an opportunity to work on the problems those are direct, current,
concern to them.
4. Teachers will learn new methods and techniques which they can use in their own
classrooms.
5. To place teachers in a position of responsibility for their own learning
6. To put teacher in situation where they will evaluate their own efforts.
7. To give the teachers an opportunity to improve their own morale.
PRINCIPLES OF WORKSHOP:
1. Workshop should focus on the current issues in the profession to be discussed.
2. Workshop should be conducted with full co-operation within organizers.
3. Giving the participants an active role will make teaching more effective.
4. Every individual has worth, and has a contribution to make to the common goal.
SCOPE OF WORKSHOP TECHNIQUE:
The workshop technique is used mainly in the following areas of education.
1. Action research project for classroom problems.
2. New format of lesson plan.
3. Preparing instructional material or teaching model.
4. Workshop on preparing research synopsis and proposals.
5. Workshop for non formal education.
6. Workshop for designing programme for teacher education at any level.
PLANNING FOR A WORKSHOP:
Selection of a theme:

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Select the theme on workshop has to be organized.
1. The theme must be based on pre existing problem for which we should identify the
solution.
2. Theme must be useful for the in-service workers for giving awareness and training of
new practice in their working situation and which has a solution.
3. Theme must be directed towards the participants because to motivate their interest.
After selecting a theme for workshop, following have to be planned.
1. Open a file:
Correspondence relating to the planning, running and evaluation of workshop will
soon reach proportions that call for proper filing. A suitable system might be a loose leaf file
with the following subdivisions:
- Budget
- Workshop site
- Selection of participants
- Documentation
- Equipment checklist
- Publicity, press etc
- Evaluation
2. Selection of Resource Person:
In organizing a workshop resource person plays following important roles:
- They should provide theoretical and practical aspects of the theme.
- Resource person must have much more practical and theoretical exposure in
their work field.
- Resource person should able to provide guidance to participants at every stage
of and train them to perform the task effectively.
- Resource person should be able to supervise and also control the trainees.
3. Selection of the Participants: Criteria for selecting the participants:
a. Type of Participants: Homogeneity: Participants should be homogeneous
(same group).
b. Select the p participants who will benefit by the theme of workshop and
objectives.
c. Number of participants: It can be found from experience that as many as 35
participants (seven groups of five) can be handled by one organizer.
d. Select the participants 60 days before the workshop.
e. 45 days before confirm the participants who are going to participate who are
going to participate in the workshop.
f. Voluntary participation and willingness to innovate. Select the participants
those who attend the workshop voluntarily
g. Each participant should already have demonstrated his desire for change by
having adopted new methods of his own.
4. Selection of the Dates for the workshop:
i. Date of workshop should not coincide with public or religious holidays, sports
events.

370
ii. At least one working day will preside the open of the workshop.
iii. It should be planned prior to prevent inconvenience in conducting workshop.
5. Selection of the place for workshop:
1. Select the place where the Participants can stay and attend total activities
of workshop on a full time basis.
2. Place should be far away from where the Participants live to enable them
to participate in activities without interruption.
3. The place should be pleasurable one (Quiet, adequate seating, well
ventilated, good lighting, etc.)
4. Booking a meeting room and hotel accommodation
i. Book the room for conduction workshop and accommodation 6 months
priorly to the day.
ii. Take it in writing and insist in writing confirmation detailing the
conditions you have specified, particularly as regards to meeting room.
6. Selection of Language:
In workshop national Language must be the working language. It must be
known by all Participants.
7. Selection of Committees:
While organizing a workshop Committees must be formulated such as:
1. Organizer Committee:
 Should plan for programme
 They should schedule the programme
 They must select the days, dates, venue of workshop
 They should plan for budgeting
2. Assistant organizers Committee:
 selection must be done 4 months before the day
 organizer should select assistant organizers from another school or faculty
 Select each assistant organizer for every 10 participants.
 The assistant organizers will have the task of finding answers to questions
put forward by the participants.
3. Sponsors Committees:
 Sponsoring Committee should be found by organizers to share the
expenses of workshop
 Sponsors can extend their helping hand to provide place for workshop,
sound media, food and snacks, printing material etc
4. Volunteers Committee: Serves the following
 Receiving the guests
 Orienting the place to the participants and experts
 Seating arrangement
 Serving food

