TEACHING METHODS

1. THE LECTURE METHOD

DEFINITION:
The lecture is the teaching procedure consisting of the clarification or the explanation of facts,
principles or relationships, which the teacher wishes the class o understand.
The class listens, takes down notes of the facts and the ideas worth remembering and thinks
them over later; but usually the students do not converse with the teacher.

The lecture is essentially a formal exposition, which makes only incidental use of narrative and
description in setting forth the basic and all inclusive structure of an entire topic. The lecturing is
a great art.

PURPOSES:
1. A good lecture stimulates thinking.
2. It serves as an example of how to attack a problem, develop it, evaluate the data and solve it
through clear thinking.
3. Lecture method is appropriate method, in sometimes, the instructional services of an expert
teacher and / or scholar.
4. The right teacher in the right course can in a single semester be more instructional than several
years of independent reading and unlimited group discussion.
5. The lecture should illuminate, supplement and reinforce the topic being studied.

PREPARATION OF THE LECTURE:

 The goal of lecturing is communicating and it is more effective, if it is prepared
beforehand. The objectives of the course, as well as the immediate objectives of the
lecture should be kept clearly in mind.
 The teacher should know exactly what points she wants to make, in what order and with
what emphasis.
 The teacher should have a scheme for each lecture in mind, not simply as a set number of
pages to be read over, but visualized as a well-articulated structure of thought.
 The lecture should have a central theme carried to completion in each delivery.
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  The lecture should contain a sequence of ideas kept relatively simple with headings and
subheadings.
 There should be a definite limitation on the number of sections in which the main topic is
decided; too many topics may hide the main topic from view.
 Time distribution is needed to the various subtopics to make sure that the essential topics
are covered.
 Lecture should contain an introduction to help to establish rapport with the class, to relate
each lecture to the preceding one etc.,
 The introduction may be a preview of the main topic to be covered. This helps the new
inexperienced teacher through the first few difficult moments of her lecture.
 Some literal statements of all critical points may be written on the lecture plan for the
teacher to read.
 If illustrative materials are to be used, they should be prepared and tested before the
lecture.
TECHNIQUES OF THE LECTURE:
 If the lecture is viewed as a means of presenting information and method of effective
learning, it requires the teacher not only o talk, but also to work with the students.
 The teacher will make sure that the important points in her class are made clear before
advancing to the next point.
 The lecture should provide internals for the clarification of thought, assimilation of ideas.
 Guides helpful to the Teacher in using the Lecture method:

1. RAPPORT: Teacher should establish rapport with the students. It will be done:
i. Through an exchange with students in a conversational tone about some event at the school,
this will help to foster a sense of ease and give impression of personal interest.
ii. By beginning the lecture with a review of previous lectures, typing them in with the present
one.
iii. To merge the students into a learning group, the questions will be directed to students in
various parts of the room.

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2. VOICE:
The lecture should be presented in a clear, natural tone of voice.
The teacher should speak to her students, not at them, nor above or below them. The teacher can
use her voice for emphasis in her lecture by pausing at appropriate points to let her words sink in
and to let the echoes of her voice subside. Keep the students alert and get across her ideas; talk
twice, fast, repeat often by keeping students alert.
3. GESTURES:
Whatever gestures lecture uses should be in a natural part of the total expression of what she is
communicating. The teacher’s actions should blend with her speech, they should be spontaneous
and animated and a part of the natural style of the individual.

4. EYE CONTACT:
The teacher should address the students with her eyes as well as with her voice. If the teacher is
alert, eager, enthusiastic, the eyes convey this to the student, who usually adopts a similar
attitude.

5. LECTURE OUTLINE AND STUDENT’S NOTES:

The lecture should be prepared and delivered in several blocks or units, each unit should present
not more than fifteen minutes. As each unit is completed, it should be briefly summarized or
punctuated with discussion for a short period of time. Lecture should present from written notes,
but should not be read. Salient points marked on the outline which is to be delivered slowly so
that students can copy if they wish to do so. The lecture should conclude before the end of the
period, review essential points, ask questions or get comments from students.

