SYMPOSIUM

INTRODUCTION

Symposium technique is also one of the techniques of higher

learning. It is also instructional technique which is used to achieve higher
cognitive and affective objectives.
Symposium is a form of discussion in which different viewpoints or component
of a topic is discussed under the guidance of a chair person.
A symposium can be a one-time conference or a regular meeting,
but it will probably include some amount of discussion or public speeches on a
particular subject. Many people who attend symposiums will be part of the
audience for many of the presentations, but during the course of the event, give
their own presentation or be part of a panel discussion.

DEFINITION
 “The symposium forum serves an excellent device for informing an
audience, crystallizing opinion and in general preparing the listeners for
arriving at decision policies, values, judgement or understanding.”
 “Symposium consists of a set of program of prepared speeches followed
by audience discussion.”
 “Symposium is a technique in which two or more person under the
direction of a chairman presents several speeches, which give several
aspect of one question.”

OBJECTIVES OF SYMPOSIUM
The following are main objectives of the symposium
 To identify and understand two various aspects of the theme.
 To develop the ability to decision and judgement regard a problem.
 To develop the values and feeling regarding a problem.
 To enable the listener to form policies regarding a theme or problem.

PURPOSES OF SYMPOSIUM
 To investigate a problem from several points of view.
 To boost students ability to speak in group.
 To make the students to study independently.

CHARACTERISTICS
 It provides the board understandings of a topic or a problem.

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  The opportunity is provided to the listeners to take decision about the
problem.
 It is used for higher classes to specific theme and problem.
 It develops the feeling of co-operation and adjustment.
 It provides the different views on the topic of the symposium.

TECHNIQUE OF SYMPOSIUM
 Teacher should plan the program ahead of time.
 Each member of the class, as well as the student speakers should know
the objectives of the symposium and breadth of the topic.
 Each student should prepare on the given or accepted topic.
 The teacher should have a conference with each of the student speaker.
 The teacher or a student may function as a chairman.
 The symposium starts with the chairman introducing the topic.
 Next chairman introduces the speakers.
 Then the topic is presented by the students taking 15-20 minutes time.
 As a conclusion at the end the chairman gives brief summary of all the
speeches and opens the discussion to the students.
 Any question or contributions addressed through the chairman.

LIMITATIONS OF SYMPOSIUM TECHNIQUE

This technique suffers from the following limitations:
 The chairman has no control over the speakers as they have a full
freedom to prepare the theme for discussion.
 There is a probability of repetition of the conduct.
 The different aspect of theme is presented simultaneously.
 The listeners remain passive in symposium.
 The discussion and presentation of the theme is not summarized at the
end.
 This technique is employed to achieve the higher objectives of cognitive
domain but affective are not emphasized properly.

ADVANTAGES OF SYMPOSIUM
 It is suited to a large group of classes.
 This method can be frequently used to present broad topics for
discussion at conventions and organization meetings.
 Organization is good because of the set speeches prepared beforehand.
 Gives deeper insight into the topic.
 Direct the students continuously in dependent study.
 Hands itself to the teaching of clinical subjects.
 This method can be use in political meetings.

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DISADVANTAGES
 Inadequate opportunity for all the students to participate actively.
 The speech is limited to 15-20 minutes.
 Limited audience participation.
 Possibility of overlapping of subjects.

CONCLUSION

The symposium will provide a valuable opportunity for nurses from

different cultural background and diverse field to changing role of nurse in
community and home care from international perspective to promote the
generation and implementation of evidence based practise in community and
home nursing through sharing and exchange of information on the latest
development in the discipline among expert from across the globe, this
symposium will contribute formulating global and regional strategies in
advancing nurses role as well as developing policy initiative in as it relates to
nursing practice, nursing education nursing management and disaster
management.

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 CLINICAL TEACHING

INTRODUCTION
Clinical teaching of students and continuing education is a vital
for professional development. The clinical teaching methods is a type of group
conference in which a patient or patients are observed and studied, discussed,
demonstrated and directed toward improvement of nursing care.
Clinical teaching may be given by any faculty member that is
clinical instructor or tutor or ward staff and will concentrate on a particular
patient’s needs a person and how the doctor’s treatment others can be met by
the right understanding and nurse care.

DEFINITION
Clinical teaching is a time limited process where- by the teacher and student
create an established partnership with in a shared environment in such way that
the teacher’s primary, operational frame of reference is maintained as the
legitimate means for affecting students behaviour towards intended purpose.

PURPOSE
 Provide individualized care.
 Develop high technical competence skills.
 Practice various procedures.
 Collect and analyse the data.
 Conduct research.
 Develop cognitive, affective and psychomotor skills.
 Improve communication skill and IPR.
 Develop various methods in delivering care.
 Help in integration of theory into practice.

