Assignment 2020 Complete

SCPM COLLEGE OF NURSING AND
PARAMEDICAL SCIENCES, GONDA
NURSING EDUCATION
FILE
SUBMITTED TO SUBMITTED BY
MR. SUVEESH MS.SHABINA BANO
ASSISTANT PROFESSAR M.SC 1ST YEAR
CHILD HEALTH NURSING, COMMUNITY HEALTH
SCPM COLLEGE OF NURSING NURSING, SCPM COLLEGE
& PARAMEDICAL SCIENCE. OF NURSING & PARAMEDICAL
SCIENCE.
SUBMITTED ON:
1
NURSING EDUCATION
INDEX
Sl.No. Content Page No.

1. Curriculum Construction:
Framing of Philosophy, Aims, Objectives 06
Syllabus/Course Plan 08
Unit plan 62
Master rotation plan 53
Clinical rotation plan 167
Lesson plan 147
2. Micro Teaching: 175
3. Teaching Method in Class Room: 186
Lecture method 188
Demonstration method 192
Symposium 214
Role play 230
Problem Based Learning 225
4. Clinical Teaching Method: 238
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Nursing Clinic 243
Nursing Rounds 240
Case Analysis 247
Process Recording 250
Group Health Teaching 257
5. Preparation of AV Aids: 260

charts 263
slides 265
OHP Transparencies 276
Flash Card 286
POWER POINT 290
ASSIGNMENT ON COMPUTER APPLICATIONS IN 296

NURSING
6. Annotated Bibliography: 308
1 Annotated Bibliography (Research) 314
2 Annotated Bibliography (Journals) 316
3 Annotated Bibliography (Articles) 320
7. Evaluation Tools: 324
1. Preparation of question paper 325

Blue Print table of specification 326
Objective type, MCQ, CAT question paper 331
3
Essay type question paper 335
2. preparation of clinical evaluation tool in the form of 340

a. Rating scale 341
b. Check list 344
c. Attitude scale 347
d. OSCE 350
e. Differential scale 354
f. Summated scales 359
g. Annecdotal records 362
3. Observe & Practice 365
a. Non Standardized test 366
b. Intelligence test 368
c. Aptitude test 372
d. Personality test 376
e. Physical and mental disability test 391
f. Sociometry 409
8. Item Analysis 412
4
ASSIGNMENT
ON
CURRICULUM CONSTRUCTION
CHILD HEALTH NURSING COMMUNITY HEALTH
SCPM COLLEGE OF NURSING NURSING SCPM COLLEGE
SCIENCE.
SUBMITTED ON:
5
6
Framing philosophy
M. Sc.nursing
Philosophy
National Health Policy(NHP) 2002 emphasizes the need to prepare nurses to function in super-
speciality areas who are required in tertiary care institutions, entrusting some limited public health
functions to nurses after providing adequate training, and increase the ratio of degree holding vis a vis
diploma holding nurses.
It is observed that there is an acute shortage of nursing faculty in under graduate and post graduate
nursing programme in India Indian Nursing Council believes that: Post Graduate programme is
essential to prepare nurses to improve the quality of nursing education and practice in India. . Post
graduate programme in nursing builds upon and extends competence acquired at the graduate levels,
emphasizes application of relevant theories into nursing practice, education, administration and
development of research skills.
The programme prepares nurses for leadership position in nursing and health fields who can function
as nurse specialists, consultants, educators, administrators and researchers in a wide variety of
professional settings in meeting the National priorities and the changing needs of the society.
This programme provides the basis for the post master programme in nursing. Further the programme
encourages accountability and commitment to life long learning which fosters improvement of quality
care.
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.
Prepare nurses who can make independent decision in nursing situation, protect the rights of facilitate
individual and grouped in pursuit of health, function in the hospital, community nursing services and
conduct research studies in the areas of nursing practice.
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.
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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.

8
ASSIGNMENT
ON
COURSE PLAN
SCIENCE.
SUBMITTED ON
9
COURSE PLANNING
INTRODUCTION
Curriculum planning in nursing is a complex process involving many groups of people
like faculty, community leaders, subject experts, consumers. Students employees of the
prospective graduates educationalist and psychologist.
Many factors affects curriculum development such as needs and interest of learners
social and cultural factors.
The curriculum is the overall plan for providing learning experiences for students for
achieving certain goals. The curriculum based on needs and interest of student concerned,
physiology of the college and faculty and is a systematic way to achieve certain specific goals.
OBJECTIVES:
After completion of the practical the student should be able to
• Spell out the sequence in planning a curriculum .
• Enumerate the conc8erns of the course plan for a subject.
• Prepare a course plan for a subject.
• To teach basic nursing students .
SEQUENCES OF PLANNING
In order to understa8nd when does a course fit in with in the curriculum. We should
explain the sequence in planning curriculum. A curriculum is planned in various stages
including;8888
1) Planning a curriculum as a whole.
2) Planning a various course.
3) Units.
4) Lessons for each courses.
SEQUENCE IN PLANNING A CURRICULUM
1) Planning
• Curriculum - over all goals .
• Objectives.
• Learning experiences .
• Evaluation .
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2) Planning various courses .
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• Goals
• Objectives
• Learning experiences .
• Evaluation
3) Unit planning
• Objectives
• Learning experience
• Evaluation
DEFINITION OF COURSE
It is a serious of studies leading to graduation of degree as in the case of basic B.Sc
Nursing course regarding completion of several short courses.
LEVELS OF COURSE PLANNING
• University level .
• Institutional level.
• Instructional level.
PURPOSE
The teacher plan the unit of work and the lesson for each course, linking it previous
learning of the students without planning there will be little unity and cohesion in what is being
learned.
Students participation in planning the course is to be encouraged by the teacher and entire
teaching and learning is based on sound education and psychological principles.
STRUCTURED OF THE COURSE PLAN
• In planning course 2 distinct areas of planning are involved.
• Identifying the course of elements around which specific learning are to be organized.
• Selection of specific organizing centers on which the learner interest and needs are focused.
OUTLINE FOR A COURSE PLAN
A course plan should contain
• Objectives
• Specification for the level of learner
• Placement in the curriculum.
• Resources of material needed for the course
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• Unit plan
• Evaluation measure
• Bibliography
1. OBJECTIVES
These may be general for the entire course. There may be central objective of all units in
the course which leads to the attainment of general objective for the course.
2. SPECIFICATION FOR THE LEVEL OF LEARNER

The started objectives should be according to the level of the learners. This will include
the information regarding the level of the students. (1st year, 2nd year, so on). The requisites for
the course and experience the students should have had prior to the starting of the course .It
should also specify at what stage student should begin course learning eg; first year , 2nd year .
3. RESOURCE MATERIALS NEEDED FO THE COURSE

The teacher who prepares the lesson plan, the course outline will be guide by the content
in selecting resource material, books journals, A.V aids which can used in teaching the course,
must be suggested in resource.
4. UNIT PLAN
The course plan can be divided in to appropriate unit. Each unit specify its objectives and
teaching learning activities.
5. EVALUATION MEASURES
Course plan should include the evaluation method should be used such as written test,
practical examination, class examination and quizzes .
BIBLIOGRAPHY
Course plan must provide a list of books for objectives by teachers and students. The
students can do reading on their from the list of books provided for reference.
13
MEDICAL SURGICAL NURSING
COURSE PLAN
M.Sc NURSING – I YEAR
Time allotted :
Theory : 150
Practical : 650
Total hrs.: 800
COURSE DESCRIPTION:
This course is common for the students undergoing clinical speciality – II in neuro science
nursing/cardiovascular & thoracic nursing / critical care nursing / oncology nursing /
orthopaedic and rehabilitation nursing / nephro & urology nursing, gastroenterology nursing/
geriatric nursing. It is designed to assist students in developing expertise and in depth
knowledge in the field of medical surgical nursing. It will help students to appreciate the
patient as a holistic individual and develop skill to function as a specialized Medical surgical
nurse. It will further enable the student to function as educator, manager and researcher in the
field of Medical surgical nursing.
OBJECTIVES:
At the end of the course the students will be able to:
1. Appreciate the trends & issues in the field of Medical – Surgical Nursing as a speciality.
2. Apply concepts & theories related to health promotion.
3. Appreciate the client as a holistic individual.
4. Perform physical, psychosocial assessment of Medical – Surgical patients.
5. Apply Nursing process in 8providing care to patients.
6. Integrate the concept of family centered nursing care with associated disorder such as
genetic, congenital and long – term illness.
7. Recognize and manage emergencies with Medical Surgical patients.
8. Describe various recent technologies & treatment modalities in the management of
critically ill patients.
9. Appreciate the legal & ethical issues relevant to Medical Surgical Nursing.
10. Prepare a design for layout and management of Medical Surgical units.
11. Appreciate the role of alternative systems of Medicine in care of patients.
12. Incorporate evidence based Nursing practice and identify the areas of research in the
field of Medical Surgical Nursing
13. Recognize the role of Nurse Practitioner as a member of the Medial Surgical health
team.
14. Teach Medical Surgical nursing to undergraduate nursing students & in-service nurses.
14
Unit Hours Content Teaching learning activity Assessment method
I 5hrs. Introduction: Lecture cum Discussion, Essay type
. Historical development of medical -surgical in India
.Current status of health and disease burden in India. self study, Short answers
.current concept of health.
.trends and issues in Medical-Surgical nursing. review classes
.ethical and cultural issues in Medical-Surgical nursing.
.rights of patient. seminar
.national health policy, special laws& ordinances relating to
older people.
.national goals.
.five year plans.
.national health programme related to adult health.
II 20hrs. Health assessment of patients Demonstration, Essay type
.history taking.
.physical examination of various system. Lecture cum Discussion Short answer
.Nutritional assessment.
.related investigation and diagnostic assessment. , clinical teaching
III 5hrs. Care in hospital setting Lecture cum Discussion Essay type
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.ambulatory care.
.acute and critical care. self study, Short answer
.long term care.
.home health care. review classes Objective type
.characteristics,care model, practice setting, interdisciplinary
team.
Seminar /presentation
.Hospitalization - effects of hospitalization on the patient and
family.
.stressors &reactions related to disease process .
.nursing care using nursing process approach.
IV 12hrs. Management of patients which disorders of GI tract Seminar, Essay type
.review anatomy and physiology.
.common disorders- etiology, patho physiology, clinical Lecture cum discussion ,
manifestations ,complication, prognosis.
Short answer
.health assessment- history taking, physical examination,
review classes
investigation and diagnostic assessment.
.treatment modalities and trends.
.nursing management.
.related research studies.
.evidence based nursing practice.
.rehabilitation and follow up.
16
V 10hrs. Management of patients with disorders of nervous system Seminar, Essay type
.review of anatomy and physiology.
.common disorder-etiology, patho-physiology, clinical Lecture cum discussion ,
manifestations, complication and prognosis.
Short answer
review classes
VI 10hrs. Management of patients with disorders of respiratory Seminar, Essay type
system
Lecture cum discussion,
.common disorders- etiology, patho physiology, clinical
Short answer
manifestation , complication and prognosis.
self study
17
..Rehabilitation and follow up.
VII 10hrs. Management of patients with disorders of cardiovascular seminar, Essay type
system
Lecture cum discussion
short answer
manifestation, complication, prognosis.
clinical presentation
investigation and diagnostic assessment. Objective type
.treatment modalities and trends. synopsis
.evidence based nursing practices.
VIII 5hrs. Management of patients with disorders of blood Seminar, Essay type
.common disorders- etiology, patho physiology, clinical self study
short answer
investigation, diagnostic assessment.
18
Rehabilitation and follow up
IX 10hrs. Management of patients with disorders of genito urinary Seminar Essay type
system
Short answer
investigation, and diagnostic assessment.
.evidence based nursing pravtice.
X 10hrs. Management of patients with disorders of endocrine Seminar, discussion, lectur, Essay type
system self study
. Review of anatomy and physiology.
Short answer
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.rehabilitation and follow up
XI 10hrs. Management of patients with disorders of musculo Seminar Essay type
skeletal system
Lecture cum discussion Short answer
.common disorders - history taking, physical examination,
Models
symposium
.Rehabilitation and follow up.
XII 8hrs. Management of patients with disorders of Lecture cum discussion Essay type
intergumentary system
Seminar
20
.common disorders- etiology, patho physiology, clinical Short answer
manifestation, complication. Prognosis.
Models
presentation
. Evidence based nursing practice.
XIII 5hrs. Management of patients with disorders of eye and ENT Seminar, Essay type
.common disorders- etiology, patho physiology, clinical Lecture cum discussion, Short answer
self study,
teaching practice
21
XIV 8hrs. Management of patients with disorders of reproductive Teaching practice, Essay type
system
self study Short answer
investigation, and diagnostic assessment.
.treatment modalities and trends. seminar
. Nursing management.
XV 8hrs. Geriatric nursing Seminar, Essay type
.nursing management- history and physical assessment.
.ageing. Lecture cum discussion Short answer
.demography; Myths and realities. Symposium
.concept and theories of ageing.
.cognitive aspect of ageing. presentation
.normal biological ageing.
. Age related body systems changes.
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.psychosocial aspects of aging.
.medication and elderly.
.stress and coping in older adults.
. Common health problems & nursing management.
.psychosocial and sexual.
.abuse of elderly.
.role of family and formal and non formal caregivers.
.role of nurse for caregivers of elderly.
.use of aids and prosthesis (hearing aids, dentures,
.legal and ethical issues.
.provisions and programme for elderly ;
privileges,community program and health services.
.home and institutional care.
.issues, problems, trends
XVI 8hrs. Care of patients with communicable and sexually Seminar, Essay type
transmitted diseases
.review of immune system.
self study
.common disorders of immune system- HIV/AIDS
Short answer
.review of infectious disease - etiology, patho physiology,
clinical manifestations, complications, prognosis.
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.treatment and modalities and trends.
. Related resesrch studies.
. Evidenced based nursing practice.
XVII 8hrs. Emergency, trauma and multi – system organ failure Seminar, Essay type
.DIC
.Trauma, burns, poisoning Lecture cum discussion
. Etiology, patho physiology, clinical manifestation,
complication, prognosis.
Clinical presentation Short answer
Health assessment- history taking, physical examination,
.treatment modalities and trends
.nursing management
Evidence based nursing practice
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PRACTICAL
TOTAL=60 HOURS
1WEEK=30 HOURS
S.No Dept/Unit No. of Week Total Hours

1. General medical ward 4 120 hours
2. General surgical ward 4 120 hours
3. ICUs 4 120 hours
4. Oncology 2 60 hours
5. Ortho 2 60 hours
6. Cardio 2 60 hours
7. Emergency department 2 60 hours
8. Neuro 2 60 hours
9. Total 22 weeks 660 hours
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NURSING RESEARCH – RESEARCH METHODOLOGIES
COURSE PLAN
Placement: 1st year

Hours of Instruction
Total : 250hrs.
Theory : 150hrs
Practical : 100 hrs.
COURSE DESCRIPTION:
The course is designed to assist the students to acquire an understanding of the research methodology and statistical
methods as a basis for identifying research problem, planning & implementing a research plan. It will further enable the
students evaluate research studies and utilize research findings to improve quality of nursing practice, education and
management.
GENERALOBJECTIVES:
At the end of the course the student acquires in depth understandingof research methodology appreciate its importanceand
develop skill in conducting research.
1. Define basic research terms and concepts
2. Review literature utilizing various sorces
3. Describe research methodology
4. Develop a research proposal
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5. Conduct a research study
6. Communicate research finding
7. Utilize research finding
8. Critically evaluate nursing research studies
9. Write scientific paper for publication
Unit Hours PRACTICAL Content Method of Assessment

THEORY teaching method
I 10hrs. Introduction Discussion, Essay type
.Methods of acquiring knowledge- problem
solving and scientific method.
self study,
.Research -Definition, characteristics,
Short answer
purposes, kinds of research
review classes
.Historical evolution of research in nursing
.Basic research terms
27
.Scope of nursing research ;areas, problems in
nursing, health and social research
.Concepts of evidence based practice
.Ethics in research
.Overview of research process
II 5hrs. 5hrs Review of literature Lecture cum Essay type
Discussion
.Importance, purposes, sources, criteria for
selection of resources and steps in reviewing presentations,
Short answer
literature.
Review classes,
synopsis
preparation
III 12hrs. Research approaches and designs Lecture cum Essay type
Discussion,
.Type:Quantitative and qualitative
.Historical, survey and experimental- Short answer
characteristics, type advantage and review classes,
disadvantages
.Qualitative: phenomenology, grounded
synopsis
theory, ethnography
28
IV 10hrs. 5hrs Research problem Lecture cum essay type
discussion
.Identification of research problem
.Formulation of problem statement and Short answer
research objectives review classes,
.Definition of terms
.Assumptions and delimitations .problem
presentation
.Identification of variables
.Hypothesis- definition, formulation and
types
V 5hrs. 5hrs. Developing theoretical/ conceptual Seminar/presentat
framework ion
.Theories:nature, characteristics, purpose and
uses
Lecture cum
.Using testing and developing conceptual discussion,
framework, models and theories
review classes
VI 6hrs. Sampling Seminar, Essay type
.population and sample
29
.factors influencing sampling Lecture cum Short answer
discussion
.sampling technique
.sample size.
self study
.probability and sampling error
.problems of sampling
project
VII 20hrs. 10hrs Tools and methods of data collection Seminar, Essay type
.Concepts of data collection
.Data sources, methods/techniques Lecture cum Short answer
quantitative and qualitative discussion ,
.Tools for data collection- types,
characteristics and their development
synopsis
.Validity and reliability of tools
.Procedure for data collection
VIII 5hrs. Implementing research plan Seminar, Essay type
.Pilot study,review research plan (design), self study ,
planning for data collection, administration
Lecture cum Short answer
of tools/interventions, collection of data
discussion
30
IX 10hrs 10hrs. Analysis and interpretation of data Seminar , Essay type
.Plan for data analysis: quantitative and short
qualitative answer
Lecture cum
.Preparing data for computer analysis and discussion,
presentation
.Statistical analysis
analysis
.Interpretation of data presentation
.Conclusion and generalization
.Summary and discussion
X 10hrs. Reporting and utilizing research findings Seminar Essay type
.Communication of research results; oral and
written
Lecture cum Short
.Writing research report purposes, method discussion answer
and style- vancouver, American
psychological Association(APA), Campbell
self study
.Writing scientific articles for publication:
purposes &style
31
XI 3hrs 8hrs Critical analysis Semina Essa
of research r,
y
reports and
Lectur
articles type
e cum
discuss Verb
ion
al
XII 4hrs 7hrs Developing Lectur prese
e cum ntati
and discuss on
ion
presenting
research Project
proposal ,
present
ation
Internal assessment
Techniques weightage(15 marks)
Term test (2 tests) 40%
Assignment 20%
Presentation 20%
Project work 20%
Total 100%
32
33
34
PART-B :STATISTICSCOURSE PLAN
Placement:1st year
Hours of Instruction
Theory:50 Hours
Practical:50 Hours
Total:100 Hours
COURSE DESCRIPTION:
At the end of the course, the students will be able to develop an understanding of the statistical methods and apply them in
conducting research studies in nursing.
GENERAL OBJECTIVES:
At the end of the course the students will be able to:
1. Discuss the basic concepts and scope of statistics related to health and Nursing.
2. Organize tabulate and present data meaningfully.
3. Use descriptive statistics to analyze the data.
4. Describe the probable methods to predict and interpret results.
5. Use various inferential statistical methods to predict and interpret results
35
6. Draw conclusions of the study and predict statistical significance of the results.
7. Establish reliability and scoring methods of the tool developed.
8. Describe vital health statistics and their use in health related research.
9. Explain the basic concepts related to statistics.
10. Use statistical packages by use of computers for data analysis.
36
Unit Hours TP Content Method of teaching Assessment
method
I 7hrs. 4hrs Introduction Lecture cum discussion Essay type
.Concept, types,significance and scope of statistics,
meaning of data
demonstration Short answer
.Sample, parameter
.Type and levels of data and their measurement
.Organization and presentation of data- tabulation of
data
.Frequency distribution
.Graphical and tabular presentation
II 4hrs. 4hrs Measures of central tendency Lecture cum discussion Revised
statistical
.Mean, Median, Mode
exercise
III 4hrs. 5hrs Measures of variability Lecture cum discussion Revised
statistical
.Range, percentiles average deviation, quartile
exercise
deviation,standard deviation
IV 3hrs. 2hrs Normal Distribution Lecture cum discussion Revised
statistical
.Probability,characteristics and application of
exercise
normal probability curve,sampling error
V 6hrs. 8hrs Measures of relationship Lecture cum discussion Essay type
.Correlation- need and meaning
37
.Rank order correlation Revised
statistical
.Scatter moment correlation
exercise
.Product moment correlation
.Simple linear regression analysis and prediction
VI 5hrs. 2hrs Designs and meaning Lecture cum discussion Revised
statistical
.Experimental designs
exercise
.Comparison in pairs, randomized block design, demonstration
Latin squares
VII 8hrs. 10hrs Significance of statistic and significance of Lecture cum discussion Revised
difference between two statistics (Testing of statistical
hypothesis). exercise
demonstration
.Non parametric test- Chi square test, sign, median
test, Mann Whitney test
.Parametric tests- ‘t’ test, ANOVA, MANOVA,
ANCOVA
VIII 5hrs. 5hrs Use of statistical methods in psychology and Lecture cum discussion Revised
education statistical
exercise
.Scaling- Z score, Z scaling
project
.Standard score and T score
.Reliability of test scores: test -retest method, parallel
forms, split half method.
38
IX 4hrs 2hrs. Application of statistics in health Lecture cum discussion Essay type
.Ratio, Rates, Trends
.Vital health statistics- birth and death and rates
.Measures related to fertility, morbidity and mortality
X 4hrs. 8hrs Use of computers for data analysis Lecture cum discussion Revised
statistical
.Use of statistical package
exercise
INTERNAL ASSESSMENT
TECHNIQUES WEIGHTAGE 10 MARKS

Test -( 2tests) 100%
39
NURSING EDUCATION
Time Allotted:
Theory: 150 hours
Practical: 150 hours
Total: 300hrs
Course Description:
This course is designed to assist students to develop a broad understanding of
fundamental principles, concepts, trends and issues related to education and
nursing education. Further, it would provide opportunity to students to
understand appreciate and acquire skills in teaching and evaluation, curriculum
development, implementation, maintenance of standards and accreditation of
various nursing educational programs.
General objectives:
On completion of each unit students will be able to understand the fundamental
concept related to nursing education and its application.
1. Describe the teaching learning process
2. Explain the aims of education, philosophies,trends in education and
health: its impact on nursing education
3. Demonstrate competency in teaching, using various instructional strategies
4. Plan and conduct continuing nursing education programs
5. Critically analyze the existing teacher preparation programs in nursing
6. Demonstrate skill in guidance and counselling
7. Identify the research priorities in nursing education
8. Discuss various models of collaboration in nursing education and services
39
Unit Hours practical Content Method of teaching Assessment
Theory method
I 10hrs. Introduction Lecture cum Essay type

Discussion,
.Education:definition,aims,concepts,
philosophies,& their education implication
Short
.Impact of social, economical, political & answer
technological changes on education:
self study,
*Professional education
*Current trends and issues in education
review classes
*Educational reforms and National educational
Policy, various educational commissions-reports
seminar
*Trends in development of nursing education in
India
II 20hrs. 30hrs Teaching – learning process Lecture cum Essay type

Discussion,
.Concepts of teaching and learning :definition,
theories of teaching and learning, relationship
Short
between teaching and learning
class presentations, answer
40
.Educational aims and objectives; types, domains,
levels, elements and writing of educational
seminars,
objectives
.Competency based education (CBE) AND and
outcome based education (OBE) review classes,
.Instructional design: planning and designing the
lesson, writing lesson plan :meaning, its need and
teaching practice
importance, formats
.Instruction strategies - lecture, discussion,
demonstration,simulation, laboratory, seminar, project
panel, symposium, problem solving, problem
basedlearning(PBL), workshop, project, role
play(socio-drama), clinical teaching method,
programmed instruction , self directed learning
(SDL), micro teaching,computer assisted
instruction (CAI), computer assisted learning
(CAL)
III 10hrs. Measurement and evaluation Lecture cum Essay type
Discussion,
.Concept and nature of measurement and
evaluation, meaning, process, purposes, problem
Short
in evaluation and measurement
review classes, answer
.principles of assessment, formative and
summative assessment- internal assessment
41
external examination, advantages and presentations
disadvantages
.Criterion and norm referenced evaluation
IV 12hrs. 10hrs Standardized and non – standardized tests Lecture cum Essay type
Discussion,
.Meaning, characteristics, objectives, validity,
reliability, usability, norms, construction of tests-
*essay, short answer question and multiple choice review classes,
Short
question
answer
*rating scale, checklist, OSCE/OSPE(objective
presentations.
structured clinical/practical examination)
*differential scales and summated scales,
sociometry,anecdotal record, attitude scale, Demonstration Objective
critical incident technique type
.Question bank preparation, validation,
seminar
moderation, by panel,utilization
.Developing a system for maintaining
confidentially
V 8hrs. 5hrs Administration, scoring and reporting Seminar, Essay type
.Administering a test;scoring, grading versus
marks
42
.Objective tests, scoring essay tests, methods of Lecture cum Short
scoring, item analysis discussion answer
item analysis and

presentation
VI 12hrs. 6hrs Standardized tools Seminar Essay type
.Tests of intelligence aptitude, interest personality, Lecture cum
discussion,
Achievement , socio economic status scale, tests short
for special mental and physical abilities and self study answer
disabilities
VII 5hrs. 6hrs Nursing educational programs Seminar Essay type
.Perspectives of nursing education : global and
national.
Lecture cum discussion Short
.Patterns of nursing education and training answer
programmes in India .Non university and
university programs: ANM, GNM, basic B.SC. presentation
Nursing, post certificate B.Sc. Nursing , M.Sc.
Nursing programs, M.phil and ph.D in nursing,
post basic diploma programs, nurse practitioner
programs.
43
VIII 12hrs. 25 Continuing education in nursing Seminar, Essay type
.Concepts - definition ,importance, need scope,
principles of adult learning, assessments of
self study ,
learning, needs, priorities, resources
Short
.Program planning, implementation and
answer
evaluation of continuing education programs Lecture cum
discussion
.Research in continuing education
.Distance education in nursing
IX 10hrs 10hrs. Curriculum development Seminar , Essay type
.Definition, curriculum determinants, process and
steps of curriculum developing, curriculum
Lecture cum
models, types and framework
discussion,
Short
.Formulation of philosophy, objectives, selection
answer
and organization of learning experiences;master
plan, course plan, unit plan presentation
.Evaluation strategies, process of curriculum
change, role of student, faculty,administrators,
statutory bodies and other stakeholders
.Equivalency of courses: transcripts, credit system
44
X 8hrs. 4hrs Teacher preparation Seminar, Essay type
.Teacher -roles & responsibility, functions,
characteristics, competencies, qualities
Lecture cum Short
.Organizing professional aspects of teacher discussion, answer
preparation programs
.Evaluation :self and peer
self study
.Critical analysis of various programs of teacher
education in India
XI 10hrs 5hrs Guidance and counseling Seminar, Essay type
.Concepts, principles, need, difference between
guidance and counseling, trends and issues
lecture cum
.Guidance and counseling services: diagnostic and Discussion,
Short
remedial
answer
.Coordination and organization of services
Presentation
.Techniques of counseling : interview, case work,
characteristics of counselor, problems in
counseling demonstration
.Professional preparation and training for
counseling
45
XII 15hrs 10hrs Administration of nursing curriculum Lecture cum Essay type
discussion
.Role of curriculum coordination - planning,
implementation, and evaluation
.Evaluation of educational programs in nursing - seminar,
course and program
Short
.Factors influencing faculty staff relationship and
demonstration answer
techniques of working together
.Concepts of faculty supervisor (dual) position
.Curriculum research in nursing
.Different models of collaboration between
education and service
XIII 10hrs Management of nursing educational institutions Lecture cum Essay type
discussion,
.Planning, organizing, staffing, budgeting,
recruitment, discipline, public relation,
performance appraisal, welfare services, library
seminar,
services, hostel Short
answer
XIV 5hrs 5hrs Standards and accreditation Assignment and Essay type
discussion
.Development and maintenance of standards and
accreditation in nursing education programs
46
.Role of Indian Nursing Council, state registration Presentation Short
nursing councils, Boards and University answer
.Role of professional associations and unions
project
INTERNAL ASSESSMENT
Techniqes weightage
Test (2 tests) 50
Assignment 25
Seminar/presentation 25
TOTAL = 100
PRACTICAL -INTERNAL ASSESSMENT

Learning resource material = 25
Practical teaching = 50
Conduct workshop = 25
47
ADVANCE NURSING PRACTICE
Time Allotted:
Theory: 150 hours
Total: 350hrs
Course Description:
This course is designed to develop an understanding of concepts and constructs
of theoretical basis of advance nursing practice and critically analyze different
theories of nursing and other disciplines.
General objectives:
On completion of each unit students will be able to understand the fundamental
concept related to advance nursing practice and its application.
1. Appreciate and analyze the development of nursing as a profession
2. Describe ethical, legal, political and economic aspects of health care delivery
and nursing practice
3. Describe the scope of nursing practice
4. Perform extended and expanded role of nurse
5. Describe alternative modalities of nursing care
6. Describe the concept of quality control in nursing
7. Identify the scope of nursing research
8. Use of computer in patient care delivery system and nursing practice
48
Unit Hours Content Method of teaching Assessment method
I 10hrs. Nursing as a profession Lecture cum Discussion, Essay type
.History of development of nursing
profession, characteristics,criteria of the
Short answer
profession , perspective of nursing
profession- national ,global self study,
.Code of ethics (INC), Code of professional
conduct(INC),autonomy and accountability,
assertiveness, visibility of nurses, legal review classes Objectives answer
consideration
.Role of regulatory bodies Seminar
.Professional organization and union self
defense,individual and collective bargaining
.Educational preparation, continuing
education, career opportunities, professional Presentation
advancement & role and scope of nursing
education
.Role of research, leadership and
management
.Quality assurance in nursing( INC)
.Futuristic nursing
II 5hrs. Health care delivery Lecture cum Discussion, Essay type
49
.Health care environment, economics, class presentations, Short answer
constraints, planning process, policies,
political process vis a vis nursing profession
seminars,
.Health care delivery system- national, state,
district, local level Objective type
.Major stakeholders in the health care system review classes,
- Government, non- govt. Industry and other
professionals
.Patterns of nursing care delivery in India
.Health care delivery concerns, national
health and family welfare programs, inter-
sectoral coordination, role of non-
governmental agencies
.Information, education and communication
(IEC)
.Tele –medicine
III 10hrs. Genetics Lecture cum Discussion, Essay type
.Review of cellular division, mutation and
law of inheritance, human genome project,
review classes, Short answer
the Genomic era
.Basic concept of genes,chromosomes and
DNA Presentation
.Approaches to common genetic disorder
50
.Genetic testing - basis of genetic diagnosis, seminar
pre symptomatic and predisposition testing,
prenatal diagnosis and screening, Ethical,
legal & psychosocial issues in genetic
testing
.Genetic counselling
.Practical application of genetic in nursing
IV 10hrs. Epidemiology Lecture cum Discussion, Essay type
.Scope, epidemiological approach and
methods
review classes, Short answer
.Morbidity , mortality
.Concepts of causation of diseases and their
presentations.
screening
.Application of epidemiology in health care
delivery, health survelliance and health
informatics
.Role of nurse
V 20hrs. Bio- psycho social pathology Seminar, Essay type
.Pathophysiology and psychodynamics of
disease causation
.Life processes, homeostatic mechanism,
biological and psychosocial dynamics in
causation of disease, life style
review classes,
51
.Common problems oxygen insufficiency,
fluid and electrolyte imbalance, nutritional
Assignment
problem, hemmorhage, and shock, altered
body temperature, unconsciousness, sleep
pattern and its disturbance, pain, sensory
deprivation presentation
.Treatment aspects: pharmacological and

pre- post operative care aspects
.Cardio pulmonary resuscitation
.End of life care
.Infection prevention (including HIV ) and
standard safety measures, bio- medical waste
management
.Role of nurse- evidence based nursing
practice; best practices
.Innovations in nursing
VI 20hrs. Philosophy and theories of nursing Theory presentation Essay type
.Values, conceptual models, approaches
.Nursing theories: Nightingale’s, Lecture cum discussion Short answer
Hendersons’s, Roger’s, Peplau’s, Abdella’s,
Lewine’s, Orem’s, Johnson’s, King’s,
Neuman’s, Roy’s, Watson parsce, etc and seminar
their applications,
52
.Health belief models, communication and
management, etc
.Concept of self health
.Evidence based practice model
VII 10hrs. Nursing process approach Seminar, Essay type
Health Assessment- illness status of
patient/clients (individual, family,
presentation Short answer
community) identification of health- illness
problem, health behaviour., signs and
symptoms of clients
.Methods of collection, analysis and
utilization of data relevant to nursing process
.Formulation of nursing care plans, health
goals, implementation, modification and
evaluation of care
VIII 30hrs. Psychological aspects and human relations Seminar, Essay type
.Human behaviour, life processes & growth
and development, personality development,
self study ,
defense mechanism
Short answer
.Communication, interpersonal relationship,
individual and group, group dynamics and Lecture cum discussion
organizational behaviour
.Basic human needs, growth and
development (conception through preschool, and assignment
53
school age through adolescence, young and
middle adult and older adult)
.Sexuality and sexual health
.Stress and adaptation, crisis and its
intervention
.Coping with loss, death and grieving
.Principles and techniques of counseling
IX 10hrs Nursing practice Seminar , Essay type
.Framework, scope and trends
.Alternative modalities of care, alternative Lecture cum discussion,
systems of health and complimentary
therapies Short answer
presentation
.Extended and expanded role of the nurse, in
promotive, preventive, curative and
restorative health care delivery system in
community and institutions
X 25hrs. Computer applications for patient care Seminar, discussion, lecture, self study Essay type
delivery system and nursing practice
.Use of computer in teaching, learning,
research and nursing practice
.Windows,MS office: Word,Excel, Power Short answer
point,
.Internet, literature search
54
.Statistical packages
.Hospital management information system:
software
Practical
Clinical posting in the following areas:

* Speciality area- in -patient unit = 2 weeks
*Community health center/ PHC = 2 weeks
*Emergency/ICU = 2 weeks
Internal Assessment
Techniques weightage
Tests- (2 tests) 50
Assignment 25
Seminar/ presentation 25
Total 100
55
MASTER
ROTATION PLAN
& PARAMEDICAL SCIENCE. OF NURSING &
PARAMEDICL SCIENCE
SUBMITTED ON:
56
Master Rotation Plan
'Overall plan of rotation of all students in a particular educational programme, showing

the placement of the students belonging to total program (4 years in B.Sc. (N) and 3 and half
years in GNM courses) includes both theory and practice denoting the study block, clinical
blocks, team nursing, examinations, vacation, co-curricular activities etc.
It is prepared well in advance for the whole year so that it gives a complete and clear
picture about students placement either in theory or clinical field during an academic session.
For each year, it can be prepared separately and for total program one can be prepared so that
every faculty will be aware of students' postings. Teachers should follow the respective
University or Board syllabus as a guideline for preparing either master rotation plan or clinical
rotation plan.
Definition:
*Master rotation plan is systematically arranged overall plan which shows rotation of all the
students in a particular educational institutional.
*it shows the placement of the students belonging to various groups/ classes in a clinical nursing
as well as community
Purposes
• Availability of an advance plan before implementation of curricular activities during an
academic year for the entire program
• All concerned are aware of the placement of students in clinical fields
• Coordination becomes more effective when theory, practice correlates and integrity exists
• Helps the students and teachers to prepare themselves for working in the areas
• Any modifications are required based on situations concerned, collaboration between
the faculty and service staff can be made for smooth running of organizational activities
and meeting the objectives of educational programe
• Assessment of curricular program is more effective
• The faculty members and nursing service staff are in a position to make tentative
advance plans for their leave or vacation without jeopardizing the teaching-learning
activities.
57
Principles to be Followed While Preparing Master Rotation Plan
Plan in accordance with the concerned curriculum plan/syllabus for the entire
course/program Plan in advance for all students in all years of program. Plan the activities by
following maxims of teaching
Post the students based on university syllabus and availability of concerned required
specialities Select areas that can provide expected learning experience Plan to build on
previous experiences
Acquaint the clinical staff/clinical supervisor with clinical objectives and rotation plan
Provide each clinical experience of same duration to all the students Rotate each student
through each learning experience or block Plan for all students to enter and leave at the same
time schedule.
Staff Involvement in Curriculum Planning
Curriculum committee consisting of members who actively participate in the
development or construction of a curriculum for their school. The members may be drawn
from various disciplines i.e., Teaching Faculty in Nursing Educational Institution. Curriculum
committee main responsibility is to organize all learning experiences planned by individual
tutors into an integrated whole. A learning experience is something in which the student
actively participates and brings change in his/her behavior. The individual teachers analyze
their own subjects in order to help and contribute to the correlation of teaching with other
subjects. The school administrator has to explain/orient all the staff about the philosophy,
objectives of the organization; responsibilities of each staff. When there is an appreciation and
common understanding among the staff members of the school, there is bound to be a greater
appreciation by their service, staff has to plan scheduling of classes and field work clinical
experience of the students. Teachers will maintain harmonious curriculum in order to meet the
national health.
The school should keep a close connection with the clinical fields (hospital and
community) wherever possible continuity of service should be maintained by the schoolin
these fields, which will bring in cooperation, understanding and a sense of appreciation of the
program offered. A better organization and planning of learning experience will be the
resultant effect.
Faculties are accountable for implementing the program that enables the students to
58
learn. Its goal is always concerned with fostering of ability of their students in carrying out of
the necessary service to the society in the future.
59
The important aspects of curriculum planning are: the selection and organization of
learning experience for the students who are undergoing a program. The careful selection of
the experiences and their organization is built on the student's past knowledge and previous
experience and according to the levels of the students. Progress in complexity to higher levels
of learning and comprehension in the practice of nursing, is the aim. It should exhibit an inner
relatedness among the various subjects and also their relationship to the clinical instruction and
practice of nursing.
PLANNING AND ORGANIZATION OF CLINICAL EXPERIENCE
Introduction
Planning of clinical experience is a component of learning experience at basic level.
The syllabi formulated by University/Board will acts as a guideline for fulfilling the minimum
requirements.
To bring change in human behavior, the learning experience must be organized as to
have cumulative effect. Clinical experience is an integral part of learning where the student
will be actively participate to otain skills in clinical practice by applying the principle of
'learning by doing'. The time, the student spends and learns in the clinical fields is an important
and integral part of the total school program. The teacher's responsibility is to provide
conducive environment for the expected desired behavior.
The faculty has to plan the clinical experience, keeping the objectives in view so that it
will provide the needed learning at a particular stage in the course so that the student will be
posted in right clinical area at the right time. The teacher has to orient the students why they
are posted in the particular clinical area; so the teacher has to complete the theoretical
component early, before posting the students in the clinical area. Teacher has to inform to the
students about the postings early, what are the requirements they have to fulfil in postings,
what type of desired learned behavior they have to develop, everything she/he has to explain
judicious decision making and greater efforts are need to plan the clinical experience as well as
plan for supervision and better learning. The clinical experience and rotation plan should be
well-organized and interrelated to achieve the effectiveness in the overall objectives of nursing
program. One of the objectives of school of nursing is, 'understanding of the psychosomatic
and social factors that affect the client and ability and inclination to aid the patient in
adjustment to and possibly in improvement of the health status'.
60
Factors to be considered while providing Clinical Facilities
• Philosophy and objectives of an organization (School Philosophy) and an educational
program
• Health care delivery system
• Nursing Philosophy—Nursing Theories and Models—Clinical Nurse practitioner—
Functions of the nurse
• Levels of prevention, Health promotion, curative and Rehabilitation activities
• Methods of delivering Nursing care
• Legislation establishing independent nursing regimens and independent practice
• Standards for practice—structural process outcome and evaluation tools
• Availability of infrastructure i.e., community—sub centers, primary health centers,
CHC, hospitals with speciality facilities/institutions-general hospitals, specialties,
number of patients in a clinical setting and student strength
• Health agencies like Rehabilitation centers, Hospitals, Nursing homes, Clinics,
subcenter and primary health center
• Equipments and supplies
• Clinical Instructors availability
• Budget
• Field visits.
Principles in selection of learning experiences in Clinical area
• Learning experience should provide an opportunity for students to practice the type of
behavior implied in the objective
• Students must have time and opportunity to analyse the problems of specific patients,
recognizing the emotional and social problems, which affect the physical status and
interrelationships of various aspects of health
61
• Provide learning situations to assist in making and carrying out plans for the present and
continued regimen of care
• The activities sought must be within the range of possibility for the students concerned
• Students should acquire mastery of essential information and basic concepts for
effective health teaching.
Organization of Clinical Learning Experiences
Objectives can be attained only by learning experience through reinforcement and
repetition. An effectively organized educational program provides opportunity for fulfillment
of 4 important criteria.
1. Continuity: The relationship existing between the different levels of the same subject
and skills required. It refers to the vertical relation of major curriculum events.
2. Sequence: It emphasizes the importance of having each successive experience build
upon the preceding one, but go more broadly and deeply into the matters involved.
3. Integration: The horizontal relationship of curriculum experience.
4. Correlation: The theory has to be correlated to practice, e.g. to develop skill in
mechanical ventilation, the students need to have knowledge of physiology of
respiration, anatomy of the respiratory tract and in practical experience, the learner
should have the opportunity u operate a ventilator, observation of a client who is on
ventilator, documentation and reporting of the progress, etc. For example: A student is
taught Basic nursing/Nursing Foundation in the first year, but the same subject is
continued in the 2nd and 3rd years in greater depth like Medical-Surgical Nursing and
other specialities sequence is the placement of the content in a gradual progress from
simple to complex and comprehensive. Sequence goes beyond continuity.
Teacher has to provide the opportunity for the students to teach the clients in each
successive clinical experience, student has to assume an increasingly broader responsibility for
recognizing the local health problem and making contacts with other individuals or agencies
for putting efforts in the solution of the problem.
Some questions has to be answered before planning clinical experiences of educational
value:
• What is the background of the student, when he comes to the professional education?
• What experiences he should receive to meet the objectives?
62
• How long students can be posted (duration of clinical experience as per norms—INC
and University or Board?
• What experience does the ward can offer to the student?
• What is the student expected to gain from clinical experience?
Learning experience should be consistent with the philosophy of the school and lead to
the achievement of terminal goal of the program. The teacher should clearly understand the
philosophy of institution, program and concerned hospitals where students will be posted. The
teachers has to state behavioral objectives to get desirable knowledge, skills and attitude and
select those experiences, which are appropriate in achieving the stated objectives. Learning
experience should provide opportunity for the development of independent thinking, good
judgment, self-discipline and integrity of purpose.
Planning Clinical Assignments
The students' future competence as a Nurse Practitioner depends to a large extent upon
the quality of instruction provided during clinical practice periods. Responsibility for planning
the clinical assignments rests squarely with the clinical supervisors, e.g. assigning clinical
responsibility, planning for ward-teaching, health-talk, case presentation, bedside clinic/ward
clinic, ward conferences, etc. recognize what else must be dealt within the situation, besides
the particular experience being planned.
Orientation of Students to the Clinical Area

The clinical supervisor has to orient the students to the clinical area, staff and
objectives, expectations from the student, assignments to be completed, duration of posting,
activities to be performed and adhering to the clinical rotation plan etc.
Matching the Right Student with the Right Client
The teacher has to identify the ability of students when planning their clinical
assignments. The less able student should be helped to move toward the level of performance
expected of all students in the group i.e., posting the students in clinical area based upon their
clinical requirement, e.g. Posting III year B.Sc. (N) student in ENT ward to render nursing care
for the clients with ENT disorders.
Planning for Continuity of Care
The first day of learning experience, the student has to assess the client, observe the
client clinical findings and collect the history, document the history, reviews the chart of the
63
client,
64
formulate/identify the Nursing diagnosis and plan the care by utilizing the principles and steps
of Nursing Process. On the second day, he can provide complete care and meet holistic needs.
By the 3rd day, he may help the client and his relatives to gain knowledge about client's
condition and needed assistance by family (the activities which family has to carry out in
rendering care to the client to attain optimum health), which includes implementation of
Nursing care activities as per long-term goals, short-term goals.
Providing adequate Clinical Supervision
The teacher has to supervise the student's tasks in the clinical area as Nursing is practice
discipline , strict clinical supervisory practice is essential, while posting the students in clinical
areas, INC norms related to teacher student ratio has to be followed strictly to teach
effectively. Coordinating Classroom Teaching and Clinical learning
It is facilitated by formulating units of study, which are sufficiently broad reasonably
they can find suitable clients for students' assignments.
Recording Results to Help with the Planning of Future Clinical Assignments
The teacher should maintain the records and document students' performance in clinical
area. Cumulative records has to be maintained, which has to be submitted at the time of pre
finals and final examinations, The documentation should meet the purposes of the course and
reflect the strengths and weaknesses of each student.
Advantages of master rotational plan:
* Availability OF advance plan helps to plan for various curricular and co- curricular activities
*it inform all the faculty members of the student placement in various clinical and community
areas and also the theory hours so as to enable them to work cooperatively
*students are aware of their academic programme in advance. This helps them to prepare
themselves for working in various settings
*evaluation of the programme is more effective
*nursing service staff and faculty members are in a position to make tentative advance plans for
their vacation, etc. Without disturbing the teaching learning activities
65
MONTHS October November December January February March April
WEEKS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
DAYS
Hrs/month 68hrs 136hrs 68hrs 136hrs 182hrs 130hrs 144hrs

Hrs/week 34 34 22 34 24 34 34 34 34 28 34 28 48 48 48 48 48 48 34
1
partial block
Medical Surgical Nursing
2
II Sessional exam
I Sessional exam
3
Teaching Block
Orientation
Clinical
vacation
vacation
5
6 Teaching Block
nutrition
7
8
9
10
Theory 34 x 8 = 272hrs. 34x4=136hrs 18
Practical 48X 6= 288hrs 16
64
UNIT PLAN
& PARAMEDICAL SCIENCE. OF NURSING &PARAMEDICAL
SCIENCE.
SUBMITTED ON:
65
I YEAR M.SC (N)
ADVANCE NURSING
PRACTICE UNIT
Course : M.Sc. (N) 1st PLAN
Subject : Advance nursing practice

Unit – I : 1st
Title : NURSING AS A PROFESSION
Placement : 1st year M.Sc. Nursing
Teaching method : lecture cum discussion , demonstration
A,V. Aids : black board, chart, OHP, flash card , flip
chart Time : 10 hours
GENERAL OBJECTIVES:
The students will be able to understand the history of development of nursing profession and the ethical, legal, political & economic aspects of health care delivery
and nursing practice.
Time Specific objectives Content Teaching Learning Evaluation
activity
66
10 Hrs The student will be able to:  History of development of Review cum discussion Tests
- Nursing as a profession
 Illustrate historical development Assignment
- Characteristics
of Nursing profession
- Criteria of the profession Debate
 Describe the characteristics and
- Is nursing a profession
criteria of profession
67
 Explain the perspective of Nursing
profession
 Describe the code of ethics
 Explain the code of professional  Perspective of nursing profession
conduct
 Discuss autonomy and
accountability assertiveness in  Code of ethics
nursing practice
Assignment
 Code of professional conduct
 Explain legal considerations and  Autonomy and accountability
issues in nursing  Assertiveness
 Visibility of nurse Panel discussion
 Identify the role of regulatory
bodies
 Recognizethe professional  Legal considerations and issues in
organization and unions nursing
Debate
 Role of regulatory bodies

 Discuss the educational  Profession 1 organizations & unions Assignment
preparations self defence
- Individual and collective bargaining
 Educational preparations
- Continuing educations
- Career opportunities Symposium
- Professional advancement
- Role and scope of nursing education
Presentation
 Explain the role of research,
leadership and management in
nursing profession
68
- Role of research, leadership and
management
 Describe the quality assurance in
nursing
Presentation
 Quality assurance in nursing
 Discuss the future of nursing

 Futuristic nursing
- Immovations in nursing
- Scope and trends
Covered under nursing

education
Presentation
Symposium
69
Unit plan
Course plan : M.Sc. Nursing
Subject : Advance nursing practice
Unit : II
Title : HEALTH CARE DELIVERY
Teaching method : lecture cum discussion, demonstration,project work
A. V.Aids : black board, chart, OHP, Flash card, flip
chart Total hours : 5 hours
GENERAL OBJECTIVES:The students will be able to understand the health care delivery system and appreciate and apply the knowledge of health care delivery
system in the care of individual and community.

activity
5 Hrs The student are able to:  Health care delivery system : Seminars Test
 Definition
 Define health care delivery system
 Health care delivery
 To differentiate primary, Secondary
 Health care environment
and tertiary health care services
70
 Identify the constraints of health care
delivery system
 Constraints
 Describe the planning process of
health care delivery  Planning process
 Explain about national, District, State  Policies
and local level of health care delivery  Political process visa versa nursing
system profession
 Identify the major stoke holders in the
health care system  Health care delivery system:
 Recognize the health care delivery
- National
concerns, national health and family
- State
welfare programme, intersectorial co-
- District
ordination and role of non-
- Local
governmental agencies
 Explain information education and
communication in HCDS  Patterns of nursing care delivery in India
 Discuss about telemedicine  Major stoke holders in the health care
 Explain information education and system Assignment
communication in HCDS - Government
 Discuss about telemedicine - Non government industry and other
professional
 Health care delivery :
- Concerns
- National health & family welfare
programme
- Intersectorial co-ordination
- Role of non-governmental agencies
Seminars
 Information education and communication
 Telemedicine
71
Independent study
Unit plan
Course : M.Sc. Nursing
Subject : advance nursing practice
Unit :III
Title : GENETICS

Teaching method : lecture cum discussion, demonstration,
A. V. Aids : black board, chart, flash card, flip
GENERAL OBJECTIVES:The students will be able to understand the concept of genetics, appreciate and apply this knowledge in the care individual an family

activity
10 Hrs The student will be able to: Review of cell ular division Lecturer cum discussion Unit tests
 Define terminology related to - Mutation an dlaw of inheritance

genetics - Human
72
 Describe mutation and law of Genome project
inheritance
- Thegenomic era
 Identify approaches to common
 Basic concept of:
genetic disorder
- Genes
 Recognize the methods used for
Chronosomes & DNA
genetic testing
 Discuss the ethical Legal and - Approaches to common genetic disorders
psychosocial issues in genetic  Genetic testing :
testing - Basis of genetic diagnosis
 Describe the role of nurse in - Presymptamatic and
genetic counselling and practical predisposition testing
application of genetic counselling - Prenatal diagnosis and screening
 Ethical, legal and psychosocial issuesin Presentation
genetic testing
 Practical application of genetic
counselling & role of nurse
73
Unit plan
Unit : IV
Title : EPIDEMIOLOGY
Teaching method : lecture cum discussion, demonstration, project work
A. V. Aids : black board, chart, OHP, flash card, flip
GENERAL OBJECTIVE:The students will be able to understand and gains knowledge regarding epidemiology and apply epidemiological approaches in clinical
practice.

activity
74
10 Hrs  Identify the scope and various Epidemiology: Lecturer cum discussion Unit tests
approaches in epidemiology
 Scope
- Epidemiological approach and their
 Assess the application of screening
epidemiology in health care delivery  Application of epidemiology
 Discuss the role of nurse - In health care delivery
- Health surveillance
- Health information
 Role of nurse
Unit plan
Unit : V
Title : BIO-PSYChO SOCIAL PATHOLOGY

Teaching method : lecture cum discussion, demonstration
A. V.Aids : black board, flash card, flip chart, OHP,
GENERAL OBJECTIVE:The students are able to understand and gains in depth knowledge in patho-physiological aspects of illness and applied in the ca… of
individual and families.
activity
75
20 Hrs  Describe the pathophysiology and  Pathophysilogy and psychodynamics of Presentation Unit tests
psychodynamics of disease causation disease condition
 Life process
 Haemostatic Mechanism, biological and
 Explain the etiology, pathophysiology psycho social dynamics in causation of
and management of common disease Presentations cum
problems discussion
 Life style
 Common problems:
 Oxygen insufficiency
 Fluid and electrolyte imbalance
 Nutritional problems
 Hemorrhages and shock
 Altered body temperature
 Unconsciousness Presentation
 Pain
 Sleep pattern and its disturbances
 Treatment aspects:
- Pharmacological
- Pre and post operative care aspects
- CPR
- End of life care
 Infection
- Prevention
- Standard safety measures
Presentation cum
- Bio –medical waste management Assignments
discussion
 Role of nurse
- Evidence based nursing practice
 Innovations in nursing
Independent study
76
Assignment
Presentations
Assignment
Covered under unit – 1
Unit plan

Unit : VI
Title : PHILOSOPHY AND THEORIES OF NURSING
A. V.Aids : black board, chart, models, OHP, flash card
Total hours : 20 hours
77
GENERAL OBJECTIVE:The students are able to understand and gains in depth knowledge regarding concepts and theories, principles models, approaches
relevant to nursing and utilize in the practiceof nursing.
Time Specific objectives Content Teaching Learning activity Evaluation
20 Hrs  Understand the philosophy of Philosophy and theories of nursing : Seminar cum discussion Tests
nursing and acquire an acceptable
Nursing philosophy by,
one by comparing views given by
various nursing authors  Virginia Henderson
 Describevalues, conceptual models  Imogene king
and approaches relevant to nursing  Betty Newman
 Discuss the nursing theories by  Sr Callista Roy Assignments
various theorists and select the  Values and conceptual models
appropriate one to the practice of - Approaches
nursing  Nursing theories
 Explain various health models - Nigtingales
nursing - Henderson’s peplau’s, Abdellas, Orems
- Johnson’s
- Kings
Seminar
- Neuman’s, Roy & others
 Models
- Healthbelief models
- Health promotion models Lecture cum discussion
- Communication Essay questions
78
Unit plan
Unit VII
Title : NURSING PROCESS APPROCH
Placement : 1st year M.Sc nursing
A. V.Aids : black board, OHP, chart, flash card, flip
79
GENERAL OBJECTIVE:The students are able to understand nursing process and appreciate its importance and identify the health needs of the client using
nursing process, provide holistic and competent nursing care following nursing process approach.