ADVANTAGES:
1. Apparent saving of time and resources.
2. Presence of the teacher.
3. Covers a large group of students.
4. Gives a feeling of security.
DISADVANTAGES:
1. Keeps the student in a passive situation.
2. Does not facilitate learning how to solve problems.
3. Offers hardly any possibility of checking learning progress.

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 4. Does not allow for individual pace of learning.
5. Low receptivity.
FREQUENT CRITICISMS OF THE LECTURE METHOD:
1. The lecture is time consuming.
2. The lecture provides little student activity.
3. The lecture requires special skills.
4. The teacher is not readily analyzed and summarized by the student.
5. The lecture is sometimes poorly adapted to the perceptive abilityof students.
6. The lecture is likely to become a sustained dictation exercise.

2. THE LABORATORY METHOD

DEFINITION:
Webster defines; the word laboratory was applied originally to the workroom of the chemist, a
place devoted to the experimental study of natural science.
Laboratory procedure is considered as planned learning activity dealing with original or raw
‘data’ in the solution of problems.
It is a procedure involving firsthand experience:
- With primary source materials or facts derives from investigation or experimentation in the
solution of a problem, the answering of some questions.
- Through which the student can acquire psychomotor skills.
VALUES:
For the students:
 To experience a learning situation at first hand.
 To use the problem-solving approach to the solution of real problems.
 To translate theory into practice.
 To develop, to test and apply principles and to learn methods of procedures, with greater
reliance on her own power and with greater freedom from restrictions which group work
often imposes on the student.

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FOR THE TEACHERS:
 To observe the student in action, to assess her worth, correct her mistakes and to guide
her in promising direction through a penetrating question or two at the time, the teacher
can discover whether the student knows ‘the why’ of what she is doing or is trying to
follow instructions without comprehending them.
 A little encouragement or special help at the right moment may enkindle or intensity
interest and provide the basis for independent accomplishment in the future

THE TECHNIQUE OF THE LABORATORY METHOD:

STEPS:
 The introductory phase.
 Work period.
 Culminating activities.

The Introductory phase:

This involves the establishment of objectives and plan of work. The planning for a laboratory
period may be done in advance by the teacher or cooperatively by the teacher and the students by
means of class discussion.
Teacher preparation:
 To solve a problem.
 To understand a process.
 To develop a skill etc.,
 The selection of a general plan of work and to provide for correlation of the laboratory
aspect of the course with the class work.
 Teacher advance preparation is necessary to ensure that the proper materials and
equipment will be available for the laboratory work.
 The teacher can give whatever instructions may be necessary for the students to proceed
without wasting time.
 Teacher preparation consists in thinking over what the students will be doing i.e., the
verbal preliminary instructions that they will require, the difficulties that they are likely to

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 encounter and some of the questions by which the quality of their work can be appraised
and their learning experience improved.
Student preparation:
 Orientation and motivation achieved through proper instructions and guidance.
 When instructions are short, they may be given verbally, but when long procedures are
involved or complex equipment must be handled, instructions should be in writing.
 The teacher who stands at the student’s elbow and prompts at every step, achieves the
same effect.
 Laboratory procedures should be prepared in a manual, state the problem to be solved or
the procedure to be followed, fill in the necessary background and a general mode of
procedure and leaves it to the student to formulate a precise plan of investigation, setting
up the plan and reaching her own conclusions.
The working period:
 It is that period during which the individual student or groups of students do their
particular work under the supervision of the teacher.
 The laboratory procedure presumes skills on the teacher, emphasis will be more on the
organization and the exposition of knowledge.
 The emphasis is on the ability to guide a student creativity in the accomplishment of
tasks, without depriving her of the chance to do her own work, and without allowing her
to commit serious mistakes.
 The teacher should have the right proportion of reserve and readiness in advancing
suggestions when necessary, she must be able to gauge the student’s abilities, to know at
what point to offer help and when to withhold it.
 The length of the laboratory period determined by the nature of the problems and the
objectives.
 The activities should be adopted to the type of work to be done. Students may work
individually, or in small teams within a large group.