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They have to formulate Committees for- registration, transportation, food,
stage, reception, publicity Committee etc.
8. Budget for Workshop:
Organizers should plan the budget according to their plan of conducting workshop.
Following simple formula is suggested to estimate the expenditure:
E = (T+S) NX 1.25
E- Estimate
T- Cost of return travel
S- Living expenses (accommodation, food)
N- Number of participants
9. Invitation of the participants:
The main points to be covered in the invitation are:
- Aim of the workshop
- Theme of the workshop
- Working method of the workshop
- Get a deadline for application
Preparing Workshop Pamphlet / Booklet:
Print pamphlets / booklets- chart specifying the
- Aim of the workshop
- Registration fees for the workshop
- Activities of programme in workshop
- Facilities arranged for the workshop
These all help the participants to prepare physically and mentally before
coming to the workshop.
Content which the experts are going to present must be given at the time of
documentation. This helps them to have reference copy of content for their future.
IMMEDIATE PREPARATION FOR WORKSHOP (i.e. 2-3 days before):
1. Review of the list of participants and resource persons:
- After getting the application we should prepare the finalizing the number of
participants, list of participants should be prepared.
- Resource persons also must be properly reminded.
2.Arrangement of room:
- Two days before the workshop it should be arranged
- The meeting room should be arranged so as to allow participants to sit at tables in
small groups of three to five.
- Allow the use of overhead projector it would be preferable in order to allow two
documents to be compared together.

372
- Make sure that everyone has a good view of the projection screen and discussion
leader.
- Room must be quite and that is arrangement is preferable to separate groups in
different rooms.
- Make sure that the room is away from the source of noise.
- Room must be adequately darkened to project the overhead projector.
- Make sure that electric power point that works and have an electrical extension flex
and spare projector lamp available.
- In addition have a stock of transparent cellulose sheets and marker crayons available
that may be used to illustrate any remarks that may be in plenary (An intensive
examination testing a student's proficiency in some special field of knowledge)
sessions.
3. Arrangement of Staff and Equipment- needed for document reproduction during
workshop:
Staff and equipment needed for documentation must be arrangement one month
before the day.
Staffs: such as typist for typing the documents resulting from group work.
Equipment: one month before itself should be arranged with all the needed
equipment and prior to the workshop it should be checked that the things by using
checklist.
Equipment Checklist:
1. Note Pads(One for each Participants)
2. Pencils and sharpener (One for each Participants)
3. Rubber (One for each Table)
4. Two hold punch (1)
5. Adhesive tape (2 rolls)
6. Stapler (1)
7. Waste paper basket (One for each Table)
8. Drawing pins (2 packets)
9. File
10. Overhead projector (2)
11. Sharp projectors (2)
12. Electric extension flex (6 meter)
13. Electric adapter plugs (2)
14. Transparent cellulose sheets (50)
15. Crayon markers
16. Black board for flip charts
17. Dictionary
9. Arranging for press relations:
Depending on the local situation, it may be worth deciding to inform the press.
10. Coordinating the Assistant organizers:

373
All the assistant organizers should arrive at the site of the workshop without fail at
least two whole days before the workshop and should have been told how important
this coordination period is.
11. Time Table of Work:
a. It is not recommended to arrange more than five hours of structured sessions a
day.
b. There should be provision of Teas break and lunch break at appropriate time
interval and it should be planned throughout the workshop.
c.Last day don’t forget to have a group photo snaps taken during the break.
ROLES IN WORKSHOP TECHNIQUE:
In organizing workshop the following four roles are performed.
1. Organizers of the workshop:
Whole programme and schedule is prepared by the organizer. He has to arrange
boarding lodging facilities for participants as well as the experts. The date, days, and
venue of workshop are decided by him. The workshops are also organized by the
institutions such as NCERT, DGHS sponsored workshop on nursing development.
2. Convener or chairman in first stage:
At first stage of the workshop theoretical aspects are discussed by the experts
on the theme of the workshop. Therefore a convener (the member of a group whose duty
it is to bring together) is nominated or invited who is well acquainted with theme of the
workshop to observe the work of the participants along with the expert and has to
carryout the formalities and keynote of the workshop.
3. Experts or Resource Person:
In organizing a workshop resource person plays following important roles:
a. They should provide theoretical and practical aspects of the theme.
b. Resource person must have much more practical and theoretical exposure in
their work field.
c. Resource person should able to provide guidance to participants at every stage
of and train them to perform the task effectively.
d. Resource person should be able to supervise and also control the trainees.
4. Role of Participant or Trainees:
The participant should be interested or keen in theme of the workshop. At the
first stage they have acquire understanding of the theme and at second stage have to
practice and perform the task with great interest and seek proper guidance from the
experts. They should carry the concept to their classroom to evaluate its workability in
actual situation. They may suggest some modification in using the concept in

