UNIT – 01

EDUCATION

EDUCATION
INTRODUCTION

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 Human life is the best creation of God, has got two aspects: the biological and the socio-cultural.
Biological aspect is found in plant and animal life. But the socio-cultural aspect is the rare distinction of human
life alone. It is only man who is capable of being educated. Through education, he tries to seek new ideas and
new ways of life. It is again through education that he promotes his intelligence and adds his knowledge with
which he can move the world for good or for evil, according to his wishes. Thus, he attempts to understand
himself in relation to the world about him and to transmit that knowledge succeeding generations.

Our life in the complex world is governed not only by the biological process, but also by a social
process. While the functioning of the organism is the biological heredity, education is his social heredity. With
biological heredity alone, he would be nothing better than an animal. But he has social heredity that makes him
a man who is now capable of governing this world.

Education is vital process of social life. Without education we are not able to have a normal and
prosperous life, and human race would be no better than animal race. Eating, drinking, sleeping and sexual life
are common to both animals and men. It is only knowledge and education, where they different. Education not
only comes from the books and school teachers, but also from knowledge and experience by socialization.

MEANING OF EDUCATION

Education in the largest sense is any act or experience that has a formative effect on the mind,
character or physical ability of an individual. In its technical sense, education is the process by which society
deliberately transmits its accumulated knowledge, skills and values from one generation to another.

Etymologically, the word “education” is traced to different sources of derivation. According to the one
view the word education is derived from Latin word “educo” means ‘I lead out’ here E means ‘out of’ while
‘duco’ means ‘I lead’ in other words it means ‘I lead out of darkness into light’ and here ‘I’ denotes the
teacher.

There is another view that the word ‘education’ is derived from the word ‘educare’, meaning ‘to rear’
‘to bring up’ ‘to nourish’. This meaning implies that the child is lacking and she is to be brought up with
certain preconceived ideas. for which, she is to be fed with knowledge in proper way so that, child or student
can utilize his innate power to achieve his ends in other words, it means that the child is to be brought up
according to certain aims and ends in view.

There is also another view that education is originated from the word ‘educere’ meaning ‘to lead
out’. This implies ‘growth from within’. The child already possesses some innate powers and capacities.
Education is the process of developing these powers, nothing from without is to be imposed on child.

“Education is the deliberate and systematic influence exerted by the mature person upon the
immature through instruction, discipline and harmonious development of physical, intellectual, aesthetic,
social and spiritual powers of human being according to individual and social need directed towards the
union of the educand and his Creator as the final end.”

Hence, education can be looked upon a process of providing desirable knowledge and experience to
the child so as to develop his inner powers to the maximum possible extent. In other words, ‘education’ means
both the acquisition of knowledge and experience as well as the development of skills, habits, and an attitude
which helps a person to lead a full and worthwhile life in this universe. It is in fact, a process of training the
individual through various experiences of life, so as to draw out the best in him.

DEFINITION OF EDUCATION

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Some of the great philosophers and educationist defined education as following:
1. Tagore defined education as “Enabling the mind to find out the ultimate truth which emancipates
us from the bondage of dust”.
2. Mahatma Gandhi defined “education as mental, moral, social, physical and intellectual
development of children”. Education is the all round development and drawing out the best in the
child mind, body and spirit. It is the process which begins right from the mother’s womb.
3. Aristotle viewed “education as creation of sound mind in sound body”.
4. John Dewey defined education as” the development of all the activities in the individual enabling
him to control his environment.”

Some educationist defined education in the context of its purposes. According to Ayn Rand “The only purpose
of education is to teach a student how to live his life-by developing his mind and equipping him to deal with
reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to
integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be
equipped to acquire further knowledge by his own effort.”

AIMS OF EDUCATION
Education is mostly a planned and purposeful activity. It must have clear aims and objectives, in view.
An aim is a pre-determined goal which inspires the individual to attain it through appropriate activities.
Educational aims are necessary in giving direction to educational activity.

MEANING OF AIMS IN EDUCATION

All human activities can be classified as those with aims or those, which are aimless. By and large, one
can discover an aim or a purpose in human activities. That is why it is observed that man is purposive by
nature. There can be illustrations of activities, which are aimless. Refugees wandering in search of shelter and
peace without knowing, where they get it, mentally deranged persons engaging in mad behaviour, children
behaving like monkeys and destroying valuable articles can be illustrations of aimless activities. But a cynic can
discover aims even in these activities. He may discover that the search for security itself may be an aim of a
meaningless wandering of a refugee; a search for emotional balance may be the purpose of a madman's action
or a child's destruction. Like this, one can try to find a meaning and an aim in all human activities. But let us be
concerned with activities, which are acknowledged as purposeful.

Critical philosophy in its classification of "aims of education" suggests that aims are not ends that are
extrinsic to what we actually do in schools and classroom. They refer more to principles of educational
procedure than extrinsic end points.

NEED OF AIMS OF EDUCATION

Education is a purposeful activity. By education we intend to bring certain desirable changes in the
students. Education is a conscious effort and, as such, it has definite aims and objectives. In the light of these
aims the curriculum is determined and the academic achievements of the student are measured. Education
without aim is like a boat without its rudder. Aims give direction to activity. Absence of an aim in education
makes it a blind alley. Every stage of human development had some aim of life. The aims of life determine aims
of education. The aims of education have changed from age to age and thus it is dynamic because the aims of
life are dynamic.

FACTORS DETERMINING EDUCATIONAL AIMS

The factors that contribute for the determination of educational aims are philosophy of life, views
about human nature, religious factors, political ideologies, socioeconomic problems, cultural factors and
exploration of knowledge.

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 Philosophy: Philosophy of life and educational aims are closely related. In fact, philosophy determines the
aims of education. Education is the best means for propagation of philosophy. Philosophy and education are
the two sides of a coin.
 Elements of human nature: These elements are always considered for the determination of educational
aims. For example, Idealists regard unfolding of the divine in man as the aim of education.
 Religious factors: Religious factors exert their influence on educational aims. In ancient India, Buddhism
emphasized the inculcation of the ideals of that religion such as Ahimsa and Truth into the prevailing
educational system.
 Political Ideologies: Political ideologies certainly have a say in the determination of educational aims. The
educational aims of a democratic political system can be quite different from that of an autocratic political
set up.

 Socio-economic factors and problems: These factors and problems of a country definitely have a say in
deciding the educational aims of that country.
 Cultural factors and problems: Socio-cultural heritage of a country have a great influence on the aims of
education. Education has to preserve and transmit the cultural heritage and traditions from one generation
to another.
 Exploration of knowledge: Education today is science oriented and technology based: It has to aim at
exploring new information. Education must represent these factors and be related to the realities and
problems and issues of life. Aims of education are also related to time and space. Therefore, they can change
from time to time and place to place. All the same, there can be some common elements in the educational
aims of different places.

AIMS OF EDUCATION

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THE VOCATIONAL AIM
The vocational aim is also known as “the utilitarian aim or the bread and butter aim.” The above
stated ideals of education are useless unless these aims enable us to procure the primary needs of our life- food,
shelter and clothing. Education should prepare the child to earn his livelihood and make him self-sufficient and
efficient economically and socially. Education therefore, must prepare the child for some future profession or
vacation or trade. The vocational aim is a narrow aim of education. Therefore, the vocational aim is not a
complete aim by itself but it must be an important aim of education. Because –
 It makes one economically self-sufficient.
 Vocational aim gives purpose to educational activity.
 Vocational education is only hope of children with lower intelligent.
 Vocational education is essential for the bridging the gap in society.

THE KNOWLEDGE OR INFORMATION AIM

Knowledge is as essential for intellectual growth as food is essential for physical growth. Knowledge is
a must for good interpersonal relationship, healthy adjustment in life, modification of behaviour, self-
awareness and for social growth; it is also a source of happiness. Above all knowledge is indispensable for all
right action and it is the source of all power. It is knowledge which makes a realist a visionary successful in any
profession. Because of all these, attainment of knowledge should be an important aim of education.
THE CULTURAL AIM
Every individual has to become cultured and civilized through education. Cultural development is
manifested through the development of an aesthetic senses and respect for others culture. The cultural aim of
education has been suggested to supplement the narrow view of knowledge aim. The cultural aim of education
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is no doubt a nice aim as it produces men of culture. But it is ambiguous and has too many meanings. It cannot
serve as the major aim of education.
THE SOCIAL AND INDIVIUUAL AIM
Every individual is considered as a productive member of the society. Through education the
individual child should be provided with the required assistance to become a use full member of the society,
irrespective of the socio-economic status. Keeping this aim in mind, educationalists have to help learners to
develop a healthy, purposeful, productive exploratory and controlling adjustment with the environment.
Society is the result of the inter-relations of individuals. It consists of big and small groups and there are sub
groups within each group. Education helps the child to understand this inter-relation of individuals and the
possibilities of various groups. Peaceful existence of society is determined by a phenomenon of balancing and
counter-balancing between various social forces. By creating a social order, education ensures the effective
functioning of this phenomenon and prepares students to safeguard the peaceful existence of society.
Education not only helps in the formation of social norms and their implications but also train the learner to
them. Effective utilization of social resources is essential for the progress of the society and education equips
the learners to harness the social resources in an Eco-friendly as well as people friendly manner. By the way of
education, students realize the importance of social values and justice, fair play, healthy competition, harmony,
etc. in short, education instill a sense of obligation and loyalty the community and its needs. By means of social
aim of education gives in the development of the society.
THE MORAL OR CHARACTER BUILDING AIM
Character is the cream of life and, as such, it should be the aim of education. Vivekananda and Gandhi
both emphasized character building in education. Character formation or moral education is concerned with
the whole conduct of man. According to Mahatma Gandhi, the end of all knowledge must be the building up of
character. Education assists the child to develop certain human values, attitudes habits and Moral values like
honesty, truthfulness, justice, goodness, purity, courage, reverence, dutifulness, punctuality, self-confidence,
discrimination, between good and bad, observation of rules, belief in systematic organization etc., which are
essential for building a desirable character. These qualities contribute to the development of mortality and
sound character. Many educationalists share the view of Mahatma Gandhi and regard character development as
the supreme aim of education.
THE CITIZENSHIP TRAINING AIM
The child has to be educated to become a good citizen of his country. A citizen has to perform
multifarious civic duties and responsibilities. Education enables the children to grow as productive citizens by
following the social and moral standards set by the society. Education should motivate the child to perform his
duties and responsibilities as a citizen, for the welfare of the society. As a member of the society, he should have
knowledge about his duties, functions, and obligations towards society, so that the children can successfully
discharge their various civic duties and responsibilities. In a democratic set up, this aim is very important.
The Secondary Education Commission in India (1951-1952) has greatly emphasized citizenship
training in schools. Such training includes the development of certain qualities to character such as clear
thinking, clearness in speech and writing, art of community living, co-operation, toleration, sense of patriotism
and sense of world citizenship.

THE COMPLETE LIVING AIM

Education should acquaint a person with the activities of complete living. They are bearing and
rearing of children, self-preservation, activities related to social and political duties and activities related to the
beneficial utilization of leisure time.
THE HARMONIOUS DEVELOPMENT AIM
Harmonious Development means the harmonious cultivation of the Physical, intellectual, aesthetic
and moral aspects of human nature. The aim of education is to produce a well-balanced personality. All the
powers and abilities of the child should be developed in a harmonious manner. Mahatma Gandhi emphasized
this aim of education very much when he said "By education, we mean an all-round drawing out of the best in
child and man body, mind and spirit." Ultimately the overall aim of education is to ensure harmonious
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development through the achievement of the above mentioned aims. Harmonious development will enable the
child to deal effectively with the problems and uncertainties of life.
PHYSICAL HEALTH AND WELL-BEING
Education prepare the child to lead a healthy life through providing the knowledge required for a
healthy living and helping him to develop a positive attitude towards health. Education should also help the
child to develop health conscience and respect towards his or her own health.
MENTAL AND EMOTIONAL DEVELOPMENT
In this fast changing world, good mental health is a must to cope with the changing lifestyle and
societal needs. Education should train the child by giving adequate opportunities for mental and emotional
development. Now-a-days, lot of research is taking place to gather more information regarding the role of
emotional development on education and life. Research studies conducted by Holman in 1998 shows that
emotional development is very important for attaining success in life, His study reveals that more individuals
with higher intelligence quotient and lower emotional quotient have failed to reach higher positions in life
corresponding to their IQ when compared to individuals with normal IQ and high EQ have managed to reach
higher position which usually demands a very high IQ and leading a very satisfied and happy life. Based on his
study, Holman suggested that instead of IQ, EQ should be considered as the parameter of achievements in life.
According to him, placing challenges in front of a person with lower EQ is just like serving a delicious diet to a
person who is not having the appetite. Of course, more research is needed before replacing IQ with EQ. recent
studies shows that emotional development is essential to conduct proper self-appraisal, control unhealthy
emotions, develop an aim in life, attain emotions maturity, etc. in fact, emotional development is must for
leading a happy and content life. It is earnestly hoped that this aim will receive more attention in the coming
years.
SELF-REALIZATION AIM
What we are is God’s gift to us and what we become is our gift to God. Child is born with tremendous
potentials and education should help the child to become what he has to become by assisting to realize his
potentials and then equipping him to utilize the identified to the maximum extent possible. Self-realization also
helps the child to realize his strengths, weakness, opportunities, and threats so that he can exert a good control
over his life by strengthening the weakness.
THE SPIRITUAL AIM
The idealist thinkers have opined that the spiritual development of an individual should be the
supreme aim of education. Vivekananda and Gandhi both have attached great importance to spiritual values in
education.
THE LEISURE AIM
“Free and unoccupied time” of an individual is generally known as leisure. It is that time which is
utilized for enjoyment and recreation. It is also part of human life. It is a time when we can use it in a creative
way. During leisure we can pursue an activity for own sake and not for earning a living, which is dull and
monotonous. During leisure we can also regain our lost energy and enthusiasm. Leisure can make our life
dynamic and charming. Artistic, moral and aesthetic developments can be inspired through the beneficial use of
leisure time. Children should be educated to use their leisure time usefully and creatively.
INTERNATIONAL UNDERSTANDING:
Education is a universal process and it helps in creating universal understanding. The process we
achieved in the field of education is the result of the combined effort of people from different countries, the
scholars of all periods, the followers of all religions and members of all the races. Education is the common
heritage of mankind and it is not an exclusive property of any particular nation, race or community. All
educationalists, irrespective of their caste, color and creed worked devotedly towards the development of
education. The man-made boundaries or restrictions cannot check the free flow of information and co-
operation among educationalists. As the world has reduced to a global village due to advancements in the
information technology, the aim of international understanding has conquered new dimensions.