PRINCIPLES OF CLINICAL TEACHING

 Clinical teaching should reflect the nature of professional practice.
 A clinical teaching is more important than classroom teaching.
 The nursing student in the clinical field is a learner not a nurse.
 Sufficient learning time should be provided before performance is
evaluated.
 Clinical teaching is supported by a climate of mutual trust and respect.
 Quality is more important than quantity of nursing care in clinical area.

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STEPS OF CLINICAL TEACHING
 Formulating objectives.
 Determining the students’ knowledge by conducting test.
 Planning the content for ward teaching depending on student’s
knowledge.
 Organizing the teaching program.
 Implementation and evaluating the session.

METHODS OF CLINICAL TEACHING

1. Client and family centred approach
2. Conferences
3. Bed side clinic
4. Nursing rounds
5. Assignment
6. Field visit
7. Process recording
8. Ward teaching.
9. Ward class.
10. Ward clinics.
11. Case method
12. Brain storming.
13. Group discussion
14. Demonstration
15. Laboratory method
16. Health talks.

CLIENT AND FAMILY CENTERED APPROACH

Individualized care will be provided in holistic manner. So, in this not only the
client will be associated for therapeutic measures, the family members also will
be involved in the education about illness and health concept, signs and
symptoms, treatment, prevention of the problem, thereby the client and whole
family will be aware and involved in meeting the client need.

CONFERENCE
A conference is defined as the act of consulting together. Conferences are
necessary to the practice of nursing to give and receive information.

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 Direct giving
conference Client centred
conferences

Group conference
Content
conferences
Types of conference

General problems
Nursing care
conferences
conferences

Reporting
conferences

BEDSIDE CLINICS

It is a method of clinical teaching. It always entails the presence of

the patient. Bedside clinics are conducted by the head nurse or clinical
instructor. The purpose is the improvement of nursing care.

PURPOSES
 To provide a learning experience for nursing students in collect informant
about the patient with tact and skill.
 To apply knowledge and experience to the real life situation.
 To understand certain types of apparatus.
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  To improve the nursing care.
 To realized the need for understanding’ each patient as an individual in
order to appreciate his problem and outlook.
 To be able to work out a nursing care plan to fit the needs of individual
patient on the basis of his special problem.
 To be able to recognize opportunities for health teaching in the hospital.

STEPS IN CONDUCTING BEDSIDE CLINIC

PLANNING TECHNIQUE
Determine the clinic to which it is to be conducted, place, date
and time.

CONDUCTING BEDSIDE CLINIC

The clinics should be conducted in the ward or in a classroom,
which is adjacent to the ward.

NURSING ROUNDS
Nursing rounds are conducted by the head nurse/nurse teacher for
the member of his/or her staff or students for a clear understanding of the
disease process and the effect of nursing care for each patient.

PURPOSES OF NURSING ROUND

 To demonstrate symptoms important in nursing care.
 Clarify terminology studied.
 To compare patient’s reaction to disease and study the disease condition.
 To demonstrate effect of drugs.
 To illustrate skilful nursing care.

PROCESS RECORDING
Process recording is defined as a verbatim between nurse and the
patient.

PURPOSES AND USES

 Assists the nurse or student to plan structure and ate the interaction on a
conscious rather than intuitive level.
 Assists her to gain competency in interpreting and synthesizing raw data
under supervision.
 Helps to consciously apply theory to practice.
 Helps the nurse to learn to identify though and feelings in relation to self
and others

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DIFFERENT PHASES IN PROCESS RECORDING
 Preparing the student for process recording
 Recording nurse-patient interaction
 Evaluating the interactions by nurse teacher and the student.

USES OF PROCESS RECORDING

 As a teaching-learning tool
 As an evaluator
 As a therapeutic tool

FIELD VISITS
It is a visit especially planned for its possible contribution to the
objectives of the curriculum, course, project, lesson or other unit of instruction.

PURPOSES OF FIELD TRIP

 To provide real life situation for the first hand information.
 To supplement classroom instruction, to secure definite informant for a
specific lesson.
 To serve as a means to develop positive attitude, values, and special
skills.

ORGANIZATION AND PROCEDURE OF FIELD VISIT.

 Preplanning
 Actual conduct of the trip
 Evaluation

CLINICAL TEACHING MODELS.

TRADITIONAL MODEL
In this model the instructor or educator provides clinical instruction
and training for the students who are assigned under her in an appropriate
clinical setting.

ADVANTAGES
 Assists students in using the concepts and theories learned in class.
 The teacher can select clinical activities that best meet the students’ needs
and are consistent with course goals and objectives faculty member may
be more.
 Teacher implements the philosophy of the nursing program than
preceptors or clinicians hired only for clinical teaching, often on a short-
term basis.

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PRECEPTOR MODEL
In the preceptor model of clinical instruction, the faculty member
from the nursing program serves as the course coordinator, liaison between the
nursing education program and clinical setting, and resource person for the
preceptor.

PARTNERSHIP MODEL
In some program, the partnership model is a collaborative
relationship between a clinical agency and nursing program that involves
sharing an Advance practice Nurse and academic faculty member. The APN
teaches students in clinical setting, with the faculty member serving as course
coordinator, and the faculty member in turn contributes to the clinical agency.

