1.

INTRODUCTION

The teaching – learning process is a dynamic system , wherein students from different
backgrounds and various abilities comes together and tries to grasp the knowledge shared by
the teacher. Being an effective teacher therefore requires the implementation of creative and
innovative teaching strategies in order to meet student’s individual needs. Figuring out the
best ways to deliver information to students can sometimes be even harder than what students
go through in discovering how they learn best. The reason is because every single teacher
needs a variety of different teaching methods depending on the subject, lesson and students.

2. FIELD TRIP

The teaching learning process inside the four walls of a class for a long period of time might
lead to lack of interest among students. The learning process becomes more interesting when
an individual see the things practically and observe the things by themselves.

Field trip is one of the most concrete and most realistic educational procedures. It is one of
the oldest methods used by the teachers.

2.1 DEFINITION:

A field trip, also called as an observational visit, is defined as an educational procedure by

which the students obtain first – hand information by observing places, objects, phenomena
or activities and processes in their natural setting to further learning.

2.2 PURPOSE:

1. To provide real life situations for first-hand information.

2. To supplement classroom instruction, to secure definite information for a specific
lesson.
3. To serve as a preview of a lesson and for gathering instructional materials.
4. To verify previous information, class discussion and conclusion of individual
experiment.
5. To serve as a means of arousing specific interest in material object, places or
processes.
6. To create teaching situations for cultivating observation, keenness and discovery.
7. To serve as a means to develop positive attitudes, values and special skills.

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2.3 ORGANISATION AND PROCEDURE OF FIELD TRIP

A. Preplanning
B. Actual conduct of trip
C. Evaluation

A. PREPLANNING
1. By teacher:
 Decide the trip
 Know the resources
 Obtain administrative sanction of school/college
 Dealings with the organisation – obtain permission, data and time, visit and
know the resources. Inform the objectives.
 Arrange transport time and date.
 Prepare the students with theoretical base.
2. Teacher plans with students:
 Formulate objectives.
 List down specific information to be obtained.
 Formulate questions to be asked to the guide and prepare guide sheet.
 If a large group, divide and allot specific jobs.
 Brief them- equipment or accessories needed, data and time of transport,
actual location, set up conduct and behaviour during the trip, safety
precautions to be observed

B. ACTUAL CONDUCT OF THE TRIP

1. Follow the schedule
2. Strictly follow safety precautions.
3. Observe and collect information needed.
4. Collect source and study material, if provided.

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 5. Observe formalities and extend courtesies.

POINTS TO REMEMBER:
o Trip should follow in an orderly manner.
o Do not cause disturbance to the organisation.

C. EVALUATION PHASE
1. Should be done as early as possible.
2. Students write the report with the observations, effectiveness of the trip
and difficulties faced.
3. Teacher evaluates the reports of the student.
4. Teacher prepares an evaluation and along with specific observations from
the students maintains a record which can be referred later.
5. Conducts discussion with the students.
2.4 PRE – REQUISITES FOR FIELD – TRIP
The essential prerequisite to any successful field – trip is a well thought out plan.
1. Knowledge: teacher has to survey the area to know whether the field trips planned
will contribute to the attainment of desired.
2. Rapport: the teacher should establish and maintain cordial relations with those in
charge of the situations to be visited.
3. Objectives: objectives should be stated carefully and completely. The learning
activities have to be selected and it should contribute for the attainment of
objectives.
4. Time and transportation: necessary arrangements have to be made with the
administrative personnel of the place to be visited regarding the time, place of
meeting and length of visit.
5. Preparation of the students: students should be given an opportunity to list
cooperatively the objectives for which the trip is planned.
6. Supervision: trip should be supervised carefully. The teacher can assist the student
by calling attention to pertinent point.

Follow – up and evaluation: following the field trip, an hour should be allotted for an
open discussion. It can be done by the means of students’ reports. Experiences of the

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 student and information obtained by the field trip should be carefully correlated and
integrated with class subjects and activities.