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 NURSING EDUCATION
NURSING EDUCATION

Nursing education is the professional education for the preparation of nurses to enable them to
render professional nursing care to people of all ages, in all phases of health and illness, in a variety of settings.
Need for nursing care is universal. Well qualified professional nurses are needed to take care of the nursing
needs of people in any society.
Nursing care is an important and integral aspect of health care. Nurses have an important role to play
in identifying and meeting/solving the health and nursing needs/problems of people of all ages, in a variety of
settings such as hospital, family, and community. S/he should teach principles of healthful living to people
around and above all she has to be a model of health.
The purpose of nursing education is therefore to produce well qualified and competent professional
nurses to meet the nursing needs of the country. Nursing education brings changes in the behavior of student
nurse so as to prepare her to play her roles effectively as an individual and as a good responsible citizen.
AIMS OF NURSING EDUCATION

Nursing education has its aims in common with the aims of education in general as well as its specific
aims. The aims of nursing education are determined by such factors as health needs of the people in the society,
needs of the student, philosophy of nursing, current trends in general education as well as professional
education, current trends in nursing, needs of the time, advances in science and technology and so on. Some of
the specific aims of nursing education are the following:

1. Knowledge Aim: Nursing education should impart scientific and up-to-date knowledge in the area of
biological, behavioural, social, medical and nursing sciences. Nursing education at the same time should aim
at inculcating the appropriate nursing skills and the right attitude in the students. Theoretical and practical
knowledge is essential for rendering intelligent and efficient nursing services. Professional nursing practice
is based on scientific and nursing principles. Any nursing education curriculum should have sufficient
theory content and practical experience.
2. Leadership Aim: Nursing education should aim at the preparation of nurses as good leaders. Nurses are
responsible for the quantity and quality of nursing care. They have to assess and monitor the quality of
care. They have to participate in decision-making and policy-making with regard to health matters and
allocation of resources of health development. They have to plan, organize and manage health care
programmes in the community. They have to evaluate the quality and structure of health care services.
They are to collaborate and coordinate the health care functions of the members of the health team. The
nurse leaders are also responsible for effective nursing education, nursing education should, therefore, aim
at identifying potential nursing leaders and facilitating their development.
3. Professional Development Aim: Nursing education should aim at the professional development of each
individual nurse. She should be trained to keep up the ethics and standards of her profession. Each
individual nurse should be educated in a manner so as to enable her to develop the appropriate skills and
attitude essential for professional practice of her vocation. She should also in turn contribute for the growth
and development of her profession.
4. Personality Development Aim: This is also an important aim of nursing education. Nursing education
should contribute for the all-round development of the individual in all aspects. It should mould her
character and help for the individual is personal as well as professional development. S/he should grow and
develop as a person of self-awareness, self-direction and self-motivation.
5. Research Orientation: Ongoing research is essential for the growth of the profession. Nursing education
should prepare nurses who have inquisitive mind and approach and who can add to the body of nursing
knowledge through participation in scientific investigations.

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6. Democratic Citizenship: Nursing education should inculcate democratic values such as respect to

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individuality, equality, toleration, co-operative living and faith in change through persuasion. The nurse
also has to be a responsible and contributing citizen of the country.

OBJECTIVES OF NURSING EDUCATION

To prepare nurses who will give expert bedside nursing care in the hospital and home.
To provide integration of health and social aspects; theory and practice in generalized public health
nursing.
To provide an adequate, sound scientific foundation, intelligent nursing to understand the functioning of
body and mind in health and disease.
To prepare nurses who will be able to work. Cooperatively with team members who are engaged in health
and welfare work.
To provide opportunities through curricular and extra-curricular activities for the full development of the
personality of each individual student.
To ensure opportunities for initiative and resourcefulness, sense of responsibility for oneself and others
and broad professional and cultural interest.

EDUCATIONAL OBJECTIVES
EDUCATIONAL OBJECTIVES

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 The result sought by the learner at the end of the educational program, ie “what the students should be able
to do at the end of a learning period that they could not do beforehand.” J.-J GUILBERT
 Educational objectives are also called “learning objectives” as opposed to “teaching objectives”. They define
what the student, not the teacher, should be able to do.
 The objectives are more specific target which is set in order to achieve the overall aim or we can say that
they are the steps to achieve the overall goal or aim.
 The objective are more focused statement which describes what the learner will able to do as a result of
teaching or learning.
 The objectives are the individual stages that learner must achieve on the way in order to reach the aim.
They are specific ways of achieving the aims.
 The objectives are developed out of aims. They are usually listed as statement using bullet points. We can
have many objectives to fulfill a aim.
 The reason for formulating objectives is to indicate what changes in behaviour is hoped to bring about in
the student as a result of the courses being offered.

DIFFERENCE BETWEEN AIMS AND OBJECTIVES

EDUCATIONAL AIM’S EDUCATIONAL OBJECTIVES
Aims are generally difficult to measure. Objectives are narrow
Aims are general intentions. Objectives are precise.
Aims are intangible. Objectives are tangible.
Aims are abstract. Objectives are concrete.
Aims are broad Objectives are measurable.
THE PURPOSE OF EDUCATIONAL OBJECTIVES
 Foster a common understanding or expectation among instructors, students and administrators regarding
what an educational activity aims to accomplish.
 Define an activity’s place or role within a broader program.
 Guide students about where they should focus their learning efforts.
 Establish standards against which an activity can be evaluated.

CHARACTERISTICS OF EFFECTIVE OBJECTIVES:

 Focus entirely on students
 Emphasize core skills and content
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 Relate directly back to program goals
 Define learning levels
 Measurable within the confines of the course
 Specific
 Realistic
 Clearly and concisely written
 Strive for higher order learning
IMPORTANCE OF EDUCATIONAL OBJECTIVES
Educational Objectives are important, because these are guides to –
 Selection of content
 Development of an instructional strategy.
 Development and selection of instructional materials.
 Construction of tests and other instruments for assessing and then evaluating student learning outcomes.
TYPES OF EDUCATIONAL OBJECTIVES
1. General / Institutional objectives
2. Intermediate / Departmental objectives
3. Specific/ instructional/ behavioral objectives
These three types of objectives, taken together, make up the Professional Profile

1. GENERAL / INSTITUTIONALOBJECTIVES: PROFESSIONAL FUNCTION

 Correspond to the functions of the type of health personnel trained in an establishment.
 General objectives are a set of statements identifying the major skills that all the graduates/ participants of
the program should possess at the completion of their studies.
 General educational objectives provide a useful basis for preparation of a relevant programme.
 When we compare the general objective to the programme functions, we may find that some of the items
are almost identical. At this general level the acts required to meet the health needs of the population will
have some points in common all over the world.
 At this level of general functions it is not surprising that nurses, physicians, midwives or dentists, for
example, should exercise similar types of functions, such as treatment, prevention, planning, education of
the public, training of colleagues, etc. The differences between the professions will emerge from the more
detailed list of intermediate objectives, describing the activities of each category and from the even more
specific list of tasks. The different types of objectives form a whole. They are given meaning by their
relationships and interdependence. Taken together they make up the professional profile.
 What should be noted at this stage is that all the examples are relatively short (one page) and rather vague.
We will also note that they define everything the students should be able to do at the end of their training.
 They do not define what the teachers do but rather what the institution's “end-product” is. They are also
known as institutional objectives.
EXAMPLE
 The graduate of the new baccalaureate nursing programme will be prepared to function as a generalist with
beginning competencies in a specialized area of nursing.
 The graduate will be prepared to function in a variety of settings and be able to:
1. Obtain health histories and make general health assessments.
2. Provide safe and competent care in emergency situations and acute illnesses.
3. Provide supportive care to persons with chronic or terminal health problems.
4. Provide health teaching, guidance and counselling.
5. Assist persons to maintain optimal health status.
6. Provide for continuity of health services.
7. Assume leadership responsibility for planning and evaluating nursing care.
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 8. Work effectively with all persons concerned with health care problems.

2. INTERMEDIATE/DEPARTMENTAL OBJECTIVE: PROFESSIONAL ACTIVITY

 Arrived at by breaking down professional functions into components (activities) which together indicate
the nature of those functions.
 Intermediate objectives are a set of statements identifying the skills to be acquired by all students who are
taught within a particular school/ department/division, of a nursing college. These skills must be consistent
with the institutional objective.

EXAMPLES
 These intermediate educational objectives were derived from general objectives defining the functions of a
general practitioner. They refer to the pediatric aspect of the work.
 The general practitioner should be able to carry out the following activities:
1) Diagnose and treat major childhood disorders:
a) abnormal development of the embryo or fetus
b) infections in newborn babies
c) emergency surgery on newborn babies
d) jaundice of the newborn
e) vomiting in infants
f) cardiac insufficiency
g) acute diarrhea
h) dehydration
i) convulsions
j) purulent meningitis
k) tuberculoses meningitis
l) tuberculosis
m) eruptive fevers
n) viral bronchopneumonia
o) bacterial pneumonia
p) septicemia
q) childhood skin disorders
r) urinary infections
s) orthopedic problems in children
2) Carry out activities relating to patient care, taking of samples, laboratory work and use of equipment.
a) Sampling techniques: - blood (including blood from umbilical cord); abscess; cerebrospinal fluid (CSF);
urine and puncture of ascites, pleura
b) Techniques relating to patient care, preventive measures and laboratory work: - Immunization;
perfusion, intramuscular injection, transfusion; catheterization, enema; blood grouping; haematocrit;
erythrocyte sedimentation rate and CSF count
c) Use of equipment:- sphygmomanometer; otoscope; aerosol spray; aspirator; electrocardiograph and
ophthalmoscope
3) Distinguish between normal newborn babies and those at risk; organize prevention and early detection of
possible dangers.
a) Recognize growth anomalies.
b) Recognize anomalies of psycho-motor development.
c) Work out with the parents a diet suitable for the needs of their child.
d) Recognize dietary anomalies.
e) Plan a surveillance programme for a normal child and for one at risk.
f) Enter findings in the child's medical record.

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 3. SPECIFIC/ INSTRUCTIONAL OBJECTIVES: PROFESSIONAL TASK

 Corresponding to (or derived from) precise professional tasks whose results are observable and
measurable against given criteria.
 Specific educational objective can be defined as a task accompanied by criteria indicating an acceptable
level of performance for its principal component.

Specific Objective = Task + Criteria

 Specific objective oar description of programme the instruction is expected to produce. These objectives
help to identify the terminal outcomes of instruction in term of observable performance of learner.
 These are further categorized into –
A. Basic instructional objective (BIO):A brief, clear statement of basic skill/ competence which is to be
demonstrated at the conclusion of a unit instruction.
B. Specific instructional objective (SIO): A brief, clear statement of a single skill directly related to BIO
and stated in terms of observable student behavior.