activity
10 Hrs  Define nursing process  Nursing process: Seminar cum discussion Tests assignments
 Enlist the components of nursing - Definition
process - Components of nursing process
 Discuss the methods of collection ,  Health assessment
analysis and utilization of data - Illness status of the patients
relevant to nursing process (individual, family & community)
 Identify the approaches to nursing - Identification of health problems
assessment Nursing assessment:
 Enlist the assessment tools and - Assessment of health problems
techniques - Assessment of tools and techniques
 Mention the purpose, types and - History taking
sources of data - Validation of assessment
 Discuss the methods of data - Purpose and types of data Seminar cum discussion
collection - Sources of data
- Methods of data collection
- Structuring data
- Data analysis
Nursing diagnosis:
 Define nursing diagnosis - Definition
 Illustrate the evolution of nursing - Evolution
diagnosis - Types of Nursing diagnosis
80
 Identify the types of nursing - Formulating and writing nursing
diagnosis diagnosis
 Formulate nursing diagnosis  NANDALIST
 Identify common errors in writing  Common errors in writing nursing
nursing diagnosis diagnosis
 Differentiate nursing diagnosis  Differentiating from medical diagnosis
from medical diagnosis Seminar cum discussion
 Define planning identify setting
priorities
 Identify nursing goals or expected
outcomes
 Formulate objectives
 Discuss steps in planning
Test
 Write nursing care plans
 Write nursing care plans  Planning
 Describe the type of nursing - Setting priorities
intervention - Nursing goals
 Validate and document nursing - Types of goals
care plan - Development of objectives
 Modify nursing care plan - Steps in planning
- Writing nursing care plans
 Define evaluation
 Discuss the principles of
evaluation
 Explain the steps in evaluation
process
 Describe the guidlines and goals
 Implementation
of evaluation
- Types of nursing intervention
 Identify common problems
- Methods of implementation
81
 Modify and rewrite the nursing - Validating nursing care plan
care plan - Documenting the nursing care plan
Seminar cum discussion
- Review of care plan
- Ongoing data collection
 Evaluation
- Definition
- Principles
- Steps in evaluation process
- Collect data about the clients response,
compare in with the goal
- Guidelines and goals of evaluation
- Common problems related to evaluating
nursing care
- Modify the careplan
Unit plan
Unit : VIII
Title : Psychological aspects and human
relations Placement: 1st year M.Sc. Nursing
82
A. V.Aids : black board, chart, project, flash
card Total hours : 30 hours
GENERAL OBJECTIVE:The students are able to understand the psychological aspects and human relations and appreciate and apply this knowledge in the care
of individual and family.
activity
30 Hrs  Define human behaviour  Human behaviour Seminar Tests

 Explain growth and development - Life process and growth & development
including personality development - Personality development
 Define communication - Defense mechanism
 Discuss the importance of  Communication
communication in nursing practice - Interpersonal relationships Lecture cum discussion Assignment
 Identify basic human needs based on - Individual and group
the developmental age - Group dynamics
 Identify the psycho physiological - Organizational behaviour
aspects of stress and adaptation  Basic human needs
 Discuss the occurrence of crisis - Growth and development
& crisis intervention  Sexuality and sexual Seminar
 Describe problems of loss of death  Stress and adaptation
 Recognize principles and techniques of - Crisis and its intervention
counselling - Coping with loss, death and grief
- Principles and techniques of counselling

Seminar
83
Unit plan
Unit : IX
Title : Nursing Practice
84
A. V.Aids : black board, chart, OHP, flash card, flip
GENERAL OBJECTIVE:The students are able to understand the trends in nursing practice appreciate its importance and apply this knowledge in the care of
individual and family

activity
10 Hrs  Explain recent trends and scope of Nursing practice: Covered under unit one Test assignments
nursing (Panel discussion)
- Frame work
 Describe the alternative modalitiesof
- Scope and trends
care
- Alternative modalities of care
 Discuss the alternative systems of
- Alternative systems of health and
health and complimentary therapies
complimentary therapies
 Perform extended and expanded role
 Extended and expanded role of nurse
of nursing
- Promotive, preventive, curative and
 Provide promotive, preventive,
restorative healthcare delivery system in
curative and restorative health care to
communityand insituations
individual and family Symposium
- Health promotionand primary health care
 Explain about health promotion and
- Independent practice issues Independent
primary health care
nurse midwifery fractioned
 Enumerate practice and collaboration
 Collaboration issues
issues
- Models within & outside nursing
 Discuss the models of prevention
 Describe family, home nursing and Seminar
trans cultural nursing  Models of prevention
 Identify gender sensitive issues and  Family nursing
women empowerment  Home nursing
 Explain disaster nursing  Tran’s cultural nursing
85
 Discuss geriatric consideration in
nursing
 Gender sensitive issues &
womenempowerment
Covered under unit one

 Disaster nursing
 Geriatric considerations in nursing
Unit plan
Unit : X
TITLE : COMPUTER APPLICATION FOR PATIENT CARE DELIVERY SYSTEMAND NURSING PRACTICE
86
A. V.Aids : black board, chart, power point, OHP,
GENERAL OBJECTIVE:
The students are able to use computer in patient care delivery system & nursing practice
Time Specific objectives Content Teaching Learning activity Evaluation
25 Hrs  Explain recent trends and scope of Nursing practice: Lecturercum discussion Unit test
nursing
- Frame work
 Describe the alternative modalitiesof
- Scope and trends
care
- Alternative modalities of care
 Discuss the alternative systems of
- Alternative systems of health and
health and complimentary therapies
complimentary therapies
 Perform extended and expanded role
 Extended and expanded role of nurse
of nursing
- Promotive, preventive, curative and
 Provide promotive, preventive,
restorative healthcare delivery system in
curative and restorative health care to
communityand insituations
individual and family
- Health promotionand primary health care
 Explain about health promotion and
- Independent practice issues Independent
primary health care
nurse midwifery fractioned
 Enumerate practice and collaboration
 Collaboration issues
issues
- Models within & outside nursing
 Discuss the models of prevention
 Models of prevention
 Describe family, home nursing and
 Family nursing
trans cultural nursing
 Home nursing
 Tran’s cultural nursing
87
 Identify gender sensitive issues and  Gender sensitive issues &
women empowerment womenempowerment
 Explain disaster nursing  Disaster nursing
 Discuss geriatric consideration in  Geriatric considerations in nursing
nursing
88
M.SC NURSNG 1ST YEAR
NURSING EDUCATION – UNIT PLAN
Time Allotted:
Theory: 160 hours
Course Description:
This course is designed to assist students to develop a broad understanding of
fundamental principles, concepts, trends and issues related to education and nursing
education. Further, it would provide opportunity to students to understand appreciate
and acquire skills in teaching and evaluation, curriculum development, implementation,
maintenance of standards and accreditation of various nursing educational programs.
General objectives:
On completion of each unit students will be specific objectives able to understand
the fundamental concept related to nursing education and its application.
Specific objectives:
At the end of the course, students will be able to:
1. Explain the aims of education, philosophies, trends in education & health.
Its impact on nursing education.
2. Describe the teaching learning process.
3. Prepare and utilize various instructional media and methods in teaching learning
process.
4. Demonstrate competency in teaching, using various instructional strategies.
5. Critically analyze the existing, nursing educational programs, their
problems, issues & future trends.
6. Describe the process of curriculum development, and the need and methodology
of curriculum change, innovation and integration.
7. Plan and conduct continuing nursing education programs
8. Critically analyze the existing teacher preparation programs in nursing
9. Demonstrate skill in guidance and counseling
10.Describe the problems and issues related to administration of nursing
curriculum including selection and organization of clinical experience.
89
11.Explain the development of standards and accreditation process in nursing
education programs
12.Identify research priorities in nursing education
13.Discuss various models of collaboration in nursing education and services
14.Explain the concept, principles, steps, tools and techniques of evaluation.
15.Construct, administer and evaluate various tools for assessment of knowledge,
skill and attitude.
90
Unit plan
Subject : nursing education
Unit : I
Title : Introduction
Placement : 1st year M. Sc. Nursing
A. V.Aids : black board, chart, models, OHP, Flash
card, Total hours: 10 hours
General Objective: The students will be able to understand and gain knowledge is nursing education acquire skills in nursing various methods & strategies apply this
knowledge in teaching nursing schedules.
Theory Practical Specific objective content Teaching learning
hours hours activity
- Define education Education -Lecture / discussion
3 hrs 1hr - State aims & concepts of education Definition, aims, concepts philosophies & their - Prepare a philosophy and
education implication impact of social objectives for different
- Explain philosophy & their education implications
economical, political & technological changes in courses
4 hrs - List the impact of social, economical, political & education
- assignments
technological changes on education
- Professional education
- Identify the current trends & issues in education
- Current trends & issues in education
- lecture cum discussion
1 hr
91
- Enumerate the policies & various educational - Education reforms and national educational
commissions, reports policy, various educational commission reports
1 hr
- Elaborate the trends in development of nursing - Trends in development of nursing education in
1 hr education in India India
1 hr - Explain freedom & authority in education - Traditional & liberal movement in education -assignments
1 hr - State agencies of education - Freedom & authority in education agencies of
1 hr education
92
Unit plan
Unit : II
Title : teaching learning
process Placement : 1st year M.Sc. Nursing
A. V.Aids : black board, flash card, chart, models,
OHP Total hours : 20 hours
General Objective: The students will be able to understand and gain knowledge in concepts of teaching & learning
Theory hours Practical Specific objective content Teaching learning method
hours
- Define teaching learning process Teaching learning process : -Lecture cum discussion
4 hrs 1hr - Explain the theories of teaching & - Define, theories, &
learning relationship between teaching
& learning
- Appreciate the relationship between
teaching & learning -Preparing objectives based on domains
- Educational aims, &
3 hrs 2hrs objectives types, domains, Preparing lesson plan
- State the aims & objectives of education
levels, elements and writing of
- Explain the domain of education educational objectives Peer group
- List the types of education & its elements Peer group
93
- Elaborate CBE and OBE - Competency based education Junior group
and outcome based education
2 hrs 1hrs - Discuss instructions design and strategies Health education
OBE
1hrs - Instructional design planning Clinical
1hrs and designing the lesson, Peer group
writing lesson plan, meaning its
2 hrs 1hrs needs and importance formats Peer group
1hrs - Instructional strategies Peer group
1hrs - lecture Clinical
1hrs - Discussion Conduct workshop
1hrs - Demonstrations
1hrs - Simulation Peer group
1hrs Community
7hrs - Laboratory Clinical
1hrs - Seminar Peer group
2hrs - Panel Peer group
4hrs - Symposium Peer group
1hrs - Problem solving Peer group
1hrs - Problem based learning Peer group
1hrs - Workshop Junior group
1hrs Peer group
- Project & junior group

1hrs - Role play Peer group
94
- Clinical teaching methods Preparation of instructional aids
- Programmed instructions - Bulletin board
1hr - Self directed learning - Flannel board
1hr - Micro teaching - Models
1hr - Computed assisted instruction - Magnetic chalk board
1hr - Discuss the instructional media & - Computer assisted learning - Charts
methods
1hr Instructional media & methods - Cartoons
:
1hr - Cornic
Key concepts in the selection
1hr - Leaf let
and use of media in education
1hr - Graphtype
- Developing learning resource
1hr material using different media - Hand out film strip
1hr - Instructional aids types, uses, - Flash cards
selections, preparation
1hr - OHP
- Teaching role in processing &
managing - Pamphlets
1hr - Instructional aids projected & - Map
1hr non projected aids, multi media,
- Globe
video tile conferences
1hr
1hr
1hr
95
Unit plan
Unit : III
Title : measurement and
evaluation Placement : 1st year M.Sc. Nursing
Teaching method : lecture cum discussion, presentation
A. V.Aids : black board,
OHP, Total hours : 10 hours
General objectives : The students will be able to understand and gain knowledge in measurement and evaluation acquires necessary skills in assessing the
student, apply this knowledge while teaching nursing subjects.
Theory Practi Specific objective content Teaching learning evaluation

hours cal method
hours
- Define measurement and evaluation Measurement and evaluation : Essay type
2 hrs - Explain process of measurement - Concept and nature of measurement and Lecture cum discussion
evaluation, meaning process, purpose,
- List the purpose of measurement
problems in evaluation and measurement
- Identify the problem in evaluation and Short answer
- Measurement of cognitive, affective &
measurement
psychomotor domain
96
- State formative and summative evaluation - Principles of assessment formative &
assessment summative assessment internal assessment
external examination, advantages and
- Explain internal and external examination
2 hrs disadvantages
- Differentiate the advantages and disadvantage
1 hr - Criterion and norm referenced evaluation
of formative and summative assessment state.
5 hrs
1 hr
97
Unit plan
Course : M.Sc nursing

Unit : IV
Title : standardized and non- standardized
tests Placement : 1st year M.Sc. Nursing
Teaching method : lecture cum discussion, demonstration,
A. V.Aids : black board, slides,presentation
General Objectives : The students will be able to understand and gain knowledge in standardized tests acquires skills in using this tests apply their knowledge
in assessing students while teaching nursing.
Time hours Specific objective content Teaching Evaluation
learning
activity
- Define standardized & non Standardized & non standardized meaning &
standardized test characteristics objectivity, validity, reliability, usability,
Lecture cum Essay type
norms
- Explain the meaning & characteristics discussion
98
3 hrs 1hr - State objectivity, validity, reliability, Construction of tests
usability, norms
1hr - Essay Construction
- Explain construction of tests of test
1hr - Short answer question &
preparation
- Describe eassy, short answer question,
1hr - MCQS
MCQS, Rating scale, checklist, -essay
1hr OSCE/OSPE - Rating scale question Short answer
2 hrs 1hr - Discuss differential scales & summated - Check list -short answer
scales, critical incident technique,
3hrs - OSCE / OSPE -MCQS Objective type
question bank preparation, validation
2 hrs moderation by panel utilization - Differential scales & summated scales – check list
3 hrs - Sociometry -rating scale
2 hrs 1hr - Attitude scales -conducting
1hr - Critical incident technique OSPE for

junior group
2hr - Question bank preparation, validation moderation
by panel utilization. Preparing -
1 hr attitude scales
-Developing a system for maintaining confidentiality
-question
bank
preparition
99
UNIT PLAN
Unit : V
Title : administration, scoring, and reporting
A. V.Aids : black board, flash card, slides
General Objectives: The students will be able to understand & gain knowledge in administering scoring & supporting, acquire skill in using these evaluation
process in and apply this knowledge in practicing nursing education.
Theory Practica Specific objective content Teaching learning evaluation

l hours
hours activity
Short type
answer
- Describe the method of administrating test Administration, scoring, reporting
- Highlight on scoring, grading Lecture cum discussion
100
4 hrs 3hrs - Define objective test - Administrating a test, scoring, grading
versus marks
- Explain the methods of scoring essay test Practice scoring test
- Objective tests, scoring essay tests methods
4 hrs 4hrs - Describe item analysis of scoring item analysis Essay type
Unit plan
Unit : VI
Title : standardized tools
Teaching method : lecture cum discussion ,demonstration
A.V.AIDS : Black board, slides, presentation
General Objectives: The students will be able to understand and gain knowledge in standardized tools acquire skill in using these tools for evaluation and
apply this knowledge to practicing nursing education.
Theory Practic Specific objective content Teaching learning evaluation

hours al activity
hours
- Define intelligence test , Standardized tools Short answer
101
2 hrs 3hrs attitude test,personality test - Tests of intelligence aptitude, interest, Lecture cum discussion
personality achievement, socio economics
- Explain tests of interests achievement
status scale, tests for special mental &
5 hrs 2hrs - Describe test for special mental and physical physical abilities & disabilities Preparation of scales
abilities and disabilities and administering in
3hrs clinical, classroom &
5hrs community settings.
Unit plan
Subject : Nursing education
Unit : VII
Title : Nursing educational programme
Teaching method : Lecture cum discussion , demonstration
A. V.Aids : black board, flash card, OHP, flip
General Objectives: The students will be able to understand & gain knowledge in various nursing education programmes and apply this knowledge in
practicing nursing education.
Theory Practica Specific objective content Teaching Evaluation

hours l hours learning
activity
102
1 hours - Explain the perspectives of nursing education - Perspectives of nursing education global & -Lecture cum Essay type
national discussion
- Discuss the patterns of nursing education and
training programme - Patterns of nursing education and training - Preparation
4 hours program in India- Non university & university of different
programme ANM, GNM, B.Sc Nsg, PCBSc, nonuniversity
M.Sc Nsg, M.Phil & P.hd post basic diploma & university
program nursing practitioner programme nursing
6hrs program
curriculum.
UNIT PLAN
Unit : VIII
Title : Continuing education in nursing
Teaching method : Lecture cum discussion, demonstration, presentation
A. V.Aids : black board, flash card, OHP, flip chart,
models Total hours : 12 hours
General Objectives: The students will be able to understand and gain knowledge in continuing nursing education, acquire skills in assessment of learning
need and apply this knowledge in practicing nursing education.
103
T P SPECIFIC OBJECTIVE CONTENT TEACHING LEARNING EVALUATI
HOURS HOURS ACTIVITY ON
- Define continuing education Continuing education in nursing Essay type

5 hrs - List the importance of continuing education - Concepts, definition, importance, need, Lecture cum discussion
scope, principles of adult teaching,
- Identify the scope of continuing education
assessment of learning needs, priority
- Explain the principles of adult learning resources. Conducting continuing
nursing education in
- Discuss the implementation of continuing - Programme planning, implementation &
clinical for staff nurses
education programme evaluation of continuing education
programmes Short answer
- Elaborate distance education in nursing
20 hrs - Research in continuing education
3 hrs - Distance education in nursing
2 hrs 3 hrs
2 hrs 2 hrs
104
Unit plan
Unit : IX
Title : Curriculum
development Placement : 1st year M.Sc. Nursing
A. V.Aids : black board, flash card, flip chart, OHP,
Charts Total hours : Curriculum development
105
General objectives: The student will be able to understand and gain knowledge in curriculum development and acquire skills in formulating curriculum frame
work and apply this knowledge while teaching nursing education.
T P SPECIFIC OBJECTIVE CONTENT TEACHING EVALUATION

HOURS HOUR LEARNING
S ACTIVITY
- Define curriculum development Curriculum development Development of Essay type

curriculum of nursing
- List down the curriculum determinates - Definition, curriculum determinates, course
process and steps of curriculum
3 hrs 2hrs - Identify the process of curriculum development, curriculum models, types &
development frame work
- Explain the steps of curriculum development - Formulation of philosophy, objectives,
- Discuss the types of curriculum selection & organization of learning
experiences, master plan, unit plan. Preparation of unit
- State formulation of philosophy
3 hrs 1hrs - Evaluation strategies process of plan,
- States objectives curriculum change, role of students, faculty,
2hrs lesson plan, master
- Prepare master plan, unit plan administration statutory bodies & other state rotation plan &
1 hr 1hr holders Short answer
- Describe the evaluation strategies course plan
2 hrs 3hrs Equivalency of courses transcripts, credit
- Discuss the equivalency of course transcript & system.
1 hr 2hrs
credit system
106
Unit plan

Subject : Nursing
education Unit : X
Title : Teacher preparation
Teaching method : Lecture cum discussion, demonstration
A. V.Aids : black board, charts, OHP, Flash card, flip chart
107
General Objectives: The students will be able to understand and gain knowledge in preparation of professional teachers acquires skills in organizing
professional aspects of a teacher and apply this knowledge in daily practices.

HOURS HOUR LEARNING
S ACTIVITY
- Discuss the teachers roles & responsibilities Teacher preparation
3 hrs - Identify the characteristics of teacher role - Teaches roles & responsibilities, Lecture cum discussion Essay type
functions, characteristics, competencies,
2 hrs - List the qualities of teachers
qualities
- Explain the preparation of professional - Preparation of professional teacher Written
teacher assignment-2
2hrs - Organizing professional aspects of
- Discuss the critical analysis of various teacher
programs of teacher education in India
1 hr 2hrs - Preparation programs
- Evaluation – self & peer Short answer
- Critical analysis of various programs of

teacher education in India
108
Unit plan
Unit : XI
Title : Guidance and
counselling Placement : 1st year M.Sc.
Nursing
109
A. V. Aids : Black board, charts, models ,OHP, flash card
110
General objectives:The student will be able to understand and gain knowledge in guidance and counseling and acquire skills in counseling and apply this
knowledge while preparing for counseling.
T P SPECIFIC OBJECTIVE CONTENT TEACHING

HOURS HOUR LEARNING EVALUATION
S ACTIVITY
- Explain concepts of guidance & counseling Guidance and counseling
3hrs - List the principles of guidance counseling - Concept, principles, need, difference Seminar Essay type
between guidance & counseling tends and
- Differentiate between guidance counseling
issues
- Identify the diagnostic & remedial measure - Guidance counseling services, diagnostic
1hrs - Discuss the techniques of counseling and remedial
2hrs - Enlist the characteristics of counseling - Co ordination and organization of services

- Techniques of counseling, interview, case Objective type
work, characteristics of counseling
1hr 2hrs problems in counseling Conduct guidance &
counseling services at
1hr - Professional preparation and training for community & hospital
counseling. settings
3hrs
2hrs
111
Unit plan
Unit : XII
Title : Administration of nursing
curriculum Placement : 1st year M.Sc. Nursing
112
A. V.Aids : black board , OHP, Flash card, Flip
General Objectives : The students will be able to understand and gain knowledge in nursing curriculum administration and acquire skills in implementing
curriculum role and apply this knowledge while preparing curriculum.
HOURS HOUR LEARNING
S ACTIVITY
- Explain the role of curriculum co-ordinator in Administration of nursing curriculum :
planning, implementing & evaluation
- Role of curriculum co-ordinator planning Lecturer cum Essay type
implementation and evaluation discussion
4 hrs 2hrs
- Evaluation of education program in
nursing course & program
- Identify the evaluation of education
programme in nursing course - Factors influencing faculty staff
3 hrs 3hrs relationship and techniques of working
- List the factors influencing faculty staff together
relationship
- Concept of faculty supervision position
Short answer
- Curriculum research in nursing Concept mapping
2 hrs - Discuss the concept of faculty supervision
- Different models of collaboration between
- Explain curriculum research in nursing
education and service
2hrs - Identify different models of education &

service
3hrs
113
Unit plan
Unit : XIII
Title : management of nursing educational institutional
Placement : 1st year nursing
114
A. V.Aids : black board, charts, models, OHP, Flash card,
slides Total hours : 10 hours
General Objectives : The students will be able to understand and gain knowledge in managing nursing educational institutions acquire skills in planning and
organizing nursing institutions and apply this knowledge in teaching nursing education.

HOURS HOUR LEARNING
S ACTIVITY
- Explain management of nursing education & Management of nursing educational Essay type
its importance institution :
- Planning
1hr
- Organizing
1 hr
- Staffing
1 hr
- Budgeting
1 hr short answer
- Recruitment
1 hr
- Discipline
1 hr
- Public relation
1 hr
- Performance appraisal
1 hr
- Welfare services
1 hr
- Library services
1 hr
- Hostel
1 hr
115
Unit plan
Unit : XIV
Title : standard & accreditation
116
A. V.Aids : black board, flash card, charts flip chart
General objectives : The students will be able to understand and gain knowledge in standards and accreditationprocess acquire skills in developing and
maintaining standards in nursing education programme and apply this knowledge in teaching nursing students

HOURS HOUR LEARNING
S ACTIVITY
- Discuss development & maintaining standards Standard & accreditation
of accreditation in nursing
2 hrs 2hrs - Development and maintenance of Lecture cum discussion Short answer
- Identify role of INC, council boards & standards and accreditation in
university Developing standards
nursing education programs
of different courses of
2 hrs - Explain the role of professional associations & - Role of INC, State registration nursing nursing & role of INC,
1hr union’s council board & university KNC
3hrs - Role of professional associations &union’s Essay type
117
Reference :
1. HEIDGERKEN. E. LORETTA. Teaching and learning in schools of Nursing. 3rd edition, 2009. Konark Publishers Delhi.
2. BASAVANTAPPA B.T. Nursing education. 2nd edition 2009. Jaypee Brothers Medical Publishers Delhi.
3. NEERAJA K.P Text book of Nursing education. 1st edition 2005. Jaypee Brothers Medical Publishers Delhi.
4. GRONLUND .E. NORMAN. Measurement and evaluation in teaching. 2nd edition. Macmillion company. New York.
5. VEERABHADRAPPA G.M. Communication and education technology for nurses. 1st edition 2011, Vora Medical Publisher, Mumbai.
6. R. PRAMILLA. Nursing communication and educational technology. 1st edition 2010. Jaypee Brothers Medical Publishers, New Delhi.
7. NAG4ESHWARA RAO SINGAMANENI, SREEDHAR PREETHA, BHASKAR RAO DIGUMARTI. 1st edition 2004. Sonali publishers 2004. Sonali
publishers New Delhi.
8. B.SHAKARANARAYANA. B. SINDHU Learning and teaching nursing. 2nd edition 2008. Print media publisher, Calicut.
9. THAKKAR G. VIMAL. Nursing and nursing education. 2nd edition 2002. Vora Medical Publisher, Mumbai.
10. KURIAN GEORGE. Dr. ALEYAMMA Principal of curriculum development and evaluation. 1st edition 2002.
11. CARROLL IWASIW, DOLBY GOLDENBERG. MARY ANNE. Curriculum development in nursing education. 1st edition 2005. Jones and Bartlett
publishers Sudbury.
12. S.K.KOCHHAR. Secondary school administration. 1st edition 1970. Sterling publishers, New Delhi.
118
1ST YEAR M.Sc NURSING
UNIT PLAN
NURSING RESEARCH – RESEARCH METHODOLOGIES
Total : 250hrs.
Theory : 150hrs
Practical : 100hrs.
COURSE DESCRIPTION:
The course is designed to assist the students to acquire an understanding of the research methodology and statistical methods as a basis for identifying
research problem, planning & implementing a research plan. It will further enable the students evaluate research studies and utilize research findings to
improve quality of nursing practice, education and management.
GENERALOBJECTIVES:
At the end of the course the student acquire in depth understand of research methodology appreciate the and develop, will is conducting research.
SPECIFIC OBJECTIVES:
At the end of the course, the students will be able to:
1. Define basic research terms and concepts
2. Review literature utilizing various sources
3. Describe research methodology
4. Develop a research proposal
5. Conduct a research study
6. Communicate research findings
7. Utilize research findings
8. Critically evaluate nursing research studies
9. Write scientific paper for publication.
119
Unit plan

Subject : nursing research
Unit : I
Title : Introduction
Teaching method : Lecture cum discussion, presentation
A.V.Aids : Black board, charts, slides, flash card
General Objective: At the end of this unit, the students will be able to understand the concept of research and appropriate this knowledge
and apply in the research process.
Sl.No Specific objectives Content Hours Teaching

. learning activity
Th Pr
1. The students define related Basic research terms 1 Quiz
terminologies
2. Identify the methods of acquiring Methods of acquiring 2 Presentation
knowledge knowledge
3. Differentiate between problem Problem solving & scientific 1 Presentation &
solving, scientific method and method Discussion
nursing process
4. Describe characteristics purpose, Scope of nursing research, 2 NIL Presentation &
scope and type of research areas, problems Discussion
Research definition purposes
kinds of research
120
5. Describe the historical development Historical evolution of 1 Presentation
of nursing research nursing research
6. Differentiate health and social Health social research Lecture cum
research discussion
7. Identify the concept of evidence Evidence based practice 1 Lecture cum
based practice discussion
8. Identify the ethical principles in Ethics 1 Lecture cum

nursing research discussion
9. Describe the steps in research process Overview of research 1 Lecture cum

discussion
121
UNIT PLAN
Subject : nursing research and
statistics Unit: II
Title : REVIEW OF LITERATURE
Teaching method : lecture method,
demonstration
A. V.Aids : Black board, charts, models,
slides Total hours : 5 hours
General Objectives:The students will be able to understand the concept of review the literature process, appreciate this knowledge and apply this process.
Sl.No. Specific objectives Content Hours Teaching evaluation
Th Pr learning
activity
1. Describe the importance of review of Review of literature 2 Lecture cum Essay type
literature Importance, Purpose, sources discussion
2. Differentiate between primary Primary & Secondary sources 1 5
&secondary sources
3. Identify the steps in writing review of Steps in writing review of 2
literature literature
122
Unit plan
Subject : Nursing research and
statistics Unit: III –
Title : RESEARCH APPROACHES AND DESIGNS
A.V.Aids : Black board , flash card, slides, project work
General Objectives:The students will be able to understand the concept of research design, appreciate and apply this knowledge is research process.
Sl.No. Specific objectives Content Hours Teaching
Th Pr learning activity
1. Differentiate the various types of Types: Qualitative & 4 Lecture cum
research design Quantitative discussion
2. Describe the various quantitative Quantitative 4 Nil Lecture cum

designs Experimental discussion
Non
Experimental
123
3. Describe the various qualitative designs Qualitative designs- 4 Lecture cum
Phenomenology, Grounded discussion
theory, ethonography
Unit plan
statics Unit: IV
Title : Research problem
Teaching method : Lecture method, demonstration
A. V.Aids : black board, flash card, flip
General Objectives:The students will be able to understand the concept of research process, appreciate this knowledge and apply this is research.
1. Describe research problem in relation to Identification of research 1 Lecture cum Essay type
characteristics sources & importance. problem discussion
124
Selection of a
research
problem
2. Develop skill in formulating problem Formulation of problem 4 5 Lecture cum Multiple choice
statement, objective statement & objective discussion
exercise
formulating
objectives
3. Differentiate between operational & Definition of terms 4 Lectureexercise
conceptual definition developing op-
definition
4. Develop skill in identifying variables Definition of variables Lecture

exercise,
discussion
5. Demonstrate skill in developing Hypothesis – definition , types 5 Lecture cum

hypothesis and formulation discussion
125
Unit plan
statistics Unit: V
Title : DEVELOPING THEORETICAL / CONCEPTUAL FRAME WORK
A. V. Aids : black board, charts, slides
Total hour : 5 hours
General Objectives:The students will be able to understand the concepts of theory and conceptual frame work.
126
1. Describe various nursing theories. Theories – nature, 10 Nil Discussion Essay type
characteristics, purpose, use review
2. Demonstrate skill in developing Testing and developing 10 Lecture cum

conceptual theoretical frame work conceptual frame work models, discussion
theories develop a TF for
the study
Unit plan
statistics Unit: VI
Title : SAMPLING
Teaching method : lecture method, demonstration
A. V. aids : Black board, flash card, flip chart
General Objectives:The students will be able to understand the concept of sampling and apply this is research process.
127
1. Define population and sample Population and sample 1 Nil Lecture cum Short answer
discussion
2. Identify the factors influencing sampling Factors influencing sampling 1 Presentation

3. Describe various sampling techniques Sampling techniques 3 Lecture cum Oral test
mints, dements explain problems of sample size Probability & discussion
sampling sampling error Review of
statistics class
4. Demonstrate skill in developing a good Characteristics of a good 1 Developing
sampling design for the selected sampling design sampling design
problem forselecproblem
Unit plan
statistics Unit: VII
Title : TOOLS AND METHODS OF DATA COLLECTION
A. V. Aids : black board, slides ,OHP,
Charts Total hours : 20 hours
General Objectives:The students will be able to understand the methods and tools of data collection appreciate this knowledge and apply this is research.
128
1. Describevarious methods of data Data collection – sources, 2 Presentation Essay type
collection methods, techniques
2. Compare various tools of data collection Tools of data collection 9 Presentation
 Self report discussion
 Observation
 Bio-Physiological
measures
 Projective techniques
3. Demonstrate skill in developing scale Scale construction 5 10 Preparation of a
tool for the
selected problem
4. Explain item analysis Item analysis 2 Lecture cum
discussion
5. Describe the methods of establishing Validity & reliability of tools 1 Lecture
validity & reliability
6. Explain pilot study Pilot study 1 Discussion )
Unit plan
statistics Unit: VIII
Title : IMPLEMENTING RESEARCH PLAN
129
A. V. aids : black board, flash card, slides,
General Objectives:The students will be able to understand the concept and apply this is research process.
Sl.No. Specific objectives Content Hours Teaching Reference
1. Explain the administration and data Planning for data collection 5 Nil Lecture cum 2(421-425)
collection procedure. administration of tool collection discussion
of data
Unit plan
Subject : Nursing research and statistics
Unit IX
Title : ANALYSIS & INTERPRETATION OF DATA
Teaching method : lecture method,
demonstration
130
A. V.Aids : black board, flash card, flip chart
131
General Objectives:The students will be able to understand the concept of analysis of data, appreciate this knowledge and apply this is research process.
1. Describe the quantitative and qualitative Plan for data analysis 3 Nil Lecture Essay type
analysis quantitative analysis qualitative discussion
analysis
2. Describe various analysis package Statistical analysis 2 Review of Short answer
Interpretation of data, statistics class
conclusion, generalization
3. Demonstrate skill is drawing, Summary and discussion 2

interrupting data preparing
4. Master sheet Preparation of master sheet 3 Exercise,
Unit plan
statistics Unit: X
Title : REPORTING & UTILIZING RESEARCH FINDINGS
132
A. V.Aids : black board, charts, slides
General Objectives:The students will be able to understand the concept of research report and apply this knowledge in preparing research report.
1. Describe the types of research report Communication of research 2 Nil Lecture Essay type
report
- Oral
- Written
2. Identify various styles of writing report Writing research report 3 Exercise
Vancouver, APA, Campbell
3. Demonstrate skill in writing scientific Writing scientific articles for 3 Exercising presentation
papers publication independentstudy
4. Explain utilization of research finding Utilization of research 2 Discussion
Unit plan
statistics Unit: XI
Title : CRITICAL ANALYSIS
133
A. V.Aids : black board, flash card, flip chart
General Objectives:The students will be able to understand the concept of research report and apply this knowledge in preparingresearch report.
1. Explain research critiquing – is terms of - Critiquing – 1 Lecture cum Essay type
types, skills needed definitions skills discussion
needed, dimensions
involved
2. Demonstrate skill in critiquing research Critique selected 2 8 Critique selected Short answer
report research studies research report
Unit plan
statistics Unit: XII
Title : RESEARCH PROPOSAL
134
A. V.Aids : black board, slides models
General Objectives:The students will be able to understand the concept of research proposal, appreciate this knowledge and apply this in develop proposal.
1. Demonstrate skill in preparing research - Research proposal 4 7 Properties and Essay type
proposal – definition, steps present action
involved of research
proposal
REFERENCES:Polit Denise, Hungler, Bernadelli, Nursing Research, Principles and Methods, 6 th Edition Philadelphia, LippincotBurns naney, glove susan. The
practice of nursing research 5th edition California
135
MEDICAL SURGICAL NURSING
PLACEMENT: 1st year
THEORY : 150 hours
PRACTICAL: 650 hours
TOTAL : 800 hours
Course description; This course is common for the students undergoing clinical speciality -1 in
neuro science nursing/cardiovascular & thoracic nursing / critical care nursing /oncology nursing /
orthopaedic and rehabilitation nursing / nephro & urology / nursing, gastroenterology nursing /geriatric
nursing .
GENERAL OBJECTIVE: It is designed to assist students in developing expertise and in depth
knowledge in the field of medical surgical nursing. It will helps students to appreciate the patient as a
holistic individual and develop skill to function as a specialized medical surgical nursing.
SPECIFIC OBJECTIVE:
1. Appreciate the trends and issues in the field of medical surgical nursing as aspeciality.
2. Apply concepts & theories related to health promotion.
3. Appreciate the client as a holistic individual.
4. Apply nursing process in providing care to patients.
5. Perform physical, psychosocial assessment of medical surgical patients.
6. Recognize and manage emergencies with medical surgical patients.
7. Appreciate the legal & ethical issues relevant to medical surgical nursing.
8. Prepare a design for layout and management of medical surgical units.
133
UNIT PLAN
Subject : medical surgical
nursing Unit : 1st
Title : introduction
A. V.Aids : charts, models, black board, flash card, flip
charts Time : 5
General objectines : it is designed to assist students in developing expertise and in depth knowledge in the field of medical surgical nursing.
Specific Hours Content Teaching learning activity Assessment method
objective
Define the 5hrs. Introduction: Lecture cum Discussion, Essay type
history of . Historical development of medical -surgical in India

.Current status of health and disease burden in India. self study, Short answers
medical
.current concept of health.,.trends and issues in Medical-
surgical Surgical nursing.
review classes
nursing .ethical and cultural issues in Medical-Surgical nursing.
seminar
134
.rights of patient..national health policy, special laws&
ordinances relating to older people.,.national goals.,five year
plans.national health programme related to adult health.
Unit plan
Subject : medical surgical nursing
Unit : 2nd
Title : health assessment of
patient Placement : 1st year M.Sc. Nursing
Teaching method : lecture cum discussion
A. V.Aids : black board, charts, models, slides, flash
card Time : 20 hours
General objective: it is designed to assist the students in developing expertise and in depth knowledge in the field of medical surgical nursing
objective
History 20hrs. Health assessment of patients Demonstration, Essay type
taking and .history taking.

.physical examination of various system. Lecture cum Discussion Short answer
physical
.Nutritional assessment.
examination
.related investigation and diagnostic assessment. , clinical teaching
135
Unit plan
Unit : 3rd
Title : care in hospital settings
A. V.Aids : black board, flash cards, OHP,flip
charts Time : 5 hours
General objectives : it is designed to assist students in developing expertise and in depth knowledge in the field of medical surgical nursing.
objective
Care of 5hrs. Care in hospital setting Lecture cum Discussion Essay type
patient in .ambulatory care.,acute and critical care.

.long term care.,home health care. self study, Short answer
136
hospital .characteristics,caremodel, practice setting, interdisciplinary
team.
setting review classes Objective type
.Hospitalization - effects of hospitalization on the patient and
family.
Seminar /presentation
.stressors &reactions related to disease process ..nursing care
using nursing process approach.
Unit plan
Unit : 4th
Title : management of patients with disorder of gastro intestinal
tract Placement : 1st year M.Sc. Nursing
A. V.Aids : black board, charts, flip charts, flash
cards Time : 10 hours
General objective : it is designed to assist students in developing expertise and in depth knowledge in the field of medical surgical nursing.
objective
Explain 12hrs. Management of patients which disorders of GI tract Seminar, Essay type
about .review anatomy and physiology.

Lecture cum discussion ,
137
disorder of .common disorders- etiology, patho physiology, clinical Short answer
manifestations ,complication, prognosis.
genoto- review classes
urinary investigation and diagnostic assessment.
tract
.nursing management.,related research studies.
.evidence based nursing practice.rehabilitation and follow
up.
Unit plan
nursing Unit : 5th
Title : management of patients with disorder of nervous system
Placement : 1st year nursing
A. V. Aids : black board, charts, models,
OHP Time : 10 hours
General objectives : it is designed to assist students in developing expertise and in depth knowledge in the field of medical surgical nursing.

objective
138
Explain 10hrs. Management of patients with disorders of nervous system Seminar, Essay type
about the .review of anatomy and physiology.

.common disorder-etiology, patho-physiology, clinical Lecture cum discussion ,
disorder of manifestations, complication and prognosis.
Short answer
nervous .health assessment- history taking, physical examination,
review classes
system
.treatment modalities and trends.,.nursing management.
.evidence based nursing practice.,rehabilitation andfollowup
Unit plan
Unit : 6th
Title : management of patients with disorders of respiratory
system Placement : 1st year M.Sc. Nursing
A. V.Aids : black board, charts, models, flash card, flip
chart Time : 10 hours
General objective : it is designed to assist students in developing expertise and in depth knowledge in the field of medical surgical nursing
objective
139
Explain 10hrs. Management of patients with disorders of respiratory Seminar, Essay type
system
about the
Lecture cum discussion,
disorder of .common disorders- etiology, patho physiology, clinical
Short answer
manifestation , complication and prognosis.
respiratory
self study
system investigation and diagnostic assessment.
.treatment modalities and trends.,nursing management.
.related research studies.evidence based nursing
practice.,Rehabilitation and follow up.
Unit plan
Unit : 7th
Title : management of patients with disorder of cardio vascular system
.A.V.Aids : black board, charts, models ,
OHP Time : 10
140
objective
Explain 10hrs. Management of patients with disorders of cardiovascular seminar, Essay type
system
about the
short answer
cardio
vascular investigation and diagnostic assessment. Objective type
system .treatment modalities and trends.,nursing management. synopsis
.related research studies.evidence based nursing
practices.,rehabilitation and follow up.
Unit plan
Unit : 8th
Title : management of patients with disorder of blood
OHP Time : 5 hours
141
Describe 5hrs. Management of patients with disorders of blood Seminar, Essay type

.common disorders- etiology, patho physiology, clinical self study
managemen manifestation, complication, prognosis.
short answer
t of patient .health assessment- history taking, physical examination,
with
disorder of .nursing management.
blood .related research studies.
Rehabilitation and follow up
Unit plan
Course : M.Sc. nursing
Unit : 9th
Title : management of patients with disorder of genito urinary system
OHP Time : 10 hours
142
Describe 10hrs. Management of patients with disorders of genito urinary Seminar Essay type
system
about the
ma disorder .common disorders- etiology, patho physiology, clinical
Short answer
of
genitourinar investigation, and diagnostic assessment.
y system .treatment modalities and trends.nursing

management.,related research studies.
.evidence based nursing practice. Rehabilitation and follow
up.
Unit plan
Unit : 10th
Title : management of patients with disorder of endocrine system
OHP Time : 10 hours
143
Explain 10hrs. Management of patients with disorders of endocrine Seminar, discussion, lectur, Essay type
system self study
about the
. Review of anatomy and physiology.
Short answer
endocrine
system investigation, diagnostic assessment.
.evidence based nursing practice.,rehabilitation and follow
up
Unit plan
Unit : 11th
Title : management of patients with disorder of musculo -skeletal system
OHP Time : 10 hours
144
Explain 10hrs. Management of patients with disorders of musculo Seminar Essay type
skeletal system
about the
disorders of .common disorders - history taking, physical examination,
musculo
Models
skeletal
system symposium
.Rehabilitation and follow up.
Unit plan
Unit : 12th
Title : management of patients with disorder of integumentory system
OHP Time : 8 hours
145
Explain 8hrs. Management of patients with disorders of Lecture cum discussion Essay type
intergumentary system
about the
Seminar
Short answer
manifestation, complication. Prognosis.
intergument
Models
ary system investigation, diagnostic assessment.
.treatment modalities and trends. presentation
. Evidence based nursing practice.,rehabilitation and follow
up
Unit plan
Unit : 13th
Title : management of patients with disorder of eye and ENT
.A.V.Aids : black board, charts, models , OHP
146
Time : 5 hours
Explain 5hrs. Management of patients with disorders of eye and ENT Seminar, Essay type

.common disorders- etiology, patho physiology, clinical Lecture cum discussion, Short answer
disorders of manifestation, complication, prognosis.
eye, Ent .health assessment- history taking, physical examination,
self study,
teaching practice
Unit plan
Unit : 14th
Title : management of patients with disorder of reproductive system
.A.V.Aids : black board, charts, models , OHP
147
Time : 8 hours
Explain 8hrs. Management of patients with disorders of reproductive Teaching practice, Essay type
system
about the
self study Short answer
disorders of .common disorders- etiology, patho physiology, clinical
reproductiv
e system investigation, and diagnostic assessment.
.treatment modalities and trends. seminar
. Nursing management.
. Evidence based nursing practice.,.rehabilitation and follow
up
Unit plan
Unit : 15th
Title : management of patients with disorder of Geriatric nursing
148
OHP Time : 8 hours
Explain 8hrs. Geriatric nursing Seminar, Essay type
about .nursing management- history and physical assessment.

.ageing. Lecture cum discussion Short answer
the
.demography; Myths and realities. Symposium
geriatric
.concept and theories of ageing.
nursing .cognitive aspect of ageing. presentation
.normal biological ageing.
. Age related body systems changes.
.psychosocial aspects of aging.
.medication and elderly.
.stress and coping in older adults.
. Common health problems & nursing management.
.psychosocial and sexual.
.abuse of elderly.
.role of family and formal and non formal caregivers.
.role of nurse for caregivers of elderly.
.use of aids and prosthesis (hearing aids, dentures,
149
.legal and ethical issues.
.provisions and programme for elderly ;
privileges,community program and health services.
.home and institutional care.
.issues, problems, trends
Unit plan
Unit : 16th
Title : management of patients with communicable and sexually transmitted diseases
OHP Time : 8 hours
150
Explain 8hrs. Care of patients with communicable and sexually Seminar, Essay type
transmitted diseases
about the
.review of immune system.
self study
communica .common disorders of immune system- HIV/AIDS
Short answer
ble and .review of infectious disease - etiology, patho physiology,
clinical manifestations, complications, prognosis.
sexually
transmitted investigation, diagnostic assessment.
.treatment and modalities and trends.
disease
. Related resesrch studies.
. Evidenced based nursing practice.
Unit plan
Unit : 17th
151
Title : emergency, trauma and multi- system organ
failure Placement : 1st year M.Sc. Nursing
OHP Time : 8 hours
Explain 8hrs. Emergency, trauma and multi – system organ failure Seminar, Essay type
about the .DIC

.Trauma, burns, poisoning Lecture cum discussion
emergency,
. Etiology, patho physiology, clinical manifestation,
trauma, complication, prognosis.
Clinical presentation Short answer
multi- Health assessment- history taking, physical examination,
system .treatment modalities and trends,.nursing
management,.related research studies.
organfailure
Evidence based nursing practice.rehabilitation and follow up
152
153
LESSION PLANNING
SCPM COLLEGE OF NURSING NURSING SCPM COLLEGE
& PARAMEDICAL SCIENCE. OF NURSING &PARAMEDICAL
SCIENCE.
SUBMITTED ON:
154
Lesson Planning
A teaching unit generally contains a number of lessons. Careful planning of lessons is

essential for experienced as well as beginner teachers. Experienced teachers use loosely
structured lesson plans, whereas beginners use highly structured lesson plans. Lesson planning,
in fact is fundamental to effective teaching.
Meaning and definition:
Lesson plan is a plan prepared by a teacher to teach a lesson in an organized manner.
According to Lester, “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. Thus, lesson plan is the
tide given to a statement of the achievements to be realised and the specific means by which
these are to be attained as a result of the activities engaged during the period of 45 minutes or
one hour. It points out what has already been done, in what directi88on the pupils should be
guided further and helped and what work is to be taken up immediately. Lesson plan is the
teacher's mental and emotional visualization of the classroom experience as she plan it to
implement. It is in many ways, the heart of effective teaching. Purposes of Lesson Planning
Careful lesson planning is the foundation of good_ teaching. It performs the following
functions.
1. It demands adequate consideration of goals and objectives, the selection of subject
matter, the selection of teaching-learning methods, the planning of activities and the
planningof evaluation devices.
2. It keeps the teacher on the track, ensures steady progress and a definite outcome of
teaching andlearning procedures.
3. It helps the teaching effective teaching. The teacher looks ahead and plans a series of
activities with an intention to modify students' attitudes, habits and abilities in
thedesirable directions.
4. It prevents waste. It helps the teacher to carry out the teaching activity in a systematic
and orderly Fashion. It encourages proper organization of subject matter. It prevents
haphazard teaching through eliminating disorder and other ills of thoughtless teaching.
155
5. It provides 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
carryouttheteaching activity without anxiety.
6. It serves 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. Needless repetition is
avoided.
Principles of Lesson Planning

The following principles will help in the preparation of a good lesson plan,
(a) 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,
(b) The teacher must have mastery of and adequate training in the topic from which
the subject matterhas been selected for a certain lesson,
(c) The teacher must be fully conversant with new methods and techniques of
teaching nursing,
(d) The teacher must know his students thoroughly and organise the materials in a
psychological rather than merely a logical fashion,
(e) The teacher must ensure active student participation.
(f) Since monotony is a defect, different teaching-learning methods have to be

employed while teaching instead of adhering to a single method.
Steps in Lesson Planning

For teaching nursing effectively, the teacher has to proceed in a systematic manner. For
this purpose, some steps have to be followed while preparing the lesson plan. There is no
universally accepted steps in planning a lesson. The following steps may help in preparing a
lesson plan.
156
1. Planning :This step is concerned with the formulation of objectives, selection of the
content, organisation of the content, selection of teaching-learning methods, selection of audio-
visual aids, etc.
2. 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 students is essential for the successful implementationof thisstage of
lesson planning.
3. 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
teacher employs appropriate teaching-learning methods with the help of various teaching aids.
A teacher has to employ multitude of teaching skills to make this stage a successful one (see
teaching skills). During this stage nurse educator has to give importance for generalization and
application. Through generalization students develop an ability to generalize the learned
information. For example, while teaching the importance of maintaining intake output chart,
teacher has to motivate the students to recognize conditions which required intake output
monitoring from their clinical experiences. Teacher has to teach the theory with a practical
orientation so that students can easily apply the learned lessons in various health care settings.
4. Recapitulation or closing stage :This is the last step of the lesson and concerned with
planned repetition, giving assignments, evaluating pupils progresss and diagnosing pupil
learning difficultiesandtaking remedial measures.
Proforma for a Lesson Plan
Just like the steps of lesson plan, there is no universally accepted proforma for
lessonplan. Experienced teachers use a loosely structured lesson plan (Fig 4.3), while
beginnerteachers use a highly structured plan as shown in fig 4.2.
Lesson plan:
Name of teacher Class
Subject No of students
Unit Date and time
Topic of lesson duration
Previous knowledge of students venue
157
Method of teaching
Resources
Central objectives
Specific objectives
Time Specific Content Teaching Student Av aids Evaluation
objective method activity
Assignment:
Reference:
Remarks
Fig: 4.2: Highly structured lesson plan
Lesson plan
Name of teacher class
6Subject No of students
Unit Date and time
Topic of lesson duration
Previous knowledge of students venue
Method of teaching
Resources
Central objectives
Specific objectives
Time Specific Objective Content Teacher-learner activity
158
Assignment
References
Remarks
Fig 4.3 loosely structured lesson plan
159
LESSON PLAN
Name of the student and teacher :
Subject : Nursing Education
Unit : II
Topic : Lesson Planning
Group of student :
Number of student :
Method of teaching : Lecturing
Teaching aids : Black Board, OHP, PPT, Charts,
Leaflets Date, time and duration of teaching :
Place : Class room
Previous knowledge of the group : The previous knowledge about teaching practice has reviewed
Central objective:
At the end of the class students will be able to gain in depth knowledge on lesson planning and develop desirable attitude & skill.
Specific objective:
At the end of the class students will be able to
 define lesson planning
 enumerate the purposes of lesson planning
 describe the steps in lesson planning
 describe the quality of a teacher
 explain the essentials of a lesson plan
160
 explain the teacher requirement in lesson planning
161
Time Specific objective Content Teacher’s activity Learning A-V Evaluation
activity aids
3min Introduce the topic Announces the Listens
topic, planning is
essential not only in
teaching but in all
activities. To be
effective every one
plan out his work.
Lesson planning is
an important part of
work in daily
teaching. A teacher
has to prepare more
detail in writing, it
guides her teaching
activities.
Defines the lesson
planning
Explains the
purposes of lesson
3min Define lesson Definition; planning Listening Black What is
planning and Board lesson
notes planning?
“A plan prepare by a teacher to teach a taking
lesson in an organization manner”
162
Purpose of lesson planning: Listening, What are the
discussing purposes of
8min Enumerate the Black
&notes lesson
purposes of lesson board
1. It ensure a define objective for the taking planning?
planning
day work and a clear visualization of
that objective.
2. It forced consideration of goals /
objective the selection of subject
matter, procedure planning of the
activities and preparation to tests of
progress.
3. It keep the teacher on the track to sure
steady progress and a define outcome OHP
of teaching and learning procedure.
4. Enable to choose and adopt
effective method of teaching.
5. Enable to evaluate the teaching.
6. It helps to clarify the ideas.
7. It helps the teacher to delimit the
teaching field keeps boundaries with
in which the teacher has to work and
they by saves the time and labors.
8. It bid the teacher to be systematic
and orderly
encourage good organization of subject
matter and
activates by preventive haphazard in
teaching.
163
9. It encourage proper consideration
of learning
process and learning procedures.
10. When it is well planned interest
of student can be
maintained.
8min What are the
steps of
Describe the steps in Listening &
Steps in Lesson planning lesson
lesson planning taking notes
planning?
Describes the steps

1. Preparation or Introduction:
in lesson planning
Exploration of the student’s knowledge
which help to lead them on to the lesson.
The teacher needs to prepare the student to
receive new knowledge. She can introduce
the lesson by testing previous knowledge of
the student by questioning. It arouses
interest and curiosity to learn new matter. LCD
Introduction should be brief and to the
point.
2. Presentation:Aim of the lesson should

be clearly started before the presentation of
the subject matter. Which help both the
teacher and the student to have a common
pursuit? In the teaching learning process,
both learner and the teacher should be
164
active
participate. The teacher has to present the
165
topic in enthusiastic manner so that the
learner will be motivated and get interest to
learn.
3. Comparison or association:
Quote example associated facts with to
example so that learners. Can understand
very easily and arrive at generally on their
own.
4. Comparison or association:
It involves reflective thinking; the
knowledge which will be presented by the
teacher should be thought provoking
innovating and stimulating to assist the
students to generalize the situation.
5. Application
The student make use of the knowledge
acquired in and at the same time tests the
validity of the generalized arrived at the
student whatever they have learnt in the
theory has to apply in clinical field to make
learning more permanent and worth while.
166
6. Recapitulation
Teacher has to ask suitable stimulating and
pivotal questions to the student on the topic
the answer will give feedback to the teacher
regarding the efficient of the method of
teaching classification etc. are needed or
not.
5min
Describe the quality of Teacher’s Quality Listening Chart What are the
a teacher and qualities
1. Good knowledge about the notes ofteacher?
students interest traits and abilities. Explains the quality taking
2. Mastery over the subject matter. of a teacher
3. Principle of teaching and learning.