QUALITY OF EFFECTIVE CLINICAL TEACHER

 Knowledge: Teacher must update their clinical knowledge. Practices are
not static. Every day we happen to meet new challenges in the field of
healthcare. Accordingly clinical nursing instructors must be current in
their knowledge and practice.
 Clinical competence: an instructor cannot teach her students if she is not
competent enough. Clinical competence is an important characteristic of
effective clinical teaching in nursing. A competent instructor doesn’t feel
low and doesn’t get angry on students for her mistake. Competent persons
walk with eyes and ears open and always looking for opportunity to learn.
 Skill in clinical teaching: the characteristic of an effective teacher in
nursing are: - be specific about learning objectives, no bias, note the
individual difference, develop a good rapport.

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CONCLUSION

The clinical teaching is a type of group conference in which

patients are observed and studied, discussed, demonstrated, and directed
towards the improvement and further improvement of nursing care. The clinical
teaching methods is a type of group conference in which a patient or patients are
observed and studied, discussed, demonstrated and directed toward
improvement of nursing care.

Clinical teaching may be given by any faculty member that is

clinical instructor or tutor or ward staff and will concentrate on a particular
patient’s needs a person and how the doctor’s treatment others can be met by
the right understanding and nurse care. The clinical teaching methods is a type
of group conference in which a patient or patients are observed and studied,
discussed, demonstrated and directed toward improvement of nursing care.

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 PANEL DISCUSSION

INTRODUCTION

A panel discussion, or simply a panel, involves a group of

people gathered to discuss a topic in front of an audience, typically at scientific,
business or academic conferences, fan conventions, and on television shows.
Panels usually include a moderator who guides the discussion and sometimes
elicits audience questions, with the goal of being informative and entertaining.
The definition of a panel discussion is a situation in which a group of people are
gathered together to discuss an issue, often to provide feedback on something,
to brainstorm solutions to a problem or to discuss an issue of public concern in
front of an audience.

DIFENITION

1. This is a one part of group discussion, method of teaching, where under

the leadership of the chairmen a few members of the panel discuss a
particular topic/ issues.
2. Panel is a discussion in which a few persons carry on a conversation in
front of an audience, when the group is too large to work effectively
through the usual round-table procedure.

OBJECTIVES OF PANEL DISCUSSION:

 To provide information and new fact.

 To analyze current problem from different angles.
 To identify the values.
 To find out solution of current problem.
 To facilitate higher cognitive learning.

PRINCIPLES OF PANEL DISCUSSION

 It observes the democratic principles of human behavior.

 It encourages active participation.
 It involves the social and psychological principles of group work.
It is based on modern theory of organization

TYPES OF PANEL DISCUSSION

• Public panel discussion

• Educational panel discussion

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DIFFERENCE BETWEEN PANEL DISCUSSION AND TEAM
PRESENTATION:

team presentation: Panel discussions

 the group presents, agreed-upon
views,
 In a team presentations, usually
speakers stand as they speak
 The purpose is to present
different views.
 Usually speakers sit the whole
time. In panel discussion each
speaker prepares separately, the
other speakers here one another
for the time at the session itself.

MEMBERS OF PANEL DISCUSSION

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CHARACTERISTICS

ETIQUETTES TO BE OBSERVED DURING PANEL DISCUSSION

ADVANTAGES OF PANEL DISCUSSION

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 • Social learning
• Cognitive, affective objective
• Problem solving
• Respect & tolerance
• Logical thinking
• Assimilation of theme
• Interest & attitude

LIMITATION OF PANEL DISCUSSION

CONCLUSION

Panel discussions at conferences are a useful way to trigger an

exchange of viewpoints among experts, either with prepared statements or in
response to questions from the audience. Because they involve on-the-spot
interaction, they are more difficult to prepare for than presentations. Because
they may involve divergence of viewpoints and possibly competition for
speaking time, they are also more difficult to manage than the normal questions
at the end of a presentation. For the same reasons, they are more challenging to
moderate than a regular conference session.
Panels are teams. Whether or not panellists agree on all issues, they can and
should work together to create an interesting discussion for the audience. If you
are a panellist, play the part — prepare well and participate well. If you are the
moderator, direct your team well, from the beginning of the session to the end.

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BIBLIOGRAPHY

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Basavanthappa, B. T.(2004), NURING EDUCATION. New Delhi, India:
Jaypee Brothers. Ist edition. Page no. 106-118.

Basheer, S.P(2015),TEXT BOOK OF NURSING EDUCATION. Bangalore,

India: EMMESS Medical Publishers, first edition. Page no.115 and 116,168-
180.

Manivannan, S.D.(2016), NURSING EDUCATION AND QUALITY

ASSURANCE IN NURSING COLLEGES. New Delhi, India: Jaypee Brothers
Medical Publishers (P) Ltd.

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