QUALITIES OF A SPECIFIC EDUCATIONAL OBJECTIVE

Relevant
 It should be free of any superfluous material but cover every point relating to the aims in view. Relevance is
the essential quality of educational objectives. Objectives that have every quality except relevance are
potentially dangerous

Unequivocal
 “Loaded” words (words open to a wide range of interpretations) should not be used, to avoid any
possibility of misunderstanding.
 What do we mean when we say we want a student to “know” something? Do we want him to be able to
recite, or to solve, or to construct? To say merely that we want him to “know” tells him too little or too
much.
 The objective is unequivocal when you describe what the learner will have to do to demonstrate that he
“knows”, or “understands”, or “can do”.

words often used but open to many interpretations words open to fewer interpretations

to know to write
to be aware of to identify
to understand to differentiate
to really understand to solve
to appreciate to construct
to fully appreciate to list
to believe to compare
to have faith in to contrast

Feasible
 It must be ensured that what the student is required to do can actually be done, within the time allowed
and with the facilities to hand. The basic condition for feasibility: the minimum (practical, communication
and intellectual skills) to qualify for the course. This is the prerequisite level.

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Logical
 The objective must be internally consistent.

Observable
 It is obvious that unless there is some means of observing progress towards an objective, it will be
impossible to tell whether the objective has been achieved.

Measurable
 The objective must include an indication of acceptable level of performance on the part of the student. The
existence of a creation for measurement will make it easier to chooseor to construct a valid evaluation
mechanism.
 One often hears “most of what I teach is intangible and cannot be measured”. Even rough measurement is
better than none at all, for if no measurement is made instructors tend to assume that a goal has been
achieved just because they have taught the subject. If your teaching skills cannot be evaluated, you are in
the awkward position of being unable to demonstrate that you are teaching anything at all. That is why the
objective must include an indication of acceptable level of performance on the part of the student.

CLASSIFICATION OF THE SPECIFIC OBJECTIVE INTO THREE DOMAIN

(BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES)
Taxonomy is a hierarchical classification in a given field. It provides a classification of various instructional
objectives at suitable levels and in given spheres.
Benjamin Bloom (1956), identified three domains of educational activities:
 Cognitive: intellectual skills
 Affective: attitudes or communication skills
 Psychomotor: practical skills
The Systematic organization of objectives into three domains to help the teachers in precise formulation and
evaluates the result of a system of education, helps students to prepare for examinations to obtain the desired
end results.

1. Cognitive Domain
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This
includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the
development of intellectual abilities and skills. There are six major categories, which are listed in order below,
starting from the simplest behavior to the most complex. The categories can be thought of as degrees of
difficulties. That means, the first one must be mastered before the next one can take place.

ORIGINAL BLOOM COGNITIVE TAXONOMY

Category Description
Knowledge Ability to recall previously learned material.
Comprehension Ability to grasp meaning, explain, restate ideas.
Application Ability to use learned material in new situations.
Analysis Ability to separate material into component parts and show relationships between parts.

Synthesis Ability to put together the separate ideas to form new whole, establish new relationships.

Evaluation Ability to judge the worth of material against stated criteria.

This taxonomy was revised in 2001 by Anderson and Krathwohl to change the category names from nouns to
verbs, and to switch the Evaluation and Synthesis levels in the hierarchy.

14
 REVISED ANDERSON AND KRATHWOHL COGNITIVE TAXONOMY
Category Description
Remember Ability to recall previously learned material.
Understand Ability to grasp meaning, explain, restate ideas.
Apply Ability to use learned material in new situations.
Analyze Ability to separate material into component parts and show relationships between parts.

Evaluate Ability to judge the worth of material against stated criteria.

Create Ability to put together the separate ideas to form new whole, establish new relationships.

ACTION VERBS APPROPRIATE FOR EACH LEVEL OF COGNITIVE DOMAIN

Category Key Words (verbs)
Remember Defines, Describes, Identifies, Knows, Labels, Lists, Matches, Names, Outlines, Recalls,
Recognizes, Reproduces, Selects, States.
Understand Comprehends, Converts, Defends, Distinguishes, Estimates, Explains, Extends,
Generalizes, Gives An Example, Infers, Interprets, Paraphrases, Predicts, Rewrites,
Summarizes, Translates.
Apply Applies, Changes, Computes, Constructs, Demonstrates, Discovers, Manipulates, Modifies,
Operates, Predicts, Prepares, Produces, Relates, Shows, Solves, Uses.
Analyze Analyzes, Breaks Down, Compares, Contrasts, Diagrams, Deconstructs, Differentiates,
Discriminates, Distinguishes, Identifies, Illustrates, Infers, Outlines, Relates, Selects,
Separates.
Evaluate Appraises, Compares, Concludes, Contrasts, Criticizes, Critiques, Defends, Describes,
Discriminates, Evaluates, Explains, Interprets, Justifies, Relates, Summarizes, Supports.
Create Categorizes, Combines, Compiles, Composes, Creates, Devises, Designs, Explains,
Generates, Modifies, Organizes, Plans, Rearranges, Reconstructs, Relates, Reorganizes,
Revises, Rewrites, Summarizes, Tells, Writes.

2. Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major
categories are listed from the simplest behavior to the most complex:

AFFECTIVE TAXONOMY
LEVEL DEFINITION EXAMPLE
Receiving Being aware of or attending to something Individual reads a book passage about civil
in the environment. rights.
Responding Showing some new behaviors as a result Individual answers questions about the
of experience. book, reads another book by the same
author, another book about civil rights, etc.

Valuing Showing some definite involvement or The individual demonstrates this by

commitment. voluntarily attending a lecture on civil
rights.

15
 Organization Integrating a new value into one's general The individual arranges a civil rights rally.
set of values, giving it some ranking
among one's general priorities.
Characterization Acting consistently with the new value. The individual is firmly committed to the
by value, perhaps becoming a civil rights
Value leader.

ACTION VERBS APPROPRIATE FOR EACH LEVEL OF AFFECTIVE DOMAIN

Category Key Words (verbs)
Receiving Asks, Chooses, Describes, Follows, Gives, Holds, Identifies, Locates, Names, Points To,
Selects, Sits, Erects, Replies, Uses.
Responding Answers, Assists, Aids, Complies, Conforms, Discusses, Greets, Helps, Labels, Performs,
Practices, Presents, Reads, Recites, Reports, Selects, Tells, Writes.
Valuing Completes, Demonstrates, Differentiates, Explains, Follows, Forms, Initiates, Invites,
Joins, Justifies, Proposes, Reads, Reports, Selects, Shares, Studies, Works.
Organization Adheres, Alters, Arranges, Combines, Compares, Completes, Defends, Explains,
Formulates, Generalizes, Identifies, Integrates, Modifies, Orders, Organizes, Prepares,
Relates, Synthesizes.
Characterization Acts, Discriminates, Displays, Influences, Listens, Modifies, Performs, Practices, Proposes,
by Qualifies, Questions, Revises, Serves, Solves, Verifies.
Value

3. Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-
skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the
most complex:

 Simpson (1972) built this taxonomy on the work of Bloom and others:
1. Perception - Sensory cues guide motor activity.
2. Set - Mental, physical, and emotional dispositions that make one respond in a certain way to a situation.
3. Guided Response - First attempts at a physical skill. Trial and error coupled with practice lead to better
performance.
4. Mechanism - The intermediate stage in learning a physical skill. Responses are habitual with a medium
level of assurance and proficiency.
5. Complex Overt Response - Complex movements are possible with a minimum of wasted effort and a
high level of assurance they will be successful.
6. Adaptation - Movements can be modified for special situations.
7. Origination - New movements can be created for special situations.

 Dave (1970) developed this taxonomy:

1. Imitation - Observing and copying someone else.
2. Manipulation - Guided via instruction to perform a skill.
3. Precision - Accuracy, proportion and exactness exist in the skill performance without the presence of the
original source.

16
4. Articulation - Two or more skills combined, sequenced, and performed consistently.
5. Naturalization - Two or more skills combined, sequenced, and performed consistently and with ease. The
performance is automatic with little physical or mental exertion.
 Harrow (1972) developed this taxonomy. It is organized according to the degree of coordination including
involuntary responses and learned capabilities:
1. Reflex movements - Automatic reactions.
2. Basic fundamental movement - Simple movements that can build to more complex sets of movements.
3. Perceptual - Environmental cues that allow one to adjust movements.
4. Physical activities - Things requiring endurance, strength, vigor, and agility.
5. Skilled movements - Activities where a level of efficiency is achieved.
 The following list is a synthesis of the above taxonomies:

PSYCHOMOTOR TAXONOMY
LEVEL DEFINITION EXAMPLE
Observing Active mental attending of a The learner watches a more experienced person. Other
physical event. mental activity, such as reading may be a pert of the
observation process.
Imitating Attempted copying of a The first steps in learning a skill. The learner is observed
physical behavior. and given direction and feedback on performance.
Movement is not automatic or smooth.
Practicing Trying a specific physical The skill is repeated over and over. The entire sequence is
activity over and over. performed repeatedly. Movement is moving towards
becoming automatic and smooth.
Adapting Fine tuning. Making minor The skill is perfected. A mentor or a coach is often needed
adjustments in the physical to provide an outside perspective on how to improve or
activity in order to perfect it. adjust as needed for the situation.

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 THE THREE CLASSIFICATIONS (SIMPLIFIED)

Able to solve a new Able to Internalize a Able to perform a

problem feeling practical act
automatically and with a
high degree of efficiency

Able to supply a Able to exercise

Able to Interpret data response to the affective effective control over
need of another person the practical skill

Able to show Able to Imitate

recepthrity the actlons of a
Able to recall facts
towards another person model

Domain of Domain of Domain of

Intellectual skills Communication skills Practical skills

Participation In Educational
activities

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 PRINCIPLES OF EDUCATION
1. Education is pervasive:-
It involves everybody. It is invasive and it is not just learning and forgetting. A true learning involves the
application of whatever learned whenever and wherever is necessary.
2. Education is goal oriented:-
Everybody learn to achieve certain goal. The goal may be differing based on the individual needs. The needs
might vary according to their life goal, philosophy, opportunities available, etc.
3. Education is continuous process:-
There is no limit for education. Education starts in womb and ends in tomb. We learn something everyday and
every moment. It is a life long process.
4. Education is modification of behavior:-
The aim of education is to bring desirable changes in the behavior of the educand and remove the unwanted
behavior from the child.
5. Education is flexible:-
Any education cannot be rigid. It is based on many factors especially the learner. Individuals are unique and
differently endowed with various capacities and abilities.
6. Education is for all age groups:-
We have variety of educational systems called pre-primary, primary, secondary, higher secondary, collegiate
education, distance education and a system of open university. Because of this, now opportunities are available
for all age group people to undergo educational process.
7. Education is group activity:-
In order to learn something at least two people are necessary. Education is the interaction between the teacher
and the student.
8. Education is a social process:-
It is a social process because the close cooperation of all the members are essential. The aim of education is to
prepare a human being to lead a happy life in the society.
9. Education is dynamic:-
Education is an active process, where the learner is actively involved in the process of learning. The aim of
education is to bring the desirable changes in the behavior. Education is mostly a planned, purposeful and
dynamic activity.
10. Education is a science and art:-
Education is a body of systematized knowledge and hence a science. It include the principles of psychology,
sociology, philosophy and humanities, etc. It is an art in the sense that it include the art of teaching, learning
and imparting knowledge.

19
 AIM AND OBJECTIVES OF M.Sc. NURSING COURSE
Aim

The aim of the postgraduate program in nursing is to prepare graduates to assume responsibilities as nurse
specialists, consultants, educators, administrators in a wide variety of professional settings

Objectives

On Completion of the two year M.Sc. Nursing programme, the graduate will be able to:-
1. Utilize/apply the concepts, theories and principles of nursing science
2. Demonstrate advance competence in practice of nursing
3. Practice as a nurse specialist.
4. Demonstrate leadership qualities and function effectively as nurse educator and manager.
5. Demonstrate skill in conducting nursing research, interpreting and utilizing the findings from health related
research.

6. Demonstrate the ability to plan and effect change in nursing practice and in the health care delivery system.
7. Establish collaborative relationship with members of other disciplines
8. Demonstrate interest in continued learning for personal and professional advancement.

PHILOSOPHY OF
NURSING EDUCATION
INTRODUCTION :-
It is a scientific, systematic inquiry about the ultimate reality in the universe; it is the basis for understanding
man.
A philosophy of nursing education includes beliefs and values with regard to the man in general and
specifically man as the learner, the teacher, the nurse and the consumer. It also includes beliefs about health,
illness, society, nursing, learning etc.
Traditionally Nursing and Nursing Education had adopted a Christian philosophy which was based on
super-naturalism. A Christian philosophy has a belief in a personal God, who is the creator, redeemer and
provider of man and universe. "Love of God and "Love of neighbor" are the maxims of Christian philosophy.
According to Christian nurse who would believe in God and who would take care of the sick fellow-beings after
the example of Christ.
During the course of time, changes have taken place in the field of education, health care, socio-cultural
aspects, science and technology. There was a need for change in the existing value systems and beliefs. Changes
had taken place in the field of nursing practice and nursing education also. It was not advisable to adhere to
only one type of philosophy. So it became inevitable for nursing too, to follow the path of eclecticism, i.e., to
draw the best and useful aspects from various educational philosophies and make one's own philosophy.
Olivia Embevls discussed some modern philosophical points in her book "Curriculum Building in
Nursing'' with regard to nursing and nursing education. These philosophical points are:
1) The Individual has Intrinsic Value and there is Worth Inherent in Human Life: Each human life has
inherent worth and nursing is a service to individuals, to people, without any distinction between caste or
creed, sex or colour, age or religion and rich or poor. It is concerned with human welfare. It acknowledges
the uniqueness of each individual. It considers health as a human right. The aim of nursing education is to
produce a professional nurse with such a philosophical outlook.