2.5 ADVANTAGES OF FIELD TRIP

1. It breaks monotony of the classroom and provides real life experiences.

2. It furnishes first-hand information to supplement and to enrich the classroom
instruction.
3. It provides opportunity in learning attitudes and positive values, i.e.
cooperation, discipline.
4. They correlate and blend school life with the outside world, providing direct
touch with persons and with community situations.
5. It provides opportunity in learning and acquiring skills, i.e. observation,
communication, critical thinking and social skills.
6. Students develop better understanding of the etiologic factors of disease.
7. Field trips arouse interest and vitalize instruction thereby providing
motivation, i.e. it provides opportunity to have above participations and gears
motivation.
8. It helps to create situations which in turn help to develop observation and
keenness.
9. Offers an opportunity to apply that which has been taught to verify what has
been learned.
10. They serve as an effective means of correlating the subjects of the curriculum.
11. They provide opportunity to consider and to solve problems arising from
individual and group participation in a natural social situation.

2.6 DISADVANTAGES OF FIELD TRIP

1. Field trip is time consuming.

2. Careful planning is required.
3. Many parties to be involved, cooperation, coordination of various agencies
required.
4. Transportation may be a problem.
5. Since the students are going out of school/ college premises it is risky, safety
precaution essential.
6. If the group is too large, effective observation becomes difficult.

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 7. Inability to schedule the trip in time when the unit is taught.
8. It involves cost, i.e., sometimes cost involvement is more

JOURNAL REFERENCE

An investigation on the field trip model as a method for teaching breastfeeding to

paediatric residents.

A study was conducted on field trip model as a method for teaching breastfeeding to
paediatric residents who were ready to promote breastfeeding and support breastfeeding
mothers. The paediatric residents who participated in this has undergone four half- day
teaching sessions at community sites, including visits to lactation consultant clinic, hospital
based lactation rounds and a children’s hospital based referral clinic. Pre- test and post tests
were conducted and it was concluded that residents participated in the field trip had
experienced a significant increase in attitude and experience score and has reported high level
of satisfaction.

3. SYMPOSIUM

Symposium is one of the techniques of higher learning. It is a technique which is used to

achieve higher cognitive and affective objectives. The recent meaning of the term is a
meeting of persons to discuss a problem or theme.

3.1 DEFINITION

o Symposium is a discussion method in which different viewpoints on a single aspect of

a topic is discussed.
o It is defined as a teaching method that serves as an excellent technique that serves as
an excellent method for informing the audience, crystallizing their opinion and
preparing them for arriving at decision regarding a particular issue or topic.

3.2 OBJECTIVES:

The following are the main objectives of the symposium technique:

1. To identify and understand two various aspects of theme and problems

2. To develop the ability to make decision and judgement with regards to a problem

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 3. To develop the values and feelings regarding a problem.
4. To enable the listeners to form policies regarding a theme problem.

3.3 MECHANISM OF SYMPOSIUM

 The symposium is a type of discussion, in which two or more speakers, talk for ten to
twenty minutes, and develop individual approaches or solution to a problem or
present aspects of a policy, process or program.
 The speeches are followed by questions and comments from the audience, as in panel
forum
 Each speech proceeds without interruption.
 The chairman of the symposium introduces the topic.
 The members can sit in a straight line if it is on one general topic. But if it is two
conflicting topics sitting arrangement can be made separately on the same platform.

3.4 PRECAUTION FOR SYMPOSIUM

There are three main techniques for symposium techniques:

Firstly, the moderator should see that the speakers are well aware about the topic and are well
prepared. All the participants should be thorough with the rules and regulations.

Secondly, the chairman or who so ever is making the agenda should make sure that he is not
omitting any vital phase of the topic.

Thirdly, the chairman in all the forum situation must plan very carefully for the questioning
period that follows the prepared speech, unless he wishes to risk boredom.

3.5 SCOPES FOR THE USE OF SYMPOSIUM

The symposium is used to realize the higher cognitive and affective objectives. Some of the
main topics on which symposium are used:

 Use of television for education

 Scope of distance education.
 Use of essay and objective type tests.
 Semester system in education
 Cause of students unrest
 Quality control of educational research

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 The nature of the topic should be such that the audience should be interested in the
theme.

3.6 CHARACTERISTICS OF SYMPOSIUM TECHNIQUE:

The symposium technique has the following main characteristics:

1. It provides the broad understanding of a topic or a problem.

2. The opportunity is provided to the listeners to take decision about the problem.
3. It is used for higher classes to specific themes and problems.
4. It develops the feeling of cooperation and adjustment.
5. The objectives as synthesis and evaluation (creativity) are achieved by employing the
symposium technique.
6. It provides the different views on the topic of the symposium.