4. Awareness of individual
difference among student.
5. The knowledge of the student about
the topic what they already possessor.
6. Adequate training in the topic.
7. Organization of material in a
psychological and logical
fashion.
5min
167
8. Fully conversation with new methods
and technique of teaching the subject.
Explain the essentials Leafle What are the

of a lesson plan Essential of a lesson plan ts essentials of
Listening &
lesson
Successful teaching depends upon: notes taking
planning?
1. It should be written and should have
Explains the
clear aims.
essentials of lesson
2. A flexible plan should be clear plan
and specific.
3. It should be based on the need of lesson .
4. Exact scope of teaching should be there.
5. Should follow maxims of teaching.
6. The new idea must be related to
there hold by learners.
7. It should clearly show the relationship
between what has been taught before
and what is to follow.
8. It should contain the suitable subject
matter.
9. Enable the teacher to know
about teaching method.
10. Provide continuity in the
teaching process.
168
11. Illustrative aids have to be prepared.
12. The plan should meet the need of
student of varies capacities.
13. It should include summary, assignment.
14. Provide list of reference books.
15. Prepare tests for judging the outcome
5min
of teaching.
The teacher requirement in lesson

planning: What are the
teacher
Explain the teacher While planning a lesson teacher require LCD
requirements
requirement in lesson the following
Listening & in lesson
planning 1) The teacher should have the mastery notes taking planning?
over the subject matter.
2) The teacher should have the efficiency Explains the teacher
of content analysis and identifying
requirement in
learner’s objective in term of taxonomic
lesson planning
categories.
3) The teacher should have the ability and
skill for writing objective in behavior
terms.
4) The teacher should have the ability to
select the appropriate teaching
strategies, tactics and aids in view of the
contents and objective to be achieved.
5) Teacher must have the ability to
competency in relating teaching activities
169
to learning structure by using
appropriate teaching and communicating
strategy.
6) Teacher should be able in constructing
creation test for evaluating behaviors.
7) Teacher should be able in planning
organizing reinforcing the student
activities and controlling their behavior.
8) Teacher should have the skill for content
and skill for use of blackboard in
presenting the contents and skill for
teacher aids.
9) Teacher should have the knowledge and
skill for writing question for developing
the lesson plan,
10) Teacher should have the knowledge and
individual difference of the student and
should make the provision in lesson plan
to adjust the individual variation.
Element of good Lesson planning:

10mi
n The teacher should adapt the lesson plan to
her own need. She should use a guide
informing the plan.
What are the

(1) Objective elements of
LCD
(2) Selection and organization good lesson
of subject matter planning?
170
Explain the element of (1) Objective:In Lesson planning we only Explains the Listening
good lesson planning include central objective and the objective elements of good and
should state clearly the outcome should lesson planning notes
be achieve. taking
Central objective-Central objective based

on the requirement of lesson planning.It
gives clarify, design, meaning to make
lesson plan.
1. General objective2. Specific objective
General Objective- It includes the work of

the acquire knowledge after the class and it
is based on the teaching skill of subject or
topic.
Specific- It includes work to fulfill some

specific function in the lesson plan and it is
based on topic.
(2)Selection & organization of subject

matter:
The plan should provide for the selection
and the organization of subject matter or the
171
knowledge component and other such
materials.
1. Teaching activities:
 The teaching technique which will
most directly help the teacher to
obtain the objective should be
used.
2. Learning activities:
 The teacher chooses learning
activities. It should vary sufficient to
allow for individual different in the
group.
 Teacher should make her choice in
view of the maturity of the group and
the character of the subject matter e.g.
laboratory exercise, nursing care plans.
 In setting up the learning situation the
teacher starts the activities into motion
to stimulate activity by questioning,
recollection of experience, and
performance of experiments solution
of problem.
3. Method of teaching:
4. Audio- Visual aids:

172
5. Evaluation: Evaluation
should be planned for each lesson.
6. Recapitulation: abstract of the whole
matter.
7. Assignments:The plan should use
assignment to project the immediate
work into the next situation.
Unity and community can be maintained
only by directly the student attention to the
next steps
8. References or Bibliography :The

teacher will have been ready reference to be
5min used in directing the student assignment
and resources material for the study
Development of lesson plan (Format of
Lesson plan):
What is the
 Name of the student and teacher format of a
 Subject LCD
lesson plan?
 Unit
 Topic
 Group of student
 Number of student
Explain the format of  Method of teaching
lesson plan  Teaching aids
 Date, time and duration of teaching
173
 Place Explains the format Listening &
 Previous knowledge of the group of lesson plan taking notes
 General objective
 Specific objective
 Teaching plan
s.no T Specif Co Teachin St Method A Evaluati

i ic nte g ud . on
m nt ent Of V
e Objec Activity
tive Ac teaching A
tivi id
ty s
 Recapitulation
 Assignment for students
 Bibliography or References
Summary
Lesson planning is the mean by which the
overall objectives are achieved so the lesson
plan is the mean by which the class is
carried out. The lesson plan is necessary if
5min today teaching and learning activities are to
grow out of yesterday activities and lead
tomorrow activities. Each part adds to the
harmonious whole. The lesson plan is the
family easy to make because the general
direction and broad outline are indicated by
the plan which of course is prepared first.
174
Summarises the
topic
175
Rankin.S.Patient education, issues, principles, practices. P112-119
Conclusion:
At the end of the class students have gain the knowledge about purposes, steps, essentials, teacher’s requirements, elements, format of lesson planning
and quality of a teacher.
Assignment:
Write an assignment on the importance of lesson planning
Reference:
Neeraja KP. Text book of nursing education. Jaypee publish
176
CLINICAL ROTATION
PLAN
MR. SUVEESH MS. SHABINA BANO

& PARAMEDICAL SCIENCE OF NURSING & PARAMEDICAL
SCIENCE
SUBMITTED ON:
177
Clinical rotation plan for M.Sc. Nursing1st
Introduction: clinical rotation plan refers to regular successive and current
posting of various group of nursing students belonging to different classes in
specific nursing fields. I.e OPDS, specially, wards, OT, delivery room, clinical,
community health fields - clinics outreach centre, sub center, health centre,
schools.
Organization of clinical experience in the curriculum done on the basis of the
syllabus and regulation laid down by the statutory bodies like Indian Nursing
Council and Universities.organization of clinical experience is the responsibility
of the faculty. Clinical experience related to each course should be planned
according to the objectives. Preparing a clinical rotation plan will help in
providing clinical experience to the students in an effective manner.
Definition
Clinical rotation plan is a statement which explain the order of the clinical
posting of various groups of nursing student belonging to different classes in
relevant clinical areas and community health setting as per require ments laid
down by the statutory bodies.
Objectives
It help student to gain maximum experience from clinical area and community
setting.
It will contribute towards the attainment of overall objectives of the nursing
educational programme.
Basic principles in planning clinical rotation
* The clinical rotation plan must be in accordance with the total curriculum
plan.
*It must be made in advance.
*Theoretical instruction should precede closely as possible with clinical
experience simultaneously the ward teaching , case presentation, bed side clinic
etc can be conducted .
178
*The teacher and student ratio will be 1:4 or as prescribed by INC or according
to the types of patients nursed e.g. in critical unit 1:1
*Select the type of learning experience from simple to complex
*Clinical supervisors must be familiar with the rotation plan ;a copy of rotation
plan should be available in each area.
*Each student should get all the experience on rotation wise.
*Overcrowding in any clinical area should be avoided.
*Avoid overlapping of work.
*Continuity in clinical area is needed.
Factors to be considered in planning rotation
*Numbers of student in each class.
*Number and size of department, agencies, areas, technical units or wards
where student will be, should give opportunity for giving clinical experience.
*Presence of students of other programme on the same field.
*The agency and authorities concern should be considered.
*The duration of clinical experience in each area.
*Number of person available for clinical supervision.
*Number of staff nurse employed to provide nursing services during day and
night
*Sequence of experience required.
*Adhere to rotation plan
Advantages
1. Every student should be exposed to all experiences.
2. Supervision will be easy.
3. Overcrowding can be avoided
4. Reduce confusion among teachers and students.
5. Easy for evaluation
6. Student can fulfill all the objectives
179
Role of teacher
1. No gap in clinical experience
2. Relationship between practical and theory.
3. Before the clinical experience, he covered major theory portion.
4. Teaching practice provide experience continuously.
5. Meaningful experience.
6. Flexible not be rigid.
7. All procedures have to observed for each student.
8. Assigning client depend upon.
9. Faculty members.
10. Registered number of teacher
Planning and organization of clinical experience
A) Introduction
Conductive environment
Learning by doing
Right clinical areas at the right time
Orient
Theory before clinical experience
Requirement
B) Factor to be considered for providing clinical facility
Philosophy
Nursing philosophy
Function of nurse and levels
Course objective
Standards
Availability of infrastructure
Equipment and supply
180
Personnel
Budget
Field visit
C) Principle of selecting learning experience in clinical area
Practice type of behaviour
Time and opportunity
Provide learning situation
D) Organization of learning experience
Continuity
Integration
Sequence
Correlation
Conclusion
It is prepared well in advance for the whole year so that it gives complete and
clear picture about student’s placement either in theory or field during an
academic session. For each year , it can be prepared separately and or total
programme one can be prepared so that every faculty will be aware of students’
placement, Thus is help both the students and teachers to prepare themselves
for working in their consecutive areas.
Bibliography
1. Neeraja K.P. “Text book of nursing education”, Jaypee,
Brothers New Delhi, 1st edition , 2003, page no 175-181.
2. S. Sanskaranarayanan B, Sindhu B. Learning and teaching nursing
181
M.Sc NURSING, 2019-2020 clinical rotation plan
Oc
April May June July August September t
2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 5 5
5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 41 42 43 4 45 6 7 8 9 0 1 52
144hrs 182hrs 178hrs 136hrs 68hrs 1482

4 4 4 4 4 4 4 4 4 4 3 3 3 3 3
8 8 8 8 8 8 8 8 8 8 4 4 4 4 34 34 4 1482
Teaching
Medical surgical clinical
III Sessional Exam

Nursing education
block
University Exam
Nursing research
Model Exam
Study Leave
Revision
Partial
vacation
vacation
Advance
practice
nursing
644hr
116hrs 102hrs s
838hr
48X5=240hrs 48X5=240hrs 34hrs 20 s
182
Orientation Nursing research
Complete Teaching Block Advance nursing practice
Partial Teaching Block Clinical
Sessional Exams Revision
Msn Practical Block Study Leave
MSN Practical Block Model Examination
University Examination
Nursing education
Vacation
183
MICRO TEACHING

SCIENCE
SUBMITTED ON:
184
MICROTEACHING
Introduction
Microteaching is a training technique whereby the teacher reviews a videotape
of the lesson after each session, in order to conduct a “postmortem”. Teachers find out
what has worked, which aspects have fallen short, and what needs to be done to
enhance their teaching technique. Invented in the mid-1960's at Stanford University by
Dr. Dwight Allen, micro-teaching has been used with success for several decades
now, as a way to help teachers acquire new skills.
In the original process, a teacher was asked to prepare a short lesson (usually
20 minutes) for a small group of learners who may not have been her own students.
This was videotaped, using VHS. After the lesson, the teacher, teaching colleagues, a
master teacher and the students together viewed the videotape and commented on
what they saw happening, referencing the teacher's learning objectives. Seeing the
video and getting comments from colleagues and students provided teachers with an
often intense “under the microscope” view of their teaching.
Micro lessons are great opportunities to present sample “snapshots” of
what/how you teach and to get some feedback from colleagues about how it was
received. It's a chance to try teaching strategies that the teacher may not use regularly.
It's a good, safe time to experiment with something new and get feedback on
technique.
Meaning and Definition
A training exercise used in teacher training in which a student or student
teacher is videotaped during part of a class for subsequent analysis and evaluation,
(cncarta.msn.com/dictionary.../microteaching.html)
Micro teaching is also defined as a scaled down sample of actual teaching which
generally lasts ten to thirty minutes and involves five to ten students (Olivere, 1970)
Purpose
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1. To bring instructional improvement by developing effective teaching skill
among teacher.
2. To help individual teacher to develop or modifying specific teaching skill
under control teaching practice through immediate feedback.
Characteristics
1. Limited number of teaching skill.
2. It is highly individualized instruction
3. It provide immediate feedback
Techniques
Since its inception in 1963, micro teaching has become an established teacher-
training procedure in many universities and school districts. This training procedure is
geared towards simplification of the complexities of the regular teaching-learning
process. Class size, time, task, and content is scaled down to provide optimal training
environments. The supervisor demonstrates the skill to be practiced. This may be live
demonstration, or a video presentation of the skill. Then, the group members select a
topic and prepare a lesson of five to ten minutes. The teacher trainee then has the
opportunity to practice and evaluate her use of the skills. Practice takes the form of a
ten-minute micro-teaching session in which five to ten pupils are involved.
Feedback
Feedback in micro-teaching is critical for teacher-trainee improvement. It is the
information that a student receives concerning his attempts to imitate certain patterns
of teaching. The built-in feedback mechanism in micro-teaching acquaints the trainee
with the success of his performance and enables him to evaluate and to improve his
teaching behavior. Electronic media gadgets that can be used to facilitate effective
feedback is a vital aspect of micro-teaching.(Teg, 2007).
Microteaching Process
Micro teaching involves a set of activities which teacher-trainee undergo to
acquire teaching skills. These are referred to as the micro teaching process. Allen and
Ryan (1968) developed the original micro-teaching process called “Teach-critique-Re-
teach cycle”. Sequences of steps are adapted from the original processes:
186
1. Modelling
2. Planning teaching
3. Teach - Re-card stage
4. Play back critique stage (Feedback)
5. Re-planning to re-teach
6. Re-teach
7. Re-observation of teaching
Micro-teaching Group Session Guidelines
♦ to be distributed to all participants prior to a Micro-Teaching Session ♦
Introduction:The main objective of the micro-teaching session is to provide
the participants with an environment for practice-based teaching to instill self-
evaluative skills. These sessions are usually conducted with a small group (~ 4
presenters) from within a department. If there are fewer than three presenters from a
department, their session will be combined with that of another department.
Presentations take about 15 minutes each (including presentation, feedback and
transition time). Micro-teaching sessions should be held as early in the academic year
as possible. Those wishing to receive the Sheridan Teaching Seminar: Certificate I in
a given year must complete their micro-teaching session by mid March of that year.
Micro-teaching sessions are usually held in departmentsA-but can be held at the
Sheridan Center if necessary. The department's Faculty Liaison (FL) to the Sheridan
Center organizes the micro-teaching sessions with the assistance of the Graduate
Student Liaison (GSL). The sessions are attended by at least one faculty member from
the department (usually the FL), the GSL and a Sheridan Center staff member. The
Sheridan Center handbook Teaching and Persuasive Communication: Class
Presentation Skills
(http://www.brown.edu/sheridan_ccnter/publications/preskils.html) is available online
to assist in the preparation for these sessions.
1. Goals
• To encourage participants to think more specifically about the goals of their
teaching in terms of how students will learn the informationpresented. This
involves thinking about teaching style as well as content.
187
• To give participants specific suggestions regarding how their teaching styles
are perceived by others both within and from outside specific disciplines.
• To provide an opportunity to observe and evaluate other styles of teaching and
to learn how to share observations constructively with others.
2. General Format
• A scribe is appointed for each presentation.
• A participant then gives a five-minute presentation, followed by ten minutes of
feedback from the audience.
• The scribe records the audience feedback, using the Micro-Teaching Group
Session
• Feedback Sheet. The Micro-Teaching Group Session Feedback Sheet is
available at: http://www.brown.edu/sheridan center/consulting/micro
feedback.pdf
• The Faculty Liaison is responsible for bringing a copy of this form for each
presenter.
• The scribe gives the completed Feedback Sheet to the presenter for his/her own
reference.
3. Presenter Information and Session Preparation
• Each participant prepares a five-minute mini-lecture on any topic. The content
is not crucial for this process. In fact, it is preferable to make a presentation of
something outside the field, as colleagues can find themselves responding more
vigorously to the content than to the effectiveness of communication. If a
department prefers presentation of discipline-specific material, then the
presence of Sheridan Center staff ensures that some of the feedback replicates
the possible responses of non-specialists. It is recommended that the time limit
will be enforced to make sure that all participants have sufficient time.
Participants with audio-visual aids (e.g. overheads, LCD projectors.) must
make their own arrangements. Media Services (863-2197) provides these for a
fee.
• Each participant should plan to begin the presentation with an explicit
statement of goals for the presentation and the objectives by which they plan to
achieve those goals. These goals can be written on a board, distributed on
188
sheets for the
189
audience, displayed on an overhead or slide, or stated at the beginning of the
presentation.
• Each presenter should consider:
o the style as well as the content of your presentation,
o the methodology of your presentation
o special strategies you may need to accommodate students who are not
experts in your discipline.
4. Audience Participation:
• Group members are expected to participate actively in other's presentations.
They should write down any comments they would like to make during the
feedback period. Their comments should focus on evaluating how well the
goals articulated by the presenter at the beginning of the talk have been
fulfilled. Group members can also comment on other aspects of the
presentation that they may deem important.
5. Sharing Feedback & Criticism
Associate Provost Nancy Dunbar and Professor Barbara Tannenbaum of the
Theater, Speech and Dance Department have some useful tips on sharing feedback
and giving criticism. Their list of suggestions is provided below.
• “Own” your messages
State your reactions with “I” rather than “you” as audience reactions vary. By
owning your own reactions, you allow for the possibility of different responses. (You
might invite other reactions as well).
Examples:“I appreciated the way you connected your speech to last week's class
discussion.”“I was confused when you said.... because...”
• Be specific and concrete.
While it might be nice to know that someone liked my introduction, it doesn't
tell me very much. Instead, one could say, for example, “I liked the concrete
illustrations of the theory X.”, “I liked the way you included your own background
and interest in the introduction.”
190
• Focus on presentation behavior, not on personality characteristics and
judgments.
For example, say “I would have liked more eye contact” rather than “It's clear
you're really not interested in us since you never look at us.”
Also, limit comments to behaviors that are changeable. Distracting gestures can be
brought under control. Calling attention to a stutter, however, is probably not helpful
in a public setting.
• Distinguish between observations, inferences, and judgments. All of these have
some role in evaluation but they are quite different.
• Observations have to do with what we see and hear; inferences and conclusions
we reach based on those observations and judgments and/or evaluative
response.
• Listeners observe differently, and, more important, draw different inferences
and judgments from what they see and hear. Therefore, start by reporting your
observations and then explain what you inferred from them.
• Speakers can hear a great deal of feedback on observations. Inferences and
judgments arc better received when the observations they are based on are
clear. For example, “I noticed that you made eye contact with the students,
which made me feel that you were genuinely trying to engage their attention”.
• Balance positive and negative comments.
Try to emphasize the positive aspects of a presentation which the presenter can
build upon constructively in the future to improve his/her style.
• Invite feedback from a variety of listeners. Conclusion
A microteaching session typically involves recording a short lesson in front of
a small peer group in order to receive feedback on one's teaching style. This exercise
gives participants the opportunity to oractice teaching and receive feedback in a non-
threatening and supportive environment. Microteaching also allows participants to
gain a new perspective on their teaching through simulating the perspective of the
student. Microteaching participants are able to literally see how they teach through the
eyes of “students”—in this case, their fellow peer participants—and through observing
themselves teaching via recorded playback.
191
In a true microteaching session, participants only present for 5-7 minutes and
are recorded. The video is then played back in front of all participants. One variant of
microteaching is to record longer teaching presentations and prepare DVDs for the
participants, to be viewed later during a confidential follow-up consultation.
STEP IN MICRO TEACHING;
1. Identifying teaching skill.
*Teaching skill is identified.
* The number of teaching skill to be developed or modifying
2. Planning for teaching.
* Write only few objectives that can be accomplished with in time limit (5-10 minute)
* Selection of appropriate content and teaching learning method and media step in
micro teaching
3. Implementing the plan or micro teaching
* If possible the teaching learning interaction is recorded on a video recorder.
* The teacher trainee teaches the lesson to small group of student which is observed
by the teacher supervisor and peers.
4. Playing back of recorded micro teaching session
*If there is no provision of recording video, recorded directly in evaluation tool.
* The recorded teaching act is played back and studied by the supervisor, peers and
trainee himself or herself
5. Discussion and feed back
* Description of situation, not the judgement should be given.
* Feedback should start with the strength that is observed step in micro teaching.
6. Replanning of the lesson
* Re- plan the lesson as identifying the teaching skill by incorporating the
improvement considered necessary.
7. Repetition of teaching session
* The teaching session is repeated as in implementing the plan or microteaching with
improved teaching act step in micro teaching.
8. Replaying the recorded teaching act for discussion and feedback
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* The recorded micro teaching session is replayed for observational and further
criticisms in step 4and 5
Micro teaching session involve
Involve around 5 R as follows
1. Recording
2. Reviewing
3. Responding
4. Refining
5. Redoing
Limitation of micro-teaching
1. The provision of video camera itself is an expensive learning resource.
2. The discussion and feed back, repetition of micro-teaching till the behaviour of
teacher comes to an acceptable level are very time consuming activities
3. It can not be used in all teaching method
Bibliography
1. The Harriet W. Sheridan Center for Teaching and Learning Brown University
Box 1912;863-1219;Shericlan_Center@brown.eduhttp://www.brown.edu/
sheridan _ center
2. http://www.utorontoxa/tatp/certificate/micro.html
3. http://en.wikipedia.org/wiki/Microteaching
4. JSTOR: Microteaching: A Programme of Teaching Skills REVIEWS
Microteaching: A Programme of Teaching Skills. By G. Brown. Pp. 163.
London: Methuen, 1975.
5. Microteaching as a vehicle of teacher training—its advantages and ... Brown G.
Microteaching - A Programme of Teaching Skills. Philadelphia: Harper & Row
Publishers Inc; 1975.
193
TEACHING METHOD CLASSROOM
A teaching method comprises the principles and method used by teachers to
enable student learning. These strategies are determined partly on subject
matter to be taught and partly by the nature of the learner. For a particular
teaching method to be appropriate and efficient it has to be in relation with the
characteristics of the learner and the type of learning it is supposed to bring
about. Suggestion are there to be design and selection of teaching methods must
take into account not only the nature of the subject matter but also how student
learn.
In today’s school the trend is that it encourage a lot of creativity. It is a known
fact that human advancement comes through reasoning. This reasoning and
original thought enhances creativity. The approaches for teaching can be
broadly classified into teacher centered and student centered. In teacher -
centered approach to learning, teachers are the main authority figure in this
model.
Student learning is measured through both formal and informal forms of
assessment, including group project, students portofolios, and class
participation. Teaching and assessment are connected; student learning is
continuously measured during teacher instruction. Commonly used teaching
method may include class participation, demonstration, recitation,
memorization, or combinations of these.
194
LECTURE METHOD
INTRODUCTION
Lecture method is a strategy is the oldest one that is been used by the teachers to teach
almost all the subjects of the curriculum at all grade levels.
MEANING
The term lecture was derived from the Latin word ‘lectare’ which means to ‘read loud’.
DEFINITION
Lecture is a teaching activity where by the teacher presents the content in an
comprehensible manner by explaining the facts, principles and relationships, during which
the teacher is expected to elicit the student participation by employing the appropriate
techniques
It is a mode or planned scheme device and employed by the teacher for presenting a
segment or unit of the desired content material of a subject to a group of learners through
lecturing which mainly aims in attaining the teaching learning objectives related particularly
to the cognitive and affective domains of the learners behavior.
FULL FORM OF LECTURE;
L= Lively
E=
Education
C= Creative
T=Thought provoking
U= Understanding
R=Relevant
E=Enjoyable
PURPOSES OF LECTURE
 to provide structured knowledge
 to motivate and guide in hunting the knowledge
 to arouse the student interest in the subject
 introduce the students to the new area of knowledge
 to clarify the difficult concepts
 to assist the students in preparing the students for discussion
 to promote critical thinking
PRE PARATION OF LECTURE

The goal of lecturing is communication, and it is more effective when it is prepared
195
beforehand.The objective of the course and the immediate objective should be kept clearly in
196
the mind. The teacher should remember what points she has to make, in what order and what
emphasis. The teacher should have a scheme for each lecture in mind, not as a set number of
pages to be read over. The lecture should have central theme carried to completion in each
delivery. The lecture should contain a sequence of ideas kept relatively simple with headings
and sub-headings. There should be a definite limitation on the number of sections in which
the main topic is decided. The lecture should contain a introduction to maintain rapport with
the class, this introduction may be the preview of the main topic to be covered. Introduction
can serve as a means of getting the class started properly. The lecture should be written in
outline form. If the illustrative materials are used, they should be prepared and tested before
the lecture.
LECTURE COMPONENTS:
Silberman (1990) suggests five approaches to maximizing students' understanding and

retention during lectures. These can be used to help ensure the effective transfer of
knowledge.
 Use an opening summary. At the beginning of the lecture, present major points and
conclusions to help students organize their listening.
 Present key terms. Reduce the major points in the lecture to key words that act as verbal
subheadings or memory aids.
 Offer examples. When possible, provide real-life illustrations of the ideas in the lecture.
 Use analogies. If possible, make a comparison between the content of the lecture and
knowledge the students already have.
 Use visual backups. Use a variety of media to enable students to see as well as hear what is
being said.
The key to an effective lecture style is to break down the lecture into its component parts and
use a variety of approaches within each component. This is especially critical when a group
of students will be attending a series of lectures by the same educator. The three main parts of
a lecture are the introduction, body and summary
The purpose of the introduction is to capture the interest and attention of the students. It can
also serve to make students aware of the instructor's expectations and encourage a positive
learning climate. A good introduction is critical to the success of a lecture.
TIPS FOR CREATING AN EFFECTIVE INTRODUCTION
1. Review lecture objective(s).

197
2. Ask a rhetorical question.
3. Ask for a show of hands in response to a general question.
198
4. Ask a series of questions related to the lecture topic.
5. Use an interesting or famous quotation.
6. Relate the topic to previously covered content.
7. Use a case study or problem-solving activity.
8. Use a videotape or other media.
9. Show an appropriate cartoon with the overhead or slide projector.
10. Make a provocative statement to encourage discussion.
11. Give a demonstration.
12. Use a game or role play.
13. Relate the topic to future work experiences.
14. Share a personal experience.
15. Relate the topic to a real-life experience
The instructor can then make a smooth transition into the body of the lecture once the
attention of the students has been captured with an interesting introduction. The body of the
lecture contains the core of the information to be transferred to the students. Beitz (1994)
recommends that the instructor use brain-storming, discussions, problem-solving activities,
case studies and games to make the lecture more interactive.
The purpose of the lecture summary is to draw together the critical information presented and
ensure that students leave the lecture with a clear under-standing of this information. The
summary should be brief and address only main points. There are several techniques which
can be used to summarize a lecture:
 Ask the students for questions. This gives students an opportunity to clarify their
understanding of the content.
 Ask questions of the students. Several questions which focus on the main points of the
content may be used to summarize the content of the lecture.
 Use a transparency, slide or flipchart to review the summary points.
LECTURE NOTES:
Many lecturers make the mistake of thinking that they know their content well enough to
deliver a lecture without notes to guide them. This is very difficult for most instructors and
usually results in an unsatisfactory experience for both the instructor and the student. Instead,
the instructor should prepare lecture notes to serve as a script or set of cues to follow during
the lecture. Lecture notes are key words, phrases and other reminders (e.g., audiovisual cues,
questions, examples, notes for activities) organized into an outline format. If a text rather than
an outline format is used, the lecturer may begin to read the notes and the students will
become bored.
LECTURE NOTES HELP THE INSTRUCTOR:
 Stay on topic and prevent getting lost.

 Cover the main points without forgetting anything.
 Glance at a specific point and quickly return attention to the students.
Relax and focus on delivery instead of worrying about what point to make next.
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Tips to Reduce Presentation Anxiety
 Avoid eating a big meal before the lecture. Not only will a full stomach make you drowsy,
but it makes it more difficult to move around the room with energy.
 Arrive early to make sure that everything is ready before the first student arrives.
 Make sure all of the media equipment is working.
 Locate and check the lighting and temperature controls.
 Decide where the lecture notes will be placed (e.g., on a lectern, desk, table) when they are
not being held.
 Have a glass of water available during the lecture.
 Go for a short walk just before the lecture.
 Look over your lecture notes one last time.
Greet students as they enter the room. Shake their hands, welcome them to the lecture and
talk to as many of them as possible.
With planning and effective presentation techniques, the lecture can be a highly effective and
interactive method for transferring knowledge to students. If the lecture is carefully planned,
the educator will have a clear purpose of the lecture and will have considered the logistics
associated with the number of students, amount of time allocated for the lecture, room size
and available media. Planning will also help ensure that the educator uses a variety of
approaches to introduce, deliver and summarize the lecture. Lecture notes in outline form will
help the instructor give an effective presentation.
Other key points to remember in preparing and delivering a lecture:
 The first few minutes of a lecture are important. Plan them well!
 Verbal communication skills are critical. These include appropriate voice projection,
avoiding fillers, using students' names, making smooth transitions, using examples and
providing praise.
 Nonverbal communication skills also are very important. These include eye contact, positive
facial expressions, gestures and movement.
 Effective questioning and interaction are critical to the success of the lecture. Questioning
skills include planning questions in advance, asking a variety of questions, using students'
names and providing positive feedback.
 The lecture should be summarized by asking for questions, asking questions and using media
to review main points.
 An evaluation using a video recording or an observer can assist the lecturer in assessing the
quality of the presentation and improving lecture skills.
TECHNIQUES OF LECTURE
 voluntary dissemination of information or spontaneity
 voice gradation and voice clarity
 adequate pacing
 proper body language
 control annoying mannerism
 judicious use of audio-visual aids
 simple plans and key points
 elicit feedback from students
 providing further clarifications
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 time management
 eye contact
ADVANTAGES
It is most economical method of teaching (apparent saving of time). It is provided
with all the facilities, lecture can be conducted even with a teacher and student ratio of 1:200.
For students it is more economical in terms of time as they get more information by attending
the lecture than reading books. Lecture method enhances the listening capacity of the
students. Gives a feeling of security
DISADVANTAGES
Keeps the students in a passive situation
Does not facilitate learning how to solve problems
Offers hardly and possibly of checking the learning progress
Doesn’t allow for individual pace of learning
Low receptivity
Teachers may practice lecture method without adequate preparation
STRATEGIES TO OVERCOME THE DISADVANTAGES

Emphasis higher level intellectual skills
Signposting for clear instruction
Make lecture notes interactive
Less memorizing for facts and more construction of meaning
THE INTERACTIVE LECTURE

It is a combination of lecture, discussion and questioning. It is modified method of
tradition lecture, it is developed by retaining the merits and deleting the demerits of the
lecture method, discussion and questioning. The technique of lecture, discussion, and
questioning can be blended together into an interactive lecture by utilizing the advantages of
all the methods and reducing the disadvantages. Class time can be logically and efficiently
divided into sections for lecture, informal discussion and questioning. In this way it will
stimulate the students thinking and clarify difficult points.Students become periodically
active, changing tactics may recapture the students attention. The class room becomes more
interesting and it is hoped more memorable.
CONCLUSION
This is an old method of teaching which is used in a large groups, which has many
techniques to be used, it has many advantages. In the other hand it also have many
201
disadvantages. To overcome the disadvantages they have formulated some strategies to be
followed. More moreover they have identified a new method of lecture called as interactive
method, which is the combination of lecture, discussion and questioning. This interactive
method is formulated by keeping the advantages in mind and deleting the disadvantages.
BIBLIOGRAPHY
1. Cavanagh SJ, K Hogan and T Ramgopal. 1995. The assessment of student nurse learning
styles using the Kolb Learning Styles Inventory. Nurse Education Today 15(3): 177-183.
2. KP NEERAJA “ TEXTBOOK ON NURSING EDUCATION”1st edition, Jaypee brothers
medical publishers, New Delhi. pg.403-405, 429-439
3. SANKARNARAYANAN “LEARNING AND TEACHINGMETHODS” , 1st edition,Brainfill
Publications calical.
4. BTBASAVANTHAPPA “NURSING EDUCATION” -1st edition. Jaypee publications. New

Delhi. pg.413
THE DEMONSTRATION METHOD

INTRODUCTION :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.
DEFINITION- “Demonstration Is a method of teaching by exhibition and explanation or
experiments.”
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.. “Demonstration is method of presentation of skill which shows how a particular procedure
is performed.”
. “ Demonstration increases interest of students and persuades them to adapt recommended
PRINCIPLES-
. Learning by doing maxim is followed.
.Skill can be developed by limitation.
. The perception helps in imitation.
PURPOSE-
. TO acquire knowledge and skill.
.TO retain and able to use the achieved skill
.To develop attitude
.To demonstrate experiment or procedure
.TO introduce a new procedure
.To teach the patient procedure or treatment
ADVANTAGES:
1. It provides an opportunity for observational learning
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.
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 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.
 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 procedureshould 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
demonstration. Students vary in their ability to learn. The sooner practice takes place after
demonstration, the better the learning.
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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.
BIBLIOGRAPHY
1) K.P NEERAJA ; “Text book of nursing education”: Edition 1st 2003; Jaypee Brothers: New
Delhi; Pg 404-416
2) B.T.BASAVANTHAPPA; “Nursing Education”; Edition 1st 2003; Jaypee BrothersNew

Delhi; Pg 178-186
3) LORETTA.E.HEIDERKEN; “Teaching & learning” in school of Nursing”; Edition 10 th;

2001; Konark Publication Pvt. Limited, New Delhi; Pg 316-322
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ASSIGNMENT
ON
LABORATORY METHOD

SCIENCE
SUBMITTED ON:
LABORATORY METHOD OF TEACHING

CLINICAL TEACHING
INTRODUCTION
Nursing education is a practice discipline, the students will learn the subject matter by
doing the things and practices the skills. It is a science, as it is based on systematic body of
knowledge
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and principles of education. It also implies as an art, as it requires professional skills especially
based upon humanitarian approach. Nursing education is having more emphasis on skill
development based upon two aspects i.e., Theory of Nursing and Nursing Practice.
Old nursing curriculum contained only a few hours of teaching and many hours of
practice. Through the intervening years, the amount of nursing knowledge has grown
exponentially and the time allowed to learning by doing has contracted steadily. The clinical
experiences for nursing students will be provided in the places where the actual clients are being
cared for. Since the practice involves human life and handling real life situation, it is essential,
such training and experiences should be supported by good clinical teaching. In clinical practice,
the theoretical knowledge and skills learned receive repeated testing. The student has the
challenge of putting this knowledge and skills gains in real life situation to make them
practitioners in nursing. To bridge the gap between classroom and clinical instruction is, to
expose the student to a series of laboratory stimulation in real settings. Clinical experience
requires the presence of a clinical instructor to guide, reinforce and correct behaviour.
In the nursing curriculum to correlate the subject matter learned in ideal situation (eg: lab
and classroom) to real situation, the clinical instructor organizes the clinical experiences. The
student nurse learns the bedside nursing from older nurse (i.e., senior nursing personnel) in real
field situation.
In classroom teaching there is possibility for careful demonstration of procedures, the
ideal equipment will be collected well in advance and sufficient time was permitted for
developing skills based on theory underlying sound practice under close, strict supervision.
After learning in ideal situation, the student will practice the procedure (by implementing
care to the clients) in real situation utilizing available facilities.
Clinical instruction is directly concerned with teaching students about the care of clients.
Objectives
At the end of the seminar, students should be able to,
 Define laboratory method
 Enumerate the values of laboratory method
 Explain technique of laboratory method of clinical teaching
 Tell purposes of laboratory method of clinical teaching
 Enumerate the limitations of laboratory method of clinical teaching
 Enumerate the types of laboratory required for demonstration
TERMINOLOGIES
 LABORATORY: a room or building for scientific experiments
 CULMINATE: reach the highest point
 INVALID: sickly person
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LABORATORY METHOD
Introduction:
According to Webster’s New Collegiate Dictionary the laboratory method had its beginnings in
the teaching of chemistry, whereby students went to a workroom for purposes of experimental
study involving testing, analyzing, and preparing chemical substances. This concept of
experimental problem-solving became an integral part of the study of a variety of the science
components of nursing curricula. Soon the nursing components of the curricula became a natural
media for the use of the laboratory method by providing opportunities for students to use a
problem-solving approach to the development of techniques in a controlled learning environment.
In undergraduate, study the early laboratory experiences are usually performances of well-known
actions that, when followed correctly, allow the student to share in reaching a known goal. At
graduate levels the laboratory is the site for exploration and discovery of new knowledge.
Definition: Planned learning activity dealing with original or raw ‘data’ in the solution of
the problems. The term "Original data" includes materials obtained experimentally and any other
materials resulting from laboratory procedure.
Laboratory method is a procedure involving firsthand experience – with primary source
materials, through which the student can acquire psychomotor as well as metal skills.
Explicitly the laboratory method of teaching utilizes a problem-solving approach to
learning that offers students opportunities for supervised, individualized, direct experiences in the
testing and application of previously learned theory and principles and the refinement of specific
skills or complex abilities. The learning experiences are planned so that the theory and laboratory
experiences complement each other. This concept has been expanded to include the clinical
setting in the hospital, the home/ and community health agencies in providing students with
opportunities for using problem-solving techniques to study patients with varying degrees and
kinds of nursing and health problems. Unlike chemical laboratories, patient care settings can
rarely be sufficiently controlled so that the instructor can guarantee the details of the student's
findings. Even the beginning undergraduate student must be prepared to discover something new
about human- experience with health and illness.
Many schools and colleges of nursing have expanded the use of the laboratory method to
include prolonged observational studies within the clinical and community setting. This technique
has proved particularly successful in the study of growth and development patterns and of
interpersonal relationships to gain in understanding of behavioral patterns of children and adults
As schools and colleges of nursing modernize their teaching facilities, they are providing
laboratories equipped with one-way viewing devices for observation studies by small groups of
students. The objectives for the observational study vary according to the subject, such as
i. Parent-child interactions;
ii. Growth and development patterns of various age groups;
iii. Demonstrations of group therapy;
iv, Nurse-patient interaction; and
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v. Counseling and interviewing patients with specific problems such as long-term illness, death
and dying, drug dependency, unwed parents, or other family crisis situations. The purpose for
using this technique and its variations is to build observation skills by allowing the interaction to
occur in or more natural way than if the observer is seen, and to allow interaction among
observers during the event. Alternating observations of specific situations with participation in
these settings and later student/ teacher interaction can be very effective.
A demonstration of this kind necessitates ethical consideration of the rights of the subjects
being viewed. Prior to the observation session the persons working directly with the patients
should clearly explain the purpose of the demonstration, describe the viewing audience, and
provide sufficient explanation to the subjects to allow each to make an intelligent decision about
his willingness to participate in the observation study. Situations involving patients must be
evaluated on an individualized basis to determine whether the demonstration will help or hinder
their progress.
The demonstration-observation requires careful planning and should be conducted by an
expert in the given subject matter who already has established a rapport with the subjects. For a
productive learning situation, observations should be:
i. Conducted at frequent intervals over a sufficient period time.
ii. evaluated by students in accord with their objectives and their theoretical insights, and
iii. followed by teacher- observerconferences to validate findings, develop new insights regarding
observed responses of patients, discuss observer reactions to the problem, and explore ways that
will lead to better patient understanding.
Variations of this device are frequently used in medicine. One excellent example is
described by Marschak and Call in observations of parental influence on disturbed children. In
another, KubIer-Ross interviewed dying patients to determine their feelings about death and
dying, followed by a seminar with the observers representing a wide range of professional
disciplines to help them understand their own feelings about the patient and provide the support
and understanding needed. Careful study of these techniques furnishes the creative teacher with
numerous ideas regarding ways of adapting this method to selected portions of clinical
nursing.While both teacher and student have definite responsibilities for the effective use of
laboratory method, its creative use is dependent on the teacher- student milieu.
The extent to which the teacher fosters self-direction through cooperative planning, action,
and validation of results is directly proportional to the degree of creative action expressed by the
student.
In clinical nursing the use of the laboratory method becomes procedure for providing
students with well-planned, supervised experiences in translating principles of nursing into active,
problem-solving for nursing problems. The laboratory methods serves as the foundation tor
building in those combinations of teaching methods best suited for establishing a structural
framework to bridge the gap between the theoretical study of nursing and the study of patients.
Therefore, the following methods of teaching can be viewed both in terms of their singular uses or
their integral contribution to the total laboratory method.
As stated earlier the term laboratory method has received various definitions and
interpretations and applications in many fields education, Webster used this work tea work room
209
which is used in teaching physical sciences for testing and doing experiments, "Learning by doing"
is the philosophy of Dewey which is applied to all other sciences.
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 test and to apply principles.
 To learn methods of procedures.
 Initiates group work.
Laboratory method helps:
• The student to master the subject.

• To participation of students with his suggestion while planned demonstration by the teacher
helps to learn the procedure accurately.
• To provides concrete and firsthand knowledge of factual materials-
• To make provision for purposeful student activity-
• In training in scientific method and develop scientific attitude.
• To development of laboratory techniques in handling laboratory things.
• Provision of concrete materials which help in imaginary experiences.
• To provide opportunity to work out experiments under guidance.
For teacher :
Provides the 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 intensity 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.
210
Teacher preparation :
1. It requires establishment of objectives and plan of work.

2. It motivates the student by presenting problem together with effective method for its solution.
3. Teacher prepares the plan with cooperation of the student considering objectives not wasting
time.
4. Teachers allow time for maximum use of laboratory work.
Discuss objectives or plan of work with the students by means of class discussion:
 To solve a problem.
 To understand a 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.
Student preparation : for orientation and motivation achieved through proper instructions and
guidance.
2. The work period
Supervised study activity, in which the student is involved in a first-hand experience designed to
achieve particular objectives by solving the problem.
 It refers to that period when demonstration, experimentation or practice for a skill in a nursing
procedure.
 To ensure an effective work period there must be adequate equipment and facilities including
basic tools.
 There must be adequate supply of specimens and materials.
 There should be sufficient space, light and ventilation. Teacher should plan the entire class for
learning activities, extra-work should be assigned to those who finish, but it should not he special
work, but to get more knowledge in the same work.
3. Culminating activities
After the lab work, the class should meet together for discussion of common problems, for the
organizations of findings, for the presentation of the results of individual or group problem
solving activities.
PURPOSES OF LABORATORY METHOD

1. To provide first hand experience with materials or facts in the solution of problem, e.g. Science
Laboratory.
2. To provide experiences with actual situation such as Nursing Laboratory and Hospital Wards.
3. To make student to become skillful in manipulation apparatus, practicing laboratory technique.
211
4. It helps student to acquire scientific attitudes and scientific approach in problem-solving. It
should be well-organised and well-planned with close coordination, between class and laboratory
work,
LIMITATIONS OF LABORATORY WORK

a. Poor planning and lack of direction of teacher may result in wasting student time, use of
complicated approaches and consumes time. Poor direction causes blind manual without an
conception of the purpose.
b. lack of budget in getting qualitative-laboratory equipment create insecurity in teachers to
operate them. Actually simple equipment is far more comprehensive to the student and they are
within the bonds of school grant. Teacher should remember that these equipment does not result
in effective laboratory work, wise planning and direction of learning activities are more effective
means of inservice learning.
TYPES OF LABORATORY REQUIRED FOR DEMONSTRATION, LEARNING.

RESEARCH, TREATMENT.CLASSROOM, CLINICAL COMMUNITY.
1. Science laboratory.
2- Nutrition laboratory.
3. Nursing art laboratory.
a. Science laboratory: Used to teach science subjects, widely used in physiology, physical
science, chemistry, microbiology for teaching these subjects.
b. Nutrition laboratory: Used to teach the basic knowledge about food and for practice of
cooking food for normals as well as invalids.
c, Nursing art laboratory of demonstration room: it is used for demonstration of some
techniques in nursing. Students may practice to become familiar with nursing procedure
CONCLUSION
The laboratory method is the part of study in the education which helps to give proof to the study
which is based on scientific principle.
It helps for clear and comprehensive study which helps in acquiring skill in particular study. The
success of laboratory period is largely depending upon good planning. It is a type of instruction in
which the student learns by actually doing things by himself', It helps to observe and listen to
others doing. Students are made to understand the use of laboratory findings.
Bibliography
212
1) B.T Basavanthappa, Nursing Education 2nd edition, Jaypee brothers medical publishers. Page
no:536-539
2) K.P neeraja, Text book of Nursing Education, Jaypee brothers medical publishers. Page no:
3) Sankara Narayan B and Sindhu B learning and teaching nursing 3rd edition, page no: 146-151
4) Illustrated oxford dictionary, 1st edition, 2006, published by Dorley Kindersley Ltd

213
ASSIGNMENT
ON
SIMULATION

SCIENCE
SUBMITTED ON:
SIMULATION.
214
Introduction-
A simulation presents learners with a more or less life like situation or model of real world
with which they interact in solving problems from an adopted role perspective.Simulation
allows anticipatory learning (Bastable,2003).Learners are required to assess and interpret the
situation and make decisions based on information provided. Usually conducted in a
laboratory setting, simulation learning allows student to execute a variety of skills including
assessment, psychomotor skills and decision making.
Terminology
Simulation-”Anoperating representation of centralfeatures of reality.”
Simulation is the basis of sensitivity training, sociodrama, and psychodrama. It is a certain
underlying skills to teaching can modified, described and prectised like any other skill.
Simulator- It is deliberately designed to omit certain parts of real operational situation.
Role play- A group of(minimum 4-6)pupilperformed in an artificial environmentan actual or
false role under a teacher guidance.This may provide the student an understanding of a
situation or relationship among real life participants of a social process.
Socio-drama- It seeks to utilize role playing as a means of finding out the situation assigned
to role players.The problem may be false or based on real life situation and the actor is
required to find out an acceptable solution of the situation.
Gaming-the situation involved outcomes affected by decisions made by one or more
decisions.It designed in a small manner which enables chance to affect the outcome.
Definition-
A role playing in which the process of teaching is displayed artificially and effort is made to
practice some important skills of communication through this technique.The pupil teacher
and the students simulate the particular role of a person to an actual life simulation.The whole
programme becomes a trainingin role perception and role playing.
Characteristics of simulation-
A good simulation will:
1. Mirror real situation while providing control over extraneous variables or constraints that
might interfere with learning.
2. Provide a mix of experiences that can be replicated for successive learner.
3. Provide a safe environment in which learning has priority over patient care or systems
demands.
4. Focuses on application rather than uncertain recall of knowledge.
5. Provide immediate feedback on performance
Principle-
215
1. Player take on roles which are representatives of the real world and then make decisions in
response to their assessment of the setting in which they find themselves.
2. The experiences simulated are consequences which related to their decisions and their
general performance.
3. The ‘monitor’ the results of their actions are brought to their actions are brought to reflect
upon the relationship between their own decisions and the resultant consequences.
Types of simulation-
 Written simulation
 Audio-visual simulation
 Model simulation
 Computer simulation.
Activities in simulation-
Activities used in simulation is-
 Role playing,
 Socio-drama,
 Gaming
Values-
 It actively engages learners in application of knowledge and skills in realistic situation.
 Promote high level critical thinking.
 It is useful in promoting transfer of learning from the classroom to clinical setting.
 The controlled setting of the simulation makes it possible to have consistency in learning
experiences from learner to learner.
 Simulation permits application of theory to practice when access to clinical setting is limited
or impossible.
 Enables the student to empathize with real life situation and to learn pre requisite content
before the real exposure.
 Motivate the student by real life situation exciting and interesting.
 Provide feedback to learners on consequences of action and decision made.
 Student can learn without harming the patient.
Limitations-
 Simulation cannot be made in all curriculums.
 Simulation are time consuming to develop particularly if they are to mirror realistic situation
 Mechanism for feedback of data may require the use of sophisticated materials.
 Cost development and reproducing a simulation may not be recovered even with repeated use.
 Simulation is not a convenientfor small children because the mechanism is too difficult for
them to follow.
 It requires extra work preparation of teacher.
216
 It reduces the seriousness of learning process.
 Minimum of feedback sequence to chose.
 Difficulty in using analytic approach.
 Need many stimulators.
 Learner may not find the simulation relevant to their situation.
Steps of simulation-
1. Selection of role player:-
A small group of 4-5 student teacher is selected.They are assigned different letter in
alphabetic order.The role assignment are rotated within the group to give chance to
everyone.Every member of group gets similar opportunity to be the actor and the observer.
2. Selection and discussing skills:
The skills to be practiced are discussed and the topics that fit in the skill are suggested.One
topic each is selected by groups member for earlier.
3. Planning:-
It has to be decided who starts the conversation and who will top the interaction and when.
4. Deciding and procedure of evaluation:-
How to record the interaction and how to present it. The actor has to decided so that a proper
feedback on his performance could be given.
5. Provided Practical Lesson:-
The role players should be provided re-enforcements on their performance to give them
training for playing their part well.
Application of simulation in teacher training-

Crruikshank(1968)has developed a teacher training system which includes:
 The participant is introduced into the situation (if he is a new teacher in school).
 The participants are provided with information and opportunity to solve the problems.
 The participant is exposed to a variety of potential solutions to a particular problem.
 The participant is given the opportunity of observing the results of his chosen line of action.
 The participant is introduced to the situation by a film strips.
 The participant is also given the materials e.g.the rules,regulation,curriculum handbook, and
record card,to familiarize to the topic.
 The participant presented with the role playing situation written and respond to incident as a
response sheet.
217
 The participant then identified the factors influencing the problem,locates the relevant
information ,suggests appropriate alternative course of action,communicates and implements
a decision.
 Small group discussion.
Summarization-
Simulation is an effective method of teaching where the learner earn the knowledge by using
critical thinking by their active participation.Simulation in some cases or in problem situation
can used for teaching or for evaluation.Both psychomotor and cognitive decision can be
incorporated into computer simulation.It is a very effective method to train new teachers who
used to learn the new behaviourin teaching problems.
Bibliography-
1. Neeraja KP;New text book of nursing education;1 st edition;Jaypee
brotherspublication;2007;P.no-253-288.
2. Basavanthappa BT; Nursing education;1st edition;Jaypee brothers publication;2007;P.no-
365-378
3. Moyer Barbara A.and William Ruth A; Nursing education;1 st edition;Jaypee brothers
publication;2008;P.no-192-197.
4. Guilbert JJ;Education handbook for health personnel;1st edition;WHO;2004;
218
ASSIGNMENT
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SEMINAR

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219
Seminar
Introduction
The term seminar refers to small group of graduate students engaged in original
research under the guidance of a knowledgeable professor. In general, the seminar consists of
a scientific approach to the study of a selected problem. The seminar method could be
introduced early in the course of the nursing program by utilizing the student’s problem of
adjusting to nursing situation as the focus for developing beginning problem solving skills.
Definition of Seminar
Seminar is a small group discussion that provides an opportunity for knowledge
integration at high level
Seminar is an instructional technique involves generating a situation for a group to
have guided interaction among themselves on a theme which is generally presented to the
group by one or more members.
Purpose of seminar
1. It helps the students to study the subject matters.
2. It helps the students to gain knowledge and skills in library work.
3. It helps the students to develop problem solving skills.
4. It helps the students to participate in methods of scientific analysis and research
procedures.
5. It helps the students to increase their responsibilities.
6. It helps the students to change their attitudes and values.
Types of seminar
On the basis oflevels or organization the seminars are 4 types.
1. Mini-seminar
A seminar organized by to discuss a topic in class is known as mini seminar.

The purpose of the mini-seminar is to train the students for organizing the seminar
and play different role.
2. Main seminar
A seminar organized at departmental level or instructional level on a

majortheme. All the students and staff members take part in such seminars.
3. National seminar
A national seminar is organized by an association or organization at national

level. The experts are invited on the theme of the seminar. For example Trends of
education, Non formal education.
220
4. International seminar
In this seminar the topic or theme of the seminar is very broad, e.g. students
unrest or activisms, innovations in teacher education and examination reforms
Criteria for good seminar
1. Seminar group preferably is limited to 10 to 15 and students with a maximum of 25.
2. Duration should be 1 to 2 hours
3. Teacher is a leader (students can also function as teacher)
4. The topic is presented by the students taking 15 to 20 minute’s time.
5. Used with students in upper division courses than it is with beginners.

6. Effective use of seminar method requires a background of knowledge, skill in library
work.
7. Effectiveness of seminar depends on selection and preparation of the topic.
8. Leader should keep the discussion within the limits of the problem discussed.
9. Members must come prepare with material for presentation and discussion
Technique of seminar (conducting seminar)

1. Define the purpose of the discussion
2. Relate the topic of discussion to the main concept or the objectives to be attained.
3. Direct and focus the discussion on the topic.
4. Helps students express their ideas.
5. Keep the discussion at a high level of interest so that students will listen attentively to
those who are contributing ideas.
6. Plan comments and questions that relate to the subjects and will also help to guide the
discussion.
7. Set time limitation for each person to contribute.
8. Guard against monopoly of the discussion by any member of the seminar.
9. Plan for a summary at intervals during discussion and also at the endand relate the
ideas expressed to the purpose of discussion.
10. Have the discussion recorder either by student as a recording.
11. Plan for a teacher and student self-evaluation of the progress made towards the
immediate objectives.
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Role of members in seminar
1. Student
2. Teacher
3. Co-ordinator
 Student
1. Expected to do library work.
2. Collect the appropriate relevant content.
3. Content should be clear and well started.
4. Utilizes the AV aids.
5. Should be well prepared before presentation.
 Teacher
1. Help the students to select appropriate topic.
2. Guide the students to select the contents.

3. Suggest the available sources of information.
 Co-ordinator
1. Select problem is solved, analyzed critically evaluate and conducted by coordinator.
2. The coordinator has to organize the seminars.
Advantages of seminar
1. Seminar helps the student to increase their responsibilities.
2. It gives opportunity to participate in methods of scientific analysis and research
procedures.
3. It helps to do through study on subjects.
4. It helps to improve leader ship qualities.
5. It is an effective method of problem solving.

6. It will help to improve curriculum there by the profession.
Disadvantages of seminar
1. It is useful only upper division students as it needs high skills for performing library
work.
2. Members must come prepared with material for presentation and discussion.
3. Proper planning is needed to arrange a seminar.
4. It is time consuming
Bibliography
222
 Loretta. E. Heidgerken; “Teaching and learning in schools of nursing; principles and
methods”; 3rded; konark publishers pvt. Ltd; delhi; 2003; 475-476
 B.T. Basavanthappa; “ Nursing education; 1st ed; J.P.Brothers medical publishers (p)
Ltd; New delhi; 2003; 385-387
 Elsa sanatombi devi; Manipal manual of nursing education”; 1st ed; CBS Publication;
New delhi; 2006;206-209
 Sankara Narayana. B and Sindhu. B; “Learning and teaching nursing”; 3rd ed; page no
254-255
 www.encyclopedia.com
223
ASSIGNMENT
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SYMPOSIUM

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224
SYMPOSIUM:
i. INTRODUCTION:
The symposium technique is used to realize the higher cognitive and affective
objectives.The nature of the topic should be such that the audience should be interested in the
theme of symposium.
ii. DEFINITION OF SYMPOSIUM:
Symposium is a method of group discussion in which 2 or more persons under the

direction of a chairman present separate speeches which gives several aspects of one question.
iii. CHARACTERISTICS OF SYMPOSIUM TECHNIQUES:
It has following characteristics:
1. It provides the broad understanding of a topic or a problem.

2. It is used for the higher classes to specific themes and problem
3. It develops the feeling of co-operation and adjustment.
4. It provides the different views on the topic of the symposium.
5. Success depends on personal involvement and degree of preparation.
MEMBERS OF SYMPOSIUM AND OTHER ROLES
.Speaker
.chairperson
.Audience
iv. TECHNIQUES OF SYMPOSIUM:
1. Teacher should plan the program a head of time.