20
2) Nursing is a Rational Activity: Nursing functions require the exercise of critical thinking, logic and
judgement. Nursing is a problem-solving and decision-making process. The nurse is a legally and morally
accountable person. A nursing education curriculum should include such learning experiences that would
equip the learner with skills in problem-solving, decision- making and critical thinking.
3) Nursing's Uniqueness is in the Way the basic, social andBiologica1 Sciences are synthesized in
Functions that Promote Health: Nursing actions are based on scientific principles which are drawn from
the bio psycho-social sciences. Any nursing education curriculum should include subjects like physics,
chemistry, biology, anatomy, physiology, microbiology,' psychology, sociology and other relevant subjects.
4) The Individual Nurse-Citizen has Some Control Over and Responsibility for the Political and Social
Milieu in which S/he Lives: The nurse is also a member of the society and a true citizen of the country. As
such, he/she has to have some active voice in the social, political and legal aspects of the community,
especially with regard to health care matters. The nurse is a change agent as well as a consumers' advocate
and protector. She has to take active part in effecting social changes and she has to speak for the people.
One of the important aims of nursing education is democratic citizenship.
5) Nursing is a Process with a Central Subjective Purpose, an Inherent Organization or System and
Dynamic Creativity: It is an agreed upon belief that nursing is a process to attain an end. A process is a
series of actions or operations to attain an end. Processes have three characteristics. They are: inherent
purpose, internal organization and infinite creativity.
 The inherent purpose of nursing is the optimum level of wellness of health for the individual.
 In the case of nursing process, internal organization means the series of actions to attain the aim of
optimum health of the individual/community.
 Infinite creativity in nursing process means the dynamics of evolving uniquely more effective and
efficient nursing activities for the achievement of the goal of optimum health.
6) Nursing Functions are Independent, Inter-dependent and Collaborative; Nursing is a crucial component
of multi-disciplinary healthcare system. The nursing education curriculum should reflect the independent,
dependent and collaborative positions of the nurse involving these respective functions.
7) Nursing is a Profession and Nursing Practice Must Reflect Professionalism: This is a much debated
issue. One of the aims of nursing education is professional development of the pupil nurse. In order to
accomplish this aim curriculum should include courses like ethics and standards of profession, professional
adjustments and research.
8) Nursing Roles in the Order of Priority are: Educative (promotive, preventive, rehabilitative), therapeutic
and supportive. The priority of roles as specified in philosophy dictates the order of priority in curriculum
content.
9) The Democratic Mode of Operation and the Implications of that Democratic Mode are a Key Stone of
Nursing Roles, Organization and Structure: Democratic processes like authority by mutual consent,
individual accountability for group activities and the ability of each group member to contribute to his/her
potential are essential to the optimal functioning of the nursing group. A democratic organizational set up
has to be preferred in the present day situation when democratic development leadership is considered as
the best.

MEANING OF PHILOSOPHY:-
Etymologically, the term, ‘philosophy’ has been derived from two Greek words: Philos means love, Sophia
means wisdom.
 It is the loving and searching for wisdom and truth.
 It is a living force, a way of life, an attitude towards life and a search for truth and reality.
 Philosophy is the study of the general principles and understanding all i.e., god, the world and man
himself, of origin, nature and the activities that come in the range of human experience.
 Philosophy influence the daily life of every individual, it is particular way of looking at things, e.g., some
are pessimists, some are optimists, some are idealist, some are realist, some are materialist, some
believe in destiny, some are atheists (don’t believe in God) and so on.

DEFINITION OF PHILOSOPHY:-
 Philosophy is the science of knowledge. – (Fitche)
 Philosophy is the science of all sciences. – (Coleridge)
 Philosophy is the mother of all arts. – (Cicero)
 Philosophy is a search for a comprehensive view of nature, an attempt at a universal explanation of
nature of things. – (Henderson)
21
 CLASSIFICATION OF PHILOSOPHIES :-

TRADITIONAL MODERNCONTEMPORARY
PHILOSOPHY PHILOSOPHY

1. Naturalism 1. Existentialism
2. Idealism 2. Progressivism
3. Pragmatism 3. Behaviourism
4. Humanism
5. Experimentalism
6. Eclecticism
7. Reconstructionalism

TRADITIONAL PHILOSOPHY

 Naturalism-
According to naturalists, human life is a part of nature, it is a self- sufficient entity having its own
natural matter natural force and natural laws. It emphasizes, on ‘matter and the physical world’. It does
not believe in spirituality and supernaturalism.
 Idealism:-
Idealism believes in the ‘universal mind’ or ‘God’. He is the creator and he creates entire world. It is the
source of all human values. The goal of all human activities is the realization of ‘universal mind’ in his
own self.
It regards man as a ‘spiritual being’, superior to animals. Reality is found in the mind of man and in the
external world.
 Realism:-
Realism is an outcome of scientific development. By observation, experimentation and examination if it
is found to be true can be considered as real. Realism is directly related to men and society. Through
realism, man is able to enjoy the comforts of society, after getting all the joys of life.
 Pragmatism:-
Pragmatism is a matter of fact, treatment of things based solely on their practical utility. It is the
element of utility that has the greatest appeal for a element of utility that has the greatest appeal f ,M BH
Nor/ a pragmatist. For him, utility is truth and truth is utility. Pragmatism believe in practical and
utilitarian philosophy.

MODERN CONTEMPORARY PHILOSOPHY

 Existentialism:-
This philosophy views man as, participating in a world of things and events, human existence is the
nature of man to exist, to stand out into reality, to participate in being, to be present to all.
 Progressivism:-
In this philosophy education is centered around for the present life itself. The development of an
individual and the society is only possible, when education facilitates the growth of every phase of the
child.
 Behaviourism:-
Person’s behavior is the result of environmental conditioning. Man is a passive recipient, who reacts to
external stimuli, he has no will or decision of his own or the capacity to take spontaneous action.
22
 Humanism:-
The humanist emphasis is on literature. He has to overcome the conflicts of his own time. Man is an end,
not a means.
 Experimentalism:-
Experimentalism reject the laissez-faire individualism and permissiveness. They accept a naturalistic
point of view, but they want the control and utilization of nature-not submission to nature. It accept the
perspective of evolution.
 Eclecticism:-
To familiarize with different philosophers, draw the best and essential points inspiration from all of
them and make into one harmonious whole and build one’s own philosophy of education. It is known
as, the ‘eclectic tendency’ in education.
 Reconstructionalism:-
It may be understood in two forms. First, total change. Second, desirable change. Hereby educational
reconstruction, we mean both the types of reforms.

23
 UNIT – 02
TEACHING
LEARNING
PROCESS

24
 TEACHING-LEARNING PROCESS

INTRODUCTION

Teaching learning process is as old as human beings. If the teaching-learning process is effective, the learner is
able to make the best use of the things in the world around him. If a learner has not learnt the art of living
harmoniously with others, he will find himself beast with more difficulties than the person who has learnt how
to establish social relations with his fellows. So the acquisition of knowledge, skills and attitudes which enables
us to adjust ourselves in effective manner to the environment may be said to be the aim of teaching learning
process.

DEFINITION OF TEACHING

1. By HC Morrison, 1934, “Teaching is an intimate contact between teacher, a more mature personality and
student is less mature personality. In the process of education, teacher helps in developing the student
personality by his intimate contact”.

2. By Edmund Amidon 1967, “Teaching is an interactive process, primarily involving classroom talk, which
takes place between teacher and pupil and occurs during certain definable activities”.

3. “Teaching is the stimulation, guidance, direction and encouragement of learning. BURTION

DEFINITION OF LEARNING

Learning has been defined by different psychologists as follows:

1) “To learn is modify behaviour and experience”. – Munn.

2) “Learning is the modification of behaviour through experience and training”. – Gates and others.

3) “Learning is process of progressive behaviour adaptation” – skinner.

4) “Learning is the acquisition of habits, knowledge and attitudes. It involves new ways of doing things as
it operates in an individual’s attempts to overcome obstacles or to new situations. It represents
progressive changes in behavior... It enables him to satisfy interests to attain goals.” – Crow and crow.

5) “Learning is a process by which an organism in satisfying his motivation adapts of adjusts to a situation
in which it must modify its behavior in order to overcome obstacles or barriers”. – Kingsley and Garry

25
DEFINITION OF TEACHINGS, LEARNING PROCESS

1. Teaching learning process is a means whereby society trains its young ones in a selected environment
(school or college) as quickly as possible to adjust themselves to the world in which they live.

2. Teaching-learning process is a means through which the teacher, the learner, the curriculum and other
variable are organized in a systematic manner to attain predetermined goals and objectives.

TEACHING –LEARNING STRATEGIES:-

Siu HM, Spence Laschinger HK and Vingilis E(2005) mentioned certain teaching strategies to create
empowering learning environments. They are –

 Strategies to increase students formal and informal power.

 Instill a shared governance approach to education with students.
 Encourage students to set goals and agendas for class sessions.
 Facilitate the educational use of small – group projects or assignments.
 Encourage students to facilitate the learning of their peers and nursing faculty.
 Strategies to increase students access to opportunity.
 Encourage students to be self-directed and autonomous in their learning.
 Encourage students to conduct self – assessments of their learning needs.
 Help students develop their own individualized learning plans.
 Explore with students creative learning opportunities, such as attending nursing conferences,
conducting an educational in-service, or developing an educational pamphlet.
 Strategies to increase students access to resources.
 Allow adequate class time for students to accomplish their learning objectives and to share their
knowledge development with their peers.
 Be available to help students with their learning values.
 Direct students to use other resources, such as the library, nursing experts, allied health care
professionals, professional associations, and community agencies.
 Strategies to increase students access to information.
 Share with students your teaching and learning values.
 Discuss with students your expectations of them.
 Offer students your nursing expertise and knowledge.
 Provide students with verbal and written feedback about their learning progress and
performance.
 Encourage students to provide each other with verbal and written feedback about their learning
progress.
 Challenge students to critique the effectiveness of their learning resources.
 Strategies to increase students access to support.
 Foster an open-door philosophy.
 Take time to listen to students’ learning needs and ideas.
 Recognize student’s learning skills and accomplishments.
 Encourage students to assume roles and engage in learning activities that showcase their
strengths.
 Encourage students to pursue their individualized learning needs.

26
PRINCIPLES OF TEACHING

1. Teaching should have clearly defined goals and objectives.

2. Teaching strategies should cater to the aptitude, interest and abilities of the students as teaching is
student centered.
3. Teaching to be effective must cater to individual difference of students or learners. Pupils learn
more effectively when they learn at their own place.
4. Teaching is always in social content. It can never be programmed in a vacuum.
5. Teaching should correlate with the various ideas and events, i.e. correlation of the present events
can be made with the past.
6. Teaching should emphasize the student’s active participation in all the stages and steps of teaching
learning. Active learning with as much participation of learners as possible is more rewarding and
lasting.
7. Teacher student cooperation is essential in teaching learning.
8. In teaching some remedial or compensatory or extra teaching for some students who have some
difficulties in learning.
9. In teaching there should be a proper physical and social environment in the classroom for
motivating learners.
10. Planning in teaching is very essential, which involves preparation of the lesson notes, provision of
teaching aids and working out strategies to deliver lessons properly.
11. Teaching process to be effective must adopt proper means and strategies and tacts (planned
tactics).
12. A teacher must be quite imaginative and resourceful for adapting himself and his teaching to the
requirements of teaching-learning environments.
13. A variety of teaching aids and strategies should be adopted to motivate and sustain interests of the
students.
14. Teacher should keep the class active for all round development of personality of the students. In
addition to specific learning, by individuals, one acquires qualities of stability and introvertness.
15. Teacher should adopt the principles of play way is related to learning by doing, gives, joy, freedom,
contentment and inner and outer peace. The learner learns things by doing.
16. Teacher should do his best to motivate all students in the lesson, which arouse interest leads to
willing to concentrate and work. Motivated learner is more likely to learn than unmotivated learner.
17. Teaching must enable the student to work independently and without the teacher at later stages
(self-education). Good learning habits are very fruitful.
18. Teaching is the stimulation, guidance, direction and encouragement of learning.
19. There are different things or ideas which come across in teaching. They should go together and
should be associated with each other.
20. There should be provision for change rest and recreation to avoid or prevent or reduce fatigue, lack
of attention and monotony.

