demonstration and laboratory method of teaching

1. METHODS OF TEACHING
DEMONSTRATION.
DEBLINA ROY
M.Sc. NURSING 1st year
KGMU Institute of Nursing.

2. Introduction
There are various methods of teaching, one of
the most effective methods of teaching skill is
‘demonstration’.

3. Demonstration Method
• It can be defined as visualized explanation of
facts and procedures
• it is a physical display of the form, outline or a
substance of object or events for the purpose of
increasing knowledge or such objects or events.
• Demonstration involves showing what and
showing how, it is a relatively less complicated
process I that it does not require extensive
verbal elaboration.

4. • Socrates .
• Plato.
• Aristotle.

5. Principles of DEMONSTRATION.
• Learning by doing maxim is followed.
• Skills can be developed by imitation
• The perception helps in imitation.

6. Guidelines for a good Demonstration
• planned and rehearsed
• visible
• Proper lighting arrangements
• equipments placed in order
• clear statements about the purpose
• active participation by the students .
• quick and slick
• interesting
• active participation the students
• summary of the principles

7. Uses
• This strategy is mainly applied in the technical
training institutes.
• In teacher education programmes it is used to
develop skill in the student teacher.
• At school level teacher applies it in teaching science
, biology arts and crafts , environmental studies.
• Demonstration method has a great role in nursing
education as the whole course is skill based so
demonstration method is very vividly used in
nursing.

8. Common Errors
• Equipment may not be ready for use.
• There may not be an apparent relation between the
demonstration and the topic under discussion.
• Black board summary not up to the mark.
• The teacher may be in a hurry to arrive at
generalizations without allowing the students to
arrive at generalizations from the facts.
• The teacher may talk too much which may mask the
enthusiasm of the students.
• Teacher may not have allotted sufficient time for the
recording of the data.
• Teacher may fail to ask right type of questions.

9. Advantages of demonstration
Method:
• activates several senses and visibly showing a
process
• Complex skills become more understandable
• Provides observational learning
• Clarifies underlying principles
• Correlate theory and practice
• Commands interest
• Evaluate
• Facilitates return demonstratrion.

10. Disadvantages of Demonstration
Method
• Individual differences.
• Stressful for students.
• faculty supervision , space , supplies
• Increased faculty workload to supervise .
• Practice may be limited due to cost of supplies
and equipments

11. Conclusion

12. Referrances
• R Pramila.Nursing communication and educational
technology.1st ed,jaypee brothers medical
publishers; New delhi,2010.p.259-61
• Basavanthappa B.T. Nursing education 2nd ed,
jaypee brothers medical publishers;New
Delhi,2009.p.312-18
• Demonstration method of teaching-june 2015
available from www.studylecturenotes.com /
curriculum/ teaching methods.
• Demonstration – wekipedia free encyclopedia may
2010 available from www.google.com

13. LABORATORY
DEBLINA ROY
M.Sc. Nursing 1st year
KGMU Institute of Nursing.

14. INTRODUCTION
• Nursing education requires involvement of
various types of the teaching methods and in of
the most effective method of teaching skills is
the laboratory method.

15. Nursing Laboratories
• The Nursing Learning
Laboratories consist of
a nursing skills lab,
physical assessment
lab, and human patient
simulation lab provide
students with a variety
of opportunities to see,
learn, and practice
nursing skills and
procedures in a
simulated setting

16. Laboratory method in Nursing
education.
• Laboratory method, in nursing education may
be defined as planned learning activity dealing
with original data in the solution of problems .
The term “Original data” includes materials
obtained experimentally and any other materials
resulting from laboratory procedure.

17. Principles of Laboratory method
• Utilizes raw data or material things to produce
better understanding of the subject matter or
lesson.
• Learning by doing
• Using reality instead of symbols.
• reality has more vividness.
• Investigatory or experimental

18. Objectives of Laboratory Method
• Make use of the power of observation and
reasoning.
• Manipulate learning equipments.
• Make use of reality to make learning easier and
more permanent.
• Make use of the scientific attitudes.
• Use the laboratory method or procedure.

19. ADVANTAGES
• Students learn by doing .
• Develops the power of observation and
reasoning.
• Develops the scientific attitude.
• Gives an understanding of what research
• Gives training in organizing data gathered from
real material
• a preparation for solving real life problems.

20. Disadvantages :
▫ 1.Uneconomical way of learning in time and
material.
▫ Does not give much training in verbal
expression and when the same equipment is
used most of the time, its use becomes
mechanical i.e., used without much thinking
anymore.

21. Scientific method:
• Define the question
• Gather information and resources (observe)
• Form hypothesis
• Perform experiment and collect data
• Analyze data
• Interpret data and draw conclusions that serve
as a starting point for new hypothesis .

22. Steps in the laboratory method

23. Sample of The Laboratory Method of
Teaching
• 1.Vital Signs Taking Preparation.
• 2.Review on Vital signs.
• 3.Steps in performing vital signs taking.
• 4.Expected Learning Outcomes.
• 5.Planning .

24. Actual Work Period
• During this period, students will work under the
supervision of the teacher

25. Culminating Activity:
• Students will report the results of the activity.
• Other Examples: Actual exposure in the Clinical
Area ,Suctioning,and in performing other
nursing skills.

26. Teacher’s Responsibility
• Specify objectives for the laboratory experience
and make them known to students.
• Outline general plan of activities in accord with
the objectives; provide correlation between the
activity and the theory.
• Arrange needed facilities in advance know the
patients and the projected area of study.
• Provide necessary equipment; check for the
availability and working conditions.

27. • Make self available for group or individual help.
• Summarize through discussions and individual
conferences data collection organization of the
findings- methods of problem solving , common
problems encountered , individual
accomplishments, and implications for use in
solving other problems

28. • Prepare instructions-Verbal , written, manual form
but avoid extensive detail as to provide creative
thinking.
• Plan for sequential learning; allow progression
according to individual abilities.
• Supervise the students through questions and
example ; timing of guidance must be strategically
planned.- know when to act, and when to with hold
actions
• Provide reinforcement at regular intervals; keep
records of daily progress.

29. Student responsibility:
• Study necessary background material in accord
with the outlined objectives.
• Formulate own objectives for pursuing
assignments
• Outline plan of investigation using own
objectives , teachers ‘s objective , background
knowledge
• Pursue plan of action using teachers guidelines.

30. • Validate actions with class mates , nursing
personnel, and other health team member
• Summarize data frequently and keep goals to
focus
• Report the findings to the group , reviewing
problem , plan of action , significant data,
findings conclusions and recommendations.
• Evaluate self regarding progress made , areas of
strength and weakness, needed areas of help to
ensure future growth.

31. • Make needs known to teacher and seek
assistance in validation of data.
• Seek additional theoretical information by
referring to more studies.
• Report results of progress to individual students
and use information for the basis of planning
future learning experiences.

32. Conclusion
• The laboratory method serves as a foundation
for building those combination of teaching
methods best suited for establishing a structural
framework to bridge the gap between theoretical
study of nursing and study of patients.

33. REFFERANCES
• R Pramila.Nursing communication and educational
technology.1st ed,jaypee brothers medical
publishers; New delhi,2010.p.259-61
• Basavanthappa B.T. Nursing education 2nd ed,
jaypee brothers medical publishers; New
Delhi,2009.p.312-18
• Demonstration method of teaching-june 2015
available from www.studylecturenotes.com /
curriculum/ teaching methods.
• Demonstration – wekipedia free encyclopedia may
2010 available from www.google.com