2. Each member of the class as well as student speakers should know the objectives of
the symposium.
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3. Each student should prepare on the given or accepted topic.
4. The teacher should have pre-conference with each of the student speakers,
5. Either teacher or student may function as a chairman.
6. The symposium starts with the chairman introducing the each speaker and the topic.
7. Then the topic is presented by the student taking 15-20 in time.
8. As a conclusion at the end the chairman gives brief summary of all the speeches and
opens the discussion to the students.
9. Any questions or contributions addressed through the chairman.
v. PURPOSES:
1. To investigate a problem from several point view.

2. To boost students ability to speak in group.
3. It provides the different views on the topic of the symposium
4. It develop the feeling of co operation and adjustment
vi. a. ADVANTAGES:
1. It is well suited to a large group or classes.

2. This method helps to discuss broad topics at organization meetings.
3. Gives deeper insight into the topic
4. Directs the students for continuous, independence study.
5. This method can be used in political meetings.
b. DISADVANTAGES:
1. Inadequate opportunity for all students to participate actively.

2. The speech is limited to 15-20 minutes.
3. Limited audience participation
4. Questions and answers are limited to 3-4 minutes
5. Possibility of overlapping of subjects.
vii. LIMITATIONS OF SYMPOSIUM TECHNIQUE
The symposium has following limitations.
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1. There is possibility of repetition of the topicbecause every speaker prepares theme as
whole it creates difficulty of understanding to the listeners.
2. Listeners are not able to understand theme correctly because different aspects of
theme are presented simultaneously.
3. The listeners remain passive in the symposium because they are not given opportunity
to ask classifications and put questions.
4. Only mature person can make use of this technique
5. Affective objectives are not emphasized properly.
CONCLUSION:
After learning about 2 methods of group discussion i.e seminar and symposium we
trace out the importance of these methods in teaching scenario.These methods helps to
develop self learning abilities and helps to develop co-operation among the group and also
helps to bring out cognitive and affective changes in the higher level of education where it is
essential to learn and develop such an abilities.
BIBLIOGRAPHY:
1. Heidgerken. L. E., “Teaching and learning in school of Nursing”. 3rd edition, 1990,
Konark publishers Pvt. Ltd., New Delhi Page No. 475, 476 & 482 to 485.
2. Basavantappa.B.T. “Nursing Education”, Ist edition, 2003, Jaypee Broter, EMCA House
23123B, Ansari Road, Dariyaganj, New Delhi – 110002, India, Page No. 385-387, 396-
401.
3. Neeraja.K.P :Text bool of Nursing Education”, Ist Edition, 2003, Japee Brothers Medical
Publishers, Pvt. Ltd., New Delhi, Page No. 279 to 282.
227
ASSIGNMENT
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PANEL DISCUSSION

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SUBMITTED ON:
PANEL DISCUSSION
INTRODCTION
228
All techniques of higher learning require the discussion among the participants. The
discussion provides the equal opportunities in the instructional situation to every participant.
The discussion technique of the learning is based on the modern theory of organisation. The
assumption of this theory is that every member of the organisation has the capacity to initiate
and solve the problem and brings certain attitude and values to the organisation.Thus
interactional technique is the most appropriate in democratic way of life.
ORGIN OF THE PANNEL DISCUSSION TECHNIQUE
The technique at the first time was used by Herry A Ober Street in 1929.He organized a
discussion for small group for definite period for the audience ha also participated the
important question were put by the audience on the topic.The experts tried and answered all
questions and certain points were clarified.Which were not included in the several other
persons had used this technique.This type of panel discussion are organized on television and
radio.
Panel discussion is the discussion in which 4 to 8 qualified personnel sit and discuss the topic
in front of large group or the audience.Panel discussion has a chairperson and 4 to 8
speakers.The success of the panel discussion depend up on the chairperson,he is the one who
has to keep the discussion going on and develop train of thought.
PURPOSE
 To produce the features for the benefit of a large group.
 It is a socialised group conversation in which different points of view are presented.
 Panel discussion stimulus thought and discussion and clarifies thinking.
 The quick exchange of facts,opinion and plan trends to develop more critical attitude
and better judgement.
 It can be helpful to stimulate discussion encouraging thinking and developing group
opinion.
OBJECTIVES OF PANEL DISCUSSION

The following are the main objectives of the technique..
 To provide information and new facts.
 To analyze the current problem from different angle.
 To identify the values.
 To organize for mental recreation.
THEORETICAL BASIS OF THE PANEL DISCUSSION

This technique is based on the following principles ..
o It observe the democratic principles of human behaviour.Equal opportunities are
provided to every participant.
o It encourages the active participation with originally and independently.
o It involves the social and physiological principles of group work feeling co-operation
and sympathy and to respect the ideas of others.
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o It is based on the modern theory of organization.The panel discussion organizes
teaching at reflective level which is the most thoughtful and employ independent
thinking of the participents.
THE GROUP DISCUSSION MAY BE OF 2 TYPES

 Public panel discussion.
 Educational panel discussion.
 PUBLIC PANEL DISCUSSION
This type of panel discussion are organized for the common men problems.Three typeof
objectives are achieved by this kinds of discussion.
 To provide factual information regarding current problems.
 To determine the social values.
 To recreate the common men.
The public panel discussion are organized in the television program.The current
problems , unemployment,annual budget,increase in the price of things,jobs
delinking with degrees,emerging diseases etc.
 EDUCATIONAL PANEL DISCUSSION
It is used in educational institutions to provide factual and conceptual knowledge and

clarification of certain principles and theoris.Some times there are organized to find out the
solution to the certain problems.
The following three objectives are achieved by the educational technique,,
 To provide factual information and concept knowledge.
 To give awareness about theories and principles.
 To provide solution of certain problems.
This type of panel discussion are very useful but they are not used in an any institution
even at higher level.The conferences,seminar,symposium and workshops are commonly
organized.These techniques provide the situation for group discussion but of for
different types.The situation of panel discussion is usually of autocratic where as the
other techniques have democratic situation of group discussions.
PROCEDURE OF PANEL DISCUSSION

A panel discussion consist of 4 types of persons.It means 4 roles are played in
organizing panel discussion.
i. Instructor
ii. Moderator
iii. Panellists
iv. Audience
1. INSTRUCTOR
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In the panel discussion most important role is of instructor.It is the responsibility of instructor
how,where and when panel discussion will be organized.The schedule of panel discussion is
prepared by him,some times he has to plan rehearsal also.
2. MODERATOR
In the discussion moderator has tokeep the discussion on theme and encourages the
interaction among the members.He has to summarize and high light the discussion more
often.The moderator must have the mastry on the theme or problem of the discussion.
3. PANELLISTS
There are 4 to 10 panellists in the discussion.The members of the panellist in semi circle
before the audience.The moderator sits in the middle of the panellist .The panellist must have
the mastery on the theme of the discussion.
4. AUDIENCE
After the panel discussion ,audience are allowed to participate and seek clarification.They can
present their points of view and their experiences regarding the theme or problem,the
panellist attempt to answer the questions of the audience.In some situations moderator also
tries to answer the question.
PANEL DISCUSSION TECHNIQUE
o Other chairperson and 4 to 8 speakers sit in front of the large audience.
o Chairperson opens the meeting ,welcome the group and then invites the panel
speakers to present their view.
o In panel discussion there is no specific agenda no order of speaking and no set of
speeches .
o The chairperson can interact in the form of questions and simple statement related to
topic to any of the speaker without any order form.
o At the end ,after exploration of many aspects of subject by speaker the chairperson
opens the discussion for audience by inviting them to participate in discussion.
USES OF PANEL DISCUSSION

The instructional technique has the following advantages,,
 This technique encourages social learning.
 The higher cognitive and affective objectives are achieved .
 It is used to develop the ability of problem solving and logical thinking.
 It develops the interests and right type and attitude towards problem.
 It develops the capacity to respect others idea and feelings and ability of tolerance.
 It provides the opportunity of assimilation of theme and content.
CHARECTIRISTICS OF PANEL DISCUSSION

The followings are the main characteristics of panel discussion technique..
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 It is used to college and university level to organize teaching at reflective level.
 It develops the ability of problem solving.
 It provides the opportunity to understand nature problem theme and giving their point
of view logically.
 It develops right type of attitude and ability totolerate anti ideas of others.
 It develops the ability of creative thinking and to criticize the theme.
 It develops the manners of putting questions and answering questions.
LIMITATIONS OF PANEL DISCUSSION TECHNIQUE

The following are the limitations of this technique..
o There are chances to deviate from tem at time of discussion,hence the purpose
of the panel discussion technique is not achieved.
o Some members demonstrate the discussion and do not provide the
oppurtunities to participate others in discussion.
o Ther is possibility to split the group into2 sub groups ie. For and against the
theme.It does not maintain the conductive situation of learning.
o If the panellists belong to different groups,it may not create appropriate
learning situation.
SUGGETIONS FOR ORGANIZING PANEL DISCUSSION

The following suggestions should be taken into consideration to organize effective panel
discussion..
 There should be rehearsal before the actual panel discussion.
 The moderator should be matured person and have the full understanding of theme or
problems.He should have to control over the situation.
 The seating arrangement for the panellistsand audience shouldbe such that every one
should be equaldistence.They can observe each other.
 The moderator should encourage the discussion on the points and which may lead to
constructive aspect of the problem.He should encourage the constructive discussion
among panellists and audience.
CONCLUSION
The discussion provides the equal opportunities in the instructional situation to every
participant.The success of the panel discussion depend upon the activeparticipation of the
members.All techniques of higher learning require the discussion among participents.
JOURNEL ABSTRACT
232
Barkan A, Bronstein MD, Bruno OD, Cob A, Espinosa-de-los-Monteros AL, GadelhaMR,
Garavito G, Guitelman M, Mangupli R, Mercado M, Portocarrero L, Sheppard M.
The University of Michigan, Ann Arbor, MI, USA.
ABSTRACT
Although there are international guidelines orienting physicians on how to manage patients
with acromegaly, such guidelines should be adapted for use in distinct regions of the world.
A panel of neuroendocrinologists convened in Mexico City in August of 2007 to discuss
specific considerations in Latin America. Of major discussion was the laboratory evaluation
of acromegaly, which requires the use of appropriate tests and the adoption of local
institutional standards. As a general rule to ensure diagnosis, the patient's GH level during an
oral glucose tolerance test and IGF-1 level should be evaluated. Furthermore, to guide
treatment decisions, both GH and IGF-1 assessments are required. The treatment of patients
with acromegaly in Latin America is influenced by local issues of cost, availability and
expertise of pituitary neurosurgeons, which should dictate therapeutic choices. Such
treatment has undergone profound changes because of the introduction of effective medical
interventions that may be used after surgical debulking or as first-line medical therapy in
selected cases. Surgical resection remains the mainstay of therapy for small pituitary
adenomas (microadenomas), potentially resectable macroadenomas and invasive adenomas
causing visual defects. Radiotherapy may be indicated in selected cases when no disease
control is achieved despite optimal surgical debulking and medical therapy, when there is no
access to somatostatin analogues, or when local issues of cost preclude other therapies. Since
not all the diagnostic tools and treatment options are available in all Latin American
countries, physicians need to adapt their clinical management decisions to the available local
resources and therapeutic options.
Kipen H, Rich D, Huang W, Zhu T, Wang G, Hu M, Lu SE, Ohman-Strickland P, Zhu

P, Wang Y, Zhang JJ.
University of Medicine and Dentistry of New Jersey - School of Public Health and Robert
Wood Johnson Medical School, Piscataway, New Jersey, USA. kipen@eohsi.rutgers.edu
ABSTRACT
Ambient air pollution has been linked to cardiovascular and respiratory morbidity and
mortality in epidemiology studies. Frequently, oxidative and nitrosative stress are
hypothesized to mediate these pollution effects, however precise mechanisms remain unclear.
This paper describes the methodology for a major panel study to examine air pollution effects
on these and other mechanistic pathways. The study took place during the drastic air
pollution changes accompanying the 2008 Olympics in Beijing, China. After a general
description of air pollution health effects, we provide a discussion of panel studies and
describe the unique features of this study that make it likely to provide compelling results.
This study should lead to a clearer and
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more precise definition of the role of oxidative and nitrosative stress, as well as other
mechanisms, in determining acute morbidity and mortality from air pollution exposure.
BIBLIOGRAPHY
I. K.P.NEERAJA,A Text Book of Nursing Education.New Delhi,Jaypee Bros.
Publications 2005,pg;282-283.
II. B.T.BASVANTHAPPA,Nursing Education,New Delhi.Jaypee Bros. Publications
2004,pg;403-405.
III. K.PARK,Text Book Of Preventive And Social Medicine,M/sBanarsidas Bhanot
Publishers 2002.pg;628.
IV. BUTTER B.K,KUMARI NEELAM,A Text Book Of Communication And
Education Technology Jalandhar.S.VIKAS And Co,pg;255-256.
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234
ASSIGNMENT
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PROBLEM BASED LEARNING

SCIENCE
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PROBLEM-BASED LEARNING (PBL)
INTRODUCTION
235
The goal of nursing education is to prepare nurses who are competent and caring.Developing
competent practitioners is the concern and responsibility of all nurses (Andrew & Jones 1986
).To develop competent nurses, they require to be prepared in a way that they can use
problem- solving and clinical reasoning skills in their practice.Problem-based learning (PBL)
is effective in enhancing the problem-solving abilities and clinical reasoning skills of
students.
DEFINITION
Problem-based learning is an increasingly popular educational strategy.It has now been

applied to many areas like nursing, space, science, community health.
PBL can be best defined as the individualized learning that results from the processes
involved in working toward the solution or resolution of a problem(Barrows, HS and
Tamblyn).
PURPOSE;
1. To gain an understanding of principles that underline phenomenon.

2. Helps to aim at problem analyzing skills training in particular professional situation.
3. To exercise that students learn to take decision independently.
4. Helps to activate prior knowledge and to integrate that knowledge
CHARACTERISTICS;
1. The starting point for learning should be a problem a query or puzzles that the learner
wishes to solve.
2. Learning for capability rather than sake to acquiring knowledge.
3. Student centered nature of approach which is emphasis on “ self- directed learning”
4. The structuring of learning within the clinical reasoning process.
5. The development of effective self directed learning skills.
6. Increase in motivation for learning
PRINCIPLES OF PBL
1. Understanding comes from our interaction with the environment.

2. Cognitive conflict stimulates learning.
3. Knowledge evolves through social negotiation and evaluation of the viability of individual
understanding
TEAM MEMBERS;
1. GROUP LEADER
2. SCRIBE
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3. GROUP MEMBERS
237
4. TUTOR
1. What is problem-based learning?
Barrows ( 1985) describes " The basic outline of PBL process is :encountering the problem
first, problem-solving with clinical skills and identifying learning needs in an interactive
process, self-study, applying newly gained knowledge to the problem and summarizing what
has been learned".
2. What are the advantages of problem-based learning?
a. Development of an effective and efficient clinical reasoning process
b.Increased retention of data
c. Development of effective self-directed learning skills
d. Increased student-faculty interaction.
e. Increased Motivation for learning
3. How is the tutorial process conducted for problem-based learning?
The problem-based strategy using the tutorial process is conducted in two sessions i.e.
brainstorming and regrouping.Students meet in small groups of six to eight, with a "tutor"
who is the facilitator.One student takes the role of the group leader who coordinates the
sessions activities.Another student takes the role of the scribe, whose task is to keep track of
the group's process on the board.
Patient problems are presented in a variety of formats like carefully designed printed format,
computer format, video clippings, etc.
The tutorial group begins with the brainstorming session.The second session is the
regrouping session.
Let us see the steps of the tutorial process as presented in Fig.
I. First Session :Brainstorming
i. Clarify unfamiliar terms and concepts
ii. Define the problems/issues
iii. Discuss / analyse the issues identified
iv. Summarize the discussions
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v. Decide what new information is required to deal with the problem
vi. Pursue learning objectives individually or together (self-directed learning )
II.Second Session:Regrouping
vii. Resource critique, re-analysis of the problem in the light of new information acquired,
debriefing and evaluation.
When a new group of randomly assigned students meet for the first time, an introduction is
done.The students are asked to introduce themselves to the others in the group.The others in
the group are invited to ask questions to each student or comment on anything he or she
might have said.This helps students to establish who they are and their own importance as an
individual in the group.This will help to enhance the group process as problems of members
identifying their own importance in the group through this, inappropriate behavior is avoided.
STEPS OF PBL;
step 1;clarifying terms:
Identify and clarify unfamiliar terms presented in the scenario.
Step 2;defining the problem:
define the problem or problems to be discussed.
Step 3; brainstorming
Aspects on basis of prior knowledge are collected.
Step 4; structuring and hypothesis
Review step 2 and 3 and arrange explanation into tentative solution.
Step 5; learning objective
Formulating learning objectives
Step 6;searching for information
Self independent learning
Step 7;synthesis
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Group shares result of private study, the tutor checks learning and may assess the groups
Step 8;feedback
Conclusion:
PBL is a very useful method of teaching learning. Research evidence shows this.

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ASSIGNMENT
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ROLE PLAY

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241
ROLE PLAY
INTRODUCTION
involving emotion and encouraging groups work. Many teachers confuse role playing and
drama. Although that are similar, they are also very distinct in styles. Perhaps the most
strategic point of difference is handling of the subject matter, genune drama requires a scripts
whereas role playing retains the element of spontaneous or at least extemporaneous reaction.
DEFINITION;
* An educational technique in which people spontaneously act out problems of human
relations and analyze the enhancement with the help of other role players and observes.
* role playing refers to the changing of one’s behaviour to assume a role ,either
unconsciously to fill a social role , or consciously to act out an adopted role.
OBJECTIVES
at the end of ht class the group will able to
 Define role play
 List out the purpose of role play
 Explain the value of role play
 Enumerate the principle of role play
 Describe the process of role play
TERMINOLOGY
Empathy – the ability to share some one else feelings or experiences by imaging what it would
be like in the situation.
briefing--The act of giving in advance specific instructions or information.
Consensus – a general accepted opinion or decision among a group of people.
Insight – the ability to have a clear, deep and something sudden understanding of a complicated
problem or situation.
Definition
An educational technique in which people spontaneously act out problems of human relations
and analyse the enactment with the help of other role players and observers
History and origin of role play
The term role play was originally coined in the 1920s by Jacob. L. Morens, a Veinese
psychiatrist who surmised patient gained more knowledge from exploring their problems by
acting them out than talking about them. When the practice become popular in business and
educational institutions twenty years later the problem solving aspect shifted towards the
learning of a professional role for later real life assumption.“ what astronaut do in their
practice for mission; what pilot do in learning to navigate flight simulators; what thousands of
soldiers do in the course of military exercises its all role playing. Teaching.Salespersons to
242
deal with
243
customer, teacher, doctors to interview patients, teaching teacher to deal with different
situation.
Purpose of role playing in nursing education
 To develop specific skill
 To develop a situation for analyse
 To developing understanding of points of views of others
 Increasing students insight into typical ways of dealing
 Length of the role play will make the situation clear and awareness can be created in
the mind of the students
Values of role playing

 The actors really tries to feel the part tries to feel the part of the character he is
portraying and the audience gets some kind of emotional involvement.
 It is enjoyed by people who do it.
 It also fulfills some of the very basic principles of the teaching- learning process such
as learner involvement and intrinsic motivation.
 The involvement of the role playing participants can create both an emotional and
intellectual attachment to the subject matter at hand. If a skillful teacher has
accurately matched the situation to the needs of his group, the solving of realistic life
problems can be expected.
 Individual may develop new skills for dealing with problems in human relations.
Principles of role play

 As a teaching techniques , role playing is based on the philosophy that meanings
are in people, not in words or symbols.
 Creating a teaching situation which can lead to the change of self concepts
requires a distinct organizational pattern
 Should be flexible
 Should be stimulant to think and should not be an escaped from disciplines of
learning
 Requires rehearsal is an important feature to produce effective outcome and an
audience to help players interpret their role.
 Should be able to analyse and evaluate which is an essential element to gain
maximum learning benefits.
 Should be done for a brief period
Types of role playing

1. sociodrama
It deals with the interactions of people with other individuals or groups e.g. mother, nurse,
leader etc. it always involves situations of more than one person and deals with problems that
a majority of the group face in executing their roles.
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Socio-drama concerns itself with group issues. It is a group action methodin which
participants act out an agreed upon social situation spontaneouslyand discover alternative
ways of dealing with that problem. It concernsitself with those aspects of roles that we share
with others and helpspeople to express their thoughts and feelings, solve problems, and
clarifyvalues. Unlike simple role playing, socio-drama employs many specifictechniques to
deepen and broaden the action of the enactment.
2. psychodrama
Practiced in group setting, mainly concerned with the unique needs and problems of a
particular individual. It should not be attempted except under guidance of a trained therapist.
A psychotherapeutic technique in which people are assigned roles to be played
spontaneously within a dramatic context devised by a therapist in order to understand the
behavior of people with whom they have difficult interactions.
Steps in role playing

1. Select a problem for role playing, it may be done by:
- The group leader , who recognizes a problem that can be used effectively and
suggests it to the group.
- The group can list problems on the black board and decide which problem they
want to work out.
2. Set up the role playing scene;
- The group should come to a clear agreement on the chief objectives to be realized
in the role play.
- The group work together with the leader decide
 What character to be involved
 The attitudes and personalities of the characters.
 The setting of the story
 The point on which the story should begin
- The leader may brief the players on the situation which they have decided they
want to portray. The leader may arbitrarily assign individuals to take the various
roles or members may volunteers to play the different roles
- The player’s lines are never fixed but for just what the character thinks his
character would say in a given situation.
3. Getting underway in the role playing.
- The player should be given sometimes to warm up or to get the feeling of the roles
they are about to play. Specific names , other than their own should be used to
help them to get into their roles.
4. Part the group players
Those members not involved in the actual role playing act as a observers. They may
be assigned to watch particular role players or to look for important cues, which come
out of role playing
5. Cutting the role playing
245
The leader may cut at point where enough action has already occurred to provide a
basis for discussion
6. After the role playing is cut
- Get immediate reaction of the role players.
- Use in the discussion the role name of each person so that the player will not feel
he is being evaluated
- When role players succeed in really projecting themselves into the roles assigned
them, they usually give during the discussion valuable insight into the problem
and provide additional material for discussion
7. The audience observers.
- The comments of the audience observers constitute the least of the role playing as a
discussion technique
- how did the group think the role was handle
- what are the good point of the action.
- what were the poor points or omission.
8. the role playing scene

The role might be played by different people so that these might be a comparison of the
behaviour of different people.
9. Caution in the use of role playing
- use role play only if when it will be useful not just for the sake of doing it.
- be careful about the interpersonal relationshipwithin the group
- avoid un covering deep seated personal problems, which require professional
help. 10 .Summarize
The leader sums up with the groupthe chief point or principle which have come out in the
playing and the comment of the observerwhich follows.
Process of role play

1. Preparation
a) Define the problem
b) Create readiness for the roles
c) Established the situation
d) Cast the character
e) Brief and warm up
f) Consider the training
2. Playing
a) Acting
b) Stopping
c) Involving the audience
d) Analysing the discussion
246
e) Evaluating
Specificallyrole playing can be used to help student

1. develop real communication skills in leadership, interviewing and social interaction
and obtain constructive feed back from peers.
2. Developed sensitivity to another’s feeling by having the opportunity to put oneself in
another’s place.
3. Develop skill in group problem solving e.g. the group work as a whole to developed
the problem of concern to the group. To developed the situation, to identify critical
issues and come to some mutual agreement.
4. Develop ability to observed and analyse situations
5. Practice selected behaviour in a real life situations without the stress of making mistake.
Role playing helps the teacher

In the teaching – learning situation, it provides her with the opportunity to
a) Note the individual student needs by observing and analysing her needs in a simulated
real life situation
b) Assist the student in meeting her own needs by either giving her or encouraging group
members to give her on the spot suggestion
c) Encourage independent thinking and action by steping aside or giving indirect
guidance for emphasis is on the students helping themselves.
Disadvantage
 Role playing is a means not an end
 It requires expert guidance and leadership
 Sometimes participants may feel threatened
 Strongly dependent on student’s imagination
 Times consuming in group readiness
 Requires willing volunteers who would be ready to act out
CONCLUSION
Hence role playing is relatively a new technique where people act out spontaneously to relate
human reactions and analyse the enactment.
JOURNAL ABSTRACT
1. Marvin C. Alkin conducted study on ‘use of role- play in teaching evaluation”. This
paper describes the use of role-play in creating an experiential learning environment for
graduate students enrolled in a comparative evaluation theory and/or an evaluation
procedures course. Role-play exercises have been designed for each course that increase
student involvement in the learning process, which promotes a deeper understanding
of and
247
engagement in course content. The specific exercises used, which are described in detail,
require students to think beyond the words they read—to learn by doing in a safe environment.
BIBILIOGRAPHY
1. B.T. Basavanthappa, “Nursing Education”Jaypee brother medical publisher(p)Lt.
page number
2. Elsa Sanatombi Devi, “manipal Mannual of Nursing Education”, CBS publisher and
distributers, page numbers 213- 219
3. K.P Neerja, “Text Book O Nursing Education” jaypee publication. Page number263-
266
4. Dr, A.V, “Instructional Aids for teaching of Nursing”, OmagalAchi College of nursing
5. Marvin C. Alkin,“ The Use of Role-Play in Teaching Evaluation”, University of
California, Los Angeles, UCLA Educ, P.O. Box 951521, 3026 MH, Los Angeles

248
ASSIGNMENT
ON
COMPUTER ASSISTED
LEARNING

SCIENCE
SUBMITTED ON:
249
CLINICAL TEACHING
METHOD

SCIENCE
SUBMITTED ON
CLINICAL METHOD
INTRODUCTION
250
Many nursing researchers reported that nursing student in spite of good
knowledge base, weren’t skillful in clinical settings.
Clinical teaching of students and continuing education is vital for professional
development.
DEFINITION
Clinical teaching is a individualized or group teaching to the nursing students in
the clinical area by the nurse educators, staff nurse and clinical nurse manager.
STEPS IN CLINICAL TEACHING;

* formulating objectives
*determining the student knowledge by conducting a test
*planning the content for ward teaching depending on the student’s knowledge
*organizing the programme
*implementing & evaluating the sessions
PHILOSPHY/PRINCIPLES OF CLINICAL TEACHING
- clinical education should reflect the nature of professional practice
- clinical teaching is more important than class room teaching
-clinical teaching is supported by a climate of mutual trust & respect
- clinical teaching & learning should focus on essential knowledge , skill &
attitude
- The espoused curriculum may not be the curriculum in use, quality is more
important than quantity
METHODS OF CLINICAL TEACHING
*Bed side clinic
*Nursing rounds
*Nursing assignments
*Nursing care conference
*Morning and evening report
*Clinical simulation
*Field visit
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*Process recording
NURSING ROUNDS
INTRODUCTION;
A small group of the staff members, not more than five and a leader & Teacher visit the bed
sides of the client nursing superintendents, ward sisters taking rounds of hospitals ward. It
helps the nursing members to know about all the patients in the wards there problems & ways
of solving . nursing rounds is an excursion into patients area involving the students learning
experiences.
DEFINITION;
“A nursing round is one which presents an overview of certain aspects of the nursing or
medical care of all patients on the ward or of selected patients.”
PURPOSE;
.To acquaint nurses with all patients on the more purposeful care may be achieved for each
patient.
.To help nurses to get acquainted with new patients
.To carry out demonstration of therapeutic procedures on / for the patients.
.To illustrate skillful nursing care
.To learn about disease , pattern of care and treatment
TYPES OF NURSING ROUNDS:
.INFORMATION GIVING ROUNDS
.INSTRUCTIONAL ROUNDS
. PROBLEM SOLVING ROUNDS
METHOD OF CONDUCTING:
*Brief conference at the patient side.
*Purpose of visit.
*4 -5 minutes, patients, members
*Hn asks questions.
*Present the cases
*Vital signs, pitting edema
*Case sheets
*Thank the patients
*Post conference
ADVANTAGES;
252
*It ensures high degree of autonomy among students
*If facilities a detailed discussion on the nursing care of a single patient
*helps students to learn in depth regarding a case management
DISADVANTAGES;
* The patient may overhear the discussion and he may not like the thought that he is being
talked about.
*Insufficient information may lead to inappropriate result.
*There may be distractions in the ward and there could be problems for the nurses to stand in
the ward.
FACTORS TO BE KEPT IN MIND WHEN PLANNING NURSING
ROUNDS
*To consult students previous clinical experience to avoid repetition & to add to earlier
experience
*keep in mind the probable value & availability of clinical material
*Explain the plan to the patient
*Introduce the patient to the group
*Make the patient feel important
*Record the nursing rounds in the ward teaching records
*A text book of nursing education Author- K P Neeraja page no. 251 edition- 1st publisher-
jayapee
BED SIDE CLINIC
“Bed side clinic always help to study the problem typically associated with a particular
disease or disorder.”
Organized instruction
Always ensure the presence of patient
PURPOSE
*Collect information
*Problem solving
*Individual differences
*Systematic way
*Care plan according to needs
*Health teaching
*Apparatus
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*Quality
PHASES
*Introduction phase
*Patient centered discussion
*Post clinic evaluation
ADVANTAGES;
*Actual life situation
* Limited group
*Evaluation of objectives achieved
*Observation and decision making
*Comparison
*Self confidence
*Variability
DISADVANTAGES;
. Cost
. Put the patient in different situation
. Poor standardization
.Narrow limits of utilization
254
NURSING CLINIC
There are different strategies of teaching. Broadly they are classified into:
1. Autocrat – It is content centered and dominated by teacher.
2. Democratic – student centered and democratically organized.
Clinical teaching is type of group conference in which a patient(s) is observed and studied,
discussed, demonstrated and directed toward improvement in nursing care.
In nursing various method or clinical teaching are used. Nursing clinic is most popular
method in it.
Nursing clinic or patient presentation utilizes the presence of selected patient as its
focus for group discussion.
Purposes: -
1. Improvement in nursing care.

2. Sharpen student’s observation & interviewing skill.
3. See relation between patient’s health problem & his resources for
coping. Following points are involved in effective nursing clinic.
1. Well planed
2. Determining the purpose
3. Selection of patient (to whom students have given care)
4. Securing patient consent
5. Selecting the setting to be used (bed side or conference room).
6. Providing advance preparation of the student in terms of bio data of patient, the
purpose, place, date, time & any specific instruction regarding preparation for
discussion.
7. Group discussion is important activity in it. The group discussion consists of 3 phases.
i. Introduction
ii. Patient centered discussion
iii. The evaluation discussion
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1. INTRODUCTORY PHASE.
It is for

Know patients back ground

Presenting nursing care situation

Understand purpose of discussion significant observations, types of
questions to be asked, collect needed information.
II. PATIENT CENTERED DISCUSSION
Here only patient is presented. Student will ask simple questions to patient.
Opportunities are given to patient to verbalize their needed & how they see their particular
problems.Some times demonstrating a particular nursing care is sufficient for meeting the
purpose. (If patient appears unresponsive or tired close the discussion. Even though the
purpose may not have been -accomplished)
III. EVALUATION DISCUSSION.
It offers an excellent opportunity for the students to evaluate.
 The patients behaviour
 Ability to solve his own problems.
 Available resources.
And also student can be evaluated in terms of observation & interviewing skill.
Ability to solve problem-solving techniques.
Discussion should be summarized in terms of application of background knowledge to the
given nursing care problem.
 Goals accomplished
 Provision of follow up on comparison between student’s view of the patient’s
problems and patients views on his problems.
In nursing clinic nursing aspects are presented and discussed. (Physical Mental and social,
spiritual).
Also discussed brief medical history and therapeutics.
CONCLUSION:
Nursing clinics are valuable as a teaching-learning device because activities are related to
patient. It develops power of observation and initial thinking on problem solving approach.
All students apply their knowledge, skill and attitude to the subject of nursing clinic. It keeps
to meet situations presented by patient.
BIBLIOGRAPHY:
1. Basavanthappa BT, Nursing education, 1st Edition, New Delhi. Jaypee Brothers, 2003.
2. Bhatia K.K. Principles and practice of nursing education 1sted, Kanpur printing press,
1997.
3. Tores, Educational Technology, 1st ed. Annual publication, 1992
256
ASSIGNMENT
ON
CASE STUDY

SCIENCE
SUBMITTED ON:
257
CASESTUDY
Case study is an analysis of the nursing problems of an individual patients which
grows out of his diagnosis his physical and mental conditiontreatment which are influenced
by personality and socio economic development
CRETERIA FOR GOOD CASESTUDY
1. Continuity
2. Completeness of data
3. Validity of data
4. Confidential recording
5. Analysis and scientific synthesis
SOURCES
1. Personal documentaldiaries
2. History of previous illness
3. Health team members
4. Related persons
5. Official records
6. Subject(patients)
STEPTS
A. Selection of the case :
The level of knowledge of the students is taken into considerations while assigning
patients. Selection of cases should be based on the level of care needed.
B. Collection of data
Its divided into 2 aspects
 Subjective data:The information which is given by patients
 Objective data: data which are documented through observation investigation
or intervention
C. Examination
Examination of the patients included anthropometric measures biological measures
clinical examination and dietary examination history relevant to present andpast
condition is collected using the relevant formants.
D. Diagnosis and identification of casual factor
The nursing process includes assessment of the patients forming nursing diagnosis on
the basis of assessment planning the care and implementation.
E. Evaluation and follow up
258
The effectiveness of care rendered is identified.
TYPES OF CASE STUDY

1. ORALCASE STUDY
2. WRITTEN CASE STUDY:
It’s a form and presentation
 Case study which is in written form in generally
consideredbest to record in narrative form
 Some form of outline should be used to guide the beginners.
 The older student may use an outline as a guide but should be
permitted to use his or her own initiative and creative ability in
writing her study
 Oral case study is one which is presented by one or
morestudent in the form of verbal records to the clinical
instructor.
ADVANTAGES
 Its useful to the students in planning and providing comprenhsivenursing care to the
patients.
 It permit the student to provide care and follow up the services for 3-5 days
continuously.
 Helps in developing clinical knowledge (book andpatient picture)
 It provides for individual differences of the study
DISADVANTAGES
 Time consuming and a costly method
 It leaves no opportunity once the study is completed to branch out an in
corporate new idea.
 It requires a great deal of time to rewrite into an acceptable form.
CASE ANALYSIS
Introduction
The seminal and role playing methods particularly lend themselves to
discussion involving care analysis . This method of teaching refers to group analysis.
This method of teaching refers to group analysis of case history for the purpose of
developing skill in reflective thinking by defining problems to do solved discussing
relevant data and various sides of the issue and verifying face to make judgment.
Definition
259
“A concrete care of analysis and discussion by a group of the students under
the relationship of the instructor sufficient information is presented to the students to
make judgment of problem or situation in case .”
“Learning as focused on discussion - making regarding concrete problems
related to real life situation , but the problems can be increased more objectively
because the students are not personally involved .”
“Use of this method requires a completely of thinking and action on the face of
the students and the teacher, students are required to study the case history and to
extensive reading as advance preparation for the required analysis and decision -
making discussion.”
PURPOSE
*Student can learn from each other
*Students can take responsibilities for their own learning
*Focusing attention on appropriate student group
*participation will result in effective learning
STEPS OF PROBLEM SOLVING
* Facing a difficulty
*Identification and defining the problem to be solved
*Arranging the facts and the skills necessary for handling the problem
*Suggesting possible solution and testing and elaborating on situations that seem to best
* Verifying the conclusion
*Extending the solution of particular problem in the form of knowledge which will enables the
solutions of others different problems containing similar character
TECHNIQUE OF THE CASE ANALYSIS
1. Establishment of atmosphere.
2. Student preparation for discussion of the case
3. Cases grow and change during discussion
PRINCIPLES OF CASE ANALYSIS
*Case should provide enough thinking approach to clinical situation.
*Case developed first than when the question to presented in the clinical situation
*So student should have experience in analysis the case
260
*Sensitive and responsiveness to patient culture, age enter and disability
ADVANTAGES
*It helps to develop analytic thinking approach to clinical situation
*It helps to know and apply the basis and clinically supportive science which are appropriate
to the patient
*It helps in making the judgement and informal decision about the case
DISADVANTAGES
* It need membership from the clinical instructor’s
* Students need listening and clarifying skills
*Its need guidance in applying the knowledge to the real problem
Conclusion
Case analysis help to find out the problem of patient through the proper history
, physical examination and the medical management . It helps the group members
management. It helps the group members (participants ) of case analysis to provide the
discussion and problem solving approach to the particular health problem.
261
PROCESS RECORDING
It is a tool used in teaching , counseling and psychiatry field . Process recording
also known as inter personal relation recording , patient - nurse interaction interviews .
The importance of the therapeutic nurse - patient relationship. The emotional
support required by patients. The identification and the understanding of patient
emotional and physical needs and the method s of assisting patients to workout
solution
to other health and related problems are being recognized .
Nursing students are continuously attempting to cope with the wide range of
human experience . Often they are found which arise with in the interpersonal process.
Process recording is being utilized as a tool to help them in assisting nursing
students to acquire understanding of competence in IPR .
Definition
Walkets , defines 'A Visit for purpose s of bringing out the interplay between the
nurse and the patient in relation to the objectives of the unit.
Purposes
Used as a data collection instrument for
• Teaching.
• Self evaluation.
• Therapeutic assessment.
Elements of communication studied through process recording are;
• Conversational skills.
• Skills in interviewing for a specific purpose.
• Verbal and non verbal uses to the patient needs.
• Skills in meeting the patient needs.
• Awareness of behavior in relation to the patient.
• Control of behavior as a result of awareness.
• Recurrent themes in the nurse - patient interaction.
• Skills in verbal interaction.
• Interaction patterns.
• General experiences out of which the interactionpattern are developed.
262
Technique of process recording
• Preparingthe student for process recording.
• Recording nurse - patient interaction.
• Evaluating the nurse - patient interaction.
PROCESS RECORDING
The following process recording was clone with a 49-year-okl black male
recovering from an amputation. The client was interviewed at a short term, in-patient
rehabilitation hospital. This was the fourth contact with the client.
CONTENT - NARRATIVE STUDENT FEELINGS
S: Hi Mr. Chandran He seems happy to see me. Felt good.
C: Hi, C'mon over and have a scat. Mr. -
Chandran pulled a chair over closer to
him. I sat down in the chair.
S: You're a hard man to find. You I'm trying to be funny to break the ice.
weren't in your room again today. I'm still a hit unsure of our rapport
C: I was in there a little while ago. I

come in here lo ha c a cigarette.
W: Well, I'm glad I found you. How are

you today?
C: I'm doing good.

S: How is your leg? Is it draining?
C: Yes, it's draining a little. It's much
better than last week.
S: Was it draining more last week?

C: Yes, it was draining more.
S: Did you go to PT today?
C: Yes, I went two times today.
263
S: How did it go?
C: Good, but two times ain't enough. Good for him! I'm glad he's advocating
That's only an hour a day. I'd rather be for himself. It would be great if more
home than sitting around here if I'm only clients did it!
getting an hour. Now I'm going to go to a
group to walk.
S: So that will be another Vi hour of PT
then?
C: Yes.
S: Will that be enough?
C: I think so.
S: If it gets you too tired or you have I hope he does.
chest pains again, you should tell
Christine.
C: Yes, I will.
S: Did you go to OT this morning?
C: Yes. At 11 o'clock.
S: 11 o'clock? I thought it was at 10
o'clock, right after PT?
C: Well today they done it different.
S: Maybe that's because we had rounds
this morning.
C: I don't know. There was a pause in the What should I bring up next? How
conversation and then Mr. Chandran should I lead into asking him about his
began shaking his head. C: That lady in story?
the kitchen made me so mad though.
S: The Occupational Therapist made you Mad? This doesn't seem like someone
mad? who gets mad easily.
264
C: No, that lady in the cafeteria made me
mail.
S: What happened? What will happen if I ask? I have to ask.
C: I go down there to get 4 or 5 or 2 As soon as he said '“jungle”', 1 knew it
dollars in change. Today I go down there was a racial issue. I wanted him to tell
and she looked at me. Then I asked her me that though.
for change of a dollar and she said no.
She told me I have to go ask the nursing
station. But she looked at me like I just
come out of the jungle.
S: The jungle?
C: Jungle.
S: So you were upset because of the way
she looked at you?
C: I know that look. I seen that look a I knew what was coming next. I started
hundred times before. She's lucky I need to feel anxious and wondered how to
a leg because if I didn't need a leg then I handle what was seeming increasingly
would have telled her just what I inevitable.
thinked.
S: What do you think? I knew I had to ask.
Mr. Chandran paused and looked
away.
C: I don't want to say what I think. I knew he wanted to say more. I decided
Pause C: She be looking at me like I'm a to just wait. Okay, he said it. I guess we
nigger. I know what she be thinking. need to explore this. Oh boy, he's really
You can tell the difference between that getting angry!
look and any other look.
S: So you felt like she was looking at
you a certain way because you're black.
265
C: These men was in a car next to mine This story was somewhat confusing, but
then passed me. They thought their car I got the basic point. I was surprised that
was better than mine. So I passed them his relatively harmless looking man who
then pulled in front of them and had been so pleasant to me could have
stopped my car. such a past. To tip it off, I'm a white
middle class female social worker.
They called me a nigger. I took off my Wow! He thinks it's okay when someone
work boot and broke up the windshield. calls
Cut them up real bad. It was 1984. Then him a nigger to act violently against
I spent 1 year in the county jail. I don't them. This is against what I believe in;
care though because 1 done right. I was violence breeds violence.
raised up that you say what you think no
matter what. Don't matter none- you got
to say what you think.
S: It sounds like being called a nigger 11c probably thinks I'm full of it. I feel
really upsets you and I can imagine why. like there's something “right” to say and
I don't think I'd care to be called names. this isn't it.
C: I been called a nigger, coon, I am uncomfortable hearing these words.
burrheadand all that. I don't care but I feel empathy towards the client.
nobody going to look at me like that.
S: Did you get your change Mr.
Chandran?
C: I got it at the nurse's station. I ain't I really hope that this wasn't the case. I
never going back to that kitchen. That don't know if it's true. There are a
lady ain't never going to see me again. number of other possibilities. How can I
From now on, Charles going to bring me bring them up without sounding like I'm
change or I get it from the nurse's station. sticking up for her'.'
S: Okay. Mr. Chandran I understand that
you think Carol looked at you a certain
way, but can I suggest that maybe it
266
wasn't you? It might be that she was
having a bad day or that she was angry at
someone else.
C: Then she don't have to take it out on
me.
S: You're right. She shouldn't have taken
it out on you.
C: She wasn't having no bad day. She He thinks I don't understand. I feel like 1
was polite to the white man in front of should be able to communicate better
me. I'm so mad by blood is boiling. with him.
S: She's given you change before though
with no problem?
C: You don't know. You aren't 47 years He's right. 1 don't know. I wonder how
old. You were raised up in a different lie would react if I just talk completely
time than me. open.
S: You're absolutely right Mr. Chandran, I want to say something that is genuine.
I'm not your age. I'm not black and I I'm feeling very genuine.
didn't grow up in the South. It woujd be
foolish of me to pretend that I know
what it's like.
The only thing that I can tell you is that
I'm sorry it happened.
C: Well, that's okay. Nothing you can do.
S: I'm very uncomfortable with this Mr. I am uncomfortable! I hope I don't
Chandran. I'm obviously white and 1 sound patronizing. I don't know what
hope that you don't think I look at you else to say about this.
that way.
C: I know that you don't look at me that I believe that he means this. He's trying
way. There's bad people in all colors. to make me feel okay about this. Now I
Bad blacks and bad whites too. Don't
267
matter. All colors got bad in 'em. feci like I dumped on him. Oh, thank
Nothing you can do about it. Mr. God!
Chandran is paged over the loudspeaker
to come to PT. He looks at his watch.
C: Must be time for me to go.
S: Yes, it's 2:30. Uncomfortable silence, I don't know
Mr. Chandran and I ride down to PT. S: what
Okay Mr. Chandran, this wasn't to say, so I say nothing.
what I had in mind for us to do today, Might as well be honest. I am glad that
but I'm glad we talked. I'm glad you told he
me what was on your mind. told me. I feel like he trusts me at
some level and maybe 1 helped by
letting him
vent.
C: That's okay. Do you have to go now? He doesn't want me to go!
S: Yes, I have to go meet with my
supervisor.
C: Okay.
S: I'll be back on Friday. I'll come back
and see you then.
C: Yes, okay.
S: Good. Take care Mr. Chandran. Whew! I'm glad that's over. I wonder
how he's feeling. He seems okay with the
conversation. I wonder if there's
somethingIcouldhave done differently so
that I could be more surethatIactedinthe
best professional capacity.
268
269
GROUP HEALTH TEACHING
Introduction
Health is the concern of everyone for everyone . Health teaching is therefore
are important area of communication. The term 'health teaching' is often used
synonymously with health education, which itself suggests “Outwards and
Downwards” communication of knowledge. Health education is the foundation of
preventive health care.
DEFINITION;
“It can be define as the principle by which individual and groups of people learn to
behave in a manner conductive to the promotion, maintenance, or restoration of health.”
PURPOSE;
*To combat the superstitious and prejudices in the community
*To provide a healthful environment for physical and mental growth
*To improve the general condition of living in the community
*To instruct the children and youth so as to conserve and improve their own health
PRINCIPLES OF HEALTH EDUCATION
*Interest
*Participation
*Proceed from known to unknown
*Comprehension
*Reinforcement by repetition
*Motivation
*Learning by doing
*People , facts and media
*Good human relation
Functions ofhealthTeaching
Health Teaching has to cater to the following needs .
a. Information
b. Education
c. Motivation
d. Persuasion
270
e. Counseling
f. Raising morals
g. Health development
h. Organization
Alma Ata declaration
The declaration of Alma-Ata (1978) by emphasizing the needs for “individual
and community participation” gave a new meaning and direction to the practice of
health education. The dynamic definition of health education is new as follows.
A process aimed at encouraging people to want to be healthy to know how to
stay healthy , to do what they can individually and collectively to maintain health and
to seek when needed .
The moderate concept of health teaching emphasis on health behavior and
related action of people.
Integrated in to the educational system and must have the young population as
the target.
The contents of health teaching to the group or community must include :
1) Human Biology .
2) Nutrition .
3) Hygiene
4) Family tree
5) Disease prevention and control
6) Mental health
7) Prevention of accidents
8) Use of health service
PRACTICE OF HEALTH TEACHING
Educational material should be designed to focus attention to provide new
knowledge, to facilitate interpersonal and group discussion and to reinforce.
CONCEPTS OF HEALTH TEACHING
The scope of health teaching extends beyond the conventional health model
sector. It cover every aspects of family and individual and group or community health
reinforce orcommunity health reinforce or clarify prior knowledge and behavior.
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1. Audio visual aids
No health teaching can be effective without audio visual aids. They help to
simplify unfamiliar concepts ; bring about understanding about word facts ; reinforce
learning by appealing to more than one sense , and provide a dynamic way of avoiding
monotony .
2. Methods in Health Communication
Since health teaching has a limited impact when directed from general from general,
most of the information must be.
CONCLUSION
Group health teaching is more than more exchange of information. It is a
process necessary to same way for desire changes in human behavior and informed
individual and community participation.
BIBLIOGRAPHY
Park. K., (2005), “PARK'S TEXT BOOK OF PREVENTIVE AND SOCIAL
MEDICINE” 18m edition, BanarsidarBhanot Publishers, Jabalpur, India ,Page No/o30
- 650 .
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PREPERATION
OF
AV AIDS

SCIENCE
SUBMITTED ON:
273
PREPARARTION OF AUDIO VISUAL
Audiovisual education or multimedia - based education (MBE) is instruction where particular

attention is paid to the audio and visual presentation of the material with the goal of
improving comprehension and retention.
After the use of training films and other visual aids during World War second, audiovisual
technology gradually developed in sophistication and its use became more widespread in
educational establishment such as schools, colleges, universities, museum and galleries, as
well as at tourist destinations.
The concept of audio visual aids is not new and can be traced back to seventh century when
john Amos Comenius (1592-1670) a Bohemian educator , introduce pictures as teaching aids
in his book Orbis Sensualium Pictus (picture of the sensual world) that was illustrated with
150 drawings of everyday life.
Audiovisual resources in addition; studies have shown that there is significant differences
between the use and non use of audiovisual material in teaching and learning.
OBJECTIVES
1. TO strengthen teachers skill in making teaching -learning process more effective
2. To attract and retain learners attention
3. To generate interest across different level of students
4. To develop lesson plans that are simple and easy to follow
5. To focus on student-centered approach
ADVANTAGES
In this modern world we use digital tools to improve the teaching learning process. The most
common tool we use in classroom these days is Power Points slides, which makes the class
more interesting, dynamic and effective. Moreover it also helps to introduce new topics in
easy way . the use of audiovisual aids makes the students to remember the concept for longer
period of time. They convey the same meaning as words but it gives clear concepts thus help
to bring effectiveness in learning.
Integrating technology into the classroom help students to experience things virtually or
vicariously. For example , if the teacher wants to give a lesson on Taj Mahal, it is possible
that not all the students in India have visited the place but you can show it through a video
thereby allowing the students to see the monument with their own eyes. Although the first
hand experience is the best way of educative experience but such an experience cannot
always be done practical so in some case we need to have substitution.
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DISADVANTAGES
One should have an idea that too much audio-visual material used at one time can result in
boredom. It is useful only if it implemented effectively. Considering that each teaching
learning situation varies, so it is important to know that all concepts may not be learned
effectively through audio-visual. Most of the time equipment like projector, speakers and
headphone are bit costly hence some of school cannot effort it. It needs a lot time for teacher
to prepare lesson to have interactive classroom session. Also teachers valuable time may be
lost in gaining familiarity with new equipment. Some students may feel reluctant to ask
questions while film is playing and in small rooms can be a physical barrier. In places where
electricity is not available in rural areas , it is not feasible to use audio-visual aids that require
selectrisity.
CONCLUSION
It is the clear that audio visual aids are important tools for teaching learning process. It helps
the teacher to present the lesson effectively and students learn and retain the concepts better
and for longer duration. Use of audio visual aids improves students critical and analytical
thinking. It helps to remove abstract concept through visual presentation. However, improper
and unplanned use of these aids can have negative effect on the learning outcome.
Therefore teachers should be well trained through in service training to maximize the benefits
of using these aids. The curriculum should be designed such that there are option to activity
based learning through audiovisual aids . in addition , government should found resources to
purchase audio-visual aidsin schools.
REFERENCE
1. Aggarwal , JC (2009).Principles, Method & Techniques of teaching India .
Vikas Publishing House Pvt Ltd, India
2. Debernardes, A; Olsen ,EG (1948).” Audio visual and community materials - some recent
publication. “Educational leadership: 256-265
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CHARTS
INTRODUCTION
The visual symbols used for summarizing, comparing, contrasting or performing other
services in explaining subject matter. A chart is a combination of pictorial, graphic ,
numerical or vertical material.which presents a clear summary.
DEFINITION ;
Chart is defined as a visual aid which depicts pictorial and written key information in
systematic way to summarize, compare, ex: anatomical charts and figure , diagram etc.
PURPOSE
* To highlight important points
* To provide outline for material covered in presentations
* To show continuity in process
* For showing development of structure
TYPES OF CHARTS
* NARRATIVE CHART: Arrangement of facts and ideas for expressing the events
in the process or developments of significant issue to its point of resolution or we can show
an improvement over a periods of years.
* THE CAUSE AND EFFECTIVE CHARTS
Arrangement of facts and ideas for expressing the relationship between rights and
responsibilities between a complex of condition and change or conflict
*THE CHAIN CHART

Arrangement of facts and ideas for expressing transitions or cycles
*THE EVOLUTION CHART

Facts and ideas for expressing changes in specific items from beginning data and its
projection into future
*STRIP TEASE CHART
It enables speaker to present the information step by it increases the interest and
imagination of the audience
*PULL CHART
It consists of written messages which are hidden by strip of thick paper. The message can be
shown to the viewer, one after another by 6 pulling out the concealing stripe.
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FLOW CHART
Diagrams used to show organizational elements or administrative or functional relationship .
in this chart line , rectangles, circles, are connected by lines showing the directional flow
TABULATION CHART
It shows the schedule of an activity or of an individual ex; time table of a class
FLIP CHART
A set of charts related to specific topic have been tagged together and hang on a supporting
stand the individual chart will carry a series of related materials or messages in sequence.
PIE CHART
A circle will be drawn and divisions will be made in different sections, each section will be
coded differently and code key will be given at right corner of the chart as legend. The
circumference is divided into suitable sections. It is relevant for showing the component part
ADVANTAGES
*Show each data category in a frequency distribution
*summarize a large data set in visual form
*clarify trends better than do tables
*estimate key values at a glance
*display relative numbers or proportions of multiple categories
DISADVANTAGES
*Require additional explanation
*Be easily manipulated to yield false impressions
*Fail to reveal key assumptions, causes, effects or patterns
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ASSIGNMENT ON SLIDES

SCIENCE
SUBMITTED ON:
278
SLIDES AND SLIDE PROJECTOR
INTRODUCTION
A slide projector is a specialized projector, which has been designed to be used with
slides. Slides are small transparencies mounted in sturdy frames, which are ideally suited to
magnification and projection, since they have a very high resolution and a resulting high
image quality. The use of slide projectors is in decline, as other projection methods have
become more popular.
At one time, the slide projector was the presentation method of choice when visual
media needed to be presented to a large group. Because slides can be difficult to work with,
other projection methods such as projectors designed to link to computers or read
presentations from CDs and DVDs have become more commonplace.
OBJECTIVES
At the end of the class, student will be able to:
 Define slides and slide projector

 List various types of slides and slide projector
 List purpose of using slides and slide projector
 Describe steps in using a slide projector
 Point out different parts of a slide projector
 Explain the care of slides
 List the advantages and disadvantages of using a slide projector
TERMINOLOGIES
 Slide: a mounted transparency, typically one placed in a projector for viewing on

a screen
 Projector: an object that is used to project rays of light, esp. an apparatus with a
system of lenses for projecting slides or film onto a screen.
 Cellophane: A thin transparent wrapping material made from viscose.
 Silhouette: The dark shape and outline of someone or something visible against a
lighter background, esp. in dim light.
 Etched: cut or carve (a text or design) on a surface
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CONTENT
SLIDES
DEFINITION
SLIDE
 A slide is a still transparency of 70 mm, 35 mm or 6 mm size, which is optically

enlarged and projected on a screen as a real image. This helps to make the
abstractions concrete.
MEASUREMENT
The common sizes of slides used for teaching purposes are:
 2” X 2” (50mm X 50mm)
 31/4 “X 4” (80mm X 100mm)
TYPES OF SLIDES
There are two types of slides:
1. Photographic slides
2. Handmade slides
Handmade slides can be of different types:
 Marker Ink slides

 Cellophane slides
 Silhouette slides
 Etched Glass slides
PREPARATION OF SLIDES
I. Photographic slides:
The object is photographed and from the negative or microphotograph a positive is
made whether on film or printed on a slide glass plate.
Eg. Anatomy, microbiology slides.
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II. Handmade slides:
1. Marker Ink slides:
 A marker ink slides can be made using a glass piece.
 Clean the glass piece properly and draw the diagram or write the material clearly
with a fine tip marker pen or Indian ink.
2. Cellophane slides:
 Cutouts from colored cellophane are pasted on a glass piece and another glass
piece is placed over it and the two are taped together.
3. Silhouette slides:
 Small cutouts from paper are pasted on a glass piece with adhesive.
 Because of the contrast between the dark picture and transparency background,
these slides give the clearest image.
4. Etched glass slides:
 Clean a glass piece thoroughly and rinse it with kerosene oil.
 Draw the diagram with crayon or glass marking pencil or cover the glass piece
with smoke from a burning mustard oil lamp and then etch out the diagram with a
sharp needle.
 Cover the etched glass piece with another glass piece and tape them together.
EVALUATION OF SLIDES:
Different set of standards has been developed for the evaluation of slides. They are:
1. Truth
Evaluate the following:
 Does the picture tell the truth?
 Are the facts recorded accurately?
 Are they free from distortion or illusion?
2. Photographic quality
Evaluate the following:
 Is the photography good?
 Are the lines sharp?
 Do the main facts stand out clearly in the midst of other details?
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 Is the material up-to-date?
3. Relevancy
Evaluate if:
 The picture pertains to and contributes meaningful content to the topic under discussion.
4. Relative size of
items Evaluate if:
 The picture includes items or elements of known size so that the observer may secure a
correct idea of the unknown elements.
5. Mechanical
qualities Evaluate if:
 The slide is free from blemishes, smears, stains, scratches, blurs etc
 Slide is substantially bound
 It is free from thumb marks.
CARE OF SLIDES
The glass slides are breakable and hence it requires care in handling and storage.
 The slides should be stored vertically in cardboard trays or right size.