374
classroom. The effectiveness of any workshop technique depends upon the
involvement of the participants in the task.
STAGES IN CONDUCTING WORKSHOP:
Generally workshops are organized for 3 to 10 days duration. The period of workshop
may be 40 days. It depends on the nature of task assigned to the workshop. It is organized in
four stages:
i. First Stage ii. Second stage iii. Third stage iv. Fourth stage
i. First stage programmes:
1. Registration: Participants will pay their fees and they will register their names in
registration counter. After that they will be given a identity card and workshop content
handwork.
2. Inauguration: it is starting function of the workshop. In this all committee members,
participants, resource persons will be gathered along with the chief guest. Chief guest
will start the function with lighting the lamp and gives his guest speech regarding the
theme. After to him organizer delivers his speech.
3. Preliminary introductory session: Organizer will give brief introduction about the
workshop, which they are going to conduct. He will give orientation towards theme of
the workshop and objectives.
4. Pre-test: pre-test will be given to the participants, which will be based in the theme of
the workshop i.e. background knowledge about theme of the workshop. And it will be
evaluated.
5. Break: Tea break and Lunch break in between the sessions.
6. Presentation of the theme of providing awareness: the resource person or experts are
invited to provide the awareness and understanding of the topic. This stage is like a
seminar.
The paper reading is also done to discuss the different aspects of the theme.
The trainees or participants are given opportunity to seek clarification. The experts
provide the suitable illustration steps for using it in practice such as classroom teaching
in education.
ii. Second stage:
1. Formation of the Groups: in the second stage the total group is divided in to small
groups.
2. Assignment sessions and practical exercise: Groups will be given assignment related
to the theme. Practical exercise also will be given.
3. Guidance and Supervision: A resource person is assigned to provide guidance to the
work to perform. Along with guidance the expert also supervises each participants
work. Every participant has to work individually and independently and has to complete
the task within given time limit.
4. Clarifying session: The participant while doing his work if finds any difficulty or doubt
can be clarified with the help of expert.
5. Group discussion: If group members have completed their assignment at the end they
meet together and discuss their task within their group.

375
6. Preview of the next day: At the end of the each day all group members will join
together and discuss the programmes of the next day.
iii. Third stage:
There are four phases:
1. Presentation: at this phase all group meet at one place and present their report of work
done at second stage.
2. Evaluation: - Post test: It will be given to the participants based on the content which
was given by the experts during the presentation phase. That will be evaluated.
a. Open suggestions: the participants are given opportunity to comment and give
suggestions for further improvement.
b. Expert Suggestion: the experts also provide suggestion on different aspects of
the reports.
3. Validation: it is the end phase of the workshop. In this organizer will conclude the
workshop after providing certificates to the experts and participants and also
distribute the prizes to those perform well in their group activities. Chief organizer or
assistant organizer will give vote of thanks and programme will end with National
anthem.
iv. Fourth stage:
In fourth stage means after the actual programme, organizers as well as participants
have to do their part of work.
Organizers Part:
1. Letter of thanks: Within 15 days after the programme it is time to thank everybody
who has helped, the organizers including those who have provided funds for the
workshop, the members of the committee for sponsors and the assistant organizers.
Inform theme in the letter that they will shortly be sent the report on the workshop.
2. Report on the workshop: report regarding the workshop must be printed and sent to
the assistant organizers and other persons who helped to successful conduct of the
workshop. The report will contain the following:
a. An introduction giving a brief description of the focal context which led to the
organization of the workshop.
b. The general aims of the workshop
c. Description of the progress of the workshop
d. Selected samples of the work done in group
e. List of documents used during the workshop
f. The evaluation
g. List of participants
Part of Participants: They should get ready for the follow-up programme that will be
conducted as a long term evaluation process at least one year after the day.
Follow up:
a.The trainer has to go back to their institution. They asked to continue their task and
examine the workability and usability in their institution.
b. The participants are invited to meet again and present their experience regarding
applicability of the topic or new practice.