3.7 LIMITATIONS OF SYMPOSIUM TECHNIQUE

The technique has limitations like:

1. The chairman has no control over the speaker as they have full freedom to prepare the
theme for discussion. They can present any aspect of the theme or problem.
2. There is a probability of repetition of the conduct because every speaker prepares
theme as a whole. The different aspects of theme are not prepared separately. It
creates difficulty in understanding to the listeners.
3. The different aspects of the theme are presented simultaneously which creates
confusion among listener.
4. The listener remains passive in this method as they don’t get chance for clarification
or put up any questions.
5. This technique is employed to achieve higher objectives of cognitive domain.

3.8 PURPOSES OF SYMPOSIUM

1. To investigate a problem ahead of time.

2. To boost students ability to speak in a group.
3. To make the students to study independently.

3.9 TECHNIQUES OF SYMPOSIUM

1. Teacher should plan the program ahead of time.

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 2. Each member of the class as well as the student speaker should know the objectives of
the symposium and breadth of the topic.
3. Each student should prepare on the given or accepted topic.
4. The teacher should have conference with each of the student speakers.
5. The teacher or the student may function as a chairman.
6. The symposium starts with the chairman introducing the topic.
7. Next chairman introduces the speakers.
8. The topic is presented by the students taking 15 – 20 minutes time.
9. As a conclusion at the end the chairman gives brief summary of all the speeches and
opens the discussion to the students.
10. Any questions or contributions addressed through the chairman.

3.10 ADVANTAGES

i. It is suited to a large group or classes.

ii. This method can be frequently used to present broad topics for discussions at
conventions and organization meetings.
iii. Organization is good because of the set speeches prepared beforehand.
iv. Gives deeper insight into the topic.
v. Directs the students to continue independent study.
vi. Lends itself to the teaching of clinical subjects.
vii. This method can be used in political meeting.

3.11 DISADVANTAGES

i. Inadequate opportunity for all the students to participate actively.

ii. The speech is limited to 15 to 20 minutes.
iii. Limited audience participation.
iv. Question and answer limited to 3 to 4 minutes.
v. Possibility of overlapping of subjects.

4. PROBLEM SOLVING

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Problem solving requires an integrated use of thinking skills, which produce novel solutions
from limited information. Education provides us with knowledge base that enables us to deal
with life’s problem in our professional work and in our daily life.

4.1 DEFINITION

Problem solving is a method of organization of subject matter in such a way that it can be
dealt with through the study of the problems encountered.

4.2 PURPOSES

i. To train the student in the act of reasoning.

ii. To give practical knowledge
iii. To discover new knowledge
iv. To solve a puzzling problem
v. To improve the knowledge of the students
vi. To help overcome the obstacles or inferences in the attainment of objective.
vii. To help in the progress of an individual as well as society.

4.3 ESSENTIAL FEATURES OF A PROBLEM

i. The problem should be meaningful, interesting and worthwhile.

ii. It should have correlation with one’s life.
iii. It should arise out of the real needs of the students.
iv. Student must possess some background knowledge of the problem.
v. The problem should be clearly defined.
vi. The solution of the problem should be found out by the students themselves working
under the guidance of the supervising teacher.
4.4 NECESSITIES FOR EFFECTIVE USE OF PROBLEM SOLVING STRATEGY
 Teacher should be properly trained and motivated for the adoption of problem
solving strategy.
 The problem selected should be of utmost concern.
 The students should be provided adequate training and guidance.
 Students should be encouraged to identify clear goals to face the problem.
 Students should be provided sufficient supervision but freedom for
independent solving of the problem with the help of free and frank discussion
as well as pursuit of independent and group activities.

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4.5 ORGANISATIONAL PROCESS: STEPS FOR PROBLEM – SOLVING
STRATEGY

Problem – solving strategies requires the use of the following systematic steps for its
implementation:

1. Confrontation with the problem:

There should arise some problem needing solution before the students. This situation
may arise in a natural way or may be posed by teacher with planned or deliberate
efforts. As far as possible this problem should properly match the abilities, interest
and capacities of the students, conforming to the requirements of educational
objectives and related to the real life situation. E.g. Lack of clinical facilities, stealing
from college library.
2. Describing and understanding the problem:
The problem faced by the students should be clearly defined and understood by the
students to find a desired solution. For this it should first be properly analysed. The
students should feel the need of solving the problem, the purpose served by the
solution of this problem and the possible ways of solving the problem.
3. Gathering relevant information or data:
In this step, the students are made to collect relevant information or data for the
probable solution of the problem faced. Useful discussion may be held for arriving at
the probable solution in the class. Teacher’s role is limited to provide valuable
guidance in a proper degree at proper time.
4. Analysing the collected data or information:
In this step the collected data or information is analysed in the light of finding out the
probable solution of the problem. Those that are relevant to the solution is properly
picked up by leaving the irrelevant and superfluous one.
5. Formulation of hypothesis or tentative solutions:
On the basis of the analysed data or information relevant to the problem, the students
are directed and guided to formulate probable hypotheses, i.e. tentative plans for the
solution of problem.
6. Selection and testing of a proper solution:
Out of these probable tentative plans for the solution of the problem, the most suitable
one is selected.
7. Application of selection hypothesis or solution:

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 The attempts are then made to apply the best solution to the problem. In case if it
helps then it may be accepted as a valid and reliable conclusion or hypothesis.

4.6 APPROACHES TO PROBLEM SOLVING

1. INDUCTIVE METHOD
It is a method of development where the student is led to discover truth himself.
The various processes involved are as follows:
 Observation to the given material
 Discrimination and analysis noting differences and similarities
 Classification
 Abstraction and generalization
 Application or verification
2. Deductive method
In this, rules generalisation and principles are provided to the students and then
they are asked to verify them with the help of particular examples.

4.6 ADVANTAGES OF PROBLEM SOLVING STRATEGY

A. It makes the students to feel confident in facing the problems not only in the
classroom but also in real life.
B. It provides valuable opportunities for the proper development of the cognitive abilities
of the students.
C. The use of this strategy provides training in analysing as well as solving new
problems.
D. It makes self-reliant for pursuing the learning activities with their own independent
efforts.
E. Being a student – centred approach, it makes the task of learning quite absorbing,
interesting and purposeful.

4.7 DRAWBACKS AND LIMITATIONS

A. It is difficult to utilize problem – solving strategy for deriving specific educational

purposes.
B. Problem solving requires individual efforts on the part of students to find out the
solution of the problems. Every student is not expected to posses such abilities and

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 consequently to carry on al the students of the class for the adoption of this strategy
may pose a serious problem.
C. The task of choosing a tentative hypothesis is quite challenging one. The students are
more often tempted to pick up wrong hypothesis and are thus bound to waste their
time and energy in useless and irrelevant activities.

JOURNAL REFERENCE

Investigating the psychological resilience, self-confidence and problem-solving

skills of midwife candidates.

A descriptive quantitative study was conducted to investigate the psychological

resilience, self – confidence and problem – solving skills of midwife candidates at
Turkey’s Anatolia region. The data from midwife candidates were collected with the help
of Personal information form, Psychological Resilience scale for adults, Self – confidence
scale and Problem solving inventory. It was concluded that as the psychological resilience
and self – confidence increase, problem solving skills increases.

5. CONCLUSION:

The basic purpose of education is to enable an individual to adopt himself to the society.
Different approaches and strategies to impart knowledge to the students can definitely build a
change in their way to conceptualize the knowledge. For a particular teaching method to be
appropriate and efficient it has to be in relation with the characteristic of the learner and the
type of learning it is supposed to bring out.

6. BIBLIOGRAPHY
 Basavanthappa BT, Nursing Education, Second Edition, New Delhi, Jaypee
Brothers Medical Publishers, 2009.
 Sudha R, Nursing Education Principles and Concepts, New Delhi, Jaypee
Brothers Medical Publishers.

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  Sodhi J K, Comprehensive Textbook of Nursing Education, New Delhi, Jaypee
Brothers Medical Publishers, 2017
 Sankarnarayan B, Sindhu B, Learning and Teaching Nursing, Third edition,
Kerela, Brainfill, 2009.
 Bhaskara Raj E, Bhaskar N, Textbook of Nursing Education, Second Edition,
Bangalore, EMMESS Medical Publishers, 2015

7. JOURNAL REFERENCE
 Bunik M, Gao D, Moore L. An investigation of the field trip model as a
method for teaching breastfeeding to paediatric residents. J Hum Lact.2006;
22(2):195-202.
 Pinar S E, Yildirim G, Sayin N. Investigating the psychological resilience,
self-confidence and problem-solving skills of midwife candidates. Nurse Educ
Today. 2018; 64:144-149.

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