 The tray should be covered to protect the slides from dust.
 The slides should be catalogued subject wise if there are large number of slides.
SLIDE PROJECTOR
DEFINITION
The slide projector is an optical instrument used for projecting still pictures to an
audience by
use of a powerful light source passing through a lens system and focusing on the screen.
PRINCIPLE
 When an illuminated object (slide) is placed between the focus and twice the
focus of a convex lens, it produces and enlarged real image beyond twice the
focus on the other side of lens.
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PURPOSES
 To introduce material to the student. Slides of unfamiliar objects add meaning to

the lesson. For e.g. Pictures of equipment such as resuscitator, which is difficult
to have in a classroom, gives the student a better idea of what it looks like rather
than a simple verbal explanation.
 To accompany a lecture for illustration purposes. When lecturing on pathologic
tumors, slides of tumors will add greatly to the students understanding.
 To present a well organized summary of a unit with appropriate illustrations. If a
unit covers a topic of reproduction, pictures of the various stages in the
development of the embryo are appropriate.
 To illustrate points the student should look for while doing and assignment.
Bacteriology slides show what to expect when looking at a slide under a
microscope.
 To portray outstanding symptoms of various diseases such as skin conditions in
dermatology.
 To give the student an opportunity to prepare a talk while presenting slides. This
creates an opportunity for student self-expression as well as for mastering the
subject matter.
PARTS OF A SLIDE PROJECTOR
1. Metal case having a concave reflector

2. A light source – 500 to 1000 watts straight filament bulb
3. A set of convex lenses called condenser to illuminate the slide to be projected.
4. A slidable set of convex lenses that focus the image of the slide on the screen.
5. Small exhaust or cooling fan to blow off the excess heat.
6. Slide frame behind the objective lens.
TYPES OF SLIDE PROJECTORS
1. Hanimette slide projector:

This type of slide projector is suitable for small group viewing.
2. Kodak Carousel slide projector:
This is a unique magazine system. The lamp is 24V, 250W tungsten halogen. The
advantage of this type is:
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 Remote control of slides
 Focusing
 This helps in effective presentation.
In this type of projectors, the slides operate in the horizontal position on top of the
projector.
STEPS IN USING A COMMON SLIDE PROJECTOR
 Place the slide projector on a rigid and stable table.

 Place the screen at an appropriate place so that the whole class can see it.
 Insert the slide carrier in its place behind the object lens tube after opening the tube
 Mount a slide on its carrier.
 Insert the projector cord plug into the wall socket.
 Darken the room in which projection is to be carried out.
 Switch the cooling fan first and then the projection bulb.
 Focus the image on the screen sharply by moving or sliding objective lens
forward and backward.
 Show the slide and explain your subject matter with its aid. Remove the slide
after this.
 Insert the next slide to get to the next frame.
 Present the slides sequentially.
 After the lesson, switch off the bulb first then the cooling fan. Unplug the slide
projector and store it back in its box.
PREPARATION FOR A SLIDE SHOW
 Prepare and plan for making an effective slide show.

 Collect all the available slides and checks them thoroughly using a viewer or
placing them against a lighted lamp.
 Choose the slides, which are relevant to the lesson.
 Arrange the chosen slide in a proper sequence and write a brief introductory note
for each slide.
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 Set up the slide projector in a room, which can be darkened, for the slide show.
Place the screen in the room and adjust the objective lens for proper focus.
 Make proper seating arrangement for students within an area covering a sector of
60 from the center of the screen.
CHECKLIST FOR EFFECTIVE USE OF THE SLIDE PROJECTOR
A. BEFORE THE LESSON

 Position screen for maximum visibility.
 Align projector so that required size of the image is obtained.
 Adjust the focus using a slide to get a sharp image.
 Attach the remote lead if required and position control near teacher’s position.
 Check blackout. If curtains are used, close them at the beginning of lesson and
put on overhead lights.
 Insert slides if automatic projector standing behind the projector and turning each
slide upside down before inserting into magazine.
 If more than one sequence or slides is required during the lesson, insert an
exposed black slide between each sequence to prevent continually switching the
projector off and on.
B. DURING THE LESSON

 Switch off lights when showing the slides.
 Use a pointer on the screen.
 Use remote control lead to refocus and change slides.
C. AFTER THE LESSON

 Remove all slides, including the last one in the “well”
 Don’t move projector until the lamp is cool.
POINTS TO BE REMEMBERED
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 Slides should be carefully incorporated into the verbal presentation with the
objectives of illustrating and clarifying particular ideas rather than providing a
major focus.
 Media should only be used when they enhance understanding of the subject matter.
 AV aids should be clearly visible and audible.
 Too much information on a slide distracts rather than clarifies.
ADVANTAGES
 Easy to use
 Relatively inexpensive
 Slides are compact and easy to store
 They are easy to update and reorganize to fit changing class needs
 The teacher can control the speed of slide presentation so that each frame can be
discussed for the desired length of time.
 Convenient aid for making classroom teaching interesting.
 Can promote student participation in learning.
 Can be used effectively to introduce, review and test a lesson.
 Saves time for teacher as she does not have to draw or prepare graphic aids for
the lesson.
 It is also easy to back up to previous frames of a pertinent question arises.
 Slide projectors are light in weight and easy to carry.
 Required simple skills to operate.
 A remote control extension allows teachers to walk around or stand in front of the
class and still control the slides.
DISADVANTAGES
 Slides can easily get dirty and smudged with finger prints because they are small.
 Slides can get bent inside a malfunctioning projector.
 Requires projection equipment, mains, electricity or batteries to operate.
 Can easily get damaged
 Projector bulbs do not last long and are expensive to replace.
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 The size of slide tray is not standardized. Hence a teacher’s personal slide tray
may not fit the projectors used in a particular institution.
 No face to face contact with audience since room usually darkened
 Not effective in a fully-lighted room
 No ability to modify slides and sequence during presentations
 Longer lead time (2 to 5 days) for preparation of slides
MICROPROJECTOR
These are also slide projectors designed to project the microfil slides or microscopic
slides to a group of students simultaneously.
Advantages:
 It reduces cost of instruction as it eliminates the expensive individual microscopes

for each student to view the slides.
 Enlargement on screen is quite big for students to see and get more details.
 It assures the instructor that students understand what is required of them, which
is not possible with viewing slides individually though microscopes.
CONCLUSION
Slide projectors were common in the 1950s to the 1970s as a form of entertainment;
family members and friends would gather to view slideshows. In-home photographic slides
and slide projectors now have largely been replaced by low cost paper prints, digital cameras,
DVD media, video display monitors and video projectors.
BIBLIOGRAPHY
BOOKS:
1. B. Sankaranarayan., B. Sindhu., “LEARNING AND TEACHING NURSING”., Ist

Edition., Brainfill Publication.
2. BT Basavanthappa., “NURSING EDUCATION”., Ist Edition., Jaypee Publication.
287
3. Elsa Sanatombi Devi., “MANIPAL MANUAL OF NURSING EDUCATION”., Ist
Edition., CBS Publication.
4. Loretta E Heidgerken., “TEACHING AND LEARNING IN SCHOOLS OF
NURSING”., 3rd Edition., Konark Publishers Pvt. Ltd.
JOURNAL ABSTRACT AVAILABLE AT:
1. Dee FR, Lehman JM, Consoer D, Leaven T, Cohen MB. Implementation of virtual
microscope slides in the annual pathobiology of cancer workshop laboratory. Hum
Pathol. 2003 May;34(5):430-6.
2. Fleming DE, Mauriello SM, McKaig RG, Ludlow JB. A comparison of slide/audiotape
and Web-based instructional formats for teaching normal intraoral radiographic
anatomy. J Dent Hyg. 2003 Winter;77(1):27-35.

288
ASSIGNMENT
ON
OVER HEAD PROJECTOR

SCIENCE
SUBMITTED ON:
289
OVER HEAD PROJECTOR (OHP)
Over head projector is a type of visual projector aids. The over head projector is a
very vital teaching aid which has made projection so simple and easy that it has replaced a
chalkboard completely in many classrooms.
An over head projector produces images on a screen behind and over the head of the
teacher. An over projector can be used in soft light conditions and enables the students to take
down notes while viewing the projections on the screen.
OBJECTIVES
After the completion of the class, the student will have knowledge about
 Over head projector
 How to use an OHP and its parts
 Advantages and disadvantages of OHP
 Functioning of OHP
 Precautions to be taken while using OHP
TERMINOLOGIES
1. TRANSLUCENT: allowing the light to pass through.
2. TRANSPARENCY: being transparent.
3. TRANSPARENT: that can be clearly seen through.
4. CELLOPHANE: transparent wrapping material made from wood pulp.
OHP TRANSPARENCIES
A transparency is really a very large slide usually 7x7 or 10x10 (25x25cm) in size.
The transparency pertains broadly to a single image that is seen by means of a light passing
through it.
It is usually clear, but has portions, which are not clear but permit light to pass through.
These portions are termed translucent.
The term transparency also called as visual project, is usually given to those materials,
which are projected in the OHP.
PARTS OF OHP
An over head projector consists of a metal box with a 1000 watt bulb and a concave
reflector, a condenser lens illuminates the transparency placed on the glass sheet on the top of
the box.
There is a vertical rod by the side of the box which carry an objective convex lens
parallel to the transparency and a plane mirror to reflect the image on the screen.
The objective lens and mirror combination can be slided up and down the rod with
rock and pinion arrangement operated by the knob.
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The movement of the objective lens and mirror focuses the image properly on the
screen.
There is also a small exhaust or cooling fan in the over head projector to blow out the
excess heat produced by the bulb.
METHODS OF USING OHP
While using the over head projector one should proceed in the following steps:
1. Place the over head projector on a stable table with the objective lens facing the
screen behind the teacher.
2. Put the cord plug into a power wall socket. Switch on the blower first and then the bulb.
3. Place the acetate or cellophane transparency on the glass top.
4. Move the objective lens and mirror assembly up and down to get the image in focus
on the screen.
5. Explain about the material on the transparency sitting behind the over head projector
with a small pointer.
6. The projector usually gets very hot in spite of cooling arrangement. Switch of the
bulb after every 5-10 min of use, keeping blower on for some time.
MATERIALS THAT CAN BE PROJECTED

Apart from transparency, other transparent objects like protractors, plastic shapes,
plastic numbers and letters, drawings, small templates, coloured cellophane etc may be put to
variety of uses in an over head visual projector.
METHODS OF PREPARING TRANSPARENCIES

1. Hand drawn transparency:the acetate sheet is placed over the paper and kept in
position by paper clips or pins. The sketch is carefully traced using ruling pen or
marker pen. Watercolour markers and brush pens also can be used. But it can be
easily erased. Hence the surface carrying an impression should be protected by
keeping another acetate sheet over it.
2. Photographic transparency/printed transparency: employing reflex printing,
where some complicated drawings are pictured.
ADVANTAGES OF OHP
1. An head projector has a large aperture and can project a large number of instructional
materials like diagrams, charts, maps, graphs after those are transferred on the
transparencies.
2. The use of OHP can be quite cheap as transparencies can be used repeatedly.
3. In the OHP the teacher can write directly with a marker pen and the writing is directly
projected on the screen.
4. With an over head projector the teacher is always facing the students keeping an eye
contact which is not possible with other projection equipments.
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5. An over head projector can be used in a normally lighted room, the students can take
down notes and the teacher facing the class can observe the students reaction and
strengthens his presentation.
6. An OHP can be easily used with other visual aids also without the fuss of switching
on and off the room lights as is the case with other projection aids.
7. The verbal disclosure of the teacher can be supported with illustrations as he can
directly sketch the diagram; write key points and concepts on the transparency with
his students in front.
8. If an acetate sheet is used, the teacher can prepare the whole study course before hand
and give accurate notes to his students.
9. With the OHP, an enlarged image can be obtained with quite a less distance, therefore
the students can sit close to the teacher and this produces a better rapport.
10. As an over head projector can be used in the normal class room, the difficulty of
ventilation does not hamper teaching which in the case with the other projection
equipments that are used in a classroom.
11. The operation of over head projector is convenient as it involves switching and
focussing only.
DISADVANTAGES
1. Power consumption is high.
2. Apparatus is costly.
3. Requires maintenance.
CARE TO BE TAKEN OR PRECAUTIONS

1. The apparatus should be kept covered all the time, so that no dust gets deposited on its
lenses and the bulb, which may make the image dull on the screen.
2. Don’t keep the bulb on for longer time, as it can over heat the projector and thus
damage the acetate transparencies.
3. Switch of the bulb after every 5-10 min of use keeping blower on for some time.
4. Do not shift the OHP when bulb is on, as the filament of the bulb may break if jerked
during shifting.
5. Do not keep the projector too low, as it will distort the image. This is called as key
stoning.
6. Clean with soft, moistened flannel cloth.
7. Don’t clean when the apparatus is warm.
8. Avoid making finger prints on lamp house, mirror on the projection head, the
projection lamp, lens and glass heat filter.
CHECKLIST FOR EFFECTIVE USE OF OVER HEAD PROJECTOR

A. Before the lesson:
 Position screen so that everyone can see it, with lover border levels with head
of audience.
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 If available, use tilting screen to avoid key stone effect.
 Obtain correct image size by moving machine backward or forward in relation
to screen.
 Focus image sharply.
 Place masking sheet to hand.
 Place transparencies in correct order..
 Check table and head of dust, and wipe if necessary.
 Ensure that a spare lamp is available in case of blowout.
B. During the lesson:

 Switch off when:
a. Placing transparency on table.
b. Removing transparencies.
c. Point has been explained.
 Use pointer to indicate, preferably on the transparency rather than screen.avoid
use of fingers.
 Use mask to reveal points in a step by step fashion when required.
C. After the lesson:
 Do not move the machine while lamp is hot, and never disconnect from mains
supply while the fan is operating.
CONCLUSION
OHP is a type of visual projected aid. The over head projector is a very vital teaching
aid which has made projections so simple and easy that it has replaced a chalkboard
completely in many class rooms.
OHP is incomplete without transparencies. Apart from transparency, other transparent
objects like protractors, plastic numbers and plastic numbers can be projected using a over
head projector.
OHP has more advantages compared to few disadvantages. Care should be taken
while using over head projectors.
Thus the use of OHP has made teaching more easy and attractive compared to
chalkboard teaching.
JOURNAL ABSTRACT
1. Elizabeth Greenfield., “over head projector: new technology boots old”.,
technological horizons in education., volume 18, 1990
Abstract: one of the old standbys of virtually every instructor or trainer is the over head
projector. OHP’s have around since the early 1960’s, serving to increase subject
understanding by visually representing concrete applications and abstract concepts. With
the advent of computer, one may think that this tried and true product will have suffered a
decline in use.
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2. Micheal essex-lopresti., “use an over head projector”., informa health care., volume1,
issue1, jan 1979, page no 9-15
Abstract: the over head projector is a very useful adjunct to teaching aids. It is easy to
operate, flexible and the lecturer can work it himself while facing the audience.
Transparencies can be produced quickly and simply, and since they are very large enough
to be studied without viewing equipment, sets of transparencies can be kept in libraries
for the benefits of students revising particular subjects.
BIBLIOGRAPHY
1. B.T Basavanthappa., “NURSING EDUCATION”., 1ST edition., jaypee publications
New Delhi., page no 425-428, 453-455.
2. Loretta E. Heidgerken., “TEACHING AND LEARNING IN SCHOOL OF
NURSING” ., 3rd edition., konark publication private limited.
3. B Sankaranarayan., B Sindhy., “LEARING AND TEACHING NURSING”.,1ST
Edition., brainfill publications.
4. K.P Neeraja., “TEXTBOOK OF NURSING EDUCATION”.,jaypee brothers
medical publications private limited New Delhi., page no 231-237.
5. Dr A.V Raman., “INSTRUMENTAL AIDS FOR TEACHING AND LEARNING
OF NURSING”.,Omayalachi college of nursing., page no 55-58.

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ASSIGNMENT
ON
MODELS

SCIENCE
SUBMITTED ON:
MODELS:
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Unlike charts and posters, models are three-dimensional visual aids. Models provide
representation of the real things in all respects except size and shape.
Models may be simple (static), sectional or working. Simple models such as a thermocol
model of a cell show different parts of the cell, but these parts cannot be separated. In a sectional
model of an eye, for example, all the parts of an eye in the model can be separated, shown to the
students and can be replaced. You may like to list some sectional models in subjects like
Science, Geography, etc.
Working models are used to show actual operation or working of a real object. A working
model of the circulatory system of the human body will show actual the circulation of impure
and pure blood. A working model of generation of hydroelectricity using turbines dactually light
a lamp with the use of electricity generated.
PREPARATION OF MODELS :
Materials used for preparing models may include thermocol, paper, wax, plaster of Paris,
cardboard, etc. In teaching of Mathematics you may like to use straws, card paper, match sticks
and rubber bands and so on. The idea is to convert abstract concepts into reality or near reality.
For example while teaching Euler's formula in Geometry, you may use card paper to prepare
different types of cuboids.
Models (ie recognizable three-dimensional representations of real things or abstract systems)
can play an extremely useful role in a wide range of instructional situations. They are, however,
particularly useful in three specific roles, namely, as visual support materials in mass instruction,
as objects for study or manipulation in individualized learning, and as construction projects for
individuals, small groups or even entire classes. When using models in the first of these roles,
however, it should be remembered that even the best three-dimensional model invariably
appears two-dimensional except to those who are very close, so it is usually worthwhile getting
the learners to gather round the model when its salient features are being demonstrated; unless
you do this, you could probably achieve the same objectives in most cases by using a two-
dimensional representation such as a slide, OHP transparency or projected computer graphic.
Some specific applications of models are listed below:
 They can be used to reduce very large objects and enlarge very small objects to a size
that can be conveniently observed and handled.
 They can be used to demonstrate the interior structures of objects or systems with a
clarity that is often not possible with two-dimensional representations and at a cost that is not yet
matched by virtual-reality products.
 They can be used to demonstrate movement - another feature that it is often difficult
to show adequately using two-dimensional display systems and that is more expensive in virtual-
reality experiences.
 They can be used to represent a highly complex situation or process in a simplified
way that can easily be understood by learners; this can be done by concentrating only on
essential features, eliminating all the complex and often confusing details that are so often
present in real- life systems.
Making your own models.

The range of methods available for making models for instructional purposes is enormous,
but readers may find some of the following standard techniques useful.
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 Use of commercially-available kits of parts, such as the ball-and-spring systems that
are used to make models of molecules and the various types of tube-and-spigot systems that can
be used to make models of crystals.
 Use of construction systems such as 'Mecca no' and 'Fischer-Price' to make working
models.
 Use of inexpensive materials such as cardboard, hardboard, wood and wire to make
up static models of all types (models of buildings, geometrical bodies, three-dimensional shapes,
and so on).
 Use of materials like modeling clay and plasticize to produce realistic models of
animals, anatomical demonstrations, and so on.
 Use of materials like Plaster of Paris and peppier Mache to produce model landscapes.
Essential qualities of a Model
 Accuracy
 Simplicity
 Utility
 Solidity
 Ingenuity
 Useful
Functions of Model
 It simplifies reality
 Concretizes abstract concepts
 Enables us to reduce or enlarge objects to an observational size
 It provides the correct concept of an real object like dam/bridge etc
 A working model explains the various processes of objects and machines
 Promote creative interest among pupils.
TYPES OF MODELS:
There are four main types of models;
1) Solid models:A solid model is the replica of an original thing made with some suitable
material like clay, plaster ofParis, wood, iron etc. to show the external parts and features of the
thing.
E.g. Globe, clay model of human and animal, a vegetable, dolls, toys etc.
2) Cut away and x-ray models: Cut away and x ray models are the replicas of the original
things to internal parts of a thing. It may be either in the form of a cross sectional model
showing internal parts of a thing or may be composed of detachable parts.
E.g. Cross sectional model of human body, petrol engine, automatic traffic control system.
3) Working model: These models are either actual working things or their miniature
replicas. These models may help for illustrating an operation.
E.g. A motor, a generator, a cycle pump etc.
4) Sand models: These are graphic layout using sand clay, saw dust and other objects to
show trees, buildings, river, etc. Sand models are made using coloured sand in a tray of
convenient size or on a table.
E.g. A tribal village, a city area, marketing complex, a forest area.
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ADVANTAGES OF MODELS:
1) Models provide an environment for interactive student engagement.

2) Working with models can enhance systems thinking abilities
3) Models are useful for helping students learn quantitative skillssuchas graphing, graphical
analysis, and visualization
4) Models illustrate the application side of certain principles and laws.
5) Models are lasting and ultimately workout to be cheaper teaching aids.
6) Models easy to make with the help of discard materials like empty boxes, pins, clips, nails,
rags and clay.
7) Models are reasonable size and convenient to handle.
8) Models heighten reality of things and make learning direct and meaningful as they are
three dimensional.
9) Models explain the operation in simplified way and this make comprehension easier.
10) Models involve the use of all five senses and thus make learning effective.
LIMITATIONS OF MODELS:
1) All the models cannot be made in the educational institutions.

2) Some of models can be very expensive.
3) The real thing may not be available in that season or may be far away from the school.
4) The real thing may be too expensive or too small to be seen at all or properly.

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ASSIGNMENT ON FLASH
CARDS

SCIENCE
SUBMITTED ON:
FLASH CARDS
DEFINITION:
A small compact card, which flashed before the class to bring any idea.
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(K.P. Neeraja)
A set cards bearing information , as words or numbers, on either or both sides, used in
classroom drills or in private study .
(web)
Flash cards are small cards of generally 25 x 30 cm size which are shown for a few moments
before the class to send across a message or impart an idea.
(B.T. Basavanthappa)
USES:
 Flash cards exercise the mental process of active recall.
 Used for the drill in various subjects.
 Used for reviewing a lesson with students.
 Used with the other graphic aids to the lesson effective.
 Used for small groups not over 30 people.
 Provides variety and activity in the class.
PREPARATION OF FLASH CARDS:

 Cut a foolscap chart paper and cut it into four equal parts.
 Write the content on it (either in free hand or using stencils and sketch pen).
 The height of writing is approx. 5 cm so that the whole class can see the flash card
properly.
 It is advisable to make a rough card on an ordinary paper first and then transfer it on
the chart paper or cardboard flash cards.
STEPS OF PRESENTING FLASH CARDS:

1. Brief introduction about the lesson.
2. While you flash the cards, give instructions about their actions.
3. Flash the card by holding the card at chest level and hold it against the body.
4. Glance down at card, as you are ready to explain and make sure to give correct
information.
5. Use pointer. Do not cover the matter with hand.
6. Let the students respond as per instructions already given.
7. Add more information to the student responses.
8. Test the learning by additional flash cards.
9. Review the lesson by selectively using flashcards.
ADVANTAGES OF FLASH CARDS:

 Flash card can be used to introduce and present topics.
 Flash card can be used to apply information already gained by students to new
situations.
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 Flash card can be used to review the topic.
 Flash card can be used for drill and practice in elementary classes.
 Flash card can be used to develop recall of students.
 Flash card can work as useful supplementary aid and can be effectively used with
other materials (ie. it can be used either individually or in combination with other
charts ).
SUMMARY &CONCLUSION :
Flash card is one of the non projected Audio visual aid used in teaching learning process.
Using audio visual is important to maintain an effective teaching learning process.
JOURNAL ABSTRACT:
David P. Pursell
School of Science and Technology, Georgia Gwinnett College, Lawrenceville, GA 30043
J. Chem. Educ., 2009, 86 (10), p 1219
Abstract
Students of organic chemistry traditionally make 3 x 5 in. flash cards to assist learning
nomenclature, structures, and reactions. Advances in educational technology have enabled
flash cards to be viewed on computers, offering an endless array of drilling and feedback for
students. The current generation of students is less inclined to use computers, but they use
their cell phones 24 hours a day. This report outlines these trends and an even more recent
educational technology initiative, that of using cell phone flash cards to help students learn
organic chemistry nomenclature, structures, and reactions. Student attitudes were positive
toward cell phone flash cards in a pilot study and a more detailed study investigating use and
effect on student learning is planned.
BIBLIOGRAPHY:
1. K.P. Neeraja, Textbook of nursing education, 1st edition, Jaypee brothers medical
publishers(P)Ltd.; page no.215 to 216.
2. B.T. Basavanthappa, Nursing Education, Jaypee brothers medical publishers(P)Ltd.;
page no.606.
3. en.wikipedia.org/wiki/Flashcard

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ASSIGNMENT
ON
POWERPOINT

SCIENCE
SUBMITTED ON:
POWER POINT
PowerPoint is a presentation program developed by Microsoft. It is included in the
standard Office suite along with Microsoft Word and Excel. The software allows users to
create anything from basic slide shows to complex presentations.
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PowerPoint is often used to create business presentations, but can also be used for
educational or informal purposes. The presentations are comprised of slides, which may
contain text, images, and other media, such as audio clips and movies. Sound effects and
animated transitions can also be included to add extra appeal to the presentation. However,
overusing sound effects and transitions will probably do more to annoy your audience than
draw their
Most PowerPoint presentations are created from a template, which includes a

background color or image, a standard font, and a choice of several slide layouts. Changes to
the template can be saved to a "master slide," which stores the main slide theme used in the
presentation. When changes are made to the master slide, such as choosing a new background
image, the changes are propagated to all the other slides. This keeps a uniform look among all
the slides in the presentation.
When presenting a PowerPoint presentation, the presenter may choose to have the
slides change at preset intervals or may decide to control the flow manually. This can be done
using the mouse,keyboard, or a remote control. The flow of the presentation can be further
customized by having slides load completely or one bullet at a time. For example, if the
presenter has several bullet points on a page, he might have individual points appear when he
clicks the mouse. This allows more interactivity with the audience and brings greater focus to
each point.
PowerPoint presentations can be created and viewed using Microsoft PowerPoint. They can
also be imported and exported with Apple Keynote, Apple's presentation program for the
Macintosh platform. Since most people prefer not to watch presentations on a laptop,
PowerPoint presentations are often displayed using a projector. Therefore, if you are
preparing a PowerPoint presentation for a room full of people, just make sure you have the
correct video adapter.
Points to Remember.....
1. Use a single template for a single presentation. Do not use multiple template design in a
single slide. Consistency is the key to a good PowerPoint presentation.
2. Use standard and simple template with a decent colored background. Too many bright or
glossy slides do not give a professional look. Choose colors that would appeals to the eyes.
3. Title page is very important as it creates the first impression about the whole presentation.
Give a crisp title that would describe the entire presentation.
4. Try to give a table of contents at the starting of the slide so that the user knows what all is
there for them.
5. Give short, direct and well structured sentences. The sentence should normally not exceed
more than 2 lines of the slide.
6. Do not crowd your presentation with too much text or too much of images.
7. Give your ideas in the form of bullets or points. You may consider giving numbering in
case you are explaining step by step procedure.
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8. When using bullets, try using only one bullet type. Presence of the same bullet types will
maintain the flow all throughout the slide.
9. Your presentation should not only be in the form texts. Convey your ideas with the help of
pictures, flowcharts, audio, video, etc.
10. The Heading should have a larger font than the Text.
11. Choose only one main heading per page.

Preparing a talk always takes far longer than you anticipate.Start early!
 Write a clear statement of the problem and its importance.
 Research. Collect material which may relate to the topic.
 Tell a story in a logical sequence.
 Stick to the key concepts. Avoid description of specifics and unnecessary details.
 If you are making a series of points, organize them from the most to the least
important. The less important points can be skipped if you run short of time.
 Keep your sentences short, about 10-20 words each is ideal. This is the way people
usually talk.
 Strive for clarity. Are these the best words for making your point? Are they
unambiguous? Are you using unfamiliar jargon or acronyms?
Preparing Your Slides:
Presentation Design
 Let the picture or graphics tell the story - minimize the use of text.
 Don’t overload your slides with too much text or data.
 FOCUS. In general, using a few powerful slides is the aim.
 Type key words in the PowerPoint Notes area listing what to say when displaying the
slide. The notes are printable.
 Number your slides and give them a title.
 Prepare an Agenda or Table of Contents slide. You can reuse the same slide at the end
of the presentation by changing the title to Summary.
 Prepare a company logo slide for your presentation.
 You can add a logo and other graphics to every slide using the slide master feature or
by adding them to the footer.
 Proofread everything, including visuals and numbers.
 Keep “like” topics together.
 Strive for similar line lengths for text.
Visual elements
 A font size of 28 to 34 with a bold font is recommended for subtitles. The title default
size is 44. Use a san serif font for titles.
 Use clear, simple visuals. Don’t confuse the audience.
 Use contrast: light on dark or dark on light.
 Graphics should make a key concept clearer.
 Place your graphics in a similar location within each screen.
 To temporarily clear the screen press W or B during the presentation. Press any key to
resume the presentation.
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Text
 Font size must be large enough to be easily read. Size 28 to 34 with a bold font is
recommended.
 It is distracting if you use too wide a variety of fonts.
 Overuse of text is a common mistake.
o Too much text makes the slide unreadable. You may just as well show a blank
slide. Stick to a few key words.
o If your audience is reading the slides they are not paying attention to you. If
possible, make your point with graphics instead of text.
o You can use Word Art, or a clip art image of a sign, to convey text in a more
interesting way.
Numbers
 Numbers are usually confusing to the audience. Use as few as possible and allow
extra time for the audience to do the math.
 Numbers should never be ultra precise:
o “Anticipated Revenues of $660,101.83” looks silly. Are your numbers that
accurate? Just say $660 thousand.
o “The Break Even Point is 1048.17 units. Are you selling fractions of a unit?
o Don’t show pennies. Cost per unit is about the only time you would need to
show pennies.
 If you have more than 12-15 numbers on a slide, that’s probably too many.
 Using only one number per sentence helps the audience absorb the data.
Statistics
 Use the same scale for numbers on a slide. Don’t compare thousands to millions.
 When using sales data, stick to a single market in the presentation. Worldwide sales,
domestic sales, industry sales, company sales, divisional sales, or sales to a specific
market segment are all different scales. They should not be mixed.
 Cite your source on the same slide as the statistic, using a smaller size font.
Charts
 Charts need to be clearly labeled. You can make more interesting charts by adding
elements from the drawing toolbar.
 Numbers in tables are both hard to see and to understand. There is usually a better
way to present your numerical data than with columns and rows of numbers. Get
creative!
 PowerPoint deletes portions of charts and worksheets that are imported from Excel,
keeping only the leftmost 5.5 inches. Plan ahead.
Backgrounds
 Backgrounds should never distract from the presentation.
 Using the default white background is hard on the viewer’s eyes. You can easily add a
design style or a color to the background.
 Backgrounds that are light colored with dark text, or vice versa, look good. A dark
background with white font reduces glare.
 Colors appear lighter when projected. Pale colors often appear as white.
 Consistent backgrounds add to a professional appearance.
 For a long presentation, you may want to change background designs when shifting to
a new topic.
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Excitement
 Slides for business presentations should be dull! You don’t want to distract the
audience.
 Sounds and transition effects can be annoying. Use sparingly.
 Animation effects can be interesting when used in moderation.
o Too much animation is distracting.
o Consider using animated clip art
o Consider using custom animation
 You can insert video and audio clips into PowerPoint.
 You can also insert hyperlinks.
Hints for Efficient Practice:
Timing - Practicing Your Presentation,
 Talk through your presentation to see how much time you use for each slide.
 Set the automatic slide transition to the amount of time you want to spend discussing
each slide.
 Are you using the right amount of time per slide? Decide which slides or comments
need alteration to make your presentation smoother.
 Change the automatic slide transition settings for individual slides to fit the amount of
time needed for that slide and practice again. Are you still within the time limit?
 Decide if you want to remove the automatic slide transition feature before giving the
presentation.
Content
 Make a list of key words/concepts for each slide
 Read through the list before you begin.
 Don't attempt to memorize your text;
 Your words will probably be different each time you practice.
 Think about the ideas, and your words will follow naturally.
Delivering Your Talk:
Pre-Talk Preparation
 Plan to get there a few minutes early to set up and test the equipment.
 Dress appropriately for your audience.
 Turn off your cell phone.
Handouts:
 Edward Tufte, the leading expert on visual presentation techniques, advises speakers
to always prepare a handout when giving a PowerPoint presentation.
 Make about 10% more handouts than you expect to use.
 Distribute handouts at the beginning of your talk.
Opening:
 Jump right in and get to the point.
 Give your rehearsed opening statement; don't improvise at the last moment.
 Use the opening to catch the interest and attention of the audience.
 Briefly state the problem or topic you will be discussing.
 Briefly summarize your main theme for an idea or solution.
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Speaking
 Talk at a natural, moderate rate of speech
 Project your voice.
 Speak clearly and distinctly.
 Repeat critical information.
 Pause briefly to give your audience time to digest the information on each new slide.
 Don’t read the slides aloud. Your audience can read them far faster than you can talk.
 If you plan to write on the slides to emphasize key points during the presentation,
practice ahead of time. To select the writing tool right-click during the presentation.
Body Language
 Keep your eyes on the audience
 Use natural gestures.
 Don’t turn your back to the audience.
 Don’t hide behind the lectern.
 Avoid looking at your notes. Only use them as reference points to keep you on track.
Talk, don’t read.
Questions
 Always leave time for a few questions at the end of the talk.
 If you allow questions during the talk, the presentation time will be about 25% more
than the practice time.
 You can jump directly to a slide by typing its number or by right-clicking during the
presentation and choosing from the slide titles.
 Relax. If you’ve done the research you can easily answer most questions.
 Some questions are too specific or personal. Politely refuse to answer.
 If you can’t answer a question, say so. Don’t apologize.“I don’t have that information.
I’ll try to find out for you.”
Length:
 To end on time, you must PRACTICE!
 When practicing, try to end early. You need to allow time for audience interruptions
and questions.
Demeanor:
 Show some enthusiasm. Nobody wants to listen to a dull presentation. On the other
hand, don’t overdo it. Nobody talks and gestures like a maniac in real life. How
would you explain your ideas to a friend?
 Involve your audience. Ask questions, make eye contact, and use humor.
 Don’t get distracted by audience noises or movements.
 You’ll forget a minor point or two. Everybody does.
 If you temporarily lose your train of thought you can gain time to recover by asking if
the audience has any questions.
Conclusion:
 Close the sale.
 Concisely summarize your key concepts and the main ideas of your presentation.
 Resist the temptation to add a few last impromptu words.
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 End your talk with the summary statement or question you have prepared. What do
you want them to do? What do you want them to remember?
 Consider alternatives to “Questions?” for your closing slide. A summary of your key
points, a cartoon, a team logo, or a company logo may be stronger.
Advantage
 easy to create colorful, attractive designs using the standard templates and themes; easy to
modify compared to other visual aids, such as charts, and easy to drag and drop slides to re-
order presentation.
 easy to present and maintain eye contact with a large audience by simply advancing the
slides with a keystroke, eliminating the need for handouts to follow the message.
Disadvantage
• speakers create slides so they have something to present rather than outlining, organizing,
and focusing on their message.
 the linear nature of PowerPoint slides forces the presenter to reduce complex subjects to a
set of bullet items which are too weak to support decision-making or show
the complexity of an issue.
 basic equipment required to present. You will need to have a computer and projection
equipment in place to display the slides to the audience
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ASSIGNMENT
ON
COMPUTER APPLICATION IN
NURSING

SCIENCE
SUBMITTED ON:
309
COMPUTER APPLICATIONS IN NURSING
INTRODUCTION
After 65 years of independence still India is a developing country. All other countries
those are considered as developed countries are using the technology as a major path for their
developmental activities. But still India is lack in using technology to the required level.
In the same way for the ultimate development of a profession we need to use the
information technology in appropriate way. But as like India, our nursing profession also lack
in using the information technology, especially in India. It is because of lack of awareness
regarding the use of IT. So let we know how IT or computers are useful in our nursing
profession.
DIFINITIONS
 COMPUTER
A computer is a device that accepts information (in the form of digitalized data) and
manipulates it for some result based on a program or sequence of instructions on how the data
is to be processed and also include the means for storing data (including the program, which
is also a form of data) for some necessary duration.
 NURSING INFORMATICS
Nursing informatics is defined by Ball and Hannah, authors of "Using Computers in
Nursing," as "those collected informational technologies which concern themselves with the
patient care decision-making process performed by health care practitioners." All nurses use
informatics. As a defined field, nursing informatics is relatively new, but the work of the
nursing informatics specialist is not new at all.
According to American Nurses Association (2000) “Nursing informatics is a specialty

that integrates nursing science, computer science and information science to manage and
communicate data, information, and knowledge in nursing practice. Nursing informatics
facilitates the integration of data, information, and knowledge to support patients, nurses and
other providers in their decision making in all roles and settings. This support is
accomplished through the use of information structures and information technology”.
DESCRIPTION OF COMPUTER
A computer is an electronic device, which executes software programs. It consists of
2 parts-hardware and software. The computer processes input through input devices like
mouse and keyboard. The computer displays output through output devices like color monitor
and printer. The size of a computer varies considerably from very small to very big. The
speed of computers also has a very large range. Computers have become indispensable in
today’s world. Millions of people use computers all over the world.
Technically, a computer is a programmable machine. This means it can execute a
programmed list of instructions and respond to new instructions that it is given. Today,
however, the term is most often used to refer to the desktop and laptop computers that most
people use. When referring to a desktop model, the term "computer" technically only refers to
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the computer itself -- not the monitor, keyboard, and mouse. Still, it is acceptable to refer to
everything together as the computer. If you want to be really technical, the box that holds the
computer is called the "system unit."
HISTORY OF COMPUTER
Most histories of the modern computer begin with the Analytical Engine envisioned
by Charles Babbage following the mathematical ideas of George Boole, the mathematician
who first stated the principles of logic inherent in today's digital computer. Babbage's
assistant and collaborator, Ada Lovelace, is said to have introduced the ideas of program
loops and subroutines and is sometimes considered the first programmer. Apart from
mechanical calculators, the first really useable computers began with the vacuum tube,
accelerated with the invention of the transistor, which then became embedded in large
numbers in integrated circuits, ultimately making possible the relatively low-cost personal
computer.
Modern computers inherently follow the ideas of the stored program laid out by John
von Neumann in 1945. Essentially, the program is read by the computer one instruction at a
time, an operation is performed, and the computer then reads in the next instruction, and so
on. Recently, computers and programs have been devised that allow multiple programs (and
computers) to work on the same problem at the same time in parallel. With the advent of the
Internet and higher bandwidth data transmission, programs and data that are part of the same
overall project can be distributed over a network and embody the Sun Microsystems slogan:
"The network is the computer."
USES OF COMPUTERS : There are several uses of computers: -
 Word Processing - Word Processing software automatically corrects spelling and grammar
mistakes. If the content of a document repeats we don’t have to type it each time. We can use
the copy and paste features. We can printout documents and make several copies. It is easier
to read a word-processed document than a handwritten one. We can add images to our
document.
 Internet - It is a network of almost all the computers in the world. We can browse through
much more information than we could do in a library. That is because computers can store
enormous amounts of information. We also have very fast and convenient access to
information. Through E-Mail we can communicate with a person sitting thousands of miles
away in seconds. There is chat software that enables one to chat with another person on a
real- time basis. Video conferencing tools are becoming readily available to the common
man.
 Digital video or audio composition – Audio or video composition and editing have been
made much easier by computers. It no longer costs thousands of dollars of equipment to
compose music or make a film. Graphics engineers can use computers to generate short or
full-length films or even to create three-dimensional models. Anybody owning a computer
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can now enter
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the field of media production. Special effects in science fiction and action movies are created
using computers.
 Computers in Medicine – We can diagnose diseases. We can learn the cures. Software is
used in magnetic resonance imaging to examine the internal organs of the human body.
Software is used for performing surgery. Computers are used to store patient data.
 Mathematical Calculations - Thanks to computers, which have computing speeds of over a

million calculations per second we can perform the biggest of mathematical calculations.
 Banks - All financial transactions are done by computer software. They provide security,
speed and convenience.
 Travel - One can book air tickets or railway tickets and make hotel reservations online.
 Telecommunications - Software is widely used here. Also all mobile phones have software
embedded in them.
 Defence - There is software embedded in almost every weapon. Software is used for
controlling the flight and targeting in ballistic missiles. Software is used to control access to
atomic bombs.
 E-Learning – Instead of a book it is easier to learn from E-learning software.
 Gambling-You can gamble online instead of going to a casino.
 Examinations-You can give online exams and get instant results. You can check your
examination results online. Also it helps in prevention of question paper leakage.
 Computers in Business - Shops and supermarkets use software, which calculate the bills.
Taxes can be calculated and paid online. Accounting is done using computers. One can
predict future trends of business using artificial intelligence software. Software is used in
major stock markets. One can do trading online. There are fully automated factories running
on software.
 Certificates- Different types of certificates can be generated. It is very easy to create and
change layouts.
 ATM machines - The computer software authenticates the user and dispenses cash.
 Marriage - There are matrimonial sites through which one can search for a suitable groom or
bride.
 News-There are many websites through which you can read the latest or old news.
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 Classmates-There are many alumni websites through which you can regain contact with your
classmates
314
 Robotics - Robots are controlled by software.
 Washing Machines - They operate using software.
 Microwave Oven - They are operated by software.
 Planning and Scheduling - Software can be used to store contact information, generating
plans, scheduling appointments and deadlines.
 Plagiarism- Software can examine content for plagiarism.

 Greeting Cards - You can send and receive greetings pertaining to different occasions.
 Sports – Software is used for making umpiring decisions. There are simulation software
using which a sportsperson can practice his skills. Computers are also to identify flaws in
technique.
 Aero planes – Pilots train on software, which simulates flying.

 Weather analysis – Supercomputers are used to analyze and predict weather.
USES OF COMPUTERS IN NURSING

Computers can help in following areas:
1. Planning Nursing Care:
Since each patient's and ward's nursing needs are different, computers can assist in
effective planning. For each patient a nursing care plan can be constructed which will have all
information about the health history of the patient, medicines to be administered, dosage, diet
and therapies. This will help the physicians and surgeons, besides the nursing personnel to
enhance the quality of care.
2. Monitoring and Interpreting Physiologic Variables
E.g.TPR, BP, Cardiac rate, Rhythm, etc
3. Administering medications
Computers assist in calculating drug dosage according to age, weight and body
surface area of the patient.
4. Patient Classification System
Patients can be classified as per their acuteness with the help of the computer. Based
on this, number of nursing personnel required can be computed.
5. Scheduling Staff
Work schedules can be prepared keeping in view the inpatient and outpatient load,
acuteness, number of operations to be performed, camps to be conducted, staff location,
preferences for shifts or availability of the consultants, policy guidelines, etc.
6. Record Keeping
All admissions, discharges, materials, equipment, personnel, payroll, insurance,
billing, inventories, referrals and all other information can be easily handled by the computer.
FOR STAFF NURSES
 Accurate documentation of nursing care according to the nursing process model.
 Facilitate continuity of care of patients.
 Reduce errors.
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 Computers get relieved of routine documentation. Clerical functions reduce paper
work, sparing more time with professional for patient care.
 Easy access to valuable medical information.
 Easy for job rotation.
 Sets standards for procedures.
FOR NURSING ADMINISTRATORS AND ADMINISTRATION
 Emphasize the need to measure nursing care and resources consumed.
 Develop computerized nursing information systems.
 Recognize the research needs.
APPLICATIONS OF COMPUTERS IN NURSING EDUCATION
1) In Developing The Nursing Curriculum
a) Information Management
The management of information is and will continue to become one of the
most daunting challenges for faculty, students and nurses. So the successful
integration of information management in education is an organizational
infrastructure that supports both human and technical, promotes faculty development,
and incorporates informatics in to the curriculum.
b) Faculty Development
For faculty development programs to be successful at integrating information
technology into the curriculum, they must be sensitive to both faculty interests and
time limitations.Faculty values and pedagogic methods can be used to improve
student learning, research projects, and clinical practice. But we are currently faced
with a severe faculty shortage, an aging faculty, and rapid deployment of information
technology with in academic settings (AACN, 2003). So this suggests that technical
aspects should be taught before moving on to instructional applications of information
technology.
c) Nursing Education Informatics Model
The current focus of informatics is on mastering information technology and
information management as it applies to information and knowledge. So the change in
education and informatics has been from computer literacy to information literacy and
management (Nelson, 2000).
A number of models have been presented for educators to emulate in
designing curriculum for the inclusion of nursing informatics.
i. Travis and Brennan (1998) propose a model that emphasizes the inclusion of
information science as essential in the undergraduate curriculum. This model
focused on three concepts such as information, technology and clinical care
processes. It emphasizes the smooth integration informatics into courses
sequencing. Mastering the basics of information technology in the first and second
year, students progress to the actual application of information technology to the
science of nursing in the third year. The correlation between the information
technology and patient care is reinforced in the clinical environment.
ii. The Riley and Saba (1996) developed a model to integrating nursing informatics
into the curriculum. Here the domains of computer science, information science
and nursing science are integrated throughout the curriculum in a progressive
level to
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ensure the development of nursing informatics competencies. In this model,
undergraduate students master computer literacy and progress to information
management and its application to the clinical setting.
Nursing science
Information science
Computer Science
Nursing Informatics Education Model
2) Accessible, effective distance education

a) The evolution of distance education
The distance education has experienced bumps and surges with the evolving presence
of print, audio, television and the various computer-interactive technologies. Distance
education courses started out focusing on vocational training, but now different
disciplines have capitalized on distance education as an option of instruction (Neal,
1999).
b) Educational Electronic Platforms

An educational platform is an electronic product that assists the delivery of
internet courses. As colleges are faced with decisions regarding which educational
platform to use for facilitation of online instruction, education tools has done a
thorough assessment.
Progress review, assessment capabilities and online grading features are

valued by the instructor and learner in distance education due to their convenience
and feedback.
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3) Computer is a useful tool in Education because it allows for an individual a self paced
learning. Computed Assisted Instruction (CAI) is a method of teaching that involves
interaction between the learner and the computer. The computer takes on the role of a
teacher.
4) There are three different types of CAI programmes:

a) Drill and Practice: It is the most common and least complex type of CAI. A learner is
presented with a series of questions or problems about materials that have already been
learnt. Drug dosage calculation, intravenous drip rate calculation and medical
terminology and abbreviations are some of the topics that drill and practice CAT is well
suited for.
b) Tutorial Programs: Display new materials that are similar to programmed instructions.
Tutorials present information and provide the learner the feedback.
c) Simulations: Present before learners the 'real - life' situations that are designed to assist
learners in developing problem solving and decision making skills in a safe environment.
Interactive Video Instruction (IAV) can provide learners. With "true - to- life" simulation.
IAV combines CAI with a videotape or videodisc player so that video pictures as well as
graphics can be incorporated in the design of the software.
APPLICATIONS OF COMUTERS IN NURSING RESEARCH

Computers facilitate the research process in a number of ways. Computerized literature
searches are a particular advantage to the researchers because they save time and can increase
the scope of the search and the number of data base that can be searched. The computer can
also help researchers collect and analyze data, prepare research reports, and disseminate
research findings
Computer applications that support nursing research are:
 Topic identification:through online literature searches, email and discussion groups,
and visiting websites.
 Literature searches: Once a topic is chosen, the literature review can be greatly
enhanced from current research available on the Web, in databases, and on CD-ROMs,
often with full text retrieval.
 Resource Files:Historically, index cards and paper were used to keep notes of various
research searches and observations. Computers can now be used for these clerical tasks.
 Data collection tools:can be retrieved through online searches or created using various
graph, spreadsheet, and word processing and database applications.
 Proposal preparation:Word processing programs greatly facilitate the editing and
writing.
 Budgets:Both the preparation and management of research budgets are made easier with
spreadsheet programs.
 Data collection: Various programs can be used to sort and actually collect data,
including hospital information systems, spreadsheets, databases, and word processing.
 Data Analysis: Statistical and thematic software can greatly reduce the time and stress
of processing both quantitative and qualitative data.
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 Final report: Word processing, charts and tables and statistical graphs can all be easily
and quickly done on a computer.
 Sharing of results: Current research findings can be shared with the public at large far
quicker using the web and other electronic venues. Print reports often take one to five
years to be circulated.
APPLICATIONS OF COMPUTERS IN NURSING ADMINISTRATION

There are three issues which have an impact on the profession and future of the nurse
managers and administrators such as the nursing shortage, increased demand for patient
safety and the need for visibility. These issues have created a wealth of opportunity for
nursing in terms of IT. At the same time they have created a challenge: When faced with
limited time, personnel and financial resources, should nursing pursue its mission to provide
care or should it concentrate on mastering emerging technology?
In 2002, American Healthcare Association had conducted a survey of the some
American hospital about their patient care and paperwork experiences. The results were
disturbing:
 In the emergency department, every hour of patient care requires one hour of
paperwork.
 For surgery and inpatient acute care, every hour of patient care requires 36 minutes of
paperwork.
 For skilled nursing care, every hour of patient care requires 30 minutes of paperwork.
 For home healthcare, every hour of patient care requires 48 minutes of paperwork.
The computerized nursing system can help nursing administrators for the nursing
management and to use information to fulfill its data requirements in following aspect.
 Clinical needs: individual patient care, documentation, implementing services.
 Business/strategic needs: organizational performance, management, and support
processes.
 Quality management needs: outcomes measurement and regulatory compliance.
 Resource and personnel management needs: scheduling, costing, and allocating
nursing staff, managing productivity, continuing education/ staff development.
Several administrative applications are available in computer for nurse administrators.

They are
1. Nurse managers data needs

The nursing managers use computer system to collect data needed for planning,
budgeting, and reporting, which ensures quality care. Their needs and the applications
they used are:
a. Allocating available resources to provide efficient and effective nursing care and
implementing clinical nursing services.
 Nursing intensity
 Patient classification system
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 Acuity system
 Staffing and scheduling system
 Inventory
 Budgeting and payroll
 Claims processing and reimbursement
 Patient billing
b. Providing input into executive level decisions and collaborating with the nurse
executive and others in organizational programming and committee work.
Implementing the philosophy, goals and standards of the healthcare organization
 Unit activity reports.
 Utilization review.
 Shift summary reports.
c. Planning, organizing, implementing and controlling the care of individual and

aggregates across the spectrum of healthcare settings. This includes, but is not
limited to, aspects of quality outcomes, staff development, care management, and
research.
 Computer based patient record
 Census
 Poison control
 Allergy and drug reactions
 Errors reports
 Incident reports
 Infection control
 Communication networks
 Training and education
2. Nurse executive’ data needs

The nurse executive’s needs and applications they use include:
a. Managing organized nursing services and the environment in which clinical

nursing is practiced. Collaborating with other healthcare organization executives to
make decisions about healthcare services and organizational priorities.
 Forecasting and planning
 Financial planning
 Hospital expansion
 Preventive maintenance
 Planning systems
b. Ensuring that standards of nursing practice are established and implemented, and
are consistent with standards of professional organizations and regulatory services.
 Quality assurance
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 Regulatory reporting
 Consumer surveys
 Evidenced base practice
c. Evaluating care delivery models and of services provided to individuals and

aggregates.
 Personnel files
 Risk pooling
 Costing nursing care
 Case mix
FACTORS THAT INHIBIT THE USE OF COMPUTERS IN NURSING PROFESSION
1. Faculty do not want to change

2. Faculty do not want to learn
3. Faculty's lack of opportunities to learn
4. Faculty's lack of skill
5. Hardware costs
6. Software costs
7. Lack of useful software
8. Lack of information about software
9. Lack of faculty time and interest
10. Lack of evaluative evidence of worth
11. Who should take responsibility of maintenance if problem arises?
12. In many hospitals physical environment is inadequate for computers
13. Wiring may be difficult in the existing structure
CONCLUSION
Computers are most powerful means of information devices in any profession. Also
these are most useful in our nursing profession. But the lack of awareness regarding the
use and advantages of computers in nursing professionals still we are unable to make
proper use IT. So we the nursing professionals need to know more about the IT and use
of computers and need to bring changes in our profession.
BIBLIOGRAPHY
1. Virginia KS, Kathlene AM. Essentials of nursing informatics. 4th ed. Boston:
McGraw-Hill companies; 2006. p. 3-6, 443-585.
321
2. Ball MJ, Jelger UG, Peterson editors. Nursing informatics. New York: springer-
verlag; 1988.
3. Barbara C, Susan RJ. Contemporary nursing: issues trends and management. 4th ed.
St. Louis: Mosby Elsevier; 2008. p. 289-304.
4. http://www.techterms.com/definition/computer
5. http://www.buzzle.com/chapters/computers-and-the-internet_computer-uses-and-
related-resources.asp
6. www.buzzle.com/articles/uses-of-computer.html
7. http://en.wikipedia.org/wiki/Health_informatics
322
ANNOTATED
BIBLIOGRAPHY

SCIENCE
SUBMITTED ON:
ANNOTATED BIBLIOGRAPHY
323
Introduction
An annotated bibliography is a bibliography that gives a summary of the
research that has been done. It is still an alphabetical list of research sources. In
addition to bibliographic data, an annotated bibliography provides a brief summary or
annotation. The purpose of annotations is to provide the reader with a
summaryand an evaluation of the source. In order to write a successful
annotation,each summary must be concise. An annotation should display the
source'scentral idea(s) and give the reader
a general idea of what the source is about.
An annotation should include the complete bibliographic information for the
source. It should also include some or all of the following:
• An explanation about the authority and/or qualifications of the author.
• Scope or main purpose of the work.
• Any detectable bias.
• Intended audience and level of reading
• A summary comment
Ideally, an annotation should be between 100 to 200 words.
Definitions
A bibliography is a list of sources (books, journals, websites, periodicals, etc.)
one has used for researching a topic. Bibliographies are sometimes called “references”
or “works cited” depending on the styleformat you are using. A bibliography usually
just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation.