Culminating activities:
When the laboratory work has been completed, the class should meet together for discussion of
common problems.

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  For organization of findings.
 For the presentation of the results of individual or group problem-solving activities.
Types of activities to be utilized in the Laboratory procedure:
1.Review of the plan for solving the problem(s).
2.Reports by students on data gathered or otherfindings.
3. Presentation of illustration materials or special contributions by students working on special
problems.
4.Organization of findings and summarization and conclussionsby the group. The findings and
the conclusions may be exhibited and scored or rated by members of the class or by competent
judges outside the class.
5. Exhibits of various projects may be setup and explained by their student sponsors.

6.Tests may be used to measure achievement of students.

The laboratory method in Nursing education:

The laboratory method will be used:
1.In the class room, in courses that employ problem-solving activities, in which students gather
first-hand.
2.In a laboratory, e.g. Nutrition or Nursing arts.
3.In the clinical setting, e.g. Hospital and community health agencies.Professional nursing
practice requires relevant knowledge, understanding, and the ability to apply knowledge in
nursing actions. Nursing skills can be learned only through firsthand experience in the clinical
laboratory under careful supervision.

3.THE DEMONSTRATION METHOD

The demonstration method is of utmost importance in the teaching of nursing. The

demonstration method teaches by exhibition and explanation. It is an explanation of a process. It
trains, explains the student in the art of careful observation, which is essential to a good nurse.

ADVANTAGES:
1. It provides an opportunity for observational learning

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2. It commands interest by use of concrete illustrations. The student not only can hear the
explanation, but also can see the procedure or process. As a result, demonstration method
projects a mental image in the student’s mind, which fortifies verbal knowledge
3. The demonstration method has universal appeal because it is understandable to all.
4. The demonstration method is adaptable to both group and individual teaching
5. It activates several senses, it increases learning, because the more senses used, the better the
opportunity for learning.
6. It clarifies the underlying principles by demonstrating the “why” procedure
7. It correlates theory with practice.
8. It has particular reference to student demonstration of procedures already learned.
9. It gives the teachers an opportunity to evaluate the student’s knowledge of a procedure, and
to determine whether reteaching is necessary.
10. It points out that the student must have knowledge and must be able to apply it immediately.
11. It serves as a strong motivational force for the student.
12. Return demonstration by the student under supervision of the teacher provides an opportunity
for well- directed practice before the student must use the procedure on the ward.

USES OF THE DEMONSTRATION METHOD:

 To demonstrate experiment or procedures and the use of experimental equipment in the
laboratory, classroom and the ward.
 To review or revise procedures to meet a special situation or to introduce a new procedure.
 To teach the patient a procedure or treatment which he must carry out in the home
 To demonstrate a procedure at the bedside or in the ward conference room.
 Demonstration of a procedure in its natural setting has more meaning than when carried out
in the artificial environment
 To demonstrate different approaches in establishing rapport with patient’s, so that the most
effective nurse- patient relationship may be established.

ESSENTIAL CHARACTERISTICS OF A GOOD DEMONSTRATION:

 Every step of a well conducted demonstration should be understandable and exemplary of the
best possible procedure, which might be used under the same circumstance
 It should allow sufficient time for reflective and critical thought as a demonstration proceeds.