MAXIMS OF TEACHING

The maxims of teaching are very helpful in obtaining the active involvement and participation of the
learner in the teaching learning process. They quicken the interest of the learners and motivate them to learn.
They make learning effective, inspirational, interesting and meaningful. A good teacher should be quite familiar
with them. Teaching a lesson proceeds from:
1. Proceed from known to unknown
The new knowledge to be imparted should be linked with the life and experience already gained by the
pupils. This forms a link. The work at school must grow out of the life and experience of the child. A
teacher must arrange his subject matter and lesson in such a way that each part is properly connected
with what has done before. So, for effective teaching, what the child already knows should be linked up
with what he is going to know.

27
2. Proceed from simple to complex
Based on psychological development of the students, the teacher has to proceed from simple to complex
so that the learner can understand the subject very easily.
3. Proceed from Overview to detail
4. Proceed from Easy to difficult
We have to take into consideration, the psychological make-up of the child. Teacher should go from easy
to difficult.
5. Proceed from Concrete to abstract
The children learn better from things which they can handle and see. The child picks up concrete
knowledge more easily. He understands the abstract through the concrete.
6. Proceed from Particular to general
The particular fact must be presented to the children before giving them general rules. Particular is
more definite than the general which is indefinite. The study of particular facts should lead the children
themselves to frame general rules.
7. Proceed from Indefinite to definite
8. Proceed from Imperial to relational
Empirical knowledge is that which is based on observation and first hand experience about which we
cannot give any reasoning at all. Rational knowledge is that where facts form part of general system of
truth and explained most scientifically. It is always good to begin with we see, feel and experience than
with what we reason about, generalize and explain.
9. Proceed from Psychological to logical
A teacher has two important duties to perform:
 The suitable selection and arrangement of subject matter.
 The study of the child’s nature.
 Teaching should be done in accordance with the interests, need and capacities of the
child.
 Teacher has to teach in psychological approach.
10. Proceed from Whole to parts.
It is based on the result of psychology of learning. We always perceive the whole thing first and then
pay attention to its parts, e.g. while teaching a poem, the child should first be given an idea of the whole
poem. After this he should be made to understand its rhythm, language.
11. Proceed from Near to far
12. Proceed from Analysis to synthesis
The teacher should start with analysis so that the complex whole becomes clear. This will help the child
to understand every part and also the relationship among various parts is not sufficient. These should
be put in a systematic and elegant form.
13. Proceed from Actual to representative
Real, actual and natural objects appeal to children more than the improvised or representative object:
actual things have greater appeal than their representative forms.
14. Proceed from Deductive to inductive

28
15.
16.
17.
18.

•
•
•

•
•
•

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Proceed from Inductive to deductive
Proceed from Parts to whole
Proceed from Observation to reasoning
Proceed from Familiar frame work to unfamiliar.

CLASSIFICATION OF METHODS OF TEACHING

1. INSPIRATIONAL METHOD: Based on high activity on the part of the teacher. Ex: Simulation and
Micro teaching.
2. EXPOSITORY METHOD: Cognitive emphasis is high. Ex: Lecture method.
3. NATURAL LEARNING METHOD: Learning takes place in the natural way.
4. INDIVIDUALIZED METHOD: Main emphasis is for each learner to learn at his own pace. Ex: Self
study or case method.
5. ENCOUNTER METHOD: developing new ways of imparting education. Ex: Role play.
6. DISCOVERY METHOD: It is through cognitive understanding Ex: Problem solving technique.
7. GROUP METHODS: Teaching through special assignments. Ex: Project method.

“CLASSIFICATION OF TEACHING LEARNING METHODS”

29
T3LDR2M
H
A
U
S
R
T
N
E
C
D 1IONESU.HCA
OTHER CLASSIFICATION

“TEACHING LEARNING METHODS”

30
 CLINICAL TEACHING METHODS

Nursing Case Study Nursing Care Plan

Bedside Clinic Nursing Rounds

Conferences Process Recording

Nurses Reports Field Trips

Brain Storming Health Talks

Client Family Centered Ward Teaching

Ward Class Ward Clinic

31
Case Presentation Case Analysis

Case Incident Technique Laboratory Method

Group Discussion Demonstration

32
 UNIT – 03
INSTRUCTIO-
NAL
MEDIA AND
METHODS

33
 AUDIO- VISUAL AIDS
INTRODUCTION

 'Audio-visual aids, 'audio-visual materials', 'audio-visual media; 'communication technology', educational

or instructional media' and 'learning resources', 'educational technology' and 'instructional technology' are
all these terms broadly mean the same.

 Audio-visual material must be seen in their relationship to teaching as a whole and to the learning process
as a whole, until teacher understands the relationship between audio-visual material and teaching-learning
process, he cannot be expected to make intelligent or fruitful use of the techniques, which offer so much
assistance in day today activities of teachers.

DEFINITION

1. “An audio-visual aid is an instructional device in which the message can be heard as well as seen.”

2. “Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce
learning.” - Burton

3. “Audio-visual aids are those aids which help in completing the triangular process of learning, i.e.
motivation, classification and stimulation.” - Carter V Good

4. “Audio-visual aids are those devices by the use of which communication of ideas between persons and
groups in various teaching and training situations is helped. These are also termed as multi-sensory
materials.” -Edgar Dale

5. “Audio-visual aids are anything by means of which learning process may be encouraged or carried on
through the sense of hearing or sense of sight.”- Good’s Dictionary of Education

6. “Audio-visual aids are any device which can be used to make the learning experience more concrete,
more realistic and more dynamic.” - Kinder, S James

7. “Audio-visual aids are supplementary devices by which the teacher, through the utilization of more
than one sensory channel is able to clarify, establish and cor-relate concepts, interpretations and
appreciations.” - Mckown and Roberts

MEANING OF AUDIO-VISUAL AIDS

 The sensory objects or an image which initiates or stimulates and reinforces learning. It helps the process
of learning for ex_ motivation, classification and stimulation.

 Audio-visual aids are multisensory materials which motivate, classify, and stimulate the individuals. It
makes dynamic learning experience more concrete, ealistic and clarity, establish, co-relate and coordinate
accurate concepts, interpretations and appreciation and enables him to make learning effective, interesting,
inspirational, meaningful and vivid.

 It provides significant gains in informational learning, retention, recall, thinking, and reasoning, activity
interest, imagination, better assimilation and personal growth and development.

34
CONCEPT OF AUDIO-VISUAL AIDS

 Audio-visual aids are sensitive tools used in teaching and as avenues for learning. These are planned
educational materials that appeal to the senses of the people and quicken learning, facilitates for clear
understanding.

 A Chinese Proverb: “If I hear, I forget”, “If I see, I remember”, “If I do, I know” says the importance of sensory
perception in teaching, learning situation.

 If a person have some things seen OR something hear the remember percentage is seeing - 87%, Hearing -
07%.

 Audio-visual aids enhance clarity in communication.

 Provides diversity in method.

 Increases the forcefulness of the subject being learned or taught.

 Serves in the instructional role in order to supplement and enrich the teacher's own learning.

 The student will be able to get direct experience of a real life situation or indirect sensory experience or
symbolic experiences will be used.

NEED/IMPORTANCE/PURPOSE OF AUDIO-VISUAL AIDS

o Improve and make teaching effective.

o Enable the audience to look, listen and learn.

o Make learning interesting and profitable.

o Quicken the phase of learning.

o Economize teacher's effort.

o Foster/develop the knowledge.

o Add variety and newness to the lesson, provide vicarious experience.

o Overcome possible hurdles during the act of teaching.

o Bring expected behavioral change among the learners.

o Stimulate curiosity.

o Provide concrete experience or direct contact with reality or serves as a source of information and life
likeness in the teaching learning situation.

o Provide a basis for more effective perceptual and conceptual learning.

o The student acquires clear, accurate and vivid image during the process of learning.

o Increase and sustain attention and concentration.

o Make personal involvement of the student in active learning and meet individual needs of the learners.
35
o Increase the meaningfulness of abstract concepts by stimulating correct thinking.

o It can serve as an open window through which the student can view the world and its phenomena by
bringing remote events into the classroom.

o Provide an opportunity for situational type of learning, e.g. field trips.

o Provision of active participation of the students and vicarious experiences encourage healthy interaction
for the effective realization of teaching-learning objective.

o Facilitate and advance the process of applying what is learned to realistic performance and to the life
situation.

o Facilitate freedom among learners, increases retention as they stimulate response of whole organization to
the situation in which learning takes place.

o They direct, dramatize the experiences.

o Add zest, interest and vitality to any training situation.

o They enable the students to learn faster, remember for longer duration, gain more accurate information,
and understand the concepts with adequate meaning. Thus learning becomes more meaningful, enjoyable
and effective.

o They give variety to classroom techniques, provides change in the atmosphere of the classroom, and allow
some freedom from the formal instruction or traditional type.

o Spread of education as a mass scale-It will provide opportunity for promoting adult education.

o Promote scientific temper as students observe demonstrations and scientific phenomena.

o Develop higher faculties among the student and it promote memorization, stir imagination, thinking
process and reasoning power, call for creativity, and inventiveness and reinforce the learners.

o Positive transfer of learning and training and positive environment for creative discipline.

o The students will get opportunity to handle, touch, feel, operate, manipulate the audiovisual aid. It gives
added appeal because it satisfies temporarily at least the natural desire for mastery and ownership.

o Audio-visual aids educate children for life, promotes international understanding.

o Increase the concreteness, clarity, effectiveness of the ideas and skills 'being transferred.

o The teacher has to organize his teaching material in a systematic order to impress the ideas more clear in
the mind.

o Visualize and make teaching more real; acts as an antidote to the disease of verbal instruction. They reduce
verbalism, help in giving clear concepts and thus help to bring accuracy in learning.

o Stimulate thinking and motivate action.

o Save time and energy.

o Change attitude or point of view of learners.

o Stimulate self-activity on the part of the learner by which it offers reality of experience.

36
o Develop continuity of thought.

o Contribute to the growth or clear understanding, increase vocabulary development.

CLASSIFICATION OF AUDIO-VISUAL AIDS

Type-I

1. Auditory aids, e.g. radio, recordings, mike, phonograms, megaphone,

microphone, gramophone.

2. Visual aids.

✍ Non-projected/unprotected, e.g. (Models) 3-D materials, pictures, charts,

flannel, graphs, boards, cartoons, maps, photographs, flashcards, illustrations,

posters, printed materials.

✍ Projected aids, e.g. epidioscope, slide projector, overhead projector, film

projector, opaque projector.

3. Audio-visual aids, e.g. television, video, sound-motion pictures.

4. Aid through activity, e.g. field trips, models, collection of material and

exhibition.

5. Traditional media, e.g. puppets, dramas, folksongs, and folkdance.

Type-II

1. Visual aids

✍ Projected aids, e.g. films, filmstrips, opaque projector, overhead projector,

slide projector.

✍ Non-projected aids

• Graphic aids, e.g. call00ns, charts, comics, diagrams, flash cards, graphs,

charts, maps, photographs, pictures, posters, printed materials, flip books,

illustrated books.

• Display boards, e.g. blackboard, bulletin board, flannel board, magnetic

board, PEG BOARD.

• 3-D aids, e.g. diagrams, models, mockups, objects, puppets, specimen,

exhibit.

2. Audio aids, e.g. radio, recordings (tape, disco) and television, video tapes,

language laboratories, sound distribution systems.

37
3. Activity aids, e.g. computer assisted instructions, demonstrations, dramatics,

experimentation, field trips, programmed instruction and teaching machines.

Type-III

1. Big media, e.g. computer, VCR, and TV

2. Little media, e.g. radio, filmstrips, graphic, audio cassettes other visuals.

38
PRINCIPLES OF THE EFFECTIVE USE OF AUDIO-VISUAL AIDS

General Principle

 Audio-visual materials should function as an integral part of the educational programme.

 Audio-visual aids should be centralized, under specialized direction and leadership in educational
programme.

 An advisory committee should be appointed to assist in the selection and coordination of audio-visual
material.

 Audio-visual educational programme should be flexible.

 Instructors have to help the students how to use audio-visual aids.

 Budget appropriations should be made regularly for the audio-visual educational programme.

 Legal aspects should be considered in the production and the utilization of educational communication
media.

Principle of Selection

• Audio-visual aids should suit:

✍ The teaching objective.

✍ Unique characteristics of the special group of learners.

✍ The age level.

✍ Grade level, etc.

• Specific educational value and stimulate interest and motivation.

• True representatives of the real things.

• Help in the realization of desires, learning objective.

Principle of Preparation

• Locally available material.

• Students should be associated in preparation of audio-visual aids.

Principle of Physical Control

• Arrangement of aids safely to facilitate their lending to the teachers for use.

Principle of Proper Presentation

• Carefully visualize the use of teaching aid before their actual presentation.

• They should fully acquaint themselves with use and manipulation of the aids to be shown in the classroom.

• Adequate handling of aid to prevent damaging.