Therefore, an annotated bibliography includes a summary and/or evaluation of
each of the sources. Depending on your project, your annotations may do one or more
of the following:
• Summarize:Some annotations merely summarize the source. What are the
main arguments? What is the point of this book or article? What topics are
324
covered?
325
If someone asked what this article/book is about, what would you say? The
length of your annotations will determine how detailed your summary is.
• Assess:After summarizing a source, it may be helpful to evaluate it. Is it a
useful source? How does it compare with other sources in your bibliography?
Is the information reliable? Is this source biased or objective? What is the goal
of this source?
For more help, see our handouts on evaluating resources.
• Reflect:Once you've summarized and assessed a source, you need to ask how it
fits into your research. Was this source helpful to you? How does it help you
shape your argument? How can you use this source in your research project?
Has it changed how you think about your topic?Your annotated bibliography
may include some of these, all of these, or even others. If you're doing this for a
class, you should get specific guidelines from your instructor.
Types of annotations
Annotations may be written with different goals in mind.
Indicative annotations
This type of annotation defines the scope of the source, lists the significant
topics and explains what the source is about. In this type of entry, there is no attempt
to give actual data such as hypotheses, proofs, etc.[3]
Informative annotations
This type of annotation is a summary of the source. An informative annotation
should include the thesis of the work, arguments or hypotheses, proofs and a
conclusion.
Evaluative annotations
326
This type of annotation assesses the source's strengths and weaknesses—how
the source is useful and how it is not. Simply put, an evaluative annotation should
evaluate the source's usefulness.
Combination annotations
Most annotated bibliographies contain combination annotations. This type of
annotation will summarize or describe the topic, and then evaluate the source's
usefulness.[3]
Writing styles
No matter which writing style is used for annotations, all entries should be
brief. Only the most significant details should be mentioned. Information that is
apparent in the title can be omitted from the annotation. In addition, background
materials and any references to previous work are usually excluded.[4]
Telegraphic
A telegraphic writing style gets the information out quickly and concisely.
Maintaining clarity, complete and grammatically correct sentences are not necessary.[4]
Complete sentences
A complete sentences writing style utilizes coherent sentences that are
grammatically correct. Subjects and conjunctions are not eliminated even though the
tone may be terse. Long and complex sentences are to generally be avoided.[4]
Paragraph
A paragraph writing style utilizes a full, coherent paragraph. This can
sometimes be similar to the form of a bibliographic essay. Complete sentences and
proper grammar must be used.[4]
Purpose
327
There are three main purposes behind writing an annotated bibliography. Each
purpose can serve anyone in a different manner, depending on what they are trying to
accomplish.
Learning about a topic

Writing an annotated bibliography is an excellent way to begin any research
project. While it may seem easier to simply copy down bibliographical information,
adding annotations will force the researcher to read each source carefully. An
annotation requires the source to be critically analyzed, not simply read over.[5]
Formulating a thesis
Any form of research paper or essay will require some form of argument. This
is called a thesis. A developed thesis needs to be debatable, interesting and current.
Writing an annotated bibliography will give the researcher a clear understanding about
what is being said about their topic. After reading and critically analyzing sources, the
researcher will be able to determine what issues there are and what people are arguing
about. From there, the researcher will be able to develop their own point of view.[5]
To assist other researchers

Extensive and scholarly annotated bibliographies are sometimes published. The
purpose of these annotated bibliographies is to provide a complete and comprehensive
overview of any given topic. While any normal researcher may not get their own
annotated bibliography published, it could be a good idea to search for previously
published annotated bibliographies that are related to their topic.[5]
328
BIBLIOGRAPHY
1. Carlson, Laurie. “Annotated Bibliographies”. KU Writing Center. University of
Kansas. http://www.writing.ku.edu/~writing/guides/bibs.shtml. Retrieved 15
April 2009.
2. “How to Write Annotated Bibliographies”, http ://www. 1 ibrary.
mun.ca/guides/howto/annotated_bibl .php. Retrieved 2008-03-02.
3. “AnnotatedBibliographies:Content”.Writer's Handbook. The Writing Center.
http://www.wisc.edu/writing/Handbook/AnnBib_content.html. Retrieved 2008-
03-02.
4. “Annotated Bibliographies: Style”. Writer's Handbook. The Writing Center.
http://www.wisc.edu/writing/Handbook/AnnBib_style.html. Retrieved 2009-
10-06.
5. Geoff Stacks, Erin Karper (2001).“Annotated Bibliographies”. Purdue
University.
http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.html.
Retrieved 2009-10-06
329
ANNOTATED BIBLIOGRAPHY (RESEARCH)
Stem Cell Research: An Annotated Bibliography
Holland, Suzanne. The Human Embryonic Stem Cell Debate : Science, Ethics, and
Public Policy. Boston: MIT Press, 2001. Print.
This is the annotation of the above source. In this example, I am following
MLA 2009 (3rd ed.) guidelines for the bibliographic information listed above. If I
were really writing an annotation for this source, I would offer a brief summary of
what this book says about stem cell research.
After a brief summary, it would be appropriate to assess this source and offer
some criticisms of it. Does it seem like a reliable and current source? Why? Is the
research biased or objective? Are the facts well documented? Who is the author? Is
she qualified in this subject? Is this source scholarly, popular, some of both?
The length of your annotation will depend on the assignment or on the purpose
of your annotated bibliography. After summarizing and assessing, you can now reflect
on this source. How does it fit into your research? Is this a helpful resource? Too
scholarly? Not scholarly enough? Too general/specific? Since “stem cell research” is a
very broad topic, has this source helped you to narrow your topic?
Senior, K. “Extending the Ethical Boundaries of Stem Cell Research.”Trends in

Molecular Medicine. 7 (2001): 5-6. Print.
Not all annotations have to be the same length. For example, this source is a
very short scholarly article. It may only take a sentence or two to summarize. Even if
you are using a book, you should only focus on the sections that relate to your topic.
Not all annotated bibliographies assess and reflect; some merely summarize.
That may not be the most helpful for you, but, if this is an assignment, you should
always ask your instructor for specific guidelines.
Wallace, Kelly. “Bush Stands Pat on Stem Cell Policy.”CNN. 13 August 2001. 17
August 2001. Television.
Notice that in this example, I chose a variety of sources: a book, a scholarly
journal, and a web page. Using a variety of sources can help give you a broader
330
picture
331
of what is being said about your topic. You may want to investigate how scholarly
sources are treating this topic differently than more popular sources. But again, if your
assignment is to only use scholarly sources, then you will probably want to avoid
magazines and popular web sites.
Notice that the bibliographic information above is proper MLA format (use
whatever style is appropriate in your field) and the annotations are in paragraph form.
332
ANNOTATED BIBLIOGRAPHY (JOURNALS)
Review Articles
For this bibliography we have chosen to concentrate on review articles because
they provide a broad overview of the topic and discussion of current debates in the
literature. Review articles are also useful for identifying seminal writings and
providing extensive bibliography.
An analysis of the concept of empowerment I C. M. Rodwell. Journal of
AdvancedNursing1996;23(2):305-13.
This paper is an analysis of empowerment and its use in nursing practice,
education, research and health promotion.
Childdevelopmentandlong-termoutcomes:Apopulation healthperspective and
summary of successful interventions I C. Hertzian and M. Weens. SocialScience &
Medicine1996;43(7): 1083-95. Discusses the evidence derived from intervention
studies in the post-neonatal, reschool, and school age periods which suggest that child
development can be modified in ways which improve health and competence in the
long-term.
Community health promotion: Concepts and lessons from contemporary
sociology I O. Nilsen. Health Policy1996;36(2): 167-83. Argues that community
specifics have not been adequately taken into account in planning health promotion
initiatives.
Cultural influences in community participation in health I L. Stone. Social
Science& Medicine1992;35(4):409-17.
This paper traces changes in the way that the role of culture has been analysed
in relation to community health issues and in particular with respect to 'community
participation'.
Determinants of a health-promoting lifestyle: An integrative review I A.F.
Gillis. Journal of Advanced Nursing1993;18(3):345-53. Reviews literature
published between 1983 and 1991 that focused on identifying the determinants of a
health- promoting lifestyle.
Dissemination and utilization of health promotion and disease prevention
knowledge: Theory, research and experience I L.W. Green and J.L. Johnson.
333
Canadian
334
Journal of Public Health. Revue/Canadienne de SantePublique1996;87 Supple 2:S11-
17.
Economic impoverishment as a health risk: Methodologic and conceptual issues I
M.A. Nelson. Advances in Nursing Science 1994; 16(3): 1-12. Argues that a number
of methodologic and conceptual issues have impeded understanding of the
relationship between socioeconomic status and health.
Effective mental health promotion: A literature review I R. Hodgson, T. Abbasi
and J. Clarkson. Health Education Journal 1996; 55(l):55-74.
The effectiveness of community health nursing interventions: A literaturereview
I L.W. Deal. Public Health Nursing 1994; 11(5):315-23.
This article describes services provided by community health nurses
anddocuments the effectiveness of these interventions based on availableliterature.
The evolution, impact and significance of the Healthy Cities/ Healthy
Communities movement I T. Hancock. Journal of Public Health Policy
1993;14(1):5- 18.
Reviews the concept of Healthy Cities, its evolution and current practice,
considers some of the problems in applying the concept, and speculates on its
potential future development.
From preventive health behaviour to health promotion: Advancing a positive
construct of health/ P.A. Kulbok and J.H. Baldwin. Advances in Nursing Science
1992;14(4):50-64.
A review of health promotion research in nursing, focussing on the
conceptualization and measurement of health promotion behaviours.
General strategies for motivating people to change their behaviour I S.
Damrosch. Nursing Clinics of North America 1991;26(4):833-43.
Discusses the cumulative findings of numerous studies of motivation to change
behaviour.
Health promotion and the older population: Expanding our theoretical
horizons I M.S. Caserta. Journal of Community Health 1995;20(3):283-92.
Explores the challenges of gerontological health education to traditional models of
health promotion. Health promotion, community development and the tyranny of
individualism I
335
A. Shiell and P. Hawe. Health Economics 1996;5(3):241-7.
336
The Healthy Cities Project: A challenge for health education I J. Ashton.
Health Education Quarterly 1991; 18(1 ):39-48.
Healthy Cities: Toward worldwide health promotion I B.C. Flynn. Annual
Review of Public Health 1996;17:299-309.
This review describes the status of Healthy Cities globally and presents case
studies.
Healthy Cities vision—An emerging global awareness and Indian perspective I'
V'.M. Gupta. Indian Journal of Public Health 1995;39(2):50-7.
A holosphere of healthy and sustainable communities I R. Labonte. Australian
Journal of Public Health 1993; 17( 1 ):4-12.
Learning to 'walk our talk': The implications of sociological theory for
research methodologies in health promotion I B.D. Poland. CanadianJournal of
Public Health. Revue Canadienne de SantePublique1992; 83 Suppl 1:S31-46.
A discussion of the implications of recent shifts in health promotion research
for methodology.
New health promotion movement: A critical examination I A. Robertson and
M. Minkler. Health Education Quarterly 1994;21(3):295-312. This paper explores
the meanings of the ideas of the new health promotion movement and explores
implications for practice.
Nursing and health promotion: Conceptual concerns I F.G. Delaney. Journal
of Advanced Nursing 1994;20(5):828-35.
This essay considers the contribution of nursing to health promotion and the
usage of concepts of health promotion in nursing literature.
Older adults' experience of health promotion: A theory for nursing practice I
M. Frenn. Public Health Nursing 1996;13(1):65-71.
An outcomes approach to population health at the local level in NSW:
Practical problems and potential solutions I C. Rissel, J. Ward and P.
Sainsbury.AustralianHealth Review 1996; 19(2):23-39. Describes how the Central
Sydney Area Health Service has established a Needs Assessment & Health Outcomes
Unit to help improve health outcomes. Issues in working with population health
outcomes at the local level are discussed.
337
Powerlessness, empowerment, and health: Implications for health promotion
programs I N. Wallerstein. American Journal of Health Promotion 1992;6(3): 197-
205.
Reviews the health and social science research on the role of powerlessness as
a risk factor for disease, and the role of empowerment as a health-enhancing strategy.
Program evaluation within a health promotion framework I J.C. Thompson.
Canadian Journal of Public Health/ Revue Canadienne de SantePublique1992;83
Suppl 1:S67-71.
Realities of Health For All by the year 2000 I T. Rathwell. Social Science &
Medicine 1992;35(4):541-7.
Reviews the progress of Member States towards the Regional Health For All
goal.
Research in dental health education and health promotion: A review of the
literature. I L.F. Brown. Health Education Quarterly 1994;21(1):83-102.
Strategies for maintenance of health-promoting behaviours I A.R. Redland and
A.K. Stuifbergen. Nursing Clinics of North America 1993;28(2):427-42.
Strengthening individual and community capacity to prevent disease and
promote health: In search of relevant theories and principles I N. Freudenberg, E. Eng,
B. Flay, G. Parcel, T. Rogers, and N. Wallerstein. Health Education Quarterly
1995;22(3):290-306.
A discussion of the relationship between theory and practice and its effect on the current
research agenda in health promotion.
Towards a research strategy to support public health programs forbehaviour
change I S. Redman. Australian & New Zealand Journal of Public Health
1996;20(4):352-8.An analysis of research published by the Australian Journal of
Public Health and its utility for practitioners in building effective programs
ANNOTATED BIBLIOGRAPHY (ARTICLES)
338
Advances in public health communication I E. Maibach& D.R. Holtgrave.
Annual Review of Public Health 1995;16:219-238.
Outlines the use of communication techniques and technologies to influence
individuals, populations and organizations for the purpose of promoting conditions
conducive to human and environmental health. Social marketing, risk communication,
behavioural decision theory, entertainment education, media advocacy and interactive
decision support systems are discussed.
Canadian Conference on Dissemination Research: Strengthening health
promotion and disease prevention. Canadian Journal of Public Health
1996;87(suppl. 2).
Delivering the goods, showing our stuff: The case for a constructivist paradigm
for health promotion research and practice I R. Labonte and A. Robertson. Health
Education Quarterly 1996;23(4):431-47. This article argues that there has been a
tendency to empower the “conventional” positivist paradigm in health promotion
research, often at the expense of confounding or ignoring much of health promotion
practice. This article argues further that a “constructivist” research paradigm not only
has the potential to resolve some of the tensions between research and practicein
health promotion but also is inclusive of knowledge generated by the conventional
paradigm. The usefulness of a constructivist paradigm is demonstrated through the use
of four practice-based case examples drawn from actual community-based health
promotion efforts. The congruence of a constructivist paradigm with the health
promotion principles of empowerment and community participation are discussed.
Finally, this article argues for the acceptance of the legitimacy of knowledge
generated from the constructivist paradigm and concludes that this paradigm is more
suited to the goals of current health promotion.
The effects of socio-economic status on exercise and smoking: Age-related
differences I Andrew V. Wister. Journal of Aging and Health, 1996;8(4):467-488.
Logistic regression analyses are performed on the 1990 Canadian Health
Promotion Survey to test whether: a) socio-economic status is associated with risky
lifestyle behaviours; and b) the effect of socio-economic status is greater for younger
and middle-aged groups than for older age groups. The results indicate that socio-
economic
339
status affects health behaviours in relatively important ways, but this depends on the
measure (education, income, work status), the specific behaviour, and the age group.
Health outcomes and health promotion: Defining success in health promotion I
D. Nutbeam.Health Promotion Journal of Australia1996;6(2):58-60.
Health-promoting schools. Special Issue of World Health 1996; (July-
August): 3 lp.(English, French and Spanish)
This issue covers 23 articles advocating for increased investments in school
health promotion and for diffusing the concept of Health-Promoting Schools on a
global scale.
Intentions and changes in exercise behaviour: A life-style perspective I Jean Q.
Lock and Andrew V. Wister. Health Promotion International 1992;7(3):195-208.
This article analyzes intentions and reported improvement in exercise
behaviour using a set of explanatory variables for the purpose of comparing several
theoretical approaches: the social psychological approach; the materialist framework;
and the lifestyle/life-cycle perspectives.
Population health and health promotion: What do they have to say to each other?
Ron Labonte. Canadian Journal of Public Health 1995;86(3):165-68.
The author asserts that much of what is claimed in the name of population
health supports the concerns of health promotion. However he also argues that there
are some assumptions that may be at odds with those in health promotion and that
these assumptions should be debated. These concerns include population health's
emphasis on epidemiological methods, its economic conservativism and its silence on
ecological questions of overall economic scale. Labonte's discussion outlines how
population health differs from health promotion in its underlying philosophy of
approach.
Proceedings of the first International Seminar on National Health Promoting
Policies, Strategies, and Structures held in Paris from Nov. 21 -23, 1994.
International Journal of Health Promotion and Education1995;2(2/3).
The relationship between self-help group participation and other health
behaviours among older adults I Andrew V. Wister. Canadian Journal of
Community Mental Health 1995;14(2):23-38. (English with French abstract).
340
This paper provides an exploratory analysis of the relationship between
participation in self-help groups and other informal and formal strategies by which
individuals cope with stressful life events during later life.
Strengthening individual and community capacity to prevent disease and
promote health: In search of relevant theories and principles I N. Freudenberg, E.
Eng,
B.R. Flay, G. Parcel, T. Rogers, N. Wallerstein. Health Education Quarterly
1995;22(3):290-306.
The dominant theoretical models used in health education today are based in
social psychology. While these theories have increasingly acknowledged the role of
larger social and cultural influences in health behaviour, they have many limitations.
Theories seek to explain the causes of health problems, whereas principles of practice,
which are derived from practical experience, assist intervenors to achieve their
objectives. By elucidating the relationships between theory and practice principles, it
may be possible to develop more coherent and effective interventions. The key
research agenda for health education is to link theories at different levels of analysis
and to create theory-driven models that can be used to plan more effective
interventions in the complex environments in which health educators work.
The World Health Organization Quality of Life Assessment (WHOQOL):
Position paper from the World Health Organization. The WHOQOL Group. Social
Science and Medicine 1995; 41(10): 1403-1409.
This paper describes the World Health Organization's project to develop a
quality of life instrument (the WHOQOL). It outlines the reasons that the project was
undertaken, the thinking that underlies the project, the method that has been followed
in its development and the current status of the project. The WHOQOL assesses
individuals' perception of their position in life in the context of the culture and value
systems in which the live and in relation to their goals, expectations, standards and
concerns. It has been developed collaboratively in several culturally diverse centres
over four years. Piloting of the WHOQOL on some 4500 respondents in 15 culturally
diverse settings has been completed. On the basis of this data the revised WHOQOL
Field Trial Form has been finalized, and field testing is currently in progress. The
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WHOQOL produces a multi-dimensional profile of scores across six domains and 24
sub-domains of quality of life.
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EVALUATION TOOLS

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PREPERATION
OF
QUESTION PAPER BLUE PRINT

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BLUE PRINT
DEFINITION
A blueprint of examination also known as the test specification provides examination strategy
of an institution at a glance.
“a blueprint also identifies the % weighting of cognitive dimensions as the level of
competence tested in each knowledge domain.
PURPOSE OF BLUEPRINTS
The purpose of constructing examination using a blueprint is to provide a conceptual map of
examination format and the content area represented in assessment .blueprint of
examination is the widely used assessment tool that provides list of information about:
1. Type of measurement tools and proportion of each question format in assessment shown
in respectiveweighting column.
2. Topics and the levels of training for each topic and the relevant learning objectives.
3. Topics and relative weighting given to each topic in content area.
4. Competencies as undimesional cognitive process tested in knowledge and skills domains
of Bloom’s taxonomy of educational objective and Miller’s pyramid of competence
learning respectively
FINAL YEAR BSC (NURSING) DEGREE EXAMINATION (Aug /Sep)
Gynaecological Nsg and Midwifery
SECTION A
Long Essays ( Answer and Two):---2 x 10= 20 marks
1) Discuss the current trend in MCH programme in India and explain the role of nurse in
MCH programme.
2) Defined Placenta, how it develop and its type. List out the abnormalities and functions
of placenta.
3) A 24yrs old Primi mother with 36 weeks of gestation came to the maternity clinic.
She has a complaint of back pain and sleep lost due to her pregnancy. Which areas
you will focus more while doing assessment and what health education you will give
to her.
SECTION B
Short Essays ( answer any eight) :---8 x 5=40marks.
1) Breast care
2) Ante natal exercises
3) Episiotomy and care
4) Infertility
5) Breast care
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6) Newborn appraisal
7) Displacement of uterus
8) Ectopic pregnancy
9) Prolong labour
10) Explain in detail what are all the articles come under midwifery kit.
SECTION C
Short answers :---10 x 2=20 marks
1) Perineal care
2) Nursing care of patients with menstrual irregularities
3) Vaginal examination
4) VVF
5) Drugs used in obstetrics.
6) Breast feeding techniques
7) List out the complications of third stage of labour.
8) List out the causes of ectopic pregnancy.
9) Amniocentesis
10) Non stress Test.
BLUE PRINT FOR COGNITIVE DOMAIN:
Domains Total number Percentage
Knowledge 8 36%
Skill 7 31.8%
Comprehensive 3 13.6%
Understanding 2 9%
Application. 2 9%
BLUE PRINT FOR KNOWLEDGE QUESTIONNAIRE:
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SL.NO UNIT DOMAINS QUESTION NOS.
1. Unit – I Knowledge (A) 1
(A) 2
2. Unit – Iv Comprehensive
(A)3,
(B) 1,2.
3. Unit—V Application
Skills
(B) 3
(B)3
4. Unit – VI Knowledge
Skills
(C)3
(C)5
5. Unit – VII Skills
skills
(B) 6
6. Unit – VIII Skills (C) 1

(B) 6
7. Unit – XXI knowledge (B)7

Comprehensive
Knowledge (C)
8. Unit – X Understanding (C)7
(B)8
9. Unit – XII knowledge

Knowledge (B)9
10. Unit – XV Knowledge (C) 5

(B)10
11. Unit – XVI Comprehensive

Understanding (C) 2
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(D)
(C) 4
12. Unit –XVII Application
(C) 9
13. Unit – XVIII Knowledge
(C) 10
14. Unit – XXVI Skills

Skills
QUESTION PAPER PREPARATION

DEFINITION:
“ An item bank is defined as an organized collection pf items that can be assessed for test
development” - RUDNER
“ An item bank or question bank is a collection of test items organized, classified and
catalogues the order to facilitate the construction of a variety of achievement and other types
of mental test.”- B.H. Choppin
PURPOSE:
* To improve the teaching learning process.
* Through instructional efforts the student growth will be obtained
* To improve evaluation process
*A pool of test items can be used for formative and summative evaluation of the student’s
performance
CONSTRUCTION OF QUESTION PAPER
OBJECTIVES;
1. To understand the effectiveness of teaching learning
2. To check the level of understanding of students.
3. To award judicious grades to students in various competencies.
PREPARATORY ACTIVITIES
1. The syllabus is completed
2. Some quality revision is carried out
3. Discuss the pattern of question paper and weight age allotted to each
competency especially in classes 4&5
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PARALLEL TEACHERS;
* The parallel teachers must be consulted before setting the paper for ascertaining the
lesson and the areas of testing.
* All the best items should be shown to the parallel teachers and not just the type of
question paper.
PLANNING FOR THE QUESTION PAPER
A lesson wise blueprint should be prepared and submitted along with the question paper to
avoid repetition of question and testing of all areas.
TYPOGRAPHY DETAILS;
1. Use only one font throughout - Arial
2. Font size- 14
3. In case of Hindi, use Guruma
4. Use only 1.5 /double spacing
5. Leave sufficient space for answers / diagrams etc
6. There should be no spelling mistakes in the Question paper.7. the pictures in the
question paper should have well - defined outlines.
FORMAT- heading of the question paper
SAI SCHOOL OF NURSING
5th monthly tests 2016-2017
CLASS:
Subject: date:
1. A.b.
2. A.b.
NOTE: question should be organized under competency heads/ or sections clearly
QUALITY & LENGTH OF THE QUESTION PAPER
1. Keep the time in mind while setting question paper
2. Set the paper in such a way that the average students can attempts the paper effortlessly.
3. Paper should neither be too difficult nor too easy for the students to answer.
4. Most question could be open ended and a variety of answers to utilize their competence rather than
their content knowledge
5. Marks allotted for each question should not be shown in the question paper

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ASSIGNMENT
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OBJECTIVE TYPE TEST

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OBJECTIVE TYPE TESTS
INTRODUCTION
When questions are formed with references to the objectives of instructions, the test
becomes objective centered or objective based. This type of test may contain essay type and
objective test items. To overcome some of the evil effects of essay type test, objective type
test seem to be very useful. Most of the modern educationalists lay much stress on objective
type tests to supplement the essay type it may not be objective centered if it is not planned
with reference to the objectives of instruction.
DEFINITION
Objective test items are items that can be objectively scored items on which persons
select a response from a list of options.
“W WIERSMA and G JURS, 1990”
ADVANTAGES OF OBJECTIVE TYPE TEST
 It can be scored objectively and easily. The scoring will not vary from time to time or
from examiner to examiner. The mood of the examiner in no way affects scoring.
 In this type, more extensive and representative sampling can be obtained. This
reduces the role of luck and cramming of expected question. They can be made to
cover more materials than traditional type.
 It possesses economy of time. It also saves a lot of time of the scorer.
 Students like them very much, because there is no question as to the accuracy of
marks they receive and there is no choice of bias or favoritism by teacher.
 It eliminates extraneous (irrelevant) factors such as speed of writing, fluency of
expression, literacy style, good hand writing neatness, etc.
 They discourage cramming and encourage thinking observation and scrutiny.
 It creates an incentive for pupils to building a broad base of knowledge, skills and
abilities.
 It measures the higher mental processes of understanding, application, analysis,
prediction and interpretation.
DISADVANTAGES OF OBJECTIVE TYPE TESTS

 Objectives like ability to organize matter, ability to present matter logically and in a
coherent fashion, etc. cannot be evaluated.
 Guessing is possible.
 The construction of adequate objective type test items is difficult. It requires special
abilities and is time consuming.
 Printing cost is considerably greater than that of an essay type test. Use of this type
test is very expensive.
CLASSIFICATION OF OBJECTIVE TYPE TESTS
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1. Supply type or recall type:
 Short answer
 Completion
 Association
2. Selection type or recognition type:
 Alternate response test
 Matching
 Multiple choices
3. Context-dependent type:
 Pictorial form
 Interpretative
SHORT ANSWER TYPE ITEMS
The 3 common varieties of the short answer form are:-
 The question variety: here the item is presented as direct question. e.g. who is the
founder of modern nursing.
 The completion variety: here an incomplete statement is used. E.g.
sphygmomanometer is used to measure blood pressure.
 The association variety: here a few items are given outside the bracket. Students are
expected to write the exactly related response in the bracket. e.g. write the name of the
common instrument which measures the following temperature (…..), Blood pressure
(…..)
ALTERNATE-RESPONSE TYPE TESTS
An alternate response test item consist of a declarative statement that pupils is asked
to mark true or false, right or wrong, correct or incorrect, yes or no, fact or opinion, agree or
disagree and the like.
- The test items in this classification ask the students to match one meaning of a fact,
idea, concept, convention, or definition, with the one presented to him/her.
- The student is asked to accept or reject the statement given to them.
- This form of test item is used most often in relation to the recall level of cognition.
MULTIPLE CHOICE TYPE TEST ITEMS
A multiple choice item consists of a problem and a list of suggested solutions. The
problem may be stated as a direct question or an incomplete statement and is called the stem
of the item. The test of suggested solution may include words, number, phrases or symbols
and
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are called alternatives (also called choices or options). The student is typically requested to
read the stem and the list of alternatives and to select the one correct/best alternative.
A multiple choice item has 2 parts:

1. STEM: consisting of direct question or an incomplete statement, this is answered or
completed by one of the alternatives.
2. OPTIONS OR RESPONSES: There will be two or more alternatives consisting of

answers to questions or completion of the statement. In which there are ‘distracters’
and ‘key’. All incorrect and less appropriate alternatives are called as “distracters” or
foils. And the student task is to select the correct or best alternatives forms all options,
the correct or best alternatives called as ‘key’.
MATCHING TYPE TEST ITEMS
These items require students to match information in 2 columns. Items of left

hand column are called premises and those in the right hand column are called
responses. Students are required to locate the correct response for each premise.
CONCLUSION
To overcome some of the evil effects of essay type test, objective type test seems to
be very useful. Objective test items require students to work or select a correct or best
answer.
Objective type items are mainly divided into short answer type tests, alternate-
response type tests, multiple recognition choice and matching type test. Each of these has got
their own advantages and disadvantages.

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ASSIGNMENT
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ESSAY TYPE TEST

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ESSAY TYPE TESTS

INTRODUCTION
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Essay test is one of the oldest types of tests and have a long history that dates back to
more than four thousand years. Essay tests emphasize recall rather than recognition of the
correct alternative. Essay tests may require relatively brief responses or extended responses.
They have been used so widely that it is assumed that everybody understands their meaning.
USES OF ESSAY QUESTIONS
The distinctive feature of essay questions is the freedom of response.Students are free
to select, relate and present ideas in their own words.Although this freedom enhances the
value of essay questions it is a measure of factual knowledge. For most purposes, knowledge
of factual information can be more efficiently measured by some type of objective item. They
should be primarily used to measure those learning outcomes concerned with the abilities to
select, organize, integrate relate and evaluate ideas that require the freedom of response and
originality provided by essay question.
Essay questions allow varying degree of freedom of response. At one extreme, the
response is almost as restricted as that in the short-answer objective item, in which a sentence
or two may be all that is required. At the other extreme, the students are given almost
complete freedom in making their responses and their answers may require several pages.
And the variations in freedom of response tend to fall along a continuum between theses
extremes.
TYPES
Essay questions can be conveniently classified into two types:-
 The restricted response type
 The extended response type.
Restricted Response Questions
The restricted response question usually limits both the content and the response. The
content is usually restricted by the topic to be discussed. Limitations on the form of response
are generally indicated in the question.
Example
 State the main differences between Kwashiorkar and Marasmus.
 How good nutrition prevents pressure sore?
Because the restricted response question is more structured, it is most useful for
measuring learning outcomes requiring the interpretation and application of data in a specific
area. Unfortunately, the same restrictions make them less valuable as a measure of those
learning outcomes emphasizing integration, organization and originality.
Extended Response Questions
The extended response question allows pupils to select any factual information that
they think is pertinent, to organize the answer in accordance with their best judgment and to
integrate and evaluate ideas as they deem to appropriate. This freedom enables them to
demonstrate their ability to select, organize, integrate and evaluate ideas. On the other hand,
this same freedom makes the extended response question inefficient for measuring more
specific learning outcomes and introduces scoring difficulties that severely restrict its use
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as a measuring
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instrument.
ADVANTAGES OF ESSAY TYPE QUESTIONS
 The main advantage of the essay question is that it measures complex learning
outcomes that cannot be measured by other means.
 It emphasizes on the integration and application of thinking and problem solving skills.
 Because the students must present their answers in their own handwriting, the essay
test is often regarded as a device for improving writing skills.
 Another commonly cited advantage of the essay questions is its ease of construction.
LIMITATIONS
 The most serious limitation of the essay question is the unreliability of the scoring.
 Another limitation of essay questions is the amount of time required for scoring the
answers.
 Another shortcoming of essay questions is the limited sampling they provide. Only
few questions can be included in a given test so that some areas are measured
thoroughly, but others are neglected.
TIPS FOR CONSTRUCTING ESSAY TYPE QUESTIONS
i. Restrict the use of essay questions to those learning outcomes that cannot be
satisfactorily measured by objective items.
ii. Formulate questions that will call forth the behavior specified in the learning outcomes.
iii. Phrase each question so that the student’s task is clearly indicated.
iv. The expected length of the answer of each question should be indicated on the test form.
v. While preparing questions, it should be kept in mind that the maximumsubject matter
content is covered.
vi. The question should clearly indicate the significance of each part so that students may
determine the time to be devoted to each part. This can be done by dividing
thequestion into component parts and offering marks according to the significance.
vii. Avoid the use of optional questions.
SCORING ESSAY QUESTIONS

1. Prepare an outline of the expected answer in advance:
This should contain the major points to be included, the characteristics of the
answer to be evaluated and the amount of marks to be allotted to each preparing a
scoring key provides a common basis for evaluating the students’ answers and keeps
the standard stable throughout the scoring.
2. Use the scoring method that is most appropriate:

There are two common methods of scoring essay questions.One is called the
point method and the other the rating method. With the point method, each answer is
compared with the ideal answer in the scoring key and a given number of points are
assigned according to the adequacy of the answer. With the rating method, each paper
is placed in one of a number of piles as the answer is read.These piles might be used
ranging in value from eight points to none. Usually between five and ten categories
are
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used with the rating method. Restricted response questions can generally be
satisfactorily scored by the point method. The extended response question, however,
usually requires the rating method.
3. Decide how to handle factors that are irrelevant to the learning outcomes
beingmeasured:
Several factors influence our evolutions of answers to essay questions that are
not directly pertinent to the purposes of measurement. Prominent among these are
legibility of handwriting, spelling, sentence structure, punctuation and neatness. We
should make an effort to keep such factors from influencing our judgment when
evaluating the content of the answers. In some instances, such factors may, of course,
be evaluated for their own sake. When this is done, we should obtain a separate score
for written expression or for each of the specific factors. As far as possible, however,
we should not let such factors contaminate the extent to which our test scores reflect
the achievement of other learning outcomes. Another decision concerns the presence
of irrelevant factors is to decide in advance approximately how much the score on
each question is to be lowered when the inclusion of irrelevant material is excessive.
4. Evaluate all answers to one question before going to the next one:
One factor that contributes to unreliable scoring of essay questions is a
shifting of standards from one paper to the next. A paper with average answers may
appear to be of much higher quality when it follows a failing paper than when it
follows one with near perfect answers. One way to minimize this is to score all
answers to the first question, shuffle the papers, then score all answers to the second
question and so on, until all of the answers have been scored. A more uniform
standard can bemaintained with this procedure, because it is easier to remember the
basis for judging each answer and answers of various degrees of correctness can be
more easily compared.
Evaluating all answers to one question at a time helps counteract another type
of error that creeps into the scoring of essay questions. When we evaluate all of the
answers on a single paper at one time, the first few answers create a general
impression of the student’s achievement that influence our judgment concerning the
remaining answers.Thus, if the first answers are of high quality, we tend to overrate
the following answers; whereas if they are of low quality, we tend to underrate them.
This “halo effect” is less likely when the answers for a given student are not evaluated
in continuous sequence.
5. Evaluate the answers without looking at the student’s name:

The general impression we form about each student during our teaching is also
a source of bias in evaluation essay questions. When possible, the identity of the
students should be concealed until all answers are scored.
6. If especially important decisions are to be based on the results, obtain two or

moreindependent ratings:
Sometimes essay questions are included in tests used to select students for
awards, scholarships, special train and the like. In such cases, two or more competent
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persons should score the papers independently and their ratings should be
compared.After any large differences have been satisfactorily arbitrated the
independent ratings may be averaged for more reliable results.
CONCLUSION
Essay type evaluation provides an opportunity to demonstrate knowledge and ability
to organize ideas and express them effectively. It encourages the students to concentrate on
larger units of subject matter with special emphasis on the ability of the student to organize,
integrate and express ideas effectively.

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PREPERATION OF CLINICAL
EVALUATION TOOLS IN THE
FORM OF

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ASSIGNMENT
ON
RATING SCALE

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RATING SCALES
A rating scale is a method by which we systematize the expression of opinion
concerning a trait. The ratings are done by parents, teachers, a board of interviewers and
judges and by the self as well. The rating scale given an idea of the personality of an
individual.
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ADVANTAGES OF RATING SCALES
 Rating scale is standard tool for recording qualitative and quantitative judgments
about observed performance.
 They measured specified outcomes or objectives of education deemed to be
significant or important to teacher.
 They evaluate procedures such as playing an instrument, operating an equipment or
machine, demonstrating the nursing procedures.
 They evaluate products such as typed letter, responses of demonstration, sample of
diagram, charts etc.
 They help teachers to rate their students periodically on various characteristics such as
punctuality, honesty, enthusiasm, cheerfulness, co-cooperativeness and other personal
traits.
 They can used by a student to rate him.
 They tend to be adaptable and flexible.
 They can use with a large number of students.
 They can help to reduce the subjectivity and unreliability that are usually associated
with observations method.
DISADVANTAGES OF RATING SCALE.

Rating scales have certain limitations that must be considered when a practice
evaluator is determining their use within the program.
 Since the scales are standardized procedures the item(behavior) listed may or may not
be consistent with stated objectives for a particular course or learning experience.
 There is a lack of uniformity with which terms are interpreted by the evaluator.
 There are several common sources of errors in rating scales. All of these sources
affect the validity of a rating, they are
1. Ambiguity.
2. Attitude of the rater.
3. Personality of the rater; Halo effect; personal bias; logical errors
4. Opportunity for adequate
observation. TYPES OF RATING
SCALES.
Numerical rating scale:- This is one of the simplest types of the rating scales. The
rater simply marks a number that indicates the extent to which a characteristics of the
trait is present. The trait presented is a statement to each trait that is rated. Typically
common key is used throughout, the key providing verbal description.
Direction ;- encircles the appropriate number showing the extent to which the pupil
exhibits his skill in questioning.
5- outstanding, 4- above average., 3- average, 2- below average, 1- unsatisfactory.
Skill
I. Questions were specific 12345
II. Questions were relevant to topic discussed. 12345
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III. Questions were grammatically correct 12345
Graphic rating scale;- the rater indicate the performer’s standing in respect to each
trail by placing a check mark at an appropriate point along the line. Here degree of
each characteristics is arranged so that the rater can make a time distinctions as he
wishes to make.
Eg;Graphic rating scale ;-
a) Were the illustrations used interesting ?
1 2 3 4 5
Too little little adequate much too much
b) How attentive were you in the class?
1 2 3 4 5
Very attentive inattentive - attentive very attentive.
Descriptive graphic rating scale - It provides for each trait a list of descriptive form which
the rater selects the one most applicable to the person on the item being rated. The description
also helps to clarify and further define a particular dimension.
Ranking -; in the ranking procedure the rater, instead of assigning a numerical value of each
student with regard to a characteristic, ranks a given set of individuals from high to low on
the characteristics is rated. To ensure that the pupils are validly ranked the ranks from both
extremes towards middle. This simplifies the task of a teacher. The ranking procedures
become very cumbersome when a large number of students or characteristics per student are
to be ranked.
DEVELOPING RATING SCALE FOR PERFORMANCE EVALUATION.
Steps in developing a rating scale for performance evaluation;
 Identify the course objectives.
 List the specific objectives.
 Enumerate the terminal/behavioral objectives.
 Describe the rating in qualitative and quantitative terms .
 Summarize the ratings by adding the scores.
 In order to place the student in different categories calculate total score.

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ASSIGNMENT
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CHECK LIST

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CHECKLIST
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Check list is a prepared list of statement selecting to behaviors traits, performance is some
area or practical work or a product of some performance life an art work. A list of statement
is made which are important in evaluation aspect of behaviors and checked to indicate
presence or absence of particular quality.
Check list consist of listing of steps, activities or behaviors with the observers records when
an incident occurs. Check list can be systematic organized. They are used in evaluating
procedures products and aspects of personal social development, where an simple “present
absent’’ judgment.The check list enables the observer to note only whether or not trial or
characteristics in present. The observed action can be systematic, organized, step by step
procedures like doing laboratory procedures. It does not permit the observer to rates the
quality of a particular behavior or its frequency of occurrence or extract the particular
characteristics’ present.
UTILIZATION OF CHECK LIST.
While using checklists, evaluator should keep in mind the following.
 Use checklist only when you are interested in ascertaining whether a particular trait or
characteristic is present or absent.
 Use only carefully prepared check list for more complex kind of trait.
 Clearly specify the traits or characteristics of behavior, to be observed.
 Observe only one student at a time and confine your observation to the paints
specified in the check list.
 Check list the observers must be trained how to observe, what to observe and how to
recordthe observed behavior.
OBSERVATIONALCHECKLIST FOR EVALUATION OF STUDENT’S

PERFORMANCE DURINGI.V INFUSION ADMINISTRTION.
Name of the student; Date & time.
Year. Subject;
SI.NO BEHAVIOURS YES NO
1 Prepares patient psychologically and physically

a) Explains the procedure to the patient.
b) Review the physicians order for type and amount of I.V fluid
, rate of fluid administration and purpose of infusion.
c) Provides comfortable positions, and privacy if necessary.
d) Wash hands.
Organize equipments in the following way;
 Open sterile packets using aseptic techniques.

2.  Check the solution for color, clarity, and expiry date.
 Check bag for leak.
 Open infusion set, maintain sterility of both ends of tubing.
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 Place roller clamps about 2-5 cm below drip chamber and
move roller clamp to off position.
 Insert the canula into the bottle through the bottle cap after
cleaning with sprit swab.
 Hang the bottle on the IV stand.
 Removes the IV needle from the tubing’s allow the fluid to
run through the tubing to the kidney tray.
 Check the entire length of tubing to ensure that all air
bubbles are removed and keep it ready for fluid
administrations.
 Select the vein.
 Place a small mackintosh under selected IV site
 Apply tourniquet 4-6 inches above the proposed insertion site.
 Wash and dry hands.
 Clean the site with spirit swab using firm, circular
motion(middle to outward.)from touching the cleansed site.
 Insert the needle into the vein and remove the tourniquet.
 Look for blood return, quickly connect the needle adapter to
administration set.
 Release the roller clamp slowly to begin infusion at the rate
to maintain the patency of IV line.
 Tape or secure catheter or needle to the tubing with adhesive
plaster on the hug of the needle.
 Adjust the infusion to the desired rate,
 Removethe articles & replace it.
 Record the procedure.
Remarks
Signature of the clinical instructor :-
Signature of the student:-

366
ASSIGNMENT
ON
ATTITUDE SCALE

SCIENCE
SUBMITTED ON:
ATTITUDE SCALE
367
Attitude
In psychology, a mental position with regard to a fact or state. Attitudes reflect a tendency to
classify objects and events and to react to them with some consistency. Attitudes are not
directly observable but rather are inferred from the objective, evaluative responses a person
makes. Thus, investigators depend heavily on behavioral indicators of attitudes — what
people say, how they respond to questionnaires, or such physiological signs as changes in
heart rate. Attitude research is employed by social psychologists, advertising professionals,
and political scientists, among others. Public-opinion researchers often attempt to distinguish
attitudes from related concepts such as values, opinions, and knowledge.
CHARACTERISTICS-
* Attitudes are learnt
* Attitudes have referents
*Attitudes are social learning
*Attitudes are effective
*Attitudes vary in intensity
*Attitudes have a time dimension
*Attitudes are evolutions
Attitude Scales - Presentation Transcript

1. Types of Attitude Scales :
o Single item Scale
o Multi-item Scales
 Single item scales are those with which only one item is measured. The following are
the important single item scales:
1. Itemized Category Scales:

Are those in which respondents have to select an answer from a limited number of
ordered categories.
o Eg. A hotel customer is asked to indicate the level of satisfaction for the
service providedHighly Considerably Reasonably Unsatisfied
HighlySatisfied
2. Rank Order Scales : They are comparative scales where respondents were asked to rate an
item in comparison with another item or a group of items on a common criterion.
Example: Rank order scale for analysing Motor Cycles Rank the brands with 1 being the
brand that best meets the characteristics , 7 being the worst of the characteristics Brand
Affordable Cost High Mileage Stylish Great Pick up Hero Honda TVS Bajaj
3. Comparative Scales : The Researcher provides a point of comparison for respondents to

provide answers. Therefore, all respondents will have a uniform point of comparison for
selecting answers. Example: Respondent is asked to rate the sweet shop ‘X’ in
comparison to sweet shop ‘Y’ in Kochi: Excellent Very Good Good Both are same Poor
Very poor
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4. Multi-item Scales : These are applied when it is difficult to measure people’s attitude
based on only one attribute. Eg. Ask a person whether he/she is satisfied with Indian
Railway. ‘ Overall I am satisfied’. ‘But there are many factors with which I am
dissatisfied.’ In such cases it is impossible to capture the complete picture with one
overall question.
5. Semantic Differential Scale :It is used to describe a set of beliefs that underline a
person’s attitude towards an object.This scale is based on the principle that
individuals think dichotomously or in terms of polar opposites such as reliable-
unreliable, modern- old fashioned etc.
Eg. Comparing four brands of car :
Mitsubishi(L) ; Hyundai(E) ; Skoda(O) ; Honda
o Fast--------------------Slow
o Large--------------------Small
o Plain--------------------Stylish
o In Out
o Expensive--------------------Expensive
1. Staple Scales : It is an attitude measure that places a single adjective or an attitude

describing an object in the centre of an even number of numerical values. Generally it is
constructed on a scale of 10 ranging from -5 to +5, without a neutral point ( zero ). It is
similar to Semantic Scale, except for it is single polar. This scale is useful for the
Researchers to understand the positive and negative intensity of attitudes of respondents.
2. Staple Scale Example - Measuring the attitude of Flight Passengers: +5 +5 +5 +4 +4 +4 +3

+3 +3 +2 +2 +2 +1 +1 +1 Friendly Cabin Comfortable Accurate Timings Crew Interiors -
1 -1 -1 -2 -2 -2 -3 -3 -3 -4 -4 -4 -5 -5 -5
3. 3) LikertScale : This scale consists of a series of statements where the respondent

provides answers in the form of agreement or disagreement. The respondent selects a
numerical score for each statement to indicate the degree of agreement or otherwise. Each
such score is finally added up to measure the respondents attitude.
4. Eg. of Likert Scale for evaluating the attitude of customers who have not used Vacuum
cleaner, but who have aware of its existence: Strongly Agree Agree Neutral Disagree
Strongly disagree The Product is costlier 1 2 3 4 5 I don’t find time to use it 1 2 3 4 5
Advt.
is not convincing 1 2 3 4 5 Never use a V C 1 2 3 4 5 I am satisfied with the present way
of cleaning 1 2 3 4 5 Its use is cumbersome 1 2 3 4 5

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ASSIGNMENT ON
OBJECTIVE STUCTURED
CLINICAL EXAM

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SUBMITTED ON:
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OBJECTIVE STUCTURED CLINICAL
EXAMINATION (OSCE)
DEFINITION
OSCE is an assessment tool in which the components of clinical competence such as history
taking, physical examination, simple procedures, interpretation of lab results, patient
management problems, communication, attitude etc. are tested using agreed checklists and
rotating the student round a number of stations some which have observers with check lists.
OSCE DESIGN
An OSCE usually comprises a circuit of short stations, in which each candidate is rated one-
to-one basis with one or two impartial examiners and either real or simulated patients actors.
Each station has a different examiner, as opposed to the traditional method of clinical
examinations where a candidate would be assigned to an examiner for the entire examination.
Candidates rotate through the stations, completing all the stations on their circuit.In this way
all candidates take the same stations. It is considered to be an improvement over traditional
examination methods because the stations can be standardized enabling fairer peer
comparison and complex procedures can be assessed without endangering patients health.
CHARACTERISTICS OF OSCE
As the name suggests , an OSCE is designed to be:
 Objective: All candidates are assessed using exactly the same stations with the same
marking scheme.
 Structured: OSCE is carefully structured to include parts of the elements of the
curriculum as well as a wide range of skills.
 A clinical examination: The OSCE is designed to applied clinical and theoretical
knowledge.
OSCE MARKING
Marking in OSCEs is done by the examiner.Ocassionally written stations are used and these
are marked like written examinations, again usually using a standardized mark sheet. One of
the ways an OSCE is made objective is by having a detailed mark scheme and standard set of
questions.The examiner is usually asked to rate the candidate as excellent/ good/ pass/
borderline/ fail.This is often then used to determine the individual pass mark for each station.
Many centres allocate each station an individual pass mark. The sum of the pass marks of all
the stations determines the overall pass mark for the OSCE. Many centres also impose a
minimum number of stations required to pass which ensures that a consistently poor
performance is not compensated by a good performance on a small number of stations.
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PREPARATION
Preparing for OSCE is very different from preparing for an examination on theory. In AN
OSCE, clinical skills are tested rather than pure theoretical knowledge. It is essential to learn
correct clinical methods and then practice repeatedly until one perfects the methods. Marks
are awarded for each step in the method. It is often very helpful to practice in small groups
with colleagues,setting a typical OSCE scenario and timing it with one person role playing a
patient, one person doing the task and one person either observing and commenting on
technique or even role playing the examiner using a sample marksheet. In many OSCEs the
stations are extended using data interpretations.
OSCE METHODOLOGY
The OSCE examinations consisits of 15-20 stations each of which require about 4-5minutes
of time. All stations should be capable of being completed in the same time. The students are
rotated through all stations and have to move to the next station at the signal. Since the
stations are generally independent students can start at any procedure stations and complete
the cycle. Thus, using 15 stations of 4 minutes each, 15 students can complete the
examination within 1 hour.
Each station is designed to test a component of clinical competence . At some stations called
the procedure stations students are given tasks to perform on the patients. At all such stations
there are observers with agreed check lists to score the student’s performance. At other
stations called “responsive stations”, students respond to questions of the objective type or
interpret data or record their findings of the previous procedure station.
EXAMPLE
Task- Examine the specimen of urine provided for
proteins. Checklist-
1. Does he take a urine sample to 2/3rd level in the test tube?
2. Does he boil upper 1/3rd of the column?
3. Does he add 2% acetic acid drop by drop?
4. Does he compare changes in the top layer with the bottom layer of
urine? FEATURES OF OSCE
In summary, the main features of OSCE is that both the process and the product are tested
giving imporatance to individual competencies. The examination covers a broad range of
clinical skills much wider than a conventional examination. The scoring is objective, since
standards of competence are present and agreed check lists are used for scoring. Where
questions are asked in response stations, these are always objective. Simulations can be used
for acute cases and there is scope for immediate feedback. Patient variability and examiner
variability are eliminated thus increasing the validity of the examination.
ADVANTAGES
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In addition to the above points, OSCE ensures integration of teaching evaluation. Variety
maintains students interest. There is increased faculty-student interaction. OSCE is adaptable
to local needs. A large number of students can be tested within a relatively short time.
LIMITATIONS
There is risk for observer fatigue if the observer has to record the performance of several
candidates on lengthy checklists. All stations must invariably demand only equal time.
Ensuring this, therefore, requires careful observation. Also, it is considered by many that
breaking clinical skills into individual competencies is artificial and not meaningful.