376
c. During follow up meeting participants will also be assessed to which level they
reached their objectives by using questionnaire and individual interview.
ADVANTAGES OF WORKSHOP:
1. Workshop is used to realize the higher cognitive and psychomotor objectives.
2. It is a technique which can be effectively used for developing understanding and
proficiency for the approaches and practices in education.
3. It is used for developing and improving professional efficiency. Eg, Nursing, Medical,
Dental etc
4. Teaching proficiencies can be developed by the workshop technique for nursing in-
service teachers.
5. It provides the opportunity and situations to develop the individual capacities of a
teacher.
6. It develops the feeling of co-operation and group work.
7. It provides the situation to study the vocational problems.
8. The new practices and innovation are introduced to in-service teachers.
LIMITATIONS OF WORKSHOP:
1. The in-service teacher may not take interest to understand and use the new practices
in their classroom.
2. The workshop cannot be organized to large number of groups, so the large number of
persons can be trained.
3. The teacher may not take interest in practical work or to do something in productive
form.
4. The effectiveness of the workshop technique depends on the follow-up programme.
Generally follow-up programmes are not organized in workshop technique.
CONCLUSION:
In the workshop the total members may be divided in to small groups and each group
will choose a chairman and a recorder. Learning takes place in a friendly, happy, and
democratic atmosphere, under expert guidance. The workshop provides each participant the
opportunity to improve his effectiveness as a professional worker.
BIBLIOGRAPHY:
1. Basavantappa B T; Nursing Education; 1st
edition; Jaypee Brothers Medical
Publications (P) Ltd, New Delhi.
2. Barbara A M & Ruth A W-Price, “Nursing education: Foundation for Practice
Excellence”; Jaypee Brothers Medical Publications (P) Ltd, New Delhi.
3. Aggraval.J.C. “Principles Methods and Techniques of Teaching”, Vikas Publishing
house Pvt Ltd, 1996, New Delhi.

377
Critical evaluation of an Institutional Nursing
education programme
SUBMITTED TO:
MRS.RASHMI R
bANGALORE
Submitted by:
Ms. Athira g
1st
year msc nursing
bANGALORE

378
Nursing programme
Introduction
Diversity is the major characteristic of nursing education today. Influenced by a
variety of factors-social change efforts to achieve full professional status, woman
issues, historical factors, public expectations, expectations of nurses themselves,
legislation, national studies and constant change in the health care systems-many
different types of nursing education programs exit.
Meaning and definition:
Nursing educational programmes may be defined as in large part that
influencing of one group of human beings, the pupils to grow towards defined
objectives; utilizing a second group of human beings, the teacher as agents and
operating in a setting of third group of human being, the public variously concerned
both with objectives and with means used to achieve them.
Nursing Educational Programmes
At present the various nursing educational programmes are there. We can
classify these programmes in to following courses:
1. Certificate courses ANM course / HW(F) course / HA(F)
course / LHV
2. Diploma GNM Course
3. Degree (UG) 1. B.Sc Nursing
2. B.Sc Nursing (Post Certificates)
3. PB B.Sc Nursing (IGNOU)
4. Post Basic Diploma courses
5. Masters Education (PG) 1. MN (Master of Nursing)
2. M.Sc. Nursing
3. M.Phil Nursing
6. Doctoral Programmes PhD in Nursing
Certificate Courses:
Multipurpose Health Worker Training
The training grew out of the earlier auxiliary nursing and midwifery (ANM)
Course. The ANM training was for two years and mainly covered a maternal and child
care and family welfare. In keeping with the policies of the government of India to
have multipurpose health workers, the Indian nursing Council revised the ANM's