39
• Display properly so that all the student, are able to see it, and observe it to derive maximum benefit out of it.

• Avoid distraction of all kinds.

Principle of Response

 The teacher should guide the students to respond actively to the audio-visual stimuli so that they derive the
maximum benefit in learning.

 Principle of Evaluation Continuous evaluation of: Audio-visual

material.

 Based on realization of desired

 Accompanying techniques. Objective.

FACTORS INFLUENCING IN SELECTION OF AUDIOVISUAL AIDS

 Audio-visual aids will be used either single or in combination depend upon:

 The objectives of training programme/the teaching objective, i.e. the type of behaviour change you want to
bring in learner or to change the attitudes of the learner or to gain certain skills.

 The nature of subject matter being taught.

 The nature of audience.

✍ Number, e.g. small group-flash card, large

✍ Group-movies.

✍ Age.

✍ Educational level.

✍ Socio-economic status.

✍ Interest.

✍ Experience.
✍ Knowledge of the subject.

✍ Intelligence levels.

• Relative cost.

• The teacher's familiarity with originality and skill in selection, preparation and use of aids.

• The availability, functioning or working condition of aids.

• Knowledge of resources and availability of facilities.

THE EFFECTIVE USE OF AUDIO-VISUAL AIDS

1. Planning

✍ Know clearly the objectives of the presentation.

40
 ✍ Plan well in advance.

✍ Anticipate the problem and avoid them.

✍ Anticipate the size of the audience; the aids should be visible, audible for entire

group of audience.

✍ Plan for the use of variety of colorful visual aids, ample number of aids

(different types) has to be planned. They help change in phase of presentation

and keep the audience hold and develop interest, enthusiasm, creativeness

among the group of audience.

✍ Plan in advance appropriate time of presentation.

2. Preparation

✍ Select a convenient and comfortable meeting place; seating arrangements must

be suited to the specific purpose.

✍ Anticipate the need for special effects either total lighting or darkness, prepared

to provide either, at the right time.

✍ Make sure that all equipments are in good working order, before starting the

meeting.

✍ Prepare by rehearsing or previewing in order to make a smooth presentation.

✍ Arrange the audio-visual aids in sequence and have them within easy reach.

✍ Keep aids out of sight until actually required for use.

3. Presentation

✍ Motivate the audience and stress the key points they should observe during the

presentation.

✍ Present aids at the right moment and in proper sequence.

✍ Display only one aid at a time.

✍ & Remove all unrelated materials.

✍ Stand beside the aid, not in front of it.

✍ Speak facing the audience and not the side.

4. Evaluation

✍ At the end, evaluate by providing for discussion and application to discover and dispel
misunderstandings, if any. Undertake follow-up studies and observe results.

41
UNIT – 04
REPORT’S

42
 UNIT – 05
MASTER
ROTATION
PLAN

43
 UNIT – 06
CLINICAL
ROTATION
PLAN

44
 UNIT – 07
COURSE PLAN

COURSE PLANNING
INTRODUCTION

45
Nursing educational programme is a combination of various courses like medical surgical nursing, mental
health nursing etc. These courses are placed in an intertwined manner in order to attain the objectives of the
educational programme.
COURSE
 A course is a combination of various but interrelated units.
 It serves as a guide for the teacher as well as for the students in creating the atmosphere conducive for
worthwhile learning and purposeful activities.

LEVELS OF COURSE PLAN

 At the level of the course itself - organizing both content and learning experiences within the course.
 Planning in relation to the total programme placement of the course in the programme and its relationship
to other courses.

PRINCIPLES OF COURSE PLANNING

1. State the objectives in behavioral terms.
2. Establish a sequence. e.g. In teaching bed making Plan teaching of simple open bed first, admission bed
next, post operative bed, fracture beds, renal beds, etc.
3. The teacher should keep in mind
 What should the students learn from the course?
 What should be the sequence of topics/units?
 How much time is to be allotted?
4. Ensure logical and psychological continuity
5. Organize the course in a student centered manner.
6. Principle of integration.
7. Give adequate weight age to the core curriculum content.
8. Unity curriculum: merging of closely related subjects to form a particular course in order to avoid
repetition and overlapping.
9. Select learning approach that is acceptable to all teachers.
10. Flexibility in selecting teaching learning method.
11. Provide variety in modes of learning

PRINCIPLES FOR SELECTING THE COURSE CONTENT

 Content should contribute to the achievement of the objectives of the particular nursing educational
programme.
 It should be appropriate to the level of that group of students to whom it is to be taught.
 Content should have community orientation.
 It must be sensitive to the changing health needs as well as aspirations of the students.
 It should be experience based.
 Content should have transcultural perspective.
 It should provide functional relationship with allied disciplines or professions.
46
 It must be wide and comprehensive.
 It should provide for continuous learning.
 Content should contribute to the personal and professional development of the students.

CONTENT OF COURSE PLAN

 Course description.
 Behavioral objectives.
 Placement of the course by specifying the levels of the learners. For eg. Placement of anatomy is stated as
first year leading to B.Sc. Nursing degrees.
 Explain the time allotted. If clinical experience is needed, specify the time meant for theory and practical
experience.
 In case of courses associated with field experience like community health nursing, details of field
experience.
 Organize the content into unit wise or lesson plan wise.
 Details of the resource materials and teaching learning methods to be followed.
 Details of learning activities of students.
 Details of formative and summative evaluation, ratio between internal assessment and university
examination.
 References for teachers and students.

PROCESS OF ORGANIZING LEARNING EXPERIENCE

 The staff must discuss and agree on the general scheme of organization of the course.
 Agreement should be made regarding the general principles of organization i.e. continuity, sequence and
integration.
 The basic unit should be included.
 Flexible plans should be developed which can be handled by each teacher.
 The plan should be used for particular activities for a particular course.

TEACHERS ROLE IN COURSE PLANNING

1. The extent, to which a teacher will plan courses individually, will vary from institution to institution.
2. The general objectives, general areas of subject matter, evaluation measures for each course will be
determined at the institutional or faculty or instructional level. These all will depend on
 Teachers own self-appraisal
 Attitude towards their students teaching and learning.
 Knowledge and skills related to the area of teaching.
3. Composition of learners group.
4. Teacher’s insight and skill sound ideas and understandings known conditions.

At the instructional level, teachers will plan

1. Basis for planning.
47
2. Units of work.
3. Select materials and learning activities.
4. Set up working groups.
5. Arrange the teaching learning environment.

COURSE PLANNING ON B.Sc. NURSING 3rd YEAR

COURSE OUT LINE
SUBJECT: MENTAL HEALTH NURSING
PLACEMENT: THIRD YEAR B.Sc. NURSING
THEORY: 75 HRS
AIMS:
 This course will enable students to understand the dynamics of abnormal human behavior as
compared to normal.
 This will help them to develop skill in nursing people with mental health problems &develop
interpersonal relationship with patients, relatives and other health team members.

OBJECTIVES:
 At the end of the course the students will be able to :-
o Understand and accept patient as an individual and develop a deeper insight into her own attitudes
and emotional reactions.
o Comprehend and apply principles of psychiatric nursing in clinical practice
o Understand the etiology, psychodynamics and management of psychiatric disorders
o Develop skill in rendering comprehensive nursing care to patients with various psychiatric
conditions and deviant behaviuors.
o Understand the importance of community mental health nursing and its role in preventive,
promotive and rehabilitative care of mentally ill in the community.

UNI TIME LEARNING OBJECTIVES CONTENT TEACHING ASSESSMEN

T (HRS) LEARNING T
ACTIVITY METHODS
I 5 Hrs  Describe the historical Introduction  Lecture  Objective
development and  Perspective of Mental  Discussio type
current trends in Health and Mental Health n  Short
mental health nursing nursing: evolution of answer
 Describe the mental health services,  Assessme
epidemiology of mental treatment and nursing nt of the
health problems practices. field visit
 Describe the national  Prevalence & incidence of reports
mental health act, mental health problems &
programmes and disorders.
mental health policy  Mental health act.
 Discuss the scope of  National mental health
mental health nursing policy vis a vis National
 Describe the concept of health policy.
normal and abnormal  National mental health
behaviour programme.
 Mental health team.
 Nature & scope of mental
health nursing
 Roll & function of mental
48
 health nurse
 Concept of normal &
abnormal behavior.

II 5 Hrs  Define the various Principles & Concepts of  Lecture  Essay

terms used in mental Mental Health Nursing & type
health nursing  Definition: mental health  Discussio  Short
 Explain the nursing & terminology n answer
classification of mental used.  Explain  Objective
disorders  Classification of mental using type
 Explain psycho disorders: ICD charts
dynamics of  Review of personality  Review
maladaptive behavior development, defense of
 Discuss the etiological mechanism. personali
factors,  Maladaptive behavior of ty
psychopathology of individuals and group: develop
mental disorders stress, crisis & disaster. ment
 Describe the  Etiology; bio-psycho-social
conceptual models of factors
mental health nursing  Psychopathology of mental
disorder: review of
structure & function of
brain, limbic system &
abnormal
neurotransmission
 Principle of mental health
nursing
 Standards of mental health
nursing practice
 Conceptual models of & the
role of nurse:-
 >Existential modal
 >Psycho-analytical models
 >Interpersonal modal

III 8 Hrs  Describe nature,  Assessment of mental  Lecture  Short

purpose and process of health status: discussio answer
assessment of mental  History taking n  Objective
health status  Mental status examination  Demonst type
 Mini mental status ration  Assessme
examination  Practical nt of
 Neurological examinations: session  skills
review  Clinical with
 Investigations: related practice check list
blood chemistry, EEG, CT &
MRI
 Psychological tests
 Role and responsibility of
nurse.

IV 6 Hrs  Identify therapeutic Therapeutic communication  Lecture  Short

communication and nurse- patient discussio answer
techniques relationship: n  Objective
 Describe therapeutic  Therapeutic  Demonst type
relationship communication: types, ration
 Describe therapeutic techniques, characteristics  Role play
impasse and its  Types of relationship  Process
intervention
49
  Ethics and responsibility recordin
 Elements of nurse- patient g
contact
 Review of technique of
IPR- Johari window
 Goals, phases, tasks,
therapeutic impasse and
its intervention.

V 14 Hrs  Explain treatment Treatment modalities and  Lecture  Essay

modalities and therapies used in mental discussio type
therapies used in disorders: n  Short
mental disorders and  Psycho pharmacology  Demonst answer
role of the nurse  Psychology therapies: ration  Objective
therapeutic community,  Group type
psychotherapy- individual, work
psycho- analytical,  Practical
cognitive and supportive, session
family, group, behavioral,  Clinical
play, psycho- drama, practice
music, dance, recreational
and light therapy,
relaxation therapies, yoga,
meditation, bio feedback
 Alternative systems of
medicine
 Occupational therapy
 Physical therapy: ECT
 Geriatric consideration
 Role of nurse in above
therapies.

VI 5 Hrs  Describe the etiology, Nursing management of  Lecture  Essay

psychopathology, patient with schizophrenia, discussio type
clinical manifestations, and other psychotic n  Short
diagnostic criteria and disorders:  Case answer
management of patient  Classification: ICD discussio  Assessme
with schizophrenia,  Etiology, psychopathology, n nt of
and other psychotic clinical manifestation  Case patient
disorders diagnosis presentat managem
 Nursing assessment- ion ent
History, Physical and  Clinical problems
Mental assessment practice
 Treatment modalities and
nursing management of
patients with
schizophrenia, and other
psychotic disorders
 Geriatric considerations
 Follow up and home care
and rehabilitation.