373
ASSIGNMENT
ON
DIFFERENTIAL SCALE

SCIENCE
SUBMITTED ON:
DIFFERENTIAL SCALE
374
INTRODUCTION
The semantic differential (SD) is a technique developed during the 1940s and 1950s by
Charles
E. Osgood to measure the meaning of language quantitatively. Words may have different
meanings to different individuals as a function of their experiences in the world. For
example, "poverty" has been experienced differently by 7-and 70-year-olds, and by the rich
and the homeless. Their expressions of understanding of poverty are modified by these
experiences. The SD captures these different meanings by providing some precision in how
our understanding of words differs.
DEFINITION:The Semantic Differential (SD) measures people's reactions to stimulus
words and concepts in terms of ratings on bipolar scales defined with contrasting adjectives at
each end.
DESCRIPTION
Semantic differential is a type of a rating scale designed to measure the connotative meaning
of objects, events, and concepts. The connotations are used to derive the attitude towards the
given object, event or concept. Osgood's semantic differential was designed to measure the
connotative meaning of concepts. The respondent is asked to choose where his or her position
lies, on a scale between two bipolar adjectives (for example: "Adequate-Inadequate", "Good-
Evil" or "Valuable-Worthless"). Semantic differentials can be used to describe not only
persons, but also the connotative meaning of abstract concepts—a capacity used extensively
in affect control theory. The Semantic Differential (SD) measures people's reactions to
stimulus words and concepts in terms of ratings on bipolar scales defined with contrasting
adjectives at each end.
The typical semantic differential test requires a subject to assess a stimulus word in terms of a
series of descriptive bipolar (e.g., good-bad) scales. The subject is asked to rate the stimulus
between the extreme and opposing adjectives that define the ends of these scales. Typically,
these bipolar scales have 5 or 7 points. The odd number allows the subject to choose a
midpoint or neutral ...
An example of an SD scale is:
Usually, the position marked 0 is labeled "neutral," the 1 positions are labeled "slightly," the
2 positions "quite," and the 3 positions "extremely." A scale like this one measures
directionality of a reaction (e.g., good versus bad) and also intensity (slight through extreme).
Typically, a person is presented with some concept of interest, e.g., Red China, and asked to
rate it on a number of such scales. Ratings are combined in various ways to describe and
analyze the person's feelings.
USE OF ADJECTIVES
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The development of this instrument provides an interesting insight into the border area
between linguistics and psychology. People have been describing each other since they
developed the ability to speak. Most adjectives can also be used as personality descriptors.
The occurrence of thousands of adjectives in English is an attestation of the subtleties in
descriptions of persons and their behavior available to speakers of English. Roget's Thesaurus
is an early attempt to classify most adjectives into categories and was used within this context
to reduce the number of adjectives to manageable subsets, suitable for factor analysis.
EVALUATION, POTENCY, AND ACTIVITY
Osgood and his colleagues performed a factor analysis of large collections of semantic
differential scales and found three recurring attitudes that people use to evaluate words and
phrases: evaluation, potency, and activity. Evaluation loads highest on the adjective pair
'good- bad'. The 'strong-weak' adjective pair defines the potency factor. Adjective pair 'active-
passive' defines the activity factor. These three dimensions of affective meaning were found
to be cross- cultural universals in a study of dozens of cultures.
This factorial structure makes intuitive sense. When our ancestors encountered a person, the
initial perception had to be whether that person represents a danger. Is the person good or
bad? Next, is the person strong or weak? Our reactions to a person markedly differ if
perceived as good and strong, good and weak, bad and weak, or bad and strong.
Subsequently, we might extend our initial classification to include cases of persons who
actively threaten us or represent only a potential, danger, and so on. The evaluation, potency
and activity factors thus encompass a detailed descriptive system of personality. Osgood's
semantic differential measures these three factors. It contains sets of adjective pairs such as
warm-cold, bright-dark, beautiful-ugly, sweet-bitter, fair-unfair, brave-cowardly, meaningful-
meaningless.
The studies of Osgood and his colleagues revealed that the evaluative factor accounted for
most of the variance in scalings, and related this to the idea of attitudes.
METHODOLOGY
A number of basic considerations are involved in SD methodology:
(1) Bipolar adjective scales are a simple, economical means for obtaining data on people's
reactions. With adaptations, such scales can be used with adults or children, persons from all
walks of life, and persons from any culture.
(2) Ratings on bipolar adjective scales tend to be correlated, and three basic dimensions of
response account for most of the co-variation in ratings. The three dimensions, which have
been labeled Evaluation, Potency, and Activity (EPA), have been verified and replicated in an
impressive variety of studies.
(3) Some adjective scales are almost pure measures of the EPA dimensions; for example,
good- bad for Evaluation, powerful-powerless for Potency, and fast-slow for Activity. Using
a few pure scales of this sort, one can obtain, with considerable economy, reliable measures
of a person's overall response to something. Typically, a concept is rated on several pure
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scales
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associated with a single dimension, and the results are averaged to provide a single factor
score for each dimension. Measurements of a concept on the EPA dimensions are referred to
as the concept's profile.
(4) EPA measurements are appropriate when one is interested in affective responses. The
EPA system is notable for being a multi-variate approach to affect measurement. It is also a
generalized approach, applicable to any concept or stimulus, and thus it permits comparisons
of affective reactions on widely disparate things. EPA ratings have been obtained for
hundreds of word concepts, for stories and poems, for social roles and stereotypes, for colors,
sounds, shapes, and for individual persons.
(5) The SD has been used as a measure of attitude in a wide variety of projects. Osgood, et
al., (1957) report exploratory studies in which the SD was used to assess attitude change as a
result of mass media programsand as a result of messages structured in different ways . The
SD has been used by other investigators to study attitude formation , attitudes toward
organizations , attitudes toward jobs and occupations and attitudes toward minorities. The
results in these, and many other studies, support the validity of the SD as a technique for
attitude measurement.
COMPARISON OF LIKERT SCALE WITH SEMANTIC DIFFERENTIAL
Both types of scales can assess attitudes, but have different formats.
Likert (summated rating) scale
Fixed response choices (e.g., agreement or frequency)
Items concern different aspects or descriptions of target
Semantic differential
Fixed target for attitude evaluation
Items are bipolar adjectives that concern target
Example
Objective: Determine attitudes about USF
Likert
1 = Strongly disagree4 = Slightly agree
2 = Moderately disagree5 = Moderately agree
3 = Slightly disagree6 = Strongly agree
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1. USF is an interesting place 123456
2. USF is a good university 123456
3. Going to USF was a mistake on my part 123456
4. I’m glad I’m attending USF 123456
5. USF is a great school 123456
6. The quality of classes at USF is poor 123456
Semantic Differential
The following items refer to: USF
Good Bad
Boring Interesting
Weak Strong
Active Passive
Like Dislike
Large Small

379
ASSIGNMENT
ON
SUMMATED SCALE

SCIENCE
SUBMITTED ON:
Summated Scales
380
Introduction
• The numerical values assigned to the response categories for each question are simply
added to produce a single scale score. The summated scale approach theoretically
works because persons who are very strongly favorable toward some idea, will more
often select positive response categories, while those who have more neutral ideas
will select some positive and some negative categories. Finally, it is assumed that
those persons who are opposed to the concept being measured will respond by
selecting those statements which reflect a negative position.
• The most common form of summated scale is the Likert Scale, developed by Rensis
Likert in 1932. Typically, a number of statements are developed which are thought to
reflect positive and negative attitudes toward some concept
Meaning
ALikertscaleconsists of severaldeclarative items that express a viewpoint on a
topic respondents are asked to indicate the degree to which they agree to which they
agree or disagree with the opinion expressed by the statement.
Definition
• “Summated scale consists of a series of scalded items where each item is scored in
approximately the same way the scale scores are added to derive a total score.”
• Each question is then written with a number of response categories. The most
common type is the 4 point Likert Scale-
(1) strongly agree,

(2) agree,
(3) disagree, and
(4) disagree.
An individual's score would be computed by adding the values assigned to
each of the responses selected for all of items of the scale.
Construction of summated scale
• The researcher gathers a large number of statements which clearly indicate
favorableor unfavorable attitude towards the issue inquestion.
• The responseswill imply various scores. The scores are consistently arranged either
from the highest to the lowest ,or from the lowest to the highest.
• By adding up the different scores of an individual , his total score is

calculated.(summation of different scores for different statements)
• The questionnaire consisting of the five points scale which respect to a statement are
administered to the respondents who indicate their responses.
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COMPARISON OF LIKERT SCALE WITH SEMANTIC DIFFERENTIAL
Both types of scales can assess attitudes, but have different formats.
Likert (summated rating) scale
Fixed response choices (e.g., agreement or frequency)
Items concern different aspects or descriptions of target
Semantic differential
Fixed target for attitude evaluation
Items are bipolar adjectives that concern target
Example
Objective: Determine attitudes about USF
Likert
1 = Strongly disagree4 = Slightly agree
2 = Moderately disagree5 = Moderately agree
3 = Slightly disagree6 = Strongly agree
1. USF is an interesting place 123456
2. USF is a good university 123456
3. Going to USF was a mistake on my part 123456
4. I’m glad I’m attending USF 123456
5. USF is a great school 123456
6. The quality of classes at USF is poor 123456

382
ASSIGNMENT
ON
ANECDOTAL RECORD

SCIENCE
SUBMITTED ON:
ANECDOTAL RECORD.
DEFINITION.
‘’Anecdotal record is a record of some significant item of conduct, a record of an episode in
the life of student, a word picture of the student in action, a word snapshot at the moment of
383
the incident, any narration of event in which may be significant about the personality.’’
-Randall.
Anecdotal record, as the name implies, involves setting down an anecdote concerning some
aspects of student behavior which seems significant to the observer.
CHARECTERISTICS OF ANECDOTAL RECORDS;-

Anecdotal records must possess certain characteristics ‘as given below.-
1) They shouldcontain a factual description of what happened, when it happened, and
under what circumstances the behavior occurred.
2) The interpretations and recommended action should be noted separately from the
description.
3) Each anecdotal record should contain a record of single incident.
4) The incident recorded should considered significant to the students growth and
development.
MERITS OF ANECDOTAL RECORDS;-

 These records help in clinical service practices.
 They provided factual record.
 They stimulate teacher to use the records and contribute to them.
 They record critical incidents of spontaneous behavior in natural selling.
 They provide the teacher with objective description.
 They are very good for young children, who are unable to prepare pencil test.
 They direct the teachers attention to a single student.
 They provide commutative record of growth and development.
 They provide specific and exact description of personality and minimize
generalizations.
 The new members may use these records and acquaint themselves with the student.
DEMERITS OF ANECDOTAL RECORDS;-
 They tend to be less reliable than other observational tools as they lent to be
less formal and systematic.
 They are time consuming to write.
 It is difficult for the observer to maintained objectivity when he/she records
the incident observed.
 When incidents are noted and read out of context, they may lose.(meaning.
 They do not reveal the cause.
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 The observer tends to record only undesirable incidents and neglect a positive
incidents.
FORMAT OF THE ANECDOTAL RECORD.
Name of the school/college :-
Name of the student observed :- Class :- Subject:-

Name of the observer :- Date & place :-
Objective description :-
Comments of the observer :-
Interpretation :-
Recommendations :-
Signature of the observer :-
Signature of the student ;-

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OBSERVE
AND
PRATICE

SCIENCE
SUBMITTED ON:
386
OBSERVE AND PRACTICES
NON STANDARDIZZED TEST
INTRODUCTION: Non standardized tests are those which do not follow the rules of
standardized tests in which their is no uniformity in the students evaluation. There are
different questions for different students or the test items are not standardized.
For example- the practical examination conducted in nursing is non standardized test because
students are evaluated on the different question for each student, student has to demonstrate
different skill so more or less it becomes a chance or luck that which skill you will beasked to
demonstrate in examination.
CHARACTERISTICS;
1. Constructed by test experts or specialist
2. Scoring key is provided
3. It should be fixed
4. Procedure of administration is standardized
5. Test mannual provide norms for te test
OBJECTIVITY
- THE objectivity is a pre requisite of reliability and validity
- the objectivity of a test an be increased by ;
1. using more objective type items e.g. multiple choice question
2. Preparing scoring key
3. Two independent examiners evaluating the test and using the average score of the two as
final score
VALIDITY
The accuracy with which a test measures whatever it is intended / supposed to measures. The
efficiency with which a test measures what it attempts to measures . the accuracy with which
a
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test reliably measures what is relevant . e.g. a test may be valid for specific purpose but not
for general.
1. It is an inclusive term
2. it is a matter of degree
3. Validity is specific
TYPES OF VALIDITY;
1. CONTENT VALIDITY: all major aspects of the content area must be adequately covered
by the test items and in correct positions . a good judgement may ensure content validity.
2. PREDICTIVE VALIDITY: the extent to which a test can predict the the future
performance of the students . the tests which are used for classification and selection
purposes.
3. CONCURRENT VALIDITY: the relationship between scores on measuring tool and

criteria available at the same time in the present situation. To diagnose the existing status of
the individual rather than predicting about his future outcomes.
4. CONSTRUCTIVE VALIDITY: it refers to the extent to which a test reflects and seems
to measures a hypothesized trait.
5. FACE VALIDITY: when one looks at the test he thinks of the extent to which the test
seems logically related to what is being tested . this explains the face validity . the common
sense approach gives , “face validity”
BIBLIOGRAPHY:
Neeraja K.P. , Textbook of nursing education, published by jaypee brothers : New Delhi .p-
508-18 Basvathapa BT, Nursing education , 1st published by - jaypee brothers : New Delhi,p
618-27.

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ASSIGNMENT
ON
INTELLIGENCE TEST

SCIENCE
SUBMITTED ON:
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INTELLIGENCE TEST
INTRODUCTION
The use of intelligence tests has greatly increased in these days. People have started to
realise the importance of the measuring intelligence tests.
DEFINITION
A questionnaire or series of exercises designed to measure intelligence. It is generally
understood that intelligence tests are less a measure of innate ability to learn as of what the
person tested has already learned. There are many types of intelligence tests, and they may
measure learning and/or ability in a wide variety of areas and skills. Scores may be presented
as an IQ (intelligence quotient), a mental age, or on a scale.
PURPOSE
The goal of intelligence tests is to obtain an idea of the person's intellectual potential.
The tests center around a set of stimuli designed to yield a score based on the test maker's
model of what makes up intelligence. Intelligence tests are often given as a part of a battery
of tests.
ADVANTAGES
In general, intelligence tests measure a wide variety of human behaviors better than
any other measure that has been developed. They allow professionals to have a uniform way
of comparing a person's performance with that of other people who are similar in age. These
tests also provide information on cultural and biological differences among people.
Intelligence tests are excellent predictors of academic achievement and provide an

outline of a person's mental strengths and weaknesses. Many times the scores have revealed
talents in many people, which have led to an improvement in their educational opportunities.
Teachers, parents, and psychologists are able to devise individual curricula that matches a
person's level of development and expectations.
DISADVANTAGES
Some researchers argue that intelligence tests have serious shortcomings. For
example, many intelligence tests produce a single intelligence score. This single score is
often inadequate in explaining the multidimensional aspects of intelligence. Another problem
with a single score is the fact that individuals with similar intelligence test scores can vary
greatly in their expression of these talents. It is important to know the person's performance
on the various subtests that make up the overall intelligence test score. Knowing the
performance on these various scales can influence the understanding of a person's abilities
and how these abilities are expressed. For example, two people have identical scores on
intelligence tests. Although both people have the same test score, one person may have
obtained the score because of strong verbal skills while the other may have obtained the score
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because of strong skills in perceiving and organizing various tasks.
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Furthermore, intelligence tests only measure a sample of behaviors or situations in
which intelligent behavior is revealed. For instance, some intelligence tests do not measure a
person's everyday functioning, social knowledge, mechanical skills, and/or creativity. Along
with this, the formats of many intelligence tests do not capture the complexity and immediacy
of real-life situations. Therefore, intelligence tests have been criticized for their limited ability
to predict non-test or nonacademic intellectual abilities. Since intelligence test scores can be
influenced by a variety of different experiences and behaviors, they should not be considered
a perfect indicator of a person’s intellectual potential.
DESCRIPTION
When taking an intelligence test, a person can expect to do a variety of tasks. These
tasks may include having to answer questions that are asked verbally, doing mathematical
problems, and doing a variety of tasks that require eye-hand coordination. Some tasks may be
timed and require the person to work as quickly as possible. Typically, most questions and
tasks start out easy and progressively get more difficult. It is unusual for anyone to know the
answer to all of the questions or be able to complete all of the tasks. If a person is unsure of
an answer, guessing is usually allowed.
The four most commonly used intelligence tests are:-
 Stanford-Binet Intelligence Scales

 Wechsler-Adult Intelligence Scale
 Wechsler Intelligence Scale for Children
 Wechsler Primary & Preschool Scale of Intelligence
INTERPRETING THE RESULTS
The person's raw scores on an intelligence test are typically converted to standard
scores. The standard scores allow the examiner to compare the individual's score to other
people who have taken the test. Additionally, by converting raw scores to standard scores the
examiner has uniform scores and can more easily compare an individual's performance on
one test with the individual's performance on another test. Depending on the intelligence test
that is used, a variety of scores can be obtained. Most intelligence tests generate an overall
intelligence quotient or IQ. As previously noted, it is valuable to know how a person
performs on the various tasks that make up the test. This can influence the interpretation of
the test and what the IQ means. The average of score for most intelligence tests is 100.
PRECAUTIONS
There are many different types of intelligence tests and they all do not measure the
same abilities. Although the tests often have aspects that are related with each other, one
should not expect that scores from one intelligence test, that measures a single factor, will be
similar to scores on another intelligence test, that measures a variety of factors. Also, when
determining whether or not to use an intelligence test, a person should make sure that the test
has been adequately developed and has solid research to show its reliability and validity.
Additionally,
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psychometric testing requires a clinically trained examiner. Therefore, the test should only be
administered and interpreted by a trained professional.
A central criticism of intelligence tests is that psychologists and educators use these
tests to distribute the limited resources of our society. These test results are used to provide
rewards such as special classes for gifted students, admission to college, and employment.
Those who do not qualify for these resources based on intelligence test scores may feel angry
and as if the tests are denying them opportunities for success. Unfortunately, intelligence test
scores have not only become associated with a person's ability to perform certain tasks, but
with self-worth.
CONCLUSION
Many people are under the false assumption that intelligence tests measure a person's
inborn or biological intelligence. Intelligence tests are based on an individual's interaction
with the environment and never exclusively measure inborn intelligence. Intelligence tests
have been associated with categorizing and stereotyping people. Additionally, knowledge of
one's performance on an intelligence test may affect a person's aspirations and motivation to
obtain goals. Intelligence tests can be culturally biased against certain groups.
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ASSIGNMENT
ON
APTITUDE TEST

SCIENCE
SUBMITTED ON:
APTITUDE TESTS
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INTRODUCTION
Aptitude tests measure or assess the degree or level of one’s special bent or flair much the
same way as intelligence tests are employed or measuring one’s intelligence. They are chiefly
used to estimate the extent to which an individual would profit from a specific course or
training, or to predict the quality of his or her achievement in a given situation.
APTITUDE TESTS
The capacity to learn is known as aptitude. Hence an aptitude test measure probable
accomplishment at some future date, following training. A test of flying aptitude predicts
how well a person will perform as a pilot after he or she has been trained . In contrast,
achievement refers to the individuals current level of accomplishment. A test of flying
achievement indicates a person’s present success as a pilot; it tells how well the person
performs at this moment.
Two types of aptitude tests are usually employed. These are
 Specialized aptitude tests.
 General aptitude tests
SPECIALISED APTITUDE TESTS

These aptitude tests have been devised to measure the aptitudes of individual in various
specific fields or activities. Generally these tests can be divided into
1. mechanical aptitude tests
2. musical aptitude tests.
3. art judgment tests
4. professional aptitude tests
5. scholastic aptitude tests
GENERAL APTITUDE TESTS

The General Aptitude Test Battery (GATB)and the Differential Aptitude Test (DAT)
are two examples of such tests. GATB .developed by the Employment Service Bureau
of USA, contains 12 tests.8 of these are
 Paper – pencil tests, for name comparison, computation, vocabulary,
arithmetic, reasoning, form matching, test matching, and three dimensional
space. the other 4 require the use of simple equipment in the shape of movable
pegs on a board, assembling and disassembling rivets and washers. From the
scores obtained by the subject, the experimenter is able to draw inferences
about the nine aptitude factors; intelligence, verbal aptitude, numerical
aptitude, spatial aptitude from perception, clerical perception, motor
coordination, finger dexterity and manual dexterity. The GATB has proved to
be one of the most successful multiple aptitude batteries particularly for the
purposes of job classification.
 The DAT developed by the US Psychological cooperation, has been adapted
in Hindi for use in India by SM. Ojha; by 2 forms. It includes tests for verbal
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reasoning, numerical ability, abstract reasoning spatial relation, mechanical
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reasoning, clerical speed and accuracy and two tests for language, one for
spelling and other for grammar. DAT has proved very successful in predicting
academic success and has been found speciallyuseful for providing
educational and vocational guidance program to secondary school children.
2Sample Structure of the Nursing Aptitude Tests with SampleQuestions
Nursing career is getting attention all around the world. However, unlike mechanical and
technical professions you need some qualities of heart for nursing jobs. The best in the
nursing services have been generous, loving and compassionate.
Still nursing career is not considered personal because it involves a lot of team work. You
will have to take care of physically or mentally ill people. You have to perform in different
roles such as a disciplined care giver, a counselor, a manager, a teacher etc. Your every action
shall focus upon benevolence of the patients.
Furthermore, you need not only to be responsible and dependable but also capable to accept
truths of death and life.
Main Areas of Nursing Aptitude Tests
Most of the nursing jobs screen you through nursing aptitude tests. The psychologists build
them around the following main areas:
Applied Sciences
1- Physics
The multiple choice questionnaire tries to measure your comprehensions for mechanics,
measurements, laws of thermodynamics, acceleration, momentum etc.
2- Organic and Inorganic Chemistry
You have to take care of the patients with certain medicines and chemicals. You are expected
to know basics of solvents, electrons, titration, periodic table etc.
Daly Life Science
You need to learn basics of TCA cycle, ATP, cardiac control, human nervous system,
endocrine glands, ECG basics, cardiovascular system, lungs and respiratory effects, thyroid
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hormones, etc. You are expected to hear and use these basic things about the human medical
science for your life long nursing career.
Vocabulary Skills
The nursing career requires you to have correct knowledge of different words. Sometimes,
your wrong perception of words can put lives of the patients in severe danger. That’s why
vocabulary skills are tested with nursing aptitude test.
Mathematics Skills
Though the nursing aptitude tests include only a portion of math to test your mathematical
reasoning but it is still a important to know about real numbers, fractions, trigonometry, area
calculations, logarithmic scale etc.
Reading Comprehension
In your nursing career you will have often to read the instructions issued by the doctors
during their visits. When you fail to comprehend the simple instructions, you can’t help the
patients in any way. So your reading comprehension is also tested before you qualify for
entry level nursing jobs.
Analytical Reasoning
Your analytical reasoning capability helps you to take quick decisions in emergencies and
daily life nursing services. Most of the nursing aptitude tests include this portion understand
you before you are selected for a nursing career.
UTILITY OF APTITUDE TESTS.

1. Aptitude tests are the back-bone of the guidance services.
2. the results of these tests enable us to locate with a reasonable degree of certainty, the field
of activity in which an individual would be most likely to be successful.
3. These tests are found to be very useful for vocational and educational selection,
4. They helps in the systemic selection of suitable candidates for the various educational and
professional courses as well as for specialized job.
5. Aptitude tests are thus properly anticipate the future potentials of individual
6. Tests help us in selecting individuals who are likely to benefit most from the pre-
professional training or experiences.
tests can help to a great extent, in avoiding considerable waste of human as well as material
resources by placement of individuals in places and lines ofin which they are most likely to
be productive
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ASSIGNMENT
ON
PERSONALITY TEST

SCIENCE
SUBMITTED ON:
PERSONALITY TESTS
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I. INTRODUCTION
Personality has a significant role to play in deciding whether you have the enthusiasm
and motivation that the employer is looking for. It also determines how well you are going to
fit in to the organization, in terms of your personality, attitude and general work style. In
most working situations it’s the personalities of the people involved thataffect the day-to-day
success of the organization. If a manager can’t motivate their staff or the team doesn't work
well together, then quality of service and productivity will suffer.
II. MEANING
The word personality is derived from Greek word “Persona”, which meant for the
mask used by actors in Greek drama. Personality is the total quality of an
individual’sbehavior as it shown in his habits of thinking, in his attitude, interests, his manner
of acting and his personal philosophy of life.
It is the totality of his being. It is more than the sum total of an individual traits and
characteristics. It is expressed through his behavior.
DEFINITION
1. Personality may be defined as “the most characteristic integration of an individual’s
structure, modes of behavior, interests, attitudes, capacities, abilities and aptitudes.
- Munn N. L.
2. “Personality is the dynamic organization within the individual of those psychosocial

systems that determine his unique adjustment to his environment”.
- Gordon Allport (1937).
3. “Personality consists of the distinctive patterns of behavior (including thought and

emotions) that characterize each individual’s adaptation to situations of his or her
life”.
- Walter Mischel
TYPES OF PERSONALITY
The personality can be classified through type approach and trait approach.
By type approach
1. Types based on temperament
Hippocrates (about 400 BC) the father of medicine, classified people in to four types
as per temperament depending in which one of one’s bodily humors orfluids they
believe to predominate.
 Sanguine – Cheerful, vigorous, confident and optimistic (Blood).
 Phlegmatic – Calm, slow moving, unexcitable, unemotional (Mucus).
 Choleric – Irritable, hot tempered (Yellow bile).
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 Melancholic – Depressed, morose (Black bile).
2. Types based on body build

Kretschmer (1925) divided people into 3 types according to the body built.
 Asthenic: introvert, tall, thin, sensitive.
 Athletic: active, aggressive, well developed muscular body.
 Pyknic: extrovert, round and fat.
William Sheldon (1954) divided people into three types according to body build.
 Endomorph: Plumb, soft, fat and round-sociable even tempered
andrelaxed like (Santa Claus)
 Mesomorph: Heavy set and muscular- physically active and noisy.
 Ectomorph: Tall, thin, and flat-chest – self-conscious, shy, fond
ofsolitude and reserved.
By psychological types
On the basis of sociability Dr. Karl G. Jung classified people in to two main groups. Such as
a. Introverts
Introverts are those who are interested in themselves, their own feelings, emotions and
reactions. They are busy in their own thoughts and are self-centered. They are reserved and
like to work alone. They are very sensitive and are unable to adjust easily to social situations.
They are inclined to worry and easily get to social situations. They are inclined to worry and
easily get embarrassed. Poets, philosophers, scientists and artist belong to this group.
b. Extroverts
Extroverts are people who take more interest in others and like to move with people
and are skilled in etiquette. They are friendly and sociable and not easilyupset by difficulties.
They are dominated by emotions, whereby they take decisions quickly and act on them
without delay. They are realistic and face the problems of life objectively.
There are few people who are pure extroverts or introverts. Majority of the people are
ambiverts having the qualities of extroverts and introverts in different proportions.
III. PERSONALITY TRAITS

In trying to understand these behavior patterns, psychologists attempt to identify and
measure individual personality characteristics, often called personality traits.
In 1990, the psychologists Costa & McCrae published details of a '5 trait' model. This
has received significant support from other research and is now widely accepted among
psychologists. These 5 aspects of personality are referred to as the 5-factors or sometimes just
‘the Big 5’.
These 5 traits/factors (OCEAN) are:
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 Openness to Experience - Tendency to be speculative and imaginative.
People who score high on this factor are neophile and curious and sometimes
unrealistic. People who score low on this factor are down-to-earth and practical and
sometimes obstructive of change.
 Conscientiousness - How “structured” one is.

People who score high on this factor are usually productive and disciplined and
“single tasking”. People who score low on this factor are often less structured,
lessproductive, but can be more flexible, inventive, and capable of multitasking.
 Extraversion - How “energetic” one is.

People, who score high on this factor like to work in cooperation with others, are
talkative, enthusiastic and seek excitement. People who score low on this factor prefer to
work alone, and can be perceived as cold, difficult to understand, even a bit eccentric.
 Agreeableness - One’s level of orientation towards other people.

Those who score high on this factor are usually co-operative, can be submissive,
and are concerned with the well-being of others. People who score low on this factor may
be challenging, competitive, sometimes even argumentative.
 Neuroticism - Tendency to worry.

People who score low on this factor are usually calm, relaxed and rational. They
may sometimes be perceived as lazy and incapable of taking things seriously. People who
score high on this factor are alert, anxious, sometimes worried.
All 5 personality traits exist on a continuum rather than as attributes that a person
does or does not have. Each of these 5 traits is made up 6 facets, which can be measured
independently.
Sl. No Personality Factor Facets

Friendliness
Gregariousness
Assertiveness
1. Extraversion
Activity Level
Excitement-Seeking
Cheerfulness
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Trust
Morality
Altruism
2. Agreeableness
Cooperation
Modesty
Sympathy
Self-Efficacy
Orderliness
Dutifulness
3. Conscientiousness Achievement-
Striving
Self-Discipline
Cautiousness
Anxiety
Anger
Depression
4. Neuroticism
Self-Consciousness
Immoderation
Vulnerability
Imagination
Artistic Interests
Emotionality
5. Openness to experience
Adventurousness
Intellect
Liberalism
When thinking about personality traits it is important to ignore the positive or

negative associations that these words have in everyday language. For example,
Agreeableness is obviously advantageous for achieving and maintaining popularity.
Agreeable people are better liked than disagreeable people. On the other hand,
agreeableness is not useful in situations that require tough or totally
objectivedecisions. Disagreeable people can make excellent scientists, critics, or
soldiers.
IV. ASSESSMENT OF PERSONALITY
1. TECHNIQUES OF PERSONALITY ASSESSMENT

Personality testing is done for various reasons. A clinical psychologist often usespersonality
tests to evaluate psychological disorders. Personality tests do not have “right” and “wrong”
answers. Instead they seek answers that will reveal people’s characteristic tendencies or
behavior.
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The techniques of personality assessment can be divided into five categories:
1. Where one can see how the individual behaves in actual life situations:
 Observations technique
 Situation technique
2. Where one can find out what an individual says about himself:
 Autobiography
 Questionnaire/personality inventory
 Interview
3. Techniques by which one can find out what others say about the individual whose
personality is under assessment. Case history taking, i.e. extracting information
 Biography
 Rating scales
 Sociometry.
4. Techniques by which one can find how an individual reacts to an imaginativesituation
involving fantasy. For example, projective methods.
5. Techniques by which one can indirectly determine some personality variables in
terms of psychological responses by measuring instruments.
2. METHODS OF PERSONALITY ASSESSMENT

The following are some of the tests used for evaluation and measurement of personality traits:
A. PENCIL AND PAPER TESTS

The most convenient kind of measures to use for almost any psychological
purpose is a pencil and paper test in the form of questionnaire or inventory. Such tests
can be given cheaply and quickly to large groups of people, and consequently
psychologists have constructed a wide variety of them.
The following are the types of personality tests.

i. INTERVIEWS
Interview is the most popular method of observation. Appearance, bearing and
speech can be noticed. Questions can be asked about attitudes and interests.
Interviews are used to evaluate a person’s personality for the purpose of employment
and for education as well as for identifying personality trait. An interview may be
informal or
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unstructured. It can be formal or structured, where specific topics are selected by the
interviews before and the flow of conversation is controlled.
Body language may of the client be able to be observed during an interview.
The body language may be posture, movement of the hands, facial expression or
voice. Howeverinterviews take place under stress and great skill is needed to put the
interviewee at ease.
ii. QUESTIONNAIRES
This is the most common written method of measuring personality. A
personalityinterview is a questionnaire in which the person reports his or her feeling
in certainsituations. They are very easily checked and scored. More often the answers
are scored by machines which eliminate the prejudice of the taster, making the test
more objective.
iii. MINESOTA MULTIPLE PERSONALITY INVENTORY (MMPI)
The Minnesota Multiphasic Personality Inventory (MMPI) is one of the most

frequently used personality tests in mental health. The test is used by trained
professionals to assist in identifying personality structure and psychopathology.
 History
The MMPI was developed in the 1930s at Minnesota University as a serious
and comprehensive personality test that can be used to detect psychiatric problems.
This test asks for answers of “True”, “False” or “cannot say” to 567 statements about
different personality traits such as attitudes, emotional reactions, physical and
psychological symptoms and past experiences. The answers are quantitatively
measured and personality assessment is done based on the norm scores.
It was revised in 1989 as MMPI-2 and a version for adolescents developed
(MMPI-A). There is also an abbreviated version (MMPI-3).
Dr HN Murthy of NIMHANS, Bangalore has reduced it to 100 items called
multiphase questionnaire (MQ). Personality questionnaires are used in psychology for
counseling and research. They are used for selection for employment or promotion.
 10 Scales of the MMPI

The MMPI has 10 clinical scales that are used to indicate different psychotic
conditions. Despite the names given to each scale, they are not a pure measure since
many conditions have overlapping symptoms. Because of this, most psychologists
simply refer to each scale by number.
 Scale 1 – Hypochondriasis: This scale was designed to asses a neurotic concern

over bodily functioning. The 32-items on this scale concern somatic symptoms
and
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physical well being. The scale was originally developed to identify patients
displaying the symptoms of hypochondria.
 Scale 2 – Depression: This scale was originally designed to identify depression,

characterized by poor morale, lack of hope in the future, and a general
dissatisfaction with one's own life situation. Very high scores may indicate
depression, while moderate scores tend to reveal a general dissatisfaction with
one’s life.
 Scale 3 – Hysteria: The third scale was originally designed to identify those who
display hysteria in stressful situations. Those who are well educated and of a high
social class tend to score higher on this scale. Women also tend to score higher
than men on this scale.
 Scale 4 - Psychopathic Deviate: Originally developed to identify psychopathic

patients, this scale measures social deviation, lack of acceptance of authority, and
amorality. This scale can be thought of as a measure of disobedience. High scorers
tend to be more rebellious, while low scorers are more accepting of authority.
Despite the name of this scale, high scorers are usually diagnosed with a
personality disorder rather than a psychotic disorder.
 Scale 5 – Masculinity/Femininity: This scale was designed by the original

author’s to identify homosexual tendencies, but was found to be largely
ineffective. High scores on this scale are related to factors such as intelligence,
socioeconomic status, and education. Women tend to score low on this scale.
 Scale 6 – Paranoia: This scale was originally developed to identify patients with
paranoid symptoms such as suspiciousness, feelings of persecution, grandiose
self- concepts, excessive sensitivity, and rigid attitudes. Those who score high on
this scale tend to have paranoid symptoms.
 Scale 7 – Psychasthenia: This diagnostic label is no longer used today and the
symptoms described on this scale are more reflective of obsessive-compulsive
disorder. This scale was originally used to measure excessive doubts,
compulsions, obsessions, and unreasonable fears.
 Scale 8 – Schizophrenia: This scale was originally developed to identify

schizophrenic patients and reflects a wide variety of areas including bizarre
thought processes and peculiar perceptions, social alienation, poor familial
relationships, difficulties in concentration and impulse control, lack of deep
interests, disturbing questions of self-worth and self-identity, and sexual
difficulties. This scale is considered difficult to interpret.
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 Scale 9 – Hypomania: This scale was developed to identify characteristics of
hypomania such as elevated mood, accelerated speech and motor activity,
irritability, flight of ideas, and brief periods of depression.
 Scale 0 – Social Introversion: This scale was developed later than the other nine
scales as is designed to assess a person’s tendency to withdraw from social
contacts and responsibilities.
B. PROJECTIVE TESTS
C.
Projective tests focus upon what is inside a person rather than what can be seen in a
person’s behavior. These tests try to find out more about a person’s feelings, unconscious
desires and inner thoughts.
Another projective test is the Thematic Apperception Test developed by Henry
Murray of Harward University in 1943. The Rorschach test uses ten per different kinds of ink
blot which must be described by the person taking the test. The TAT uses twenty sketches
about which the person is asked to make up a story.
These tests make use of people’s tendencies to make up stories about things they see. When
shown an inkbiot, for example, people see butterflies, dancing girls, pictures ofskeletons, or
many other images. When a vague picture is shown despicting two people, a storey can be
made about their relationship to each other, pictures reveal something about their own
personality; they project unto the picture feelings and thoughts to their own.
 Projective tests based on the phenomenon of projection
 RIBT-Rorschach’s Ink blot Test

 TAT-Thematic Apperception Test developed by Henry Murray
 CAT-Children’s Apperception Test developed by Leopard Bellarck consisting of
then cards
 Word Association Test
 Sentence Completion Test
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i. RORSCHACH’S INK BLOT TEST:
The Rorschach ink blot test was the first projective test and is still widely used.
It was developed by the Swiss psychologist Hermann Rorschach in 1920.
Here the responses differ from person to person based on the individual’s
personal experiences. For example, teen aged college students saw ink blot no 1 as
 A bat
 Two ladies standing back to back
 Face of an owl
 a patch of cloud
Rorschach responses can / reveal the following information

- Degree of intellectual control of the subject on his actions
- Emotional aspects
- Mental approach to give problems
- Creative and imaginative capacities
- Security and anxiety
- Personality growth and development
- Phobias, sex disturbances and sever psychological disorders can be detected
which serve as guide for treatment program.
ii. THEMATIC APPERCEPTION TEST
TAT consists of sets of pictures; one set is used with both men and women, and a
second set only for men, and a third set for women. The pictures are shown in a definite
sequence and the subject is asked to make up a story based on what he sees in these
pictures. It is believed that he would project his own experience, biographicaldata, and
major conflicts, interests and problems in to his description of pictures:Findings of TAT
are compared with case history. TAT is more structured unlike the ink blot test which
however is more popular. TAT is also less standardized.
 Procedure
The TAT is popularly known as the picture interpretation technique because it
uses a standard series of provocative yet ambiguous pictures about which the subject
must tell a story. The subject is asked to tell as dramatic a story as they can for each
picture presented, including:
 What has led up to the event shown
 What is happening at the moment
 What the characters are feeling and thinking, and
 What the outcome of the story was.
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If these elements are omitted, particularly for children or individuals oflimited
cognitive abilities, the evaluator may ask the subject about them directly.
There are 31 cards in the standard form of the TAT. Some of the cards show
male figures, some female, some both male and female figures, some of ambiguous
gender, some adults, some children, and some show no human figures at all. One is
completely blank. Although the cards were originally designed to be matched to the
subject in terms of age and gender, any card may be used with any subject. Most
practitioners choose a set of approximately ten cards, either using cards that they feel
are generally useful, or that they believe will encourage the subject's expression of
emotional conflicts relevant to their specific history and situation.
 Scoring Systems
The TAT is a projective test in that, like the Rorschach test, its assessment of
the subject is based on what he or she projects onto the ambiguous images.Therefore,
to complete the assessment each story created by a subject must be carefully analyzed
to uncover underlying needs, attitudes, and patterns of reaction.Two common
methods that are currently used in research are the:
 Defense Mechanisms Manual DMM. This assesses three defense mechanisms:
denial (least mature), projection (intermediate), and identification (most mature).
A person's thoughts/feelings are projected in stories involved.
 Social Cognition and Object Relations SCOR scale. This assesses four different
dimensions of object relations: Complexity of Representations of People, Affect-
Tone of Relationship Paradigms, and Capacity for Emotional Investment in
Relationships and Moral Standards, and Understanding of Social Causality.
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 TAT throws light in the following areas
a. Family relationships
b. Motivation of the subject
c. Inner fantasies
d. Level of aspiration
e. Social relationships
f. Functioning of sex urge
g. Emotional conflicts
h. Attitude to work
i. Outlook towards future
j. Frustrations if any
 Criticisms
 TAT is criticized as false or outdated by many professional psychologists.
Their criticisms are that the TAT is unscientific because it cannot be proved to
be valid or reliable.
 Some critics of the TAT cards have observed that the characters and
environments are dated, even ‘old-fashioned,’ creating a ‘cultural or
psychosocial distance’ between the patients and these stimuli that makes
identifying with them less likely.
 Also, in researching the responses of subjects given photographs versus the
TAT, researchers found that the TAT cards evoked more ‘deviant’ stories (i.e.,
more negative) than photographs, leading them to conclude that the difference
was due to the differences in the characteristics of the images used as stimuli.
iii. SENTENCE COMPLETION TEST
When the subject is asked to complete the sentence without giving time
todeliberate on it, it is assumed that his unconscious process will direct his response. The
test will give an insight to his desires, hopes conflicts, frustrations, fears and annoyances.
For e.g.
i. I feel happy when …………….
ii. I tell lies only when ……………
Sentence completion tests are a class of semi-structured projective techniques.
Sentence completion tests typically provide respondents with beginnings of sentences
referred to as “stems,” and respondents then complete the sentences in ways that are
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meaningful to them. The responses are believed to provide indications of attitudes,
beliefs, motivations, or other mental states.
There is debate over whether or not sentence completion tests elicit responses
from conscious thought rather than unconscious states. This debate would affect
whether sentence completion tests can be strictly categorized as projective tests.
A sentence completion test form may be relatively short, such as those used to
assess responses to advertisements, or much longer, such as those used to assess
personality.
The structures of sentence completion tests vary according to the length and
relative generality and wording of the sentence stems. Structured tests have longer
stems that lead respondents to more specific types of responses; less structured tests
provide shorter stems, which produce a wider variety of responses.
 Uses
The uses of sentence completion tests include personality analysis, clinical
applications, attitude assessment, achievement motivation, and measurement of other
constructs. They are used in several disciplines, including psychology, management,
education, and marketing.
Sentence completion measures have also been incorporated into non-
projective applications, such as intelligence tests, language comprehension, and
language and cognitive development tests
 Examples of sentence completion tests

There are many sentence completion tests available for use by researchers.
Some of the most widely used sentence completion tests include:
 Rotter Incomplete Sentence Blank

The Rotter Sentence Completion Stems are similar to the sentence stems
shownbelow.
1) If only I could…..feel more hopeful about things.
2) People I know…..are usually fair and honest.
3) I can always.....talk things out with someone.
4) I think guys......are less emotional than girls.
5) What makes me sad is......not being able to see my kids.
6) I think girls......were mysterious to me in High School.
7) My father… would always listen to what I had to say.
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8) Where I live.....is quiet and peaceful.
9) My mother was the type.......Who always took care of her family.
10) My health is...generally very good.
 Miner Sentence Completion Test (measures managerial motivations).

 Washington University Sentence Completion Test (measures ego development).
 Data analysis, validity and reliability

The data collected from sentence completion tests can usually be analyzed
either quantitatively or qualitatively.
Sentence completion tests usually include some formal coding procedure or
manual. The validity of each sentence completion test must be determined
independently and this depends on the instructions laid out in the scoring manual.
iv. WORD ASSOCIATION TEST

When the subject given quick response word, he is taken unaware of and his
unconscious process directs his association. Here the subject has to answer as quickly as
possible with the first word which comes to his mind when he is given a stimulus word.
Projective tests are often used in clinical practice. They are helpful in showing a
person’s inner areas of conflict, anxieties or any problems in relationships because the
person is free to describe anything.
A man who interprets a woman’s smile as a sexual come on, may be projecting
his own sexual feelings on to the woman and thus revealing a good deal about himself.
In nursing, suitable pictures can be devised to test attitudes of patients.
V. PERSONALITY AND THE NURSE

An understanding of personality will help the nurse to predict her behavior as well as
the behavior of others. Major decisions of life depend upon this knowledge, e.g. selection of a
career, spouse, and colleagues. Her relationship with friends and relatives depend upon her
expectations of their behavior from an understanding of their personalities.
A successful nurse will have a strong and pleasing personality. Besides possessing
such professional qualities as integrity, dignity, mental abilities, poise, self confidence, and
dependability, she must have personal qualities like sympathy, understanding, friendliness,
and adaptability. Patients appreciate a nurse who brings physical comfort to them with her
skills and who understands their emotional difficulties, caused by illness. The nurse must also
have good health, fresh and neat appearance, will power, high standards of moral values,
sense of humor, teaching and managerial capabilities, self control and friendly interpersonal
relationships.
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VI. CONCLUSION
Personality types are a great way to understand more about yourself and how you
interact with the world. By understanding your personality through a personality test, you are
able to take a more honest look at yourself and determine if that is who you want to be.
Additionally, personality tests can help you understand those around you. By knowing the
personality type of others, either in your family, friends, or coworkers, you will be able to
interact with them better – maybe even change your communication style to match their
personality.
While the personality tests available today are varied, any of them will be able to tell
you something about yourself. Taking a personality test allows you to increase your self-
awareness. These tests, such as the Myers-Briggs and the Big Five, will also allow you to
compare your results to the results of other test takers.
VII. BIBLIOGRAPHY
1. Jacob Anthikade. Psychology for graduate nurses. 3rded. New Delhi: Jaypee
brothers; 2005. p. 25-8, 36-43.
2. Morgan CT, Richard AK, John RW, John S. introduction to psychology. 7thed.
New York: McGraw Hill Book Company; 1986. p. 546-55.
3. Charles G Morris. Psychology: an introduction. 6th ed. London: prentice hall
international ltd. 1988. p. 483-6.
4. James W Kalat. Introduction to psychology. 4th ed. Boston: Brookscole
publishing company; 1996. p. 553-91.
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ASSIGNMENT
ON
PHYSICAL & MENTAL
DISABILITY TEST

SCIENCE
SUBMITTED ON:
TESTS FOR SPECIAL ABILITIES
Introduction
Ability may be an achievement or development of the individual in the same sense as we
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consider the pupil’s mastery of subject matter to be an achievement. It is necessary to make a
distinction between special abilities and all other aspects of pupils which are predictive of
vocational success. Many studies have been made to show that pupils differ widely in the
degree to which their interests, or emotionally toned tastes, likes, and dislikes, fit them for
various vocations. Similarly, the emotional and social adjustments of pupils, their
personalities, serve to distinguish them from one another in fitness for vocational success in
various fields.
Moreover, the pupil’s socio economic environment and background, his family, and the
community in which he lives may be considered as determiners of his fitness or aptitude for
one vocation as against the others.
It is well known both to psychologists and to laymen that not all individuals possess these
special abilities in the same degree. Two individuals with same general ability score may
differ from each other in the composition of that general ability; one, for example may have a
high mathematical and low verbal ability. While the other has a high verbal ability and a low
mathematical ability. Consequently, in attempting to guide people among the various
curricula and vocations available, some breakdown of general ability into special ability is
required.
GENERAL AND SPECIAL ABILITIES
Mental abilities (sometimes called cognitive abilities) represent a person’s "brain power" in
different areas of competency. Some typical mental abilities include verbal reasoning,
mathematical reasoning, spatial reasoning, and logical reasoning. Sometimes, psychomotor
skills such as reaction time are also considered to be mental abilities. Many researchers now
believe that there is a general underlying factor that explains most mental abilities
(sometimes called "g", for "general factor"), and that people with higher levels of this general
ability tend to be more successful in life, including at work. Other researchers believe that
this general mental ability is important, but that other abilities (e.g., musical, practical,
emotional) also play a key role in a person's success.
General Ability tests are not specific enough to have high levels of predictive validity within
specific circumstances. A personnel test or a procedure provides only part of the picture
about a person. On the other hand, the personnel assessment process combines and evaluates
all the information gathered about a person to make career or employment-related decisions.
People differ on many psychological and physical characteristics. These characteristics are
called constructs. For example, people skillful in verbal and mathematical reasoning are
considered high on mental ability. Those who have little physical stamina and strength are
labeled low on endurance and physical strength. The terms mental ability, endurance and
physical strength are constructs. Constructs are used to identify personal characteristics and
to sort people in terms of how much they possess of such characteristics.
Constructs cannot be seen or heard, but we can observe their effects on other variables. For
example, we don't observe physical strength but we can observe people with great strength
lifting heavy objects and people with limited strength attempting, but failing, to lift these
objects. Such differences in characteristics among people have important implications in the
employment context. Employees and applicants vary widely in their knowledge, skills,
abilities, interests, work styles, and other characteristics. These differences systematically
affect the way people perform or behave on the job.
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Objectives
Organizations use assessment tools and procedures to help them perform the following
human resource functions:
 Selection. Organizations want to be able to identify and hire the best people for the
job and the organization in a fair and efficient manner. A properly developed assessment tool
may provide a way to select successful sales people, concerned customer service
representatives, and effective workers in many other occupations.
 Placement. Organizations also want to be able to assign people to the appropriate job
level. For example, an organization may have several managerial positions, each having a
different level of responsibility. Assessment may provide information that helps
organizations achieve the best fit between employees and jobs.
 Training and development. Tests are used to find out whether employees have
mastered training materials. They can help identify those applicants and employees who
might benefit from either remedial or advanced training. Information gained from testing can
be used to design or modify training programs. Test results also help individuals identify
areas in which self-development activities would be useful.
 Promotion. Organizations may use tests to identify employees who possess
managerial potential or higher level capabilities, so that these employees can be promoted to
assume greater duties and responsibilities.
 Career exploration and guidance. Tests are sometimes used to help people make
educational and vocational choices. Tests may provide information that helps individuals
choose occupations in which they are likely to be successful and satisfied.
 Program evaluation. Tests may provide information that the organization canuse to
determine whether employees are benefiting from training and development programs
Bandwidth/Fidelity Problem :Cronbach (1970) : The broader the psychological test

(bandwidth), the less precise the measurement will be (fidelity).As bandwidth increases, the
fidelity associated with that bandwidth decreases.
Origins of Vocational Testing
The field of scientific management was responsible for the increase in psychological testing
for employment purposes, following the advent of intelligence testing. Schools such as the
University of Minnesota developed tests of specific abilities in an attempt to match a
particular employee to a job in which they would be successful.
They developed test of intellectual ability, spatial and mathematical ability, perceptual
accuracy, and motor/dexterity tests, to name just a few. The theory is that specific abilities are
more representative of separate occupational categories than overall differences in "g".
Vehicle Operators benefit from high Motor skills, and spatial and mechanical skills. Clerks
benefit from high intellect and high levels of perceptual accuracy. By giving tests specific to
occupation, we hope to increase the efficacy of the selection process.
Limitations of personnel tests and procedures-fallibility of test scores
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Professionally developed tests and procedures that are used as part of a planned assessment
program may help you select and hire more qualified and productive employees. However, it
is essential to understand that all assessment tools are subject to errors, both in measuring a
characteristic, such as verbal ability, and in predicting performance criteria, such as success
on the job. This is true for all tests and procedures, regardless of how objective or
standardized they might be.
 Do not expect any test or procedure to measure a personal trait or ability with perfect
accuracy for every single person.
 Do not expect any test or procedure to be completely accurate in predicting
performance.
There will be cases where a test score or procedure will predict someone to be a good worker,
who, in fact, is not. There will also be cases where an individual receiving a low score will be
rejected, who, in fact, would actually be capable and a good worker. Such errors in the
assessment context are called selection errors. Selection errors cannot be completely avoided
in any assessment program.
Using a single test or procedure will provide you with a limited view of a person's
employment or career-related qualifications. Moreover, you may reach a mistaken conclusion
by giving too much weight to a single test result. On the other hand, using a variety of
assessment tools enables you to get a more complete picture of the individual. The practice of
using a variety of tests and procedures to more fully assess people is referred to as the whole-
person approach to personnel assessment. This will help reduce the number of selection
errors made and will boost the effectiveness of your decision making. This leads to an
important principle of assessment.
The validity coefficients for these measures are typically only moderate, ranging from 0.14 to
0.40. However, remember that due to differences in base rate and selection ratios, even a test
with a low validity may be useful to a large organization. Also, validity coefficients are
typically higher when compared to job training performance, than when compared to actual
on-the-job ratings. Additionally, these validity coefficients can vary due to gender, ethnicity,
and motivation and personality variables. Remember that for large organizations, diversity as
well as efficiency is a corporate goal in ensuring long term survival.
While considering pre-employment mental ability testing,these important points should

bein mind.
 Mental ability tests usually predict performance on the core tasks

of a job, especially in jobs that have high mental demands.
 Mental ability tests are less successful at predicting

other aspects of job performance, such as interpersonal skill or
dependability.
 Mental ability tests frequently demonstrate adverse

impact Against legally protected groups, so they should be
implemented carefully.
 Combining mental ability testing with personality testing helps to

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predict more aspects of job performance than either method
used alone, and helps to mitigate adverse impact (compared to
mental ability testing alone).
Present status of factor analysis.
For breakdown of general ability to special abilities, different methods are using. One is in
terms of statistically derived primary mental abilities and the other is in terms of culturally
determined field of endeavor. The formation in terms of primary abilities may be illustrated
by the following factors which have been reported by various factor analysis.
A verbal factor, involved primarily in those tests which depend upon the meaning of words
and the ideas associated with them
2.A space factor ,which appears in tasks requiring reactions to spatial relations ,such as
reading plans or blueprints or telling whether two drawings represent one or more sides of an
asymmetrical figure.
3.A number factor, requiring such simple numerical operations as multiplications, addition,
subtraction, and division, but not the more complex tasks involving numerical reasoning.
4.A memory factor, requiring paired associations or the recognition of recently learned
material.
5.A mental speed factor.
6.A perceptual factor, or readiness to discover and identify perceptual details.
7. Deduction and induction factors, measured ,respectively, by syllogistic reasoning tests and
by tests requiring the subject to find the rules which binds a number items together and from
it to classify or predict other items.
It is evident from the description ofprimary mentalabilities that none of these bears a
direct and obvious relationship to any specific vocations. It would be expected
however,thatsome of them would be involved in some vocations than others. Thusspatial
factor is probably involved to a high degree in the work of a draftsman ,whereas lawyers and
writers need moreof the verbal factor.
The general nature of the uses of factor analyses ofprimary mentalabilities in vocational
guidance are
1. Determine the degree to which each ability is predictive of success in each occupation.
This would be in the form of correlation coefficient, from which a weighing of the ability
could be derived.
2. Determine the score in each ability of the individual being counseled.
3. Multiply the ability scores by the weights and add the products. The resulting sum would
be the individual’s predicted success in that occupation.
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Test batteries are designed specifically for single occupations or groups of occupations
.That is , different batteries of ability tests predictive of vocational achievement are necessary,
rather than one universally applicable set of testsfor primary abilities
SPECIAL MENTAL ABILITY TESTS.
Vocational guidance presents a problem in which a single individual must choose from many
vocations , while vocational selection requires choosing among many individuals those who
are at fitted for a particular job.
Test for special abilities have been developed, and usually published, forthe use of vocational
guidance workers mainly in the following fields.
1. Mechanical ability
2. Manual dexterity
3. Clerical ability
4. Music ability
5. Art ability
6. Professional abilities: medicine, law, engineering, nursing.
1. Mechanical AbilityTests
Mechanical ability tests may be classified as either
Mechanical assembly tests
Spatial relations tests.
Tests of mechanical information
Minnesota Mechanical Assembly Test
Typical of thefirst is the Minnesota Mechanical Assembly Test, a set of three boxes
containing simple mechanical objects, such as a bicycle bell, amonkey wrench, and a metal
pencil. The subject is required to assemble these within given time limits and his product is
scored with partial credit. The test is valuable for predicting the success of junior high school
boys in shop courses but is not applicable to older persons. It may be criticized on the ground
of possible large variation in scores resulting from crude and inadequate materials and used in
the simple mechanical objects.
Performance test of spatial relations may be illustrated by the Minnesota Spatial Test and
Kent- Shakow Form Boards.
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The Minnesota test consists of four boards with 58 odd shaped cutouts which the pupil is
instructed to put in their proper places in the board as rapidly as possible. The score, amount
of time required is intended to bean indicator of probable success in high school shop courses
and in such occupations like garage mechanic, manual training teacherand ornamental iron
work.
Kent-Shakow Form Boards contain five holes or recesses into which a graded series of
eight sets of blocks must be fitted. The score ,the time require to fill the five recesses ,is
intended to be useful at all ages above six in determining fitness for mechanical occupations.
A paper and pencil test of spatial relations is the Minnesota Paper Form Board, Revised ,
which consists of diagrams of de arrangedparts of two dimensionalfigures. The tasks is to
select from five alternatives the diagram which indicates how the parts fit together. The score
,number correct out of 64 items may be interpretedto the scores ofengineering students, first-
year vocational school pupils ,and elementary school boys and girls of different grades and
ages.
Paper and pencil tests of mechanical information are illustrated by the Detroit Mechanical
AptitudeExamination ;the O’Rourke Mechanical Aptitude test: Junior Grade ; and the
StenquistMechanical Aptitude test, I and II.
Detroittest consists of eight subjects: tool recognition , motor speed , size discrimination,
arithmetic fundamentals, disarranged pictures, tool information , bolt and pulleys, and
classifications.
The O’Rourke Mechanical Aptitude test proceeds on the assumption that the amount of
mechanical information possessed by an individual reflects interesting and aptitude for
mechanical activities. Pictorial and verbal material concerning the applicability of tools
andmechanical processes in matching and multiple choice form is presented.
StenquistMechanical Aptitude testrequires the pairing of pictures of parts of common tools

, contrivandes and machines.
2. Manual Dexterity Test
Manual dexterity test measure the ability to work skillfully with the fingers, hands, and arms.
Steadiness and eye hand co ordination at various levels of complexity are required by the
different tests. The Minnesota Rate of manipulation test is intended to measure the rapidity of
movement in working at simple task involving hand and fingers. Part 1, Placing, requires
placing 60 cylindrical blocks in 60 regularly arranged holes in a board. The score is the total
time required for four trials after one practice trial.Part II,Turning, requires the subject topick
up each block from its hole turn it over and replace it with the other hand. After each row of
fifteen blocks, the direction and hand functions are reversed. Scoring is the same as for
placing. This test is useful in predicting success as a packer, wrapper, cartoner or similar
routine manipulative worker.
The O’Connor Finger dexterity testrequires picking up three pins at a time from a tray and
inserting them in small holes in metal place. The score is the time taken to fill the too holes in
the plate. The test is useful in occupations involving rapid handling of small objects such as
assembling clocks and radio fixtures or operating keyboard offline machines
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The O’Connor Tweezer dexterity testuses the reverse side of the metal plate ;here the holes
are large enough for only one pin at a time. The pins are picked only one pin ata time with
tweezers and inserted in the holes as rapidly as possible. The scores, time required for the too
holes to be filled is related by success in occupations requiring hand steadiness and eye hand
coordination, such as laboratory work, surgery, drafting, and watch repairing.
The I.E.R. Assembly Test for Girls: A bridged form presents seven tasks , such as sewing
apiece of strip on a muslin and a paper cutting and trimming. The tasks are selected for their
interest to girls. The scoring of each task is a product of evaluation with partial credit The test
is intended to predictsuccess at assembling jobs in terms of ability to work with the hands.
3. Clerical Ability Tests
The Minnesota Vocational test for clerical workers consists of two parts, number
comparison and name comparison .Numbers or names are presented in pairs separated by a
line on which a check is to be marked if the number of the pair is exactly the same.
Eg. 147v 147, 3896 3897, 6487161,6489361
James Jimes;John L Crawford.v John L Crawford;C Merriman Lloyd,Inc. C Merriam