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 Applied principles in demonstration method performed by both the teacher and the student:
 The demonstration should understand the entire procedure before attempting to
perform for others. This sometimes necessitates review before performance.
 All equipment should be assembled and pretested before the demonstration takes
place. This saves time and ensures that the apparatus will be in good state.
 Advance knowledge: the group as well as the demonstrator should have advance
knowledge of the general procedure to be followed in the demonstration, its relation to
the unit and its purpose. Otherwise, the students’ attention will not be focused on the
procedure, her mind will be distracted by questions relating to the performance why it
is being given, what it means. Which is to follow to negate any possibility of such
distraction. The student should receive specific instructions about everything from the
apparatus to the demonstrator and the method she will use.
 A positive approach should be used , emphasis should be placed on what to do rather than
what not to do
 Everybody should have a good view of demonstration; precautions should be taken to ensure
all-round comfort.
 Running comments: the person in-charge of demonstration should accompany it with running
comments relative to materials used, amounts necessary processes taking place, and
anticipated results. However the commentary should be limited to essential facts. If an actual
patient is used in the demonstration, explanatory and comments must be regulated
accordingly.
 The setting for the demonstration should be true to life as possible. Demonstration of a
nursing procedure should be done on a live model where ever possible.
 A discussion period should always follow the demonstration. This affords an opportunity for
reemphasis, questioning, recall, evaluation and summary while the procedure still refresh.
 Mimeographed directions should be distributed before demonstrating a nursing procedure,
this saves continuous dictation on the part of the teacher and writing on the part of the
student
 Prompt practice: if the purpose of the demonstration is to teach form for skills, the student
should be given an opportunity to practice the procedure as soon as possible after the

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 demonstration. Students vary in their ability to learn. The sooner practice takes place after
demonstration, the better the learning.

LECTURE –DEMONSTRATION:-
Lecture – demonstration is a combination of the lecture and the demonstration. Its
purpose is to point out relationships as they occur during a demonstration. These may be in the
nature of properties of matter, explanation of structure or steps of a procedure.
This method is used extensively in teaching sciences and nursing subjects. It measured
factual knowledge only.

THE TELEVISION LECTURE- DEMONSTRTION:

The lecture demonstration is the method used most frequently in t.v teaching, because
of the nature of the medium in which photography and audio tape are combined, and because of
time limitations, the preparations of t.v. lectures is more exacting than the regular classrooms.

Scripts have to be prepared and rehearsal, to ensure proper use of time and
photography. Television lecture should not be simply a talking lecture: it should make wide use
of all kinds of illustrative materials.

5.SIMULATION

“Tell me, and I will forget. Show me, and I may remember. Involve me, and I will
understand.”
— Chinese Proverb
“Any replication of a real-life event”
Utilized in many professions

INTRODUCTION
 A simulation is an actual enactment of a real life situation
 Modern simulation methodology can make substantial contributes to the broad spectrum
of educational needs.
 It is to create conditions by means of a model,for study or training purposes.

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DEFINITION
1. A simulation is an actual enactment of a real life situation.
2. It may be defined as a role playing in which the process of teaching is enacted artificially
and an effort is made to practice some important skill of communication through this.

TYPES
1.Live simulations
Typically involve humans and/or equipment and activity in a setting where they would operate
for real.
Models and simulation involving real people operating real systems, e.g. A pilot flying a jet.

2. Virtual simulations
Typically involve humans and/or equipment in a computer-controlled setting.
Model and simulation involving real people operating simulated systems
e.g flying a simulated jet, ear examination of simualted model

3. Constructive simulations
Typically do not involve humans or equipment as participants..
Models and simulation involving simulated people operating simulated systems

PROCEDURE
1. Selecting the role players
A small group of 4-5 members are selected
They are assigned different letters in an alphabetic order A,B,C,D
The role assignment are rotated within the group to give chance to everyone
2. Selecting and discussing skills
The skills to be practiced are discussed , and topics of conversation that fit the skills are also
suggested.
3. Planning
It has to be considered who will start the conversation, who will stop the interaction

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4. Deciding the procedure of evaluation: The procedure of evaluation ,the kind of data to be
recorded and the method of recordings are decided

5. Conducting practice session: First practice session is conducted and the actor is provided
with feedback on his performances. If necessary the procedure of the second session is altered in
order to improve the training procedure.