VII 5 Hrs  Describe the etiology,  Nursing management of  Lecture  Essay

psychopathology, patient with mood discussio type
clinical manifestations, disorders: n  Short
diagnostic criteria and  Mood disorders: bipolar  Case answer
management of patient affective disorder, mania discussio  Assessme
depression and dysthamia
50
 with mood disorders. etc. n nt of
 Etiology, psychopathology,  Case patient
clinical manifestation presentat managem
diagnosis ion ent
 Nursing assessment-  Clinical problems
History, Physical and practice
VIII 8HRS Mental assessment
 Treatment modalities &
nursing management of
patients with mood
Describe the etiology, disorders
psycho-pathology, clinical  Geriatric considerations
manifestation, diagnostic  Follow-up & home care &  Lecture  Essay
criteria & management of rehabilitation discussio type
patients with neurotic n  Short
stress related & Nursing Management of  Case answers
somatization disorders patient with neurotic, stress discussio  Assessme
related & somatization n nt of
IX 5Hrs disorders:-  Case patient
 Anxiety disorder, phobias, presentat managem
dissociation & conversion ion ent
disorder, obsessive  Clinical problems
compulsive disorder, Practice
somatoform disorders,
post traumatic stress
Describe the etiology, disorder
psycho-pathology, clinical  Etiology, psycho-
manifestation, diagnostic pathology, clinical
criteria & management of manifestation, diagnosis  Essay
patients with substance  Nursing assessment  Lecture type
usedisorder  Treatment modalities & discussio  Short
nursing management n answers
 Geriatric considerations  Case  Assessme
 Follow-up & home care & discussio nt of
rehabilitation n patient
  Case managem
presentat ent
Nursing Management of ion problems
patient with substance use
 Clinical
disorders:-
 Practice
 Commonly used
psychotropic substance:
classification,
 Etiology, psycho-
pathology, clinical
manifestation, diagnosis
 Nursing assessment
 Treatment modalities &
nursing management
 Geriatric considerations
 Follow-up & home care &
rehabilitation

51
 COURSE PLANNING ON B.Sc. NURSING 2nd YEAR
COURSE OUT LINE
SUBJECT: SOCIOLOGY
PLACEMENT: SECOND YEAR B.Sc. NURSING

Unit Time Specific Content Teaching Assessment

(Hrs) Objectives Learning methods
Activities
I 1  State the Introduction  Lecture  Essay type
importance of  Definition of Sociology Discussion  Short answers
sociology in  Nature and Scope of the
Nursing discipline
 Importance and
application of Sociology
in Nursing

II 3  Describe the Individual & Society  Lecture  Essay type

inter-  Society and Community Discussion  Short answers
relationship of  Nature of Society
individual in  Difference between
society and Society and Community
community  Process of Socialization
and individualization
 Personal
disorganization culture

III 3  Describe the Culture and Health  Lecture  Essay type

influence of  Nature of culture Discussion  Short answers
culture on  Evolution of culture  Panel
health and  Diversity and Discussion
disease uniformity of culture
 Culture and
socialization
 Transcultural society
 Influence on health and
disease
IV 4  Identify  Social groups and  Lecture  Essay type
various social processes Discussion  Short answers
groups and  The meaning and
their classification of groups
interactions  Primary & Secondary
group
 In-group V/s. Out group,
Class Tribe, Caste
 Economic, Political,
Religious groups, Mob,
Crowd, Public and
Audience Interaction &
Social Processes
 Co-operation,
Competition, Conflict
 Accommodation,
Assimilation & Isolation
52
 V 6  Explain the Population  Lecture  Essay type
growth of  Society and population Discussion  Short answers
population in  Population distribution  Community  Assessment of
India and its in India- demographic identification report on
impact on characteristics community
health  Malthusian theory of identification
populations
 Population explosion in
India and its impact on
health status
 Family welfare
programmes

VI 5  Describe the Family and Marriage  Lecture  Essay type

institutions of  Family- Functions Discussion  Short answers
family and  Types-Joint, Nuclear,  Family Case  Assessment of
marriage in Blended and extended study family case
India family: study
 Characteristics
 The Modern Family
Changes, Problems-
Dowry etc., welfare
Services
 Changes & legislations
on family and marriage
in India - marriage acts
 Marriage: Forms and
functions of marriage,
 Marriage and family
problems in India
Family, marriage and
their influence on health
and health practices
VII 7  Describe the Social Stratification  Lecture  Essay type
class and caste Meaning & types of social Discussion  Short answers
system and stratification  Community  Assessment of
their influence  The Indian Caste survey report on
on health and System-origin & community
health practices features survey
 Features of Caste in
India Today
• Social Class system and
status
• Social Mobility-Meaning &
Types
• Race as a biological
concept, criteria of racial
classification
• Salient features of Primary
races- Racism
• Influence of Class, Caste
and Race on health and
health practices

VIII 6  Describe the Types of Communities in  Lecture  Essay type

53
 types of India Discussion  Short answers
communities in (Rural, Urban and Regional)  Visits to rural  Assessment of’
India, their  Features of village and urban report on
practices and community & community community
the impact on Characteristics of Indian  Community survey
health villages- Panchayat survey
system, social dynamics
 Community
Development project &
planning
 Changes in Indian Rural
Life
 Availability of health
facilities in rural and its
impact on health and
health practices
 Urban
Community features
 The growth of cities:
 Urbanization and its
impact on health and
health practices
 Major Urban problems-
Urban Slums
Region: Problems and
impact on Health
IX 4  Explain the Social Change  Lecture  Essay type
process of  Nature and process of Discussion  Short answers
Social Change Social Change
 Factors influencing
Social change: cultural
change, Cultural lag.
 Introduction to
Theories of social
change: Linear, Cyclical,
Marxian, Functional
 Role of nurse-Change
agents
X 4  Explain the Social organization and  Lecture  Essay type
process of social system Discussion  Short answers
Social Change  Social organization:  Observation  Assessment of
elements, types visits visit reports
 Democratic and
authoritarian modes of
participation,
 Voluntary associations
 Social system:
Definition and Types of
social system
 Role and Status as
structural elements of
social system
 Inter-relationship of
institutions
XII 15  Describe the Social Problems  Lecture  Essay type
role of the  Social disorganization Discussion  Short Answers
nurse in dealing  Control & planning:  Institutional  Assessment of
54
with social poverty, housing, visits visit reports
problems in illiteracy, food supplies,
India prostitution, rights of
women & children,
vulnerable groups:
 Elderly, handicapped,
minority groups and
other marginalized
groups, child labour,
child abuse,
delinquency and crime,
substance abuse,
HI0V/AIDS.
 Social Welfare
programme in India
Role of nurse

55
UNIT – 08 UNIT
PLAN

UNIT PLANNING
INTRODUCTION:

56
 The teacher has to recognize the content of the text book on the subject in to suitable units. ‘Unit’ is
developed psychologically in the student as a means of integration; unitary teaching necessitates the
interlocking of ideas in order to achieve full understanding.
DEFINITION:
 Planning the unit is known as “unit planning”.
 A unit consists of a comprehensive series of related and meaningful activities to achieve the purpose,
educational objectives by providing significant educational experience that would result in appropriate
behavioral changes in the learner.

CHARACTERISTICS OF UNIT PLANNING:

Unit planning has definite characteristics which distinguish it from non- unitary types, which are as
follows:
 Unit planning recognizes that learning takes place most effectively in terms of whole rather than
fractions.
 Unit planning recognizes the learning is development and therefore provides for vertical and horizontal
organization of learning experiences.
 Unit planning recognizes that learning takes place most effectively when there is an understanding and
acceptance of goals to be achieved and when there is full and free participation in planning for the
attainment.
 Unit planning recognizes the necessity for providing for individual differences in rates of learning and
interest, therefore variety of assignments such as projects, field trips, conferences and other similar
activities are planned by and for individual and groups.
 Unit plan recognizes that true learning renders the learners increasingly skilled in self direction.
 Unit planning provides sound basis for evaluation.

TYPES OF UNIT PLANNING:

Caswell and Camplell (1985) classified the types of units in to two main categories:
1. Subject matter units
2. Experience unit
In Subject matter unit students attain their wholeness of integration through the learning activities.
The sources of units are outside of the learner. The primary goal of these units is a phase or aspect of the
culture or a major division of subject matter.
Experience unit is the basis for the activity programmes emphasized in elementary grades.

CRITERIA OF A GOOD UNIT:

 The need- capabilities and interests of the student should be kept in view.
 A variety of experience should be planned for better learning. E.g. field trips, experiments, demonstrations,
projects etc.
 The previous experience and background of the student should be taken into account.
 The length of the unit should be based on interest of the student.
 Provide an opportunity for new experience
 Familiar and related topics should be included in the unit
 It should be related to social and physical environment of the student, help anticipate and satisfy some of
the future needs of the student
 Unit should be a part of sequence that permits growth from year to year.
 Unit planning should be the result of cooperative planning of teachers and student
 Signifies the unit of wholeness of learning activities related to some problem or project
 Psychological principle “Learning by whole is followed”.
 Importance has to be given to integrate learning outcome.

57
 Represents both subject matter & learning experience as well.
 Organize the subject matter into unit of experience.
 Organize similar type of subject matter.
 It achieves a set of specification and objectives.
 Teacher should have through knowledge about subject content.

Essential activities in planning a unit:

Common activities which are involved while planning and develop teaching learning units:
1. selection and statements of objectives: To bring desirable change in behaviour which are manifested
result of specific teaching learning activities.
2. selection of content: Facts, concepts, principles are required to achieve objectives of unit and sources
for knowledge component are taken up from textbooks, references, periodicals and journals. Scientific
principles are used along with the development of skills. Protests are administered and study guide
prepared by teachers in advance.
3. Time is to be distributed and allotted.
4. Organization of content to meet the desired objectives keeping in mind the curriculum, policies,
administrative pattern done.
5. selection of teaching and learning activities
6. teacher’s expertise in the area of the subject she is teaching, unit, attitude towards teaching,
7. Methods of evaluation.
8. selection of reference

Factors to be considered while planning a unit:

 objectives with specifications
 content analysis
 learning activities
 Testing procedures.

Steps in unit planning:

1. Content analysis by means of forms, concepts, facts, principles, laws, situations, processes, generalizations,
relationships, conclusion etc.
2. Objectives with specification can be realized through the content analysis.
3. learning activities are chosen by considering individual differences and psychology of pupil
4. Types of evaluations tools and technique are mentioned through which the teacher would get evidence of
the achievement of objective on the part of pupil.

UNIT PLANNING

INTRODUCTION:
The teacher has to recognize the content of the text book on the subject in to suitable units. ‘Unit’ is developed
psychologically in the student as a means of integration; unitary teaching necessitate the interlocking of ideas
in order to achieve full understanding.
DEFINITION:
Planning the unit is known as “unit planning”.
A unit consist of a comprehensive series of related and meaningful activities to achieve the purpose,
educational objectives by providing significant educational experience that would result in appropriate
behavioral changes in the learner.
CHARACTERISTICS OF UNIT PLANNING:
Unit planning has definite characteristics which distinguish it from non-unitary types, which are as follows:

58
  Unit planning recognizes that learning takes place most effectively in terms of whole rather than
fractions.
 Unit planning recognizes the learning is development and therefore provides for vertical and
horizontal organization of learning experiences.
 Unit planning recognizes that learning takes place most effectively when there is an understanding
and acceptance of goals to be achieved and when there is full and free participation in planning for the
attainment.
 Unit planning recognizes the necessity for providing for individual differences in rates of learning and
interest, therefore variety of assignments such as projects, field trips, conferences and other similar
 activities are planned by and for individual and groups.
 Unit plan recognizes that true learning renders the learners increasingly skilled in self direction.
 Unit planning provides sound basis for evaluation.

TYPES OF UNIT PLANNING:

Caswell and Camplell (1985) classified the types of units in to two main categories:
1. Subject matter units
2. Experience unit

Subject matter units: In this students attain their wholeness of integration through the learning activities. The
sources of units are outside of the learner. The primary goal of these units is a phase or aspect of the culture or
a major division of subject matter.
Criteria of a good unit
 The need- capabilities & interests of the student should be kept in view.
 A variety of experience should be planned for better learning. E.g. field trips, experiments, demonstrations,
projects etc.
 The previous experience and background of the student should be taken into account.
 The length of the unit should be based on interest of the student.
 Provide an opportunity for new experience
 Familiar and related topics should be included in the unit
 It should be related to social and physical environment of the student, help anticipate and satisfy some of
the future needs of the student
 Unit should be a part of sequence that permits growth from year to year.
 Unit planning should be the result of cooperative planning of teachers and student
 Signifies the unit of wholeness of learning activities related to some problem or project
 Psychological principle “ Learning by whole is followed”.
 Importance has to be given to integrate learning outcome.
 Represents both subject matter & learning experience as well.
 Organize the subject matter into unit of experience.
 Organize similar type of subject matter.
 It achieve a set of specification and objectives.
 Teacher should have through knowledge about subject content so that she can decide the difficult units.
 The availability of periods should be considered

Essential activities in planning a unit:

Common activities which are involved while planning and develop teaching learning units:
1. Selection and statements of objectives.
2. To bring desirable change in behavior which are manifested result of specific teaching learning
activities.
3. Selection of content facts, concepts, principles are required to achieve objectives of unit and sources
for knowledge component are taken up from textbooks, references, periodicals and journals. Scientific
principles are used along with the development of skills. Pretests are administered and study guide
prepared by teachers in advance.
59
 4. Time is to be distributed and allotted.
5. administrative pattern done.
6. Selection of teaching and learning activities.
7. Teacher’s expertise in the area of the subject she is teaching, unit, attitude towards teaching.
8. Methods of evaluation.
9. Selection of reference
Factors to be considered while planning a unit:
 objectives with specifications
 content analysis
 learning activities
 Testing procedures.

Steps in unit planning:

1. Content analysis by means of forms, concepts, facts, principles, laws, situations, processes, generalizations,
relationships, conclusion etc.

2. Objectives with specification can be realized through the content analysis.

3. learning activities are chosen by considering individual differences and psychology of pupil
4. Types of evaluations tools and technique are mentioned through which the teacher would get evidence of the
achievement of objective on the part of pupil.