Lloyd,Inc.
The score, number correctly marked or left blank minus the number incorrect, is considered
to be related to success in occupations requiring attention to clerical detail, such as book
keeping, work as a bank teller, office machine operating and stenography.
The O’Rourke Clerical Aptitude Tests: Junior grade consists of nine parts: alphabetical
filling, simple computation, classifying individuals according to residence, occupation, age;
and so forth; comparing names and address ,reading, spelling, analogies ,general information,
and arithmetic problems. The test has been validated against success as a typist or
stenographer.
The US Civil Service commission has developed a General Test for Stenographers and
Typists which include vocabulary, English usage, spelling, reading comprehension, and
‘practical judgment items’. The battery was found to differentiate fairly well between good
and poor stenographers and typists. Scores are interpretable in terms of those obtained by
working stenographers and typists and of civil service eligible .The tests has been released for
use in schools and industries
4. Music ability
The Seashore Measures of Musical Talent consists of two series of three double faced
phonograph records measuring sense of pitch, sense of intensity, sense of time, tonal
memory, and sense of rhythm and sense of timber. These subtests, based on a psychological
analysis of musical talent, are played to the subjects, who record their answer on special
421
blanks, For
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example the first test, sense of pitch, presents a number of paired sounds and requires the
subject to indicate whether the second sound is higher or lower in pitch than the first. The
measures may be used help to predict success in music as an avocation or as a career. Series
A, covering a wide range of difficulty, is used for unselected groups. Series B is intended for
sharp discrimination among musically superior individuals.
The Drake Musical Memory Test consists of 24 original two bar melodies to be played on a
piano by the examiner or an assistant. Following each of the standard melodies two to seven
variations differing from the standard in key, time, or notes are presented. The score, total
number of errors in classifying the variations correctly, is said to correlate with music
teacher’s estimates of “innate musical capacity”.
The Kwalwasser-Dykema Test resembles the seashore tests in using a set of phonograph
records. Ten elements of musical ability are approached on the five double -faced.
Records: tonal memory (recognition), quality discrimination , intensity discrimination ,tonal
memory(completion),time discrimination ,rhythm discrimination , pitch discrimination
,melodic taste, pitch imagery, and rhythm imagery.
5. Art Ability Tests
The Meier–Seashore Judgment Tests requires the selection of the more artistic picture in
each of the series of 125 pairs. One of each pair is a reproduction of an artistic work of
recognized merit, while the other has altered in some way so as to lower its merit, make it
less pleasing less artistic, less satisfying. The score, number of correct choices, may be
interpreted with respect to norms for various grade levels from the seventh grade through
senior high school. It furnishes a measure of one artistic talent, “the capacity for perceiving
quality in aesthetic situations relatively apart from formal training”.
The Mc Adory Art Test consists of 72 plates presenting four variations of the same theme,
each to be ranked in order of merit. Six kinds of test material are included: furniture and
utensils, texture and clothing, architecture, shape and line arrangement, dark and light masses
and color. These materials, although, practical and functional, are subject to becoming
outmoded by fashion changes which will change the standard up on which the test to be
scored. The score, based on agreement with the ranking of 100 competent judges, provides a
functional measure of aesthetic judgment and perhaps an indirect indication of creative art
ability.
The Knauber Art Ability Test requires drawing a design from memory, arranging a
specified composition within a given space, creating and completing designs from supplied
elements, spotting errors in drawn composition using your own symbols for labor. The
scoring is semi subjective, but high reliability coefficients are reported by the author. The test
may be used to indicate progress in art classes and creative ability rather than aesthetic
judgment.
The Lewerenz Test in Fundamentals abilities of visual art consists of nine tests: recognition
of proportions, originality of line drawing, observation of light and shade, knowledge of
subject matter vocabulary, visual memory of proportion, analysis of problems in cylindrical
perspective, analysis of problems in angular perspective, analysis of problems in parallel
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perspective, recognition of color .Both judgment or taste andcreative ability seem to be
tapped
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by this group of tests.
6. Professional Aptitude Tests
Kandel has summarized the attempts and results obtained in the fields of medicine, law and
engineering. The medical aptitude test of the association of American medical colleges is
issued annually in a new form whose use is restricted to medical colleges. The test is given
every year at many universities to applicants for admissions for medical schools. Six subset
test are included; comprehension and retention, visual memory, memory for content, logical
reasoning, scientific vocabulary and understanding of printed material. The Stoddard- Fersol
law aptitude examination consist of 5 parts; capacity of accurate recall, comprehension and
reasoning by analogy, comprehension and reasoning by analysis, skill and symbolic logic,
comprehension of difficult reading. The test has been useful as a supplement to other
evidence, such as college grades in predicting success in last school work.
Engineering aptitude test has been taken the form mainly of mathematical ability or
achievement test or spatial perception test, together with measures of general scholastic
aptitude. Any of the available good tests in these 3 folds together with other data holds
together with all other data concerning the pupil’s scholastic achievement, especially his
vocational interest, provides the best indication possible at present success in an engineering
curriculum.
Nursing aptitude has been approached through the Moss- Hunt Aptitude Test for nursing,
which deals with scientific vocabulary, general information, understanding of printed
material, visual ability, memory for content, comprehension and retention, and ability to
understand and follow directions. While the test material has been selected for its relevance to
nursing work, no previous training in nursing is assumed. The scores on this test have been
found to correlate substantially with ability to handle the scholastic material in the first year
of training.
OTHER TESTS FOR SPECIAL ABILITIES
1. Sensory/Perceptual Skills Tests
Single Purpose Instruments:
Snellen Wall Chart: Used to test visual acuity.Found in every ophthalmologist's office in
some form.
Audiometer:Measure of auditory acuity, this machine reproduces tones at different

frequencies within the range of normal human hearing (20 to 20000 Hz) often first
experienced in elementary school.
Isihihara Test of Color Blindness:Each pseudo-isochromatic plate in these tests contains a

pattern of colored dots which form a numeral, if someone with normal color vision views the
plate.
A multipurpose visual testing instrument:

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Bausch & Lomb Vision Tester : 12 visual tests assess four categories of vision :Muscular
balance of the eyes ;Acuity in each eye, and both used together;depth perception , and color
perception.
2. Testing Computer Related Abilities
Since our economy has gone more and more "high-tech”, measures of computer aptitude and
achievement have been developed to ensure hiring of individuals with at least a minimal level
of computer related work skills.
One test designed to measure computer programmer aptitude is the:
Computer Programmer Aptitude Battery (CPAB) : this 75 minute tests contains the
following sections :
Verbal Meaning ; Reasoning ;Letter Series; Number Ability; and Diagramming.Experienced
Programmers and systems analysts were consulted when these test items were constructed.
Early studies indicate moderate predictive validity for the CPAB.
A test to assess whether someone has basic computer skills is the :
Computer Operator Aptitude Battery (COAB) :

3 15 minute sections assess Sequence Recognition, Format Checking, and Logical Thinking.
Norms are based on scores from experienced computer operators.
3. Tests of Creativity
Often try to distinguish between creative and "less creative" people by identifying when these
two group diverge from typical thinking.As a result, many tests of creativity use open ended
sentences, making standardization of grading procedures difficult, thus driving down
reliability and validity.
Consequences Test (Guilford, 1954):"Imagine what might happen if all laws were suddenly
abolished?”
Remote Associates Test (Mednick, 1962) Find a fourth word which is associated with each
of these three words:A. rat-blue-cottage;B. Wheel-electric-light;C. surprise-line-birthday
Unusual Uses Tests (Guilford, 1954) “Find as many uses as you can think of for A. toothpick;
B. brick,
C. paper clip
WordAssociationTest.(Getzels & Jackson, 1962) Write as many meanings as you can for
the following A. duck, B. sack, C. pitch
TEST FOR DISABILITIES
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The eligibility of a child for special education and related services is considered upon
completion of the administration of tests and other evaluation materials. In order for a child to
be declared eligible for special education and related services it must be determined that the
child is a “child with a disability” and is in need of special education and related
services.
The parent of the child and a team of qualified professionals must determine whether the
child is a child with a disability and in need of special education and related services.
(The determination of whether a child suspected of having a specific learning disability is a

child with a disability, must be made by the child’s parents and a team of qualified
professionals which must include the child’s regular teacher; or a regular classroom teacher
qualified to teach a child of his or her age if the child does not have a regular teacher; or, for
a child of less than school age, an individual qualified by the SEA to teach a child of his or
her age; and at least one person qualified to conduct individual diagnostic examinations of
children, such as a school psychologist, speech-language pathologist, or remedial reading
teacher.)
THE TEAM CONSIDERING DISABILITY
In interpreting evaluation data for the purpose of determining if a child is a child with a
disability and in need of special education, each public agency is to draw upon information
from a variety of sources, including aptitude and achievement tests, parent input, teacher
recommendations, physical condition, social or cultural background, and adaptive behavior.
Additional procedures for evaluating children and determining the existence of a

specific learning disability
IDEA includes the following additional procedures when evaluating and determining the
existence of a specific learning disability:
1. A team may determine that a child has a specific learning disability if:
 The child does not achieve commensurate with his or her age and ability levels in one
or more of the areas listed below, if provided with learning experiences appropriate for the
child’s age and ability levels; and
 The child has a severe discrepancy between achievement and intellectual ability in
one or more of the following areas: Oral expression; listening comprehension; written
expression; basic reading skill; reading comprehension; mathematics calculation;
mathematics reasoning.
2. The team may not identify a child as having a specific learning disability if the severe
discrepancy between ability and achievement is primarily the result of:
 A visual, hearing, or motor impairment;

 Mental retardation;
 Emotional disturbance; or
 Environmental, cultural or economic disadvantage.
3. Observation:
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 At least one team member other than the child’s regular teacher shall observe the
child’s academic performance in the regular classroom setting.
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 In the case of a child of less than school age or out of school, a team member shall
observe the child in an environment appropriate for a child of that age.
4. Written report — For a child suspected of having a specific learning disability, the
documentation of the team’s determination of eligibility must include a statement of:
 Whether the child has a specific learning disability.

 The basis for making the determination.
 The relevant behavior noted during the observation of the child.
 The relationship of that behavior to the child’s academic functioning.
 The educationally relevant medical findings, if any.
 Whether there is a severe discrepancy between achievement and ability that is not
correctable without special education and related services.
 The determination of the team concerning the effects of environmental, cultural, or
economic disadvantage.
Each team member shall certify in writing whether the report reflects his or her conclusion. If
it does not reflect his or her conclusion, the team member must submit a separate statement
presenting his or her conclusions.
LAW DEFINES CHILD WITH DISABILITY
The term “a child with a disability” means:
 A child evaluated according to IDEA as having mental retardation, a hearing

impairment including deafness, a speech or language impairment, a visual impairment
including blindness, serious emotional disturbance (referred to in IDEA as emotional
disturbance), an orthopedic impairment, autism, traumatic brain injury, and other health
impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and
 Who, by reason thereof, needs special education and related services.
 At the discretion of the State and Local Education Agencies, a “child with a
disability,” aged three through nine, may include a child who is experiencing
developmental delays, as defined by the State and as measured by appropriate diagnostic
instruments and procedures, in one or more of the following areas: physical development,
cognitive development, communication development, social or emotional development, or
adaptive development, and who, by reason thereof, needs special education and related
services.
The possible implications for students with learning disabilities when they are identified
as having a developmental delay
The use of a “developmental delay” category to determine whether a child is eligible for
special education and related services could make it possible to identify some children early
before they experience failure in school and fall behind their peers. Many children with
learning disabilities show delays in one or more of the areas specified. There is, however,
some concern that children with learning disabilities will be included in the “developmental
delay” category without identifying the specific processing disorder/s present and, thus the
specific intervention strategies needed will not be provided.Parents should ensure that:
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 Assessment tools and strategies used gather relevant functional and developmental
information.
 Tests and other evaluation materials used include those tailored to assess specific
areas of educational need.
 Assessment tools and strategies provide relevant information that directly assists
persons in determining the education needs of the child.
Since States and Local Education Agencies are not mandated to follow a certain course, but
can make a choice regarding whether to use “developmental delay” for children aged three to
nine, parents need to determine the eligibility criteria used by their State and Local Education
Agencies. Contact special education administrators at the State Department of Education or
the local school district for this information.
TEST FOR PHYSICAL ABILITIES
Physical Abilities Tests: Tests typically test applicants on some physical requirement such as
lifting strength, rope climbing, or obstacle course completion.
Advantages Disadvantages
 can identify individuals who are  costly to administer

physically unable to perform the essential  requirements must be shown to be job
functions of a job without risking injury to related through a thorough job analysis.
themselves or others  may have age based disparate impact
 can result in decreased costs related to against older applicants
disability/medical claims, insurance, and
workers compensation
 decreased absenteeism
Important Information About the physical ability test
• The PATs are designed to simulate specific job duties of a Peace Officer.
• The tests are physically demanding and could cause injury to persons who are not
physically fit or have medical conditions which limit their physical ability.
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• The tests are administered in a non-medical environment by non-medical staff. Therefore, it
is in your best interest to objectively evaluate your physical fitness status and to prepare
yourself prior to participating in the Physical Abilities Test.
Before taking the PAT, you must undergo a risk assessment to ensure you are fit to proceed.
The risk assessment includes height and weight measurement, blood pressure check, coronary
risk assessment and an overall review of current health status. If you pass the risk assessment,
you will proceed with the PAT. Due to the nature of the PAT, there is some risk of injury to
individuals with existing medical conditions or those who may be in marginal physical
condition.
The test itself consists of five physically demanding performance tests designed to evaluate
overall fitness to perform the specific functions of a Peace Officer. Using
Various pieces of exercise equipment, candidates must demonstrate:
 Overall endurance
 Grip strength
 Trunk strength
 Dynamic arm power
 Dynamic leg power
Dynamic
Arm Test
The purpose of this test is to measure the anaerobic power of the arms in order to determine
the candidate’s ability to carry a stretcher containing a person weighing approximately 185
pounds 1/8 mile with the assistance of one other person and an additional 1/8 mile with the
assistance of three other people. You need adequate strength in your abdominal (flexor) and
lower back (extensor) muscles to pass these tests. Using your arms, you must be able to pedal
a stationary bicycle 45 revolutions in one minute with a very challenging amount of
resistance.
Dynamic
Leg Test
The purpose of this test is to measure the anaerobic power of the legs in order to predict the
candidate’s ability to sprint 100 yards in 19 seconds or less. You must pedal a stationary
bicycle 70 revolutions in one minute with a very challenging amount of resistance in order to
pass this test.
Physical Exertion Demand on Legs (PEDOL)
The purpose of this test is to determine the candidate’s ability to complete a 500-yard run in
two minutes and twenty seconds. This test is a measurement of an individual’s cardiovascular
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fitness level, so it is essential that you do aerobic activities in order to successfully pass this
test. Riding a stationary bicycle is the most effective type of activity you can do to prepare
yourself for this test. You must pedal a stationary bicycle 56 to 70 revolutions per minute
(RPM), with a very challenging amount of resistance, and complete 112 revolutions in two
minutes in order to pass this test.
Grip Strength Test
The purpose of this test is to measure the strength of the muscles in the fingers, hand and
forearm in order to determine the candidate’s ability to pick up and carry a stretcher
containing a person weighing approximately 185 pounds, with the assistance of one other
person .It is performed using a hand dynamometer. You must be able to squeeze 34 kg (76
lbs.) with a hand grip testing device in order to pass this test. It is essential that you
strengthen your finger flexors and surrounding hand and forearm muscles to be prepared for
this test.
Trunk Strength Test
The purpose of this test is to measure abdominal and back strength in order to determine the
candidate’s ability to drag an unconscious person weighing approximately 165 pounds 20 feet
in 20 seconds or less after running 500 yards. To carry a stretcher containing a person
weighing approximately 185 pounds 1/8 mile with the assistance of one other person and an
additional 1/8 mile with the assistance of three other people. You need adequate strength in
your abdominal (flexor) and lower back (extensor) muscles to pass these tests.
BEND, TWIST, AND TOUCHare performed on a flat surface next to a wall. The
candidate stands with his/her back to the wall and far enough from the wall so that the
candidate can bend over without hitting the wall with the buttocks. Directly behind the
middle of the candidate’s back, at shoulder height, an “X” is taped on the wall and another
“X” on the floor between the candidate’s feet. The candidate’s feet are to be placed shoulder-
width apart, and the hands are to be placed together with the palms touching. On the
command “Go”, the candidate
bends and touches the center of the “X” between the feet and rises back to the upright
position, twists to the left and touches the center of the “X” on the wall with both hands, then
twists back to the starting position. The candidate repeats this procedure, except that the next
twist is to the right. The participant alternates sides, turning both left and right in the
completion of each cycle. The candidate must touch the center of each “X” during the test; if
the “X” is not touched, the cycle will not count. Three trials are given. The candidate will
have 20 seconds to complete 11 cycles.
The SIT AND REACH is performed without shoes while sitting on the floor, knees extended
(soft joint), and feet placed squarely against a box and no wider than eight inches apart. The
toes are pointed toward the ceiling and one hand is placed on top of the other with the
fingertips even. The candidate leans forward without lunging or bobbing and reaches as far
down a yardstick as he/she is able. The neck remains in the neutral position, the hands stay
together and even, and the stretch must be held for two seconds. Three trials are allowed. The
candidate must reach the required length of 16 inches to pass this event.
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The PUSH-UP begins in the up position with the hands placed on the matt where they are
comfortable for the candidate. The toes and hands remain on the floor. The body and head are
aligned and straight, and the body is raised until the arms are fully extended. On the
command “Go”, the candidate bends his/her elbows and lowers his/her entire body as a single
unit until his/her upper arms are at least parallel to the ground, and then returns to the starting
position by raising his/her entire body until the arms are fully extended. The candidate’s body
must remain rigid in a generally straight line and move as a unit while performing each
repetition. The movement equals one repetition. The candidate has to complete 18 push-ups.
The SIT-UP begins while lying on the back with the legs bent at the knees at
approximately a 90-degree angle and the hands clasped together behind the head. The hands
must remain clasped behind the head for each sit-up. The feet may be together or up to 12
inches apart. On the command “Go” the candidate raises his/her upper body forward to, or
beyond, the vertical position. The vertical position means that the base of the neck is above
the base of the spine. The candidate then lowers his/her body until the bottom of the shoulder
blades touches the ground. The head, hands, arms or elbows do not have to touch the ground.
If the hands break apart, the sit-up will not count. The candidate must complete 27 sit-ups in
one minute.
The VERTICAL JUMP is performed on a VJ Test Mat. The candidate stands on the
mat placing his/her feet on the foot imprints. The belt is put around his/her waist. The tape is
pulled through a clip in the belt until taut to adjust for height of the athlete. The measuring
tape at the mat feeder is always set at 0 cm/in. The candidate bends his/her knees and jumps
straight upward. The length of tape pulled through the feeder indicates the height of the jump.
The candidate gets three tries at this event. The candidate must jump 16 inches to pass the
event.
The THREE HUNDRED METER SPRINT is performed in running shoes and

proper Clothing. This is an exercise to determine explosive and sustained running ability over
a short distance. The candidate must complete the run without any help. On the command
“Go”, the clock will start. The marked distance is approximately ¾ of a lap on a standard
high school track. The candidate must complete the run in 77 seconds to pass the event. After
this exercise the candidate will be given a 15-minute recovery period before continuing on
with the last portion of the test.
The MILE AND ONE-HALF RUN is performed in running shoes and proper
clothing. The candidate may complete this exercise by running or mixing a combination of
running with walking. Although walking is allowed, it is strongly discouraged. Candidates
must complete the run without any physical help. On the command “Go”, the clock will start.
Candidates must complete the run in 15 minutes, 20 seconds to pass the event.
SUMMARY
The special ability tests are very useful in selecting efficient personnel for a suitable
job. Now a day’s these types of aptitude tests are commonly using in European countries. In
our country only certain departments are using these tests. Scores in the upper range on
Abstract Reasoning, Perceptual Speed and Accuracy, Mechanical Reasoning and Space
Relations and in the middle range on Verbal Reasoning, Numerical Reasoning, Spelling and
Language Usage
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and physical abilities are measured. In deciding on ones future career, they should concentrate
on those ability areas in which they have achieved their best scores.
REFERENCES
 S.R Vashist. Practice of Educational Evaluation. Anmol Publications .1st ed.2002

p.220-247
 www.washoecounty.us/file_push.php?file_choice
 Btetech.com/lit/collateral/BTE-PAT_Cost_Benefit_Summary
 www.cdcr.ca.gov/Career_Opportunities/POR/docs/PAT
 www.ppicentral.com/Pdf/ability
 www.faqs.org/childhood/In-Ke/Intelligence-Testing.html
 www.freshpromotions.com.au/.../white-sliding-tile-puzzle-.html
ASSIGNMENT
ON
SOCIOMETRY
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SCIENCE
SUBMITTED ON:
SOCIOMETRY
MEANING
The word sociometry comes from the latin‘socious’ ,meaning social and the
latin‘metrum’,meaning measure. As these roots imply,sociometry is a way of measuring the
degree of relatedness among people . measurementsofrelatedness can be usefull not only in
the assessment of behavior within groups ,but also for interventions to bring about positive
change and for determining the extend of change. For a work group ,sociometrycan be a
powerfull tool for reducing conflict and improving communication because it allows the
group to see itself objectively and to analyse its owndynamics.it is also a powerfull tool for
assessing dynamics and development in groups devoted to theraphy or training.
Jacob levy Moreno coined the term sociometryand conducted the first long –range
sociometric study from 1932-38 at the new York state training school for girls in Hudson
,newyork . As
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part of this study, Moreno used sociometric techniques to assign residents to various
residential cottages.He found that assignments on the basis of sociometry substantially
reduced the number ofrunaways from the facility . many more sociometric
studiessubstantially reduced the number of runaways from the facility . many more
sociometric studies have been conducted since , by Moreno and othersin settings including
other schools the military , theraphy groups
, andbusiness cooperations.
A usefull working definition of sociometry is thatit is a methodology for tracking the energy
vectors of interpersonnel relationships in a group . it shows the patterns of how individuals
associate with each other when acting as a group toward a specified end or goal . Moreno
himself defined sociometry as the mathematical study of psychological properties of
populations , the experimental technique of and the results obtained by application of
quantitative methods.
Sociometry is based on the fact that people make choices in interpersonnel relationships
.whenever people gather , they make choices – where to sit or stand ; choices about who is
friendly and who not , who is central to the group , who is rejected , who is isolated. As
Moreno says, ‘ choices are fundamentalfacts in all ongoing human relations , choices of
people and choices of things .Itis immaterial whether the motivations are known to the
chooser or not; it is immaterial whether are inarticulate or highly expressive , whether rational
or irrational . they do not require any special justification as long as they are spontaneous and
true to the self of the chooser.
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DEFINITION OF SOCIOMETRIC TECHNIQUES
Methods for quantitatively assessing and measuring interpersonal and group relationships
ADVANTAGES:
 It enables the teacher to get a comprehensive picture of the structure of social
relationship in the entire class by means of certain instruments and method of
interpreting the results obtained.
 It is a special method of obtaining the information through oral questions , written
responses and analyzing the records in studying the group.
 It is a technique whereby each member is asked to state the kind of relationships ,
which he holds towards the other members . these have been recorded graphically
and represented in sociogram.
 It is a method used determine the degree to which individuals are accepted or
rejected in a group and group structure .
 This technique is simple in use and speedy in administration
 The curricular and co- curricular activities formation of groups , choosing companions
, patterns for specific activities.
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ITEM ANALYSIS

SCIENCE
SUBMITTED ON:
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ITEM ANALYSIS
MEANING OF ITEM ANALYSIS
Item analysis is a process which examines student responses to individual test items
(questions) in order to assess the quality of those items and of the test as a whole. Item
analysis is especially valuable inimproving items which will be used again in later tests, but it
can also be used to eliminate ambiguous ormisleading items in a single test administration. In
addition, item analysis is valuable for increasing instructors' skills in test construction, and
identifying specific areas of course content which need greateremphasis or clarity. Separate
item analyses can be requested for each raw score1 created during a givenrun). It is a
statistical technique used for selecting and rejecting the items of a test on the basis of their
difficulty value and discriminative power.
ESTIMATING ITEM DIFFICULTY
According to Frank S. Freeman, the difficulty value of an item may be defined as the
proportion of certain sample of subjects (learners) who actually know the answer of the item.
This statement is most functional and dependable because an item can be answered correctly
by guessing. The difficulty value depends on actually knowing the correct answer of an item
rather than answering an item correctly.
For each item compute the percentage of students who get the item correct. This is called the
Item Difficulty Index. The formula for calculating item difficulty index is:
R
D =x 100
N
where R = Number of pupils who answered the item
correctly; N = Total number of pupils who tried them.
ESTIMATING DISCRIMINATION INDEX
The discriminating power (i.e., the validity index) of an item refers to the degree to
which a given item discriminates among students who differ sharply in the function(s)
measured by the test as a whole.
An estimate of an item's discrimination index may be obtained by the formula:
RU-RL
Discrimination Index = ½N
Where RU = No. of correct responses from the upper group;
RL = No. of correct responses from the lower group;
N = Total number of pupils who tried them.
DIFFICULTY AND DISCRIMINATION DISTRIBUTIONS

At the end of the Item Analysis report, test items are listed according their degrees of
difficulty (easy, medium, hard) and discrimination (good, fair, poor). These distributions
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provide a quick overview of the test, and can be used to identify items which are not performing
well and which can perhaps be improved or discarded.
TEST STATISTICS
Two statistics are provided to evaluate the performance of the test as a whole.
Reliability Coefficient. The reliability of a test refers to the extent to which the test is likely
to produce consistent scores.
Reliability Interpretation
90 and above - Excellent reliability; at the level of the best standardized
tests 80 - .90 - Very good for a classroom test
70 - .80 - Good for a classroom test; in the range of most. There
are probably a few items which could be improved.
60 - .70 - Somewhat low. This test needs to be supplemented by other measures
(e.g.,more tests) to determine grades. There are probably some items which could be
improved. 50 - .60 - Suggests need for revision of test, unless it is quite short (ten or
fewer items). The test definitely needs to be supplemented by other measures (e.g., more
tests) for grading. 50 or below - Questionable reliability. This test should not contribute
heavily to the course grade, and it needs revision.
Standard Error of Measurement. The standard error of measurement is directly related to

the reliability of the test. It is an index of the amount of variability in an individual student's
performance due to random measurement error. If it were possible to administer an infinite
number of parallel tests, a student's score would be expected to change from one
administration to the next due to a number of factors. For each student, the scores would form
a "normal" (bell-shaped) distribution. The mean of the distribution is assumed to be the
student's "true score," and reflects what he or she "really" knows about the subject. The
standard deviation of the distribution is called the standard error of measurement and reflects
the amount of change in the student's score which could be expected from one test
administration to another.
THE OBJECTIVES OF ITEM ANALYSIS

The main objectives of item analysis technique are as below:
1. To select the proper items for the final draft of the test and reject the poor items that
are unable to contribute any worth in the functioning of the test.
2. To modify some items to make them functionable.
3. To obtain the difficulty index and discrimination index of each items of preliminary
draft of the test.
4. To increase the functioning of a test by considering difficulty index and
discrimination index simultaneously in selecting and rejecting the test items.
5. To obtain basis for preparing the final draft of the test
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STEPS INVOLVED IN ITEM ANALYSIS
In conducting an item analysis of a classroom test, one should bear the following points
in mind:
1. Arrange answer books (or answer sheets) from the highest score to the lowest score.
2. From the ordered set of answer books, make two groups. Put those with the highest
scores in one group and those with the lowest scores in the other group. (There are
some statistical reasons why one should place the best 27% of the answer books in one
group and the poorest 27% in the other group. Hut, for classroom tests, it is really not
important what percentage is used. If the class is small, say, of 50 or fewer students, there
would be too few answer books in the top and bottom 27% to yield a very reliable item
analysis indices). In a typical type of classroom situation, it is quite appropriate to divide
the total group into the top and bottom halves.
3. For each item (e.g., true-false type, completion type), count the number of students in
each group who answered the item correctly. For alternate-response type of items, count
the number of students in each group who choose each alternative.
4. Record the count for each item. Assume a total of 40 answer books, 20 in each group.
Below is given a hypothetical illustration:
Item No. 1 2 3 4 5
No. of correct responses of the best 20 12 15 20 3 6
(or upper 27% or top half)
No. of correct responses of the poorest20 3 12 0 3 12
(or lower 27%. or bottom half)
Omits 0 4 0 0 10
INTERPRETING ITEM ANALYSIS DATA

Item analysis data should be interpreted with caution.
Remember that:
(i) Item analysis data are not analogous to item validity;
(it) The discrimination index is not always a measure of item quality;
(iii)Item analysis data are tentative;
(iv) Avoid selecting test items purely on the basis of their statistical properties
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USING ITEMS ANALYSIS RESULTS
Item analysis data have several values:
(i) They help one judge the worth or quality of a test;
(ii) They can be of aid in subsequent test revisions;
(iii) Theylead to increased skill in test construction;
(iv) They provide diagnostic value and help in planning future learning activities;
(v) They provide a basis for discussing test results;
(vi) If students assist in, or are told the results of, item
analysis, it can be a learning experience for them;
(vii) They help in revising the test or test items.
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ASSIGNMENT
ON
CONDUCT CONTINUING
EDUCATION WORKSHOP

SCIENCE
SUBMITTED ON:
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WORKSHOP TECHNIQUE
INTRODUCTION:
The workshop is the name given a novel (refreshing, new) experiment in education.
Close group type of discussion will be held in form of workshop. It consist of series of
meetings, usually four or more, with emphasis of individual work within the group with the
help of consultants and resource personnel. Educational process has two aspects- theoretical
and practical. Learning takes place in a friendly, happy and democratic under experts’
guidance. The workshops are organized to develop the psychomotor aspects of the learner
regarding practices of new innovations in the area of education. Workshop helps to each
participant opportunities to improve his effectiveness as a professional worker.
DEFINITIONS:
1. According to L. Ramachandran: The workshop is a meeting of people to work
together in a small group upon problems which are of concern to them and relevant to
them in their own sphere of activity and to find suitable solutions.
2. According to Lorreta: Workshop refers to a group of individuals who work together
toward the solution of problems in a given subject matter field during a specific
period of time.
3. According to Basavantappa: Workshop is defined as assembled group of 10 to 25
persons who share a common interest or problem. They meet together to improve
their individual skills of a subject through intensive study, research, and discussion.
4. According to Neeraja: A systematic approach to deal in detail about educational
problems by means of a short meeting.
OBJECTIVES:
The workshops are organized to realize the following objectives:
1. Cognitive Objectives
2. Psychomotor Objectives
3. Affective objectives
1. Cognitive Objectives :The workshop is organized to

i. Solve the problems of teaching profession.
ii. Provide the philosophical and sociological background for instructional and
teaching situation.
iii. Develop an understanding regarding the use of a theme and problem.
iv. Identify the educational objectives in the present context.
2. Psychomotor objectives: (Skill development)

i. To develop the proficiency for planning and organizing teaching and
instructional activities.
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ii. To develop skills to perform a task independently.
iii. To determine and use of teaching strategies effectively.
iv. To train the person for using different approaches of teaching.
3. Affectiveobjectives:(AttitudeDevelopment)
i. To develop professional relationship between participants and resource person.
ii. To permit the extensive study of a situation its background and its social and
philosophical implication.
iii. To take necessary steps to solve the problem of education.
PURPOSES OF WORKSHOP:
1. To put teachers in situations that will break down the barriers between them to
facilitate communication.
2. To give opportunity for personal growth through accepting and working towards a
goal held in common with others.
3. To give teachers an opportunity to work on the problems those are direct, current,
concern to them.
4. Teachers will learn new methods and techniques which they can use in their own
classrooms.
5. To place teachers in a position of responsibility for their own learning
6. To put teacher in situation where they will evaluate their own efforts.
7. To give the teachers an opportunity to improve their own morale.
PRINCIPLES OF WORKSHOP:
1. Workshop should focus on the current issues in the profession to be discussed.
2. Workshop should be conducted with full co-operation within organizers.
3. Giving the participants an active role will make teaching more effective.
4. Every individual has worth, and has a contribution to make to the common goal.
SCOPE OF WORKSHOP TECHNIQUE:

The workshop technique is used mainly in the following areas of education.
1. Action research project for classroom problems.
2. New format of lesson plan.
3. Preparing instructional material or teaching model.
4. Workshop on preparing research synopsis and proposals.
5. Workshop for non formal education.
6. Workshop for designing programme for teacher education at any level.
PLANNING FOR A WORKSHOP:
Selection of a theme:
Select the theme on workshop has to be organized.
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1. The theme must be based on pre existing problem for which we should identify the
solution.
2. Theme must be useful for the in-service workers for giving awareness and training of
new practice in their working situation and which has a solution.
3. Theme must be directed towards the participants because to motivate their
interest. After selecting a theme for workshop, following have to be planned.
1. Open a file:
Correspondence relating to the planning, running and evaluation of workshop will
soon reach proportions that call for proper filing. A suitable system might be a loose leaf file
with the following subdivisions:
- Budget
- Workshop site
- Selection of participants
- Documentation
- Equipment checklist
- Publicity, press etc
- Evaluation
2. Selection of Resource Person:
In organizing a workshop resource person plays following important roles:
- They should provide theoretical and practical aspects of the theme.
- Resource person must have much more practical and theoretical exposure in
their work field.
- Resource person should able to provide guidance to participants at every stage
of and train them to perform the task effectively.
- Resource person should be able to supervise and also control the trainees.
3. Selection of the Participants: Criteria for selecting the participants:
a. Type of Participants: Homogeneity: Participants should be homogeneous
(same group).
b. Select the p participants who will benefit by the theme of workshop and
objectives.
c. Number of participants: It can be found from experience that as many as 35
participants (seven groups of five) can be handled by one organizer.
d. Select the participants 60 days before the workshop.
e. 45 days before confirm the participants who are going to participate who are
going to participate in the workshop.
f. Voluntary participation and willingness to innovate. Select the participants
those who attend the workshop voluntarily
g. Each participant should already have demonstrated his desire for change by
having adopted new methods of his own.
4. Selection of the Dates for the workshop:

i. Date of workshop should not coincide with public or religious holidays, sports
events.
ii. At least one working day will preside the open of the workshop.
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iii. It should be planned prior to prevent inconvenience in conducting workshop.
5. Selection of the place for workshop:

1. Select the place where the Participants can stay and attend total activities
of workshop on a full time basis.
2. Place should be far away from where theParticipants live to enable them to
participate in activities without interruption.
3. The place should be pleasurable one (Quiet, adequate seating, well
ventilated, good lighting, etc.)
4. Booking a meeting room and hotel accommodation
i. Book the room for conduction workshop and accommodation 6 months
priorly to the day.
ii. Take it in writing and insist in writing confirmation detailing the
conditions you have specified, particularly as regards to meeting room.
6. Selection of Language:
In workshop national Language must be the working language. It must be
known by all Participants.
7. Selection of Committees:
While organizing a workshop Committees must be formulated such as:
1. Organizer Committee:
 Should plan for programme
 They should schedule the programme
 They must select the days, dates, venue of workshop
 They should plan for budgeting
2. Assistant organizers Committee:
 selection must be done 4 months before the day
 organizer should select assistant organizers from another school or faculty
 Select each assistant organizer for every 10 participants.
 The assistant organizers will have the task of finding answers to questions
put forward by the participants.
3. Sponsors Committees:
 Sponsoring Committee should be found by organizers to share the
expenses of workshop
 Sponsors can extend their helping hand to provide place for workshop,
sound media, food and snacks, printing material etc
4. Volunteers Committee: Serves the following

 Receiving the guests
 Orienting the place to the participants and experts
 Seating arrangement
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 Serving food
They have to formulate Committees for- registration, transportation, food,
stage, reception, publicity Committee etc.
8. Budget for Workshop:

Organizers should plan the budget according to their plan of conducting workshop.
Following simple formula is suggested to estimate the expenditure:
E = (T+S) NX 1.25
E- Estimate
T- Cost of return travel
S- Living expenses (accommodation,
food) N- Number of participants
9. Invitation of the participants:

The main points to be covered in the invitation are:
- Aim of the workshop
- Theme of the workshop
- Working method of the workshop
- Get a deadline for application
Preparing Workshop Pamphlet / Booklet:

Print pamphlets / booklets- chart specifying the
- Aim of the workshop
- Registration fees for the workshop
- Activities of programme in workshop
- Facilities arranged for the workshop
These all help the participants to prepare physically and mentally before
coming to the workshop.
Content which the experts are going to present must be given at the time of
documentation. This helps them to have reference copy of content for their future.
IMMEDIATE PREPARATION FOR WORKSHOP (ie 2-3 days before):
1. Review of the list of participants and resource persons:

- After getting the application we should prepare the finalizing the number of
participants, list of participants should be prepared.
- Resource persons also must be properly reminded.
2. Arrangement of room:
- Two days before the workshop it should be arranged
- The meeting room should be arranged so as to allow participants to sit at tables in
small groups of three to five.
- Allow the use of overhead projector it would be preferable in order to allow two
documents to be compared together.
- Make sure that everyone has a good view of the projection screen and discussion
leader.
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- Room must be quite and that is arrangement is preferable to separate groups in
different rooms.
- Make sure that the room is away from the source of noise.
- Room must be adequately darkened to project the overhead projector.
- Make sure that electric power point that works and have an electrical extension flex
and spare projector lamp available.
- In addition have a stock of transparent cellulose sheets and marker crayons available
that may be used to illustrate any remarks that may be in plenary (An intensive
examination testing a student's proficiency in some special field of knowledge)
sessions.
3. Arrangement of Staff and Equipment- needed for document reproduction

during workshop:
Staff and equipment needed for documentation must be arrangement one month
before the day.
Staffs: such as typist for typing the documents resulting from group work.
Equipment: one month before itself should be arranged with all the needed
equipment and prior to the workshop it should be checked that the things by using
checklist.
EquipmentChecklist:
1. Note Pads(One for each Participants)
2. Pencils and sharpener (One for each Participants)
3. Rubber (One for each Table)
4. Two hold punch (1)
5. Adhesive tape (2 rolls)
6. Stapler (1)
7. Waste paper basket (One for each Table)
8. Drawing pins (2 packets)
9. File
10. Overhead projector (2)
11. Sharp projectors (2)
12. Electric extension flex (6 meter)
13. Electric adapter plugs (2)
14. Transparent cellulose sheets (50)
15. Crayon markers
16. Black board for flip charts
17. Dictionary
9. Arranging for press relations:

Depending on the local situation, it may be worth deciding to inform the press.
10. Coordinating the Assistant organizers:

All the assistant organizers should arrive at the site of the workshop without fail at
least two whole days before the workshop and should have been told how important
this coordination period is.
449
11. Time Table of Work:
a. It is not recommended to arrange more than five hours of structured sessions a day.
b. There should be provision of Teas break and lunch break at appropriate time
interval and it should be planned through out the workshop.
c.Last day don’t forget to have a group photo snaps taken during the break.
ROLES IN WORKSHOP TECHNIQUE:
In organizing workshop the following four roles are performed.
1. Organizers of the workshop:

Whole programme and schedule is prepared by the organizer. He has to arrange
boarding lodging facilities for participants as well as the experts. The date, days, and
venue of workshop are decided by him. The workshops are also organized by the
institutions such as NCERT, DGHS sponsored workshop on nursing development.
2. Convener or chairman in first stage:

At first stage of the workshop theoretical aspects are discussed by the experts
on the theme of the workshop. Therefore a convener (the member of a group whose duty
it is to bring together) is nominated or invited who is well acquainted with theme of the
workshop to observe the work of the participants along with the expert and has to
carryout the formalities and keynote of the workshop.
3. Experts or Resource Person:

In organizing a workshop resource person plays following important roles:
a. They should provide theoretical and practical aspects of the theme.
b. Resource person must have much more practical and theoretical exposure in
their work field.
c. Resource person should able to provide guidance to participants at every stage
of and train them to perform the task effectively.
d. Resource person should be able to supervise and also control the trainees.
4. Role of Participant or Trainees:

The participant should be interested or keen in theme of the workshop. At the
first stage they have acquire understanding of the theme and at second stage have to
practice and perform the task with great interest and seek proper guidance from the
experts. They should carry the concept to their classroom to evaluate its workability
in actual situation. They may suggest some modification in using the concept in
classroom. The effectiveness of any workshop technique depends upon the
involvement of the participants in the task.
STAGES IN CONDUCTING WORKSHOP:

Generally workshops are organized for 3 to 10 days duration. The period of workshop
may be 40 days. It depends on the nature of task assigned to the workshop. It is organized in
four stages:
450
i. First Stageii. Second stageiii. Third stageiv. Fourth stage
i. First stage programmes:

1. Registration: Participants will pay their fees and they will register their names in
registration counter. After that they will be given a identity card and workshop content
handwork.
2. Inauguration: it is starting function of the workshop. In this all committee members,
participants, resource persons will be gathered along with the chief guest. Chief guest
will start the function with lighting the lamp and gives his guest speech regarding the
theme. After to him organizer delivers his speech.
3. Preliminary introductory session:Organizer will give brief introduction about the
workshop, which they are going to conduct. He will give orientation towards theme of
the workshop and objectives.
4. Pretest: pretest will be given to the participants, which will be based in the theme of the
workshop ie background knowledge about theme of the workshop. And it will be
evaluated.
5. Break: Tea break and Lunch break in between the sessions.
6. Presentation of the theme of providing awareness: the resource person or experts are
invited to provide the awareness and understanding of the topic. This stage is like a
seminar.
The paper reading is also done to discuss the different aspects of the theme.
The trainees or participants are given opportunity to seek clarification. The experts
provide the suitable illustration steps for using it in practice such as classroom teaching
in education.
ii. Second stage:
1. Formation of the Groups: in the second stage the total group is divided in to small
groups.
2. Assignment sessions and practical exercise: Groups will be given assignment related
to the theme. Practical exercise also will be given.
3. Guidance and Supervision: A resource person is assigned to provide guidance to the
work to perform. Along with guidance the expert also supervises each participants
work. Every participant has to work individually and independently and has to complete
the task within given time limit.
4. Clarifying session: The participant while doing his work if finds any difficulty or
doubt can be clarified with the help of expert.
5. Group discussion: If group members have completed their assignment at the end they
meet together and discuss their task within their group.
6. Preview of the next day: At the end of the each day all group members will join
together and discuss the programmes of the next day.
iii. Third stage:
There are four phases:
1. Presentation: at this phase all group meet at one place and present their report of work
done at second stage.
451
2. Evaluation: - Post test: It will be given to the participants based on the content which
was given by the experts during the presentation phase. That will be evaluated.
a. Open suggestions: the participants are given opportunity to comment and give
suggestions for further improvement.
b. Expert Suggestion: the experts also provide suggestion on different aspects of
the reports.
3. Validation: it is the end phase of the workshop. In this organizer will conclude the
workshop after providing certificates to the experts and participants and also
distribute the prizes to those perform well in their group activities. Chief organizer or
assistant organizer will give vote of thanks and programme will end with National
anthem.
iv. Fourth stage:

In fourth stage means after the actual programme, organizers as well as participants
have to do their part of work.
Organizers Part:
1. Letter of thanks: Within 15 days after the programmeit is time to thank everybody
who has helped, the organizers including those who have provided funds for the
workshop, the members of the committee for sponsors and the assistant organizers.
Inform theme in the letter that they will shortly be sent the report on the workshop.
2. Report on the workshop: report regarding the workshop must be printed and sent to
the assistant organizers and other persons who helped to successful conduct of the
workshop. The report will contain the following:
a. An introduction giving a brief description of the focal context which led to the
organization of the workshop.
b. The general aims of the workshop
c. Description of the progress of the workshop
d. Selected samples of the work donein group
e. List of documents used during the workshop
f. The evaluation
g. List of participants
Part of Participants: They should get ready for the follow-up programme that will be
conducted as a long term evaluation process at least one year after the day.
Follow up:
a. The trainer has to go back to their institution. They asked to continue their task and
examine the workability and usability in their institution.
b. The participants are invited to meet again and present their experience regarding
applicability of the topic or new practice.
c. During follow up meeting participants will also be assessed to which level they
reached their objectives by using questionnaire and individual interview.
ADVANTAGES OF WORKSHOP:
1. Workshop is used to realize the higher cognitive and psychomotor objectives.
452
2. It is a technique which can be effectively used for developing understanding and
proficiency for the approaches and practices in education.
3. It is used for developing and improving professional efficiency. Eg, Nursing, Medical,
Dental etc
4. Teaching proficiencies can be developed by the workshop technique for nursing in-
service teachers.
5. It provides the opportunity and situations to develop the individual capacities of a
teacher.
6. It develops the feeling of co-operation and group work.
7. It provides the situation to study the vocational problems.
8. The new practices and innovation are introduced to in-service teachers.
LIMITATIONS OF WORKSHOP:
1. The in-service teacher may not take interest to understand and use the new practices
in their classroom.
2. The workshop cannot be organized to large number of groups, so the large number of
persons can be trained.
3. The teacher may not take interest in practical work or to do something in productive
form.
4. The effectiveness of the workshop technique depends on the follow-up programme.
Generally follow-up programmes are not organized in workshop technique.
CONCLUSION:
In the workshop the total members may be divided in to small groups and each group
will choose a chairman and a recorder. Learning takes place in a friendly, happy, and
democratic atmosphere, under expert guidance. The workshop provides each participant the
opportunity to improve his effectiveness as a professional worker.
BIBLIOGRAPHY:
1. Basavantappa B T; Nursing Education; 1st edition; Jaypee Brothers Medical

Publications (P) Ltd, New Delhi.
2. Barabara A M & Ruth A W-Price, “Nursing education: Foundation for Practice
Excellence”; Jaypee Brothers Medical Publications (P) Ltd, New Delhi.
3. Aggraval.J.C. “Principles Methods and Techniques of Teaching”, Vikas Publishig
house Pvt Ltd, 1996, New Delhi.
453
CRITICAL EVALUATION
OF
AN INSTITUTIONAL NURSING
EDUCATION PROGRAMME

SCIENCE
SUBMITTED ON:
454
NURSING PROGRAMMES
INTRODUCTION
Diversity is the major characteristic of nursing education today. Influenced by a
variety of factors-social change efforts to achieve full professional status, woman
issues, historical factors, public expectations, expectations of nurses themselves,
legislation, national studies and constant change in the health care systems-many
different types of nursing education programs exit.
Meaning and definition:
Nursing educational programmes may be defined as in large part that
influencing of one group of human beings, the pupils to grow towards defined
objectives; utilizing a second group of human beings, the teacher as agents and
operating in a setting of third group of human being, the public variously concerned
both with objectives and with means used to achieve them.
Nursing Educational Programmes
At present the various nursing educational programmes are there. We can
classify these programmes in to following courses:
1. Certificate courses ANM course / HW(F) course / HA(F)
course / LHV
2. Diploma GNM Course
3. Degree (UG) 1. B.Sc Nursing
2. B.Sc Nursing (Post Certificates)
455
3. PB B.Sc Nursing (IGNOU)
4. Post Basic Diploma courses
5. Masters Education (PG) 1. MN (Master of Nursing)
2. M.Sc. Nursing
3.M.Phil Nursing
6. Doctoral ProgrammesPhD in Nursing
Certificate Courses:
Multipurpose Health Worker Training
The training grew out of the earlier auxiliary nursing and midwifery (ANM)
Course. The ANM training was for two years and mainly covered a maternal and child
care and family welfare. In keeping with the policies of the government of India to
have multipurpose health workers, the Indian nursing Council revised the ANM's
syllabus in 1977 and reduced the duration to 18 months. The focus of training is on
community health nursing. At the end of the course the candidates are eligible to work
in health sub centers. There are about 500 schools in India offering this course in India
at present. The MPHA (M) training course is also conducted in some states of India
with 18 months duration.
Female health Supervisor training

This course was initially meant as a health visitor training course. It went
through several modifications in course of time and finally metamorphosed into the
present 6 months promotional training. The female health supervisor or MPHA(F)
course is currently conducted in 21 centers in India. Besides this basic course, several
states have
456
their own promotional courses as requirement for ANMs to be qualified for promotion
to supervisors.
General Nursing and Midwifery
The general nursing and midwifery course is conducted in more than 1000
centers in the country. The syllabus has undergone many revisions according to the
changes in health plans and policies of the government and changing trends and
advancements in education, nursing, health sciences and medical technology. The
latest revision of the course from 3.6 years to 3 years. The basic entrance qualification
has become intermediate or class XII instead of the earlier 10th class. Both science and
arts students are eligible. The focus of general nursing education is care of the sick in
the hospital. On passing the candidates are registered as nurses (RN) and as midwives
(RM) by the respective state nursing councils.
Degree (Under Graduate)

There are 2 types of graduate nursing education in India - one of 4 year basic
course for fresh entrance and the second is condensed post basic course for those who
have undergone the GNM course.
Four year B.Sc.(N)
Graduate nursing education started in India in the year of 1946 in CMC, vellore
and in the RAK college of nursing Delhi university. At present several universities in
India offer the course. The entry qualification is intermediate with biological sciences,
physics and chemistry. The course focuses on preparation of professional nurses for
working at the bedside and for taking leadership roles in public health nursing. The
course also includes managerial and teaching subjects to prepare graduates to take up
first level teaching and administrative jobs in the hospital. Overall, the graduate
457
nursing
458
course in the country offers a broad base in both arts and sciences and lays the
foundation for a holistic perspective to health and caring.
Post Basic B.Sc(N)
A two year degree course in nursing is offered in several universities in India.
This course was specially designed to provide higher educational opportunities for
practicing nurses. The entry requirement is that they should have completed the
general nursing course and XII (Usually with science). Most places also ask for 1 year
after completing the diploma (GNM) course.
B.Sc Nursing (IGNOU)

Distance education in the post basic nursing has also been started by Indira
Gandhi National Open University (IGNOU) in 1994. This has provided an operating
for diploma nurses all over the country to undertake higher education. The IGNOU
offers courses through it's study centers throughout the country.
Postgraduate Nursing Education
M.Sc (N) course is presently being offered in several universities in the
country. The 2 year course is designed to prepare clinical and community health
nursing specialists. Besides clinical specialization the students are thought to conduct
research in nursing. A thesis is submitted by each student in partial fulfillment of the
requirements for the degree. Courses in education and administration are given to
prepare the students to take up responsibility in education and administration in
nursing and allied health areas. The entance requirement is B.Sc (N) and 1 year
experience as a clinical nurse or instructor.
459
Conclusion
Nursing education had evolved in time imparting diverse knowledge and handy
skill sets. Institutes offering basic to advanced courses in nursing had matured in our
land. Diversity is the major characteristic of nursing education today. Influenced by
variety of factors-social change efforts to achieve full professional status, Woman
issues, historical factors, public expectations, expectations of nurses themselves,
legislation, national studies and constant changes in the health care systems many
different types of nursing education programs exist.
BIBLIOGRAPHY
1. Dr. BasavanthappaBT, Nursing education, 1st edition, jaypee publication, page
no . 389 - 391.
1) Neeraja K.P, Text book of nursing education, Jaypee publication, page no: 263
- 266 .
2) CR Kothari. Research Methodology: Methods and Techniques. 2nd edition.
3) P.S.Ssunder Rao, J.Richard, Introduction to Biostatics and Research
Methodology, 4lh edition.
4) B.K Mahajan, Methods in Biostatics : For Medical Student and Research
workers, 6th edition.
460

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SCPM COLLEGE OF NURSING AND

PARAMEDICAL SCIENCES, GONDA

Sl.No. Content Page No.

Master rotation plan 53

Clinical rotation plan 167

Lesson plan 147

2. Micro Teaching: 175

3. Teaching Method in Class Room: 186

Lecture method 188

Demonstration method 192

Role play 230

Problem Based Learning 225

4. Clinical Teaching Method: 238

Nursing Rounds 240

Case Analysis 247

Process Recording 250

Group Health Teaching 257

5. Preparation of AV Aids: 260

OHP Transparencies 276

Flash Card 286

POWER POINT 290

ASSIGNMENT ON COMPUTER APPLICATIONS IN 296

6. Annotated Bibliography: 308

1 Annotated Bibliography (Research) 314

2 Annotated Bibliography (Journals) 316

3 Annotated Bibliography (Articles) 320

7. Evaluation Tools: 324

1. Preparation of question paper 325

Objective type, MCQ, CAT question paper 331

2. preparation of clinical evaluation tool in the form of 340

b. Check list 344

c. Attitude scale 347

e. Differential scale 354

f. Summated scales 359

g. Annecdotal records 362

3. Observe & Practice 365

a. Non Standardized test 366

b. Intelligence test 368

c. Aptitude test 372

d. Personality test 376

e. Physical and mental disability test 391

8. Item Analysis 412

PARAMEDICAL SCIENCES, GONDA

1. Utilize/apply the concepts, theories and principles of nursing science

SCPM COLLEGE OF NURSING AND

2. SPECIFICATION FOR THE LEVEL OF LEARNER

3. RESOURCE MATERIALS NEEDED FO THE COURSE

S.No Dept/Unit No. of Week Total Hours

Placement: 1st year

Unit Hours PRACTICAL Content Method of Assessment

TECHNIQUES WEIGHTAGE 10 MARKS

I 10hrs. Introduction Lecture cum Essay type

II 20hrs. 30hrs Teaching – learning process Lecture cum Essay type

item analysis and

PRACTICAL -INTERNAL ASSESSMENT

.Treatment aspects: pharmacological and

Clinical posting in the following areas:

PARAMEDICAL SCIENCES, GONDA

'Overall plan of rotation of all students in a particular educational programme, showing

Principles in selection of learning experiences in Clinical area

Orientation of Students to the Clinical Area

Hrs/month 68hrs 136hrs 68hrs 136hrs 182hrs 130hrs 144hrs

PARAMEDICAL SCIENCES, GONDA

Subject : Advance nursing practice