379
syllabus in 1977 and reduced the duration to 18 months. The focus of training is on
community health nursing. At the end of the course the candidates are eligible to work
in health sub centres. There are about 500 schools in India offering this course in India
at present. The MPHA (M) training course is also conducted in some states of India
with 18 months duration.
Female health Supervisor training
This course was initially meant as a health visitor training course. It went
through several modifications in course of time and finally metamorphosed into the
present 6 months promotional training. The female health supervisor or MPHA(F)
course is currently conducted in 21 centres in India. Besides this basic course, several
states have their own promotional courses as requirement for ANMs to be qualified
for promotion to supervisors.
General Nursing and Midwifery
The general nursing and midwifery course is conducted in more than 1000
centres in the country. The syllabus has undergone many revisions according to the
changes in health plans and policies of the government and changing trends and
advancements in education, nursing, health sciences and medical technology. The
latest revision of the course from 3.6 years to 3 years. The basic entrance qualification
has become intermediate or class XII instead of the earlier 10th
class. Both science and
arts students are eligible. The focus of general nursing education is care of the sick in
the hospital. On passing the candidates are registered as nurses (RN) and as midwives
(RM) by the respective state nursing councils.

380
Degree (Under Graduate)
There are 2 types of graduate nursing education in India - one of 4 year basic
course for fresh entrance and the second is condensed post basic course for those who
have undergone the GNM course.
Four year B.Sc. (N)
Graduate nursing education started in India in the year of 1946 in CMC,
Vellore and in the RAK College of nursing Delhi University. At present several
universities in India offer the course. The entry qualification is intermediate with
biological sciences, physics and chemistry. The course focuses on preparation of
professional nurses for working at the bedside and for taking leadership roles in public
health nursing. The course also includes managerial and teaching subjects to prepare
graduates to take up first level teaching and administrative jobs in the hospital.
Overall, the graduate nursing course in the country offers a broad base in both arts and
sciences and lays the foundation for a holistic perspective to health and caring.
Post Basic B.Sc (N)
A two year degree course in nursing is offered in several universities in India.
This course was specially designed to provide higher educational opportunities for
practicing nurses. The entry requirement is that they should have completed the
general nursing course and XII (Usually with science). Most places also ask for 1 year
after completing the diploma (GNM) course.

381
B.Sc Nursing (IGNOU)
Distance education in the post basic nursing has also been started by Indira
Gandhi National Open University (IGNOU) in 1994. This has provided an operating
for diploma nurses all over the country to undertake higher education. The IGNOU
offers courses through it's study centres throughout the country.
Postgraduate Nursing Education
M.Sc (N) course is presently being offered in several universities in the
country. The 2 year course is designed to prepare clinical and community health
nursing specialists. Besides clinical specialization the students are thought to conduct
research in nursing. A thesis is submitted by each student in partial fulfillment of the
requirements for the degree. Courses in education and administration are given to
prepare the students to take up responsibility in education and administration in
nursing and allied health areas. The entrance requirement is B.Sc (N) and 1 year
experience as a clinical nurse or instructor.
Conclusion
Nursing education had evolved in time imparting diverse knowledge and handy
skill sets. Institutes offering basic to advanced courses in nursing had matured in our
land. Diversity is the major characteristic of nursing education today. Influenced by
variety of factors-social change efforts to achieve full professional status, Woman
issues, historical factors, public expectations, and expectations of nurses themselves,
legislation, national studies and constant changes in the health care systems many
different types of nursing education programs exist.

382
BIBLIOGRAPHY
1. Dr. BasavanthappaBT, Nursing education, 1st
edition, Jaypee publication, page
no. 389 - 391.
1) Neeraja K.P, Text book of nursing education, Jaypee publication, page no: 263
- 266 .
2) CR Kothari. Research Methodology: Methods and Techniques. 2nd
edition.
3) P.S.Ssunder Rao, J.Richard, Introduction to Biostatics and Research
Methodology, 4lh
edition.
4) B.K Mahajan, Methods in Biostatics : For Medical Student and Research
workers, 6th
edition.

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