60
UNIT – 09
LESSON
PLAN

61
 LESSON PLAN

 INTRODUCTION

A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. A
daily lesson plan is developed by a teacher to guide class instruction. Planning the material is much more
difficult than delivering the lessons. Planning is when you look at the curriculum standards and develop the
content that match those standards you also have to take into consideration the needs of the children you are
planning for. Luckily, textbooks that are adopted for your subject areas are typically written with this in mind.
All details should be written down to assist the smooth delivery of the content. The extent of the detail will vary
depending on the number of years of experience that the teacher has and the number of times he/she has
taught the lesson.

 MEANING

Lesson plan is a plan prepared by a teacher to teach a lesson in an organised manner. It is a plan of action
and calls for an understanding on the teachers part, about the students, knowledge and expertise about the
topic being taught and her ability to use effective method.

 DEFINITION

According to Lister, “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”.

According to L S Bossing, “A lesson plan is the title given to a statement of the achievements to be
realised and the specific meaning by which there are to be attained as a result of the activities engaged
during the period”.

 IMPORTANCE OF LESSON PLANNING

The lesson plan has important role in planning and organizing teaching and also affects the teacher skills,
intelligence, ability and his/her personality with the following reasons,

1. In teaching education programme, the lesson in planning provides the guidelines to student- teacher
during their teaching practices.

2. It determines the field of work of the teachers as well as of the students and provides definite objectives
for each days work. As the goal is determined, the teacher gets impetus torealize his goal.

3. It provides awareness of teaching objectives and structure direction to achieve the objectives. In short,
it helps to achievement of definit goals and the objectives.

4. It tends to prevent wandering from the subject and going of the way. It makes teaching systematic,
orderly and economical but no duplications and avoids needless repetition.

62
 5. It helps the teacher to organise and systematise the learning process. The sequence of content to be
presented is finalised task analysis in lesson planning. The activities in the lesson are well-knit,
interconnected and associated.

6. lesson planning helps the teacher to overcome the feeling of nervousness and insecurity and it gives him
confidence to face the class i.e. the pupil=teacher gains confidence in performing the classroom teaching
activities. It helps to develop self-confidence in teaching.

7. Teaching activities are related to learning struv=cture, by scientific lesson plan. The use of teaching aids,
techniques, strategies and tactics is predetermined in the presentation of the content.

8. Lesson planning maintains the sequence of content presentation and prevents the teacher to deviate
from the topic.

9. Lesson planning maintains the sequence of content presentation and prevents the teacher to deviate
from the topic.

10. Lesson planning enables the teachers,

a) To link the new knowledge with the previous knowledge acquired by the students

b) To prepare a suitable scheme of selections and organisation of subject matter, materials and
activities

c) To prepare pivotal questions and illustrations

d) To provide for suitable summaries.

11. Lesson planning ensures a definite assignment for class and availability of adequate materials for the
lesson.

12. In Lesson planning, the class room activities are organized by considering the students individual
differences.

13. Lesson planning determines the suitable places of reinforcing and controlling the student behaviour
during teaching. It provides for an adequate checking of the outcomes of instructions. Good Lesson plan
enables the teacher to evaluate his work as the lesson proceeds.

14. Lesson planning helps teacher as well as the taught in fixing new learning by making adequate provision
for exercises, practice and revision.

 NEED FOR LESSON PLANNING

 To meet demands and 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 of
devices.

 To keep the teacher on the track, ensures steady progress and definit outcome of teaching and the
learning procedure.

 To help the teacher in effective teaching. The teacher looks ahed and plans a series of activities with an
intention to modify students attitudes, habits and abilities in the desirable directions.

 To prevent the waste. It helps the teacher to carry out the teaching activity in a systematic and orderly
fashion. It encourages proper organisation of subject matter.

63
  To prevent haphazard teaching through eliminating disorders and other ills of thoughtless teaching.

 To provide 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.

 To serve 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 interconnected. Continuity is assured in
the educative process.

 To avoid needless repitation.

 PRINCIPLES OF LESSON PLANNING

 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.

 The teacher must have mastry of and adequate training in the topic from which the subject matter has
been selected for a certain lesson.

 The teacher must be fully conversant with new methods and techniques of teaching nursing.

 The teacher must know his students thoroughly and oranise the materials in a psychological rather
than merely a logical fashion.

 The teacher must ensure active student participation.

 Since monotomy is a defect, different teaching learning methods have to be employed while teaching
instead of adhearing to a single method.

 STEPS IN LESSON PLANNING

There is no universally accepted steps in planning a lesson. The following steps may help in preparing a
lesson plan.

 PLANNING; This step is concerned with the

formulation of objectives,

selection of the content,

organisation of the content,

selection of the teaching-learning methods,

selection of audio-visual aids.etc.

 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 student is essential for the successful implementation of this stage of lesson planning.

64
  PRESENTATION; During the presentation stage teacher and students actively engage in the teaching-
learning process. The objectives of the lesson is largely attained during this stage. The teaher employes
appropriate teaching learning methods with the help of various teaching aids. During this stage the
nurse educator has to give generalisation and application.

 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.

 TYPES OF LESSON PLAN

Lesson plan can be classified into three types those are,

 Lesson plan related to knowledge- cognitive domain

 Lesson plan related to appreciation- affective domain

 Lesson plan related to skill- psychomotor domain.

There are various forms of writing lesson plans practiced everywhere, but following three
forms are most popular and most frequently used.

1. Herbartian approach to Lesson planning

2. Bloom’s evaluation approach to Lesson planning

3. RCEM approach to Lesson planning

1. HERBARTIAN APPROACH

John Fredrik Herbart was German philosopher and great educationalist.

 His approach is theoretically based on appreciative mass theory of learning.

 Previous knowledge of the students is considered in preparing Lesson plan, but their abilities interests,
attitudes, and values are not taken into consideration in designing a Lesson plan.

 He had divided teaching unit activities into 5 steps.

1. Preparation

2. Presentation

3. Comparison and abstraction

4. Generalisation

5. Application

An outline of a Lesson plan has been developed on the basis of the five steps in the following steps

a. Subject, topic, class, with sections, period and date.

b. General objectives of the teaching subject or topic.

65
 c. Specific objective related to the topic.

d. Introduction.

e. Statement of aim.

f. Presentation including developing question.

g. Explanation.

h. Blackboard summary.

i. Review questions or recapitulatory questions, and

j. Homework.

FORMAT OF HERBATARIAN LESSON PLANNING

Date; Class; Period;

Subject;

Topic;

General objective;

Specific objective;

Teaching aids ; Blackboard, OHP, charts, previous knowledge.

Introduction ; (by asking one or two question)

Announcement of the topic.

Statement of aim; (teacher prepares, develops questions after introducing the topic to be taught, will design
with the help off question or take help of various devices)

Explanation; (when the students is not able to answer, teacher explain

B B Summary ;(teacher has to prepare the BBS of his teaching points and explanation)

Recapitulatory question ; (the student should note in the BBS of his teaching points and explanation)

Homework ; (at the end of Lesson plan homework is assigned to the students)

MERITS

 It is logical and psychological. It incorporates the principle of learning.

 It assists in making teaching systematic. The teaching proceeds on well thought out and definit levels.

 It is employed in the teaching of all school subjects.

 It helps in avoiding unnecessary repitation in teaching.

 It is used in achieving the cognitive objective of teaching.

66
  It employes the deductive and inductive method of teaching.

 It is simple and easy approach of lesson planning.

 It employs previous knowledge of the students for imparting new knowledge.

 It provides a useful frame work, confidence and self reliance.

DEMERITS

 It is highly dominated by teacher.

 The teacher being very much intellectual in charector and is suited to knowledge lesson only.

 It is highly structured and does not provide the apportunities for teachers creativity and originality.

 There is more stress on teaching rather than on learning.

 It is highly loaded by cognitive objectives but can not be effectively used for affective and psychomotor
objectives.

 Specific objective are not written in behavioural terms.

 Teaching activities are less meaningful and practical.

 The main emphasis is given on presentation. It confines the teaching upto memory level only.

2. BLOOM’S APPROACH

B.S. Bloom (1961) has given new dimension to education. He considers education as a tripolar process,

 Educational objective

 Learning experience

 Change of behaviour.

E.O

L.E C.B
TRIPOLAR PROCESS
 He has made education as objective centered rather than content centered.
 His approach of lesson planning is termed as “evaluative approach”

This approach has following features

Education is a purposeful process. All the educational activities are objective centered.
Testing should be based on teaching.
67
 Term evaluation concerned with all activities of teaching and not only students performance.
It evaluates the teaching learning objective methods and devices of providing learning experience.
Students performance are measured in terms of learning objective and not the achievement of the
content. It may cover the cognitive, affective, and psychomotor learning outcomes.

STEPS IN BLOOMS APPROACH

 FORMULATING EDUCATIONAL OBGECTIVES;
Educational objectives concerned with cognitive, affective, and psychomotor change in
behaviour while identifying and formulating objectives the teacher should keep following things in their
mind.
 Nature of various subjects.
 Structure of content, students level and need, socio and economic condition.
 Students growth and developments should be kept in view in following objective.
 CREATING LEARNING OBJECTIVES;
Ater identifying learning objectives, the appropriate teaching strategies, teaching aids are
selected.
 EVALUATING CHANGE IN BEHAVIOUR;
Learning experience being desirable change in behaviour of the students the change of
behaviour are evaluated to take devision about effectiveness of learning experiences
LEARNING EXPERIENCES EVALUATION

COGNITIVE lecture,demonstration Oral, written, observation,

media, text books. interview

AFFECTIVE Observation, internet interview.

PSYCHOMOTOR Project method, experimental Observation, practical exam

FORMAT OF BLOOM’S LESSON PLAN

DATE; CLASS; PERIOD;
SUBJECT
TOPIC
SPECIFIC OBJECTIVES

PRESENTATION- (Learning experiences)

TEACHING SYUDENTS TEACHING METHODS & OBJECTIVES
ACTIVITIES ACTIVITIES AIDS

68
 Question
Explanation
Teacher statement
Explanation
Teacher statement
Question
Explanation
Teachers statement
Evaluation
Homework

MERITS
 Content analysis is done and two dimensional charts are prepared for specifying the objectives.
 Objectives are written in behavioural terms.
 Teaching activities are organised for attaining these objectives.
 Teaching activities are related to learning structure.
 It makes teaching purposeful and objective centered.
 It is based on psychological and scientific principles
 It has greater scope for improving and modifying the learning experience or teaching activities.

DEMERITS
 It is highly structured and mechanized and does not provide and opportunity for creativity and
originality of teacher.
 It has greater scope for personal factors of teacher to influence the planning and organizing teaching
activities.
 One teaching activity does not confine to one domain. It concerns with more than one domain.
 Mental process on mental abilities are not taken into consideration.

3. R.C.E.M. APPROACH TO LESSSON PLAN

R.C.E.M. approach of lesson planning is developed by Indian educationalists at Regional College of
Education, Mysore. (R.C.E.M), Karnataka. This is an improvement over the earlier approaches. It also
considers the BloomS taxonomy of educational objectives in identifying objectives of teaching with certain
modification.
The design of lesson planning according to this approach consists of these aspects.
Inputs
Process
Output

 INPUT ; It includes identification of objectives (EBO). they are known as Expected Behavioural
Outcomes. These objectives are broadly
Classified into 4 categories
 Knowledge
 Understanding
 Application
 Activity
 PROCESS ; In process teaching strategies and tactics are selected for achieving the objectives.
 Communication strategy,
 A.V. aids,
 Technique of motivation.
69
 OUTPUT ; This aspect of instructional procedure includes Real learning outcomes (R.L.D)

INPUT PROCESS OUTPUT

INSTRUCTION COMMNICATING STRATEGY EVALUATION

EBOs TEACHER STUDENT RLOs

ACTIVITIES ACTIVITIES

KNOWLEDGE  Lecture  Listening  Review

OBJECTIVE  demonstratio observation questions
 Chart-maps  Notes taking  Define
 Explanation  interaction  State
 Question  Describe
answer  Name
 Participation in
 Discussions  list
group  Interpret
 Problem solving  Translate
70 discussion
question 
Understanding  Listening Explain
answer method
objective  Observation  Discriminate
 demonstration
 Initiation  Problem solving
 FORMAT OF R.C.E.M LESSON PLAN

DATE................... CLASS............. PERIOD.................. SUBJECT.........

TOPIC...............
TEACHING 1. PRINTS 2.
3.
4. 5.
6. PRESENTATION
EBOs TEACHER ACTIVITY LEARNONG RLOs
STUDENT ACTIVITY EXPERIENCE
Knowledge ............................ ....................... .................... Eg; recall,recognition
explanation ....................... ....................
Understanding explanation ....................... ....................
Application explanation ...................... ....................
Application explanation ...................... ....................
Creativity explanation ...................... .....................
71
72
 UNIT – 10
PRESENTA-
TIONS

73
UNIT – 11
ASSIGN-
MENT’S

74