6. Prepared to change the procedure: If need arises ,one should be prepared to change the
procedure and the topic and move on to the next skill so as to present a meaningful challenges to
each actor to keep his interest as high as possible

Components of simulation
 Introduction : explain about objectives and purposes
 Role assignment: Set up the roles to the particular individuals
 Activities selected: socio drama, role playing, and gaming
 Evaluate: The is provided with feedback
 Redesign in order to improve the training procedure.

Advantages
 Device for motivating students
 Analysis of teaching problems
 Helps to relate between theory and practice
 Enables students to acquire factual and conceptual knowledge
 It is interested and enjoyable to the students
 High efficiency
 Facilitates self evaluation
 High availability

Disadvantages
 Necessitates special educational competence

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  Time consuming
 It cannot be made in all subjects of the curriculum
 Need for many simulators
 Difficulty for beginners

5.PANEL DISCUSSION TECHNIQUE

INTRODUCTION:
It is a one of the method interacting which comes under the group teaching, where the all
the participants involve actively, discussion, among the persons who participate will be there. It
provides an opportunity for everyone who has attended that program by asking question or by
contributing some or the other way as well as what ever the topic discussed. Asking the doubts
regarding the topics & related doubts.

DEFINITION:
Panel is a discussion in which few persons carry on a conversation in front of an audience.
When the group is too large to work effectively through the usual round table procedure.
- K.P.Neeraja.

A discussion of a subject of public interest by a group of persons forming a panel, often before
an audience - The American Heritage® Dictionary

All the technique of higher learning require the discussion among the participates. The
discussion provides the equal opportunities in instructional situation to every participant.
-B TBasavanthappa

ORIGIN OF PANEL DISCUSSION TECHNIQUE:

This technique at the first time was used by Herry Aober. Street in 1929. He organized a
discussion for small group for deficit period for the audience. At the end of discussion audience
had also participated. The important questions were put by the audience on the topic. The experts
tried and answered the question and certain points were classified, which were not included in
this discussion then several other person had used this technique.

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Generally this type of panel discussion is organized in television and Radio. The current topic is
considered for such program.

OBJECTIVES OR PURPOSES OF PANEL DISCUSSION:

1. To provides information and new facts.

2. To analyze to current problems from different angle.
3. To identify the values.
4. To organize for mental recreation.
5. To reproduce the features for the benefit of larger group.
6. Different points of view are presented.
7. Quick exchange of facts.
8. Better judgment to audience.

PRINCIPLES ON PANEL DISCUSSION:

1. It observes the democratic principles of human behavior. Equal opportunities are
providing to every participant.
2. It encourage the active participation with originality and independently.
3. It involves the social and psychological principles of group work. Feeling co-operation
and sympathy and respect the ideas of other.
4. It is based on modern theory of organization.

TYPES OF PANEL DISCUSSION:

1. Public panel discussion
2. Educational panel discussion

1. Public panel discussion:

This type of panel discussion is organized for common men problems.
The objectives are:
 Providing fact information regarding current problem.
 To determine the social values.

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  To recreate the common men.
E.g.: Panel discussion in T.V and Radio regarding unemployment, annual budget etc.

2. Educational Panel Discussion:

It is used in education institutions to provide factual and conceptual knowledge and
classification of certain theories and principles. Sometimes these are organized to find out the
solution of certain problems.

OBJECTIVES:
1. To provide factual information and conceptual knowledge.
2. To give awareness of theories and principles.
3. To provide solutions of certain problems.

PROCEDURE OF PANEL DISCUSSION:

Panel discussion consists of 4 types of person. It means four roles are played in organizing panel
discussion.
1. Instructor
2. Moderator
3. Panelist
4. Audience

1. Instructor:
In panel discussion most important role is of instructor
- It is the responsibility of instructor how, where and when panel discussion will be organized
and also a schedule of panel discussion is prepared by him (Sometime plan of Rehearsal).

