Demonstration method.

Advantages
 It activates several senses, this increase learning because the more senses used, the
better opportunity for learning.
 It provides an opportunity for observational learning.
 It clarifies the underlying principles by demonstrating the ‘why’ of a procedure.
 It commands interest by use of concrete illustrations.
 It correlates theory with practice.
 It gives the teacher an opportunity to evaluate students’ knowledge of a procedure.
 To determine whether re-teaching is necessary.
 Used as a stronger motivational force.
 Return demonstration under supervision of the teacher provides an opportunity for
well-directed practice before the student must use the procedure on the ward.
Uses
 To demonstrate procedures in the classroom and the world (In natural setting).
 To demonstrate experiments and its use.
 To teach the patient, a procedure or treatment which he must carry out in home.
 To demonstrate different approaches in establishing rapport with patients, so that
the most effective nurse-patient relationship may be established.
Essential characteristics of a good demonstration.
 The demonstrators should understand the entire procedure before attempting to
perform for others. This sometimes necessitates review before performance.
 All equipment should be assembled and pretested, as it saves time and ensures that
the apparatus will be in a good working condition.
 Advanced knowledge of the procedure to be followed in the demonstrations to avoid
distraction of student.
 A positive approach should be used. Emphasis should be placed on what to do, rather
than what not to do.
 Demonstrators should accompany the procedure, which reviewing comments relative
to procedure and its anticipated result. It should be limited to essential facts.
 The setting for demonstration should be true to life as far as possible.
 A discussion period should always follow the demonstration.
 Mimeographed directions should be distributed before demonstration in nursing
procedure, as it saves continuous dictation on the part of the teacher and waiting on
the part of the student.
 The student should be given opportunity for prompt practice for better learning.

Laboratory method.
Planned learning activity dealing with original or raw ‘data’ in the solutions of the problems.
Laboratory method is a procedure involving first-hand experience- with primary source
materials. Through which the student can acquire psychomotor as well as mental skills.
Values.
For student, it gives best opportunity to experience a learning situation at first hand.
 To use the problem-solving approach to the solution of real problems.
 To translate theory into practice.
 To develop, to taste, and to apply principles.
 To learn method of procedures.
 Initiates group work.
For teacher.
Provides a teacher an opportunity.
 To observe the student in action.
 To assess her worth.
 To correct her mistakes.
 To guide her in promising directions.
 A little encouragement or special help at the right moment may intensify interest
and provide the hopes for independent accomplishment in future.

Technique.
1. Introductory phase.
2. Work period
3. Culminating activities.

1.Introductory phase.
Involves establishment of objectives and a plan of work.
Teacher preparation: discuss objectives or plan of work with the students by means of class
discussion.
 To solve a problem.
 To understand the process.
 To develop skill.
 To provide for correlation of lab aspect of the course with class work.
 To give instructions for the students, to proceed without wasting time.
 In thinking over what the students will be doing.
Students’ preparation: for orientation and motivation achieved through proper instruction
and guidance.

2. The Work Period

Supervise study activity, in which the student is involved in a first-hand experience designed
to achieve particular objectives by solving the problem.
3.Culminating activities.
After the lab work, the class should meet together for discussion of common problems.
Field visit.
It is a visit, especially planned for its possible contribution to the objectives of the
curriculum, course, lesson or other unit of instructions.

Definition:
It is defined as an educational procedure by which the students obtain first-hand
information by observing laces, objects, phenomena or activities, and process. In their
natural setting, to further learning.

Purposes.
1. To provide real life situations for the first-hand information.
2. To supplement classroom instructions, to secure definite information for 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
experiments.
5. To serve as means of arousing specific interest in materials, objects, places, or
processes.
6. To create teaching situations for cultivating observations, keenness and discovery.
7. To serve as means to develop positive attitudes, values and special skills.

Organizing and procedure of field trip.

a) Pre planning
b) Actual conduct of the trips.
c) Evaluation

a) Pre planning.
By teacher.
By students.
By teacher:
1. Decide on the drip.
2. Know the resources.
3. Obtain administrative sanction of school/college.
4. Dealings with the organization, obtain permission, data and time, visit and know the
resources, inform the objectives.
5. Arrange transport time date.
6. Prepare the students with theoretical base, teacher plans with the student:
 Formulate the 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 allowed specific jobs.
  Brief them, equipments or accessories needed, data and time of transport,
actual locations, setup, conduct and behaviour during trip safety to be
observed.
b) Actual conduct of the trip:
1. Follow the schedule.
2. Strictly follow safety precautions.
3. Observed and collect information needed.
4. Collect source/study materials if provided.
5. Teachers, supervisors and call attention to the pertinent points.
6. Observe formalities and extend courtesies.
Points to remember: trip should follow in an orderly manner.
Do not cause disturbance to the organization.
c) Evaluation phase:
1. Should be done as early as possible.
2. Students write a report with the observations effectiveness of the trip and
difficulties faced.
3. Teacher evaluates the reports by the students.
4. Teacher prepares an evaluation and along with specific observation from the
students, maintains a record which can be referred later.
5. Conduct discussion with the students.

Organization and procedure for field trips.

1. Knowledge: The teacher has to survey the area to know whether the field trips
planned will contribute to the attainment of desired objectives.
2. Rapport: The teacher should establish and maintain cordial relations with those in
charge of the situations to be visited.
3. Objectives: It 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 personal 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. Directions to be given on
the procedure to be followed in the observation and the special points to note.
6. Supervision: Trip should be supervised carefully. The teacher can assist the student
by calling attention to pertinent point. Follow-up and evaluation: An hour should be
alloted for an open discussion. It can be done by means of student’s report.

Values of the 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.