2. Moderator:
In the discussion moderator has to do significant job. He has to keep the discussion on
theme and encourages the interaction among the members. He has to summarize and high light
the discussion more often. He should keep mastery on a theme or problem of discussion

3. Panelists:

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 There are four to ten panelists in the discussion. The members of panel sit in semicircle
before audience. The moderator sits in middle of panelists. The panelists must have the reaction
on the theme.

4. Audience:
After the panel discussion audiences are allowed to put question and seek classication,
they can present their point of view and their experiences regarding the theme or problems.
Medalists or panelists should answer the questions asked by Audience.
At the end Medalists should summarize the discussion in his point of view and the expresses
thanks to panelists and Audience.

USES OF PANEL DISCUSSION TECHNIQUES:

1. This technique encourage social learning
2. The higher cognitive and effective objectives are achieved.
3. It is used to develop the ability of problem solving and logical thinking.
4. It develops the interests and right type of attitude towards the problem.
5. It develops the capacity to respect others ideas and feelings and ability of tolerance.
6. It provides the opportunity of assimilation of theme content.
Some topics for this purpose are
- Population education
- Adult education
- National health policy.
CHARACTERISTICS OF PANEL DISCUSSION:
1. It is used for teaching at reflective levels like college, University levels.
2. It develops the ability of problem solving.
3. It provide the opportunity of understand nature of problem or theme of the discussions.
4. It develops abilities of presentation of theme and giving their point of view logically.
5. It develops the right type of attitude and ability to tolerate anti-ideas of others.
6. It develops the ability of creative thinking and to criticize the theme.
7. It develops the manner of putting questions and answering questions.

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LIMITATIONS OF PANEL DISCUSSION:
1. These are chances to deviate from theme at time of discussion.
2. Some members dominate the discussion and do not provide the opportunities to
participate the other in discussion.
3. There is possibility to split the group into 2 sub groups that is for and against the theme.
4. Panelist belonging to different groups it may not create appropriate learning situation.

SUGGESTIONS FOR ORGANISING PANEL DISCUSSION:

1. There should be rehearsal before the actual panel discussion.
2. Moderator should be matured person and have the full understanding of theme or
problems. He should have control over the situation.
3. The seating arrangement for panelist and audience should be such that everyone should
be of equal distance they can observe each other.
4. The moderator should encourage the discussion on the points which may lead to
constructive aspect of the problem. He should encourage the constructive discussion
among panelists and audience.

CONCLUSION:
The panel discussion is one type of group discussion which can be done by instituting
T.V, Radio or university for the effective education and to get clear knowledge about the theme
by active involvement of group it may be panelist audience or moderator and even to conduct
panel discussion. We have to be aware of limitations or adverse effect. It should be conducted
in such a way there should not be any limitations.

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BIBLIOGRAPHY

1. B.T Basavanthappa., “NURSING EDUCATION”., 1ST edition., jaypee publications New

Delhi., page no 425-428, 453-455.
2. B Sankaranarayan., B Sindhy., “LEARING AND TEACHING NURSING”. 1 ST Edition.,
brainfill publications.
3. K.P Neeraja., “TEXTBOOK OF NURSING EDUCATION”., jaypee brothers medical
publications private limited New Delhi., page no 231-237.
4. Loretta E Herdgerker “Teaching & LearnIng in school of nursing” third edition 1992
Philadilphia
5. Neerana KP “Textbook of nursing education” first edition J P Brothers NewDelhi
6. Sermanta RK “Manual en instructional aids for teaching excellance” Delhi Mittal Pub.
1991
7. Sandhu B Sankaranarayanan B “Learning & teaching in nursing “ brain hill Calicut
8. Singh r “Practice & educational Evaluation” first edition Anmol Pub. New Delhi

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