SEMINAR ON

Demonstration method of teaching

Submitted To : Mrs.Raji.Raju Asst. Professor Vijaya College Kottarakara

Submitted By : Chithra.S I Year M.Sc Nsg Vijaya College Kottarakara

Vijaya College Of Nursing

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INDEX

S.I.NO

CONTENT

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I. II. III. IV. V. VI. VII. VIII IX. X.

INTRODUCTION DEFINITION USES OF DEMONSTRATION GUIDELINES FOR GOOD DEMONSTRATION ESSENTIAL CHARACTERISTICS PHASES OF DEMONSTRATION ADVANTAGES DISADVANTAGES CONCLUSION BIBLIOGRAPHY

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DEMONSTRATION
INTRODUCTION
Possession of psychomotor skills is very essential for good nursing practice and by virtue of its effectiveness in teaching psychomotor skills; demonstration enjoys a dominant position among teaching methods employed in teaching nursing. The demonstration method teaches by exhibition and explanation.

DEFINITION
Demonstration can be defined as a teaching strategy refers to the visual presentation of the action and activities or practical work related to the facts and principles of a delivered lesson by the teacher in the class room aiming to facilitate the task of teaching and learning. (R. Pramilaa )

USES OF DEMONSTRATION
To demonstrate experiments or procedures and the use of experimental equipment in the laboratory, classroom and the ward. To review the procedures to meet a special situation or to introduce a new picture. To teach the patient a new 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 when carried out in an artificial environment. To demonstrate different approaches in establishing rapport with the patients so that the most effective nurse-patient relationship may be established.

GUIDELINES FOR GOOD DEMONSTRATION

It should be planned and rehearsed by the teacher. The equipment used for demonstration should be visible to the whole class. Adequate lighting arrangements be made on demonstration table and a proper background theory need to be provided. All the equipments are placed in order before starting the demonstration. The equipment likely to be used should be placed in the left hand side of the table and it should be arranged in the same order in which it is to be used. Before actually starting the demonstration a clear statement about the purpose of demonstration be made to the students. The teacher makes sure that the demonstration method leads to active participation of the students in the process of teaching. The demonstration should be quick and slick and shouldnot appear to linger on unnecessarily. The demonstration should be interesting so that it captures the attention of students. For active participation of the students, the teacher may call the individual students to help him or her independently. The teacher should write the summary of the principles arrived at because of demonstration on the blackboard. The blackboard can also be used for drawing the necessary diagrams.

ESSENTIAL CHARACTERISTICS
1. Everystep of a well conducted demonstration should be understandable. 2. It should allow sufficient time for reflective and critical thought as the demonstration proceeds. 3. Applied principles in demonstration method performed by both the teacher and the student a. The demonstration should understand the entire procedures before attempting to perform for others. b. All equipment should be assembled and pretested before the demonstration takes place.
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c. Advance knowledge- the group as well as the demonstrator should have advance knowledge of the general procedures to be followed in the demonstration, its relation to the unit and purposes. d. A positive approach should be used; emphasis should be placed on what to do, rather than what not to do. e. Everybody should have a good view of demonstration; precautions should be taken to ensure all round comfort. 4. The setting for the demonstration should be true to life as possible. 5. A discussion should always follow the demonstration. 6. Mimeographed directions should be distributed before demonstrating a nursing procedure. 7. Prompt practice- If the purpose of the demonstration is to teach for skills, the student should be given an opportunity to practice the procedure as soon as possible after the demonstration.

PHASES OF DEMONSTRATION
Entire demonstration can be divided into 3 phases namely Planning and preparation phase Performance phase Evaluation phase

Planning and Preparation Phase

In the planning and preparation phase, teacher prepares herself, arranges necessary articles and creates a conducive learning environment suitable to the number of students. During this phase the teacher has to (a) Set well defined objectives based on the theoretical knowledge and need of students. (b) Review related knowledge. (c) Based on scientific principles or rational basis split the demonstration into appropriate steps so that students can easily follow the demonstration.
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(d) Do rehearsals as needed for attaining the proficiency required for conducting demonstration. (e). If the demonstration involves the presence of a patient. (f) Create a conducive learning environment by providing adequate facilities, especially the facility to observe the demonstration. (g) Plan for maximum student participation. (h) Ensure adequacy and good working condition of equipments; assemble equipments in a convenient order. (i) Plan for return demonstration. (j) Give necessary guidance to the students for achieving the objectives of demonstration. This can be done by listing the objectives and explaining what is expected from the student in order to achieve them. (k) Prepare a check list regarding the articles and steps so that teacher can avoid shortcomings in the performance phase. (l) In the planning phase itself teacher should foresee the importance of providing opportunities for students to practice the skills and make arrangements for the same. (m) Preparation of procedure manual at the institutional level by the faculty or at the regional level by collaborating with other institutions not only brings uniformity to procedures but also reduces the workload of teachers in the preparation phase.

Performance Phase
In this phase, teacher performs the demonstration. Throughout this phase she has to maintain a positive approach by telling what to do rather than what not to do. She should also exhibit a fine co-ordination of head, heart and hand than simply repeating as per the procedure manual. Following steps will help to perform demonstration in an impressive way.

(a) Based on the principle of proceeding from whole to parts, briefly narrate the whole procedure before explaining the individual steps in detail. This can be done either by asking few questions or by briefing yourself. (b) Explain the name and use of articles kept ready for performing demonstration. (c) Start the demonstration slowly so that students can follow easily. (d) Explain the purposes and scientific principles associated with each step. (e) Pace the steps and verbal explanations in a student friendly manner. (f) Make sure that students have understood each step, repeat if they have not understood it. (g) Wherever possible involve students in the performance phase. (h) In between ask questions and encourage seeking clarifications in order to get a feedback from students, complete the procedure with a summary. (i) Replace the articles, demonstrate the after care of them and wash hands. k) Show the way of recording the procedure. (l) Conclude the performance phase with a discussion. Discussion will help to provide any further clarifications.

Evaluation Phase
Evaluation is done mainly through return demonstration and asking thought provoking questions.

ADVANTAGES OF THE DEMONSTRATIONS

1. Through demonstration teacher illustrates the co-ordination of head, heart, and hands, which is essential for the development and refining of psychomotor skills. 2. Students are very much interested to see the application of the theory which they have learned in the previous classes. This interest along with the use of multiple senses promotes learning and brings out the correlation between theory and practice. 3. Amount learned and retained is directly proportional to the students interest and senses involved so the amount learnt and retained is high in demonstration compared to other methods. 4. Accompanying explanation helps the students to understand and clarify the scientific principles involved in each step of the procedure. 5. Observational skill is important in assessing patients condition and demonstration is a good means for developing the same. 6. Return demonstration helps the teacher to evaluate the knowledge and skills acquired by the student. If she is not satisfied with the return demonstration, she can redemonstrate the procedure for making it more clear to students. This provision for immediate evaluation and rectification of noted shortcomings by employing appropriate remedial measures is considered as the greatest advantage of demonstration. In fact, through return demonstration teacher can correct students then and there as needed. 7. Gratification gained through the application of theory motivates the students to attend demonstration classes. 8. Demonstration demands adequate preparation from the side of nurse educator and immediate feedback from the students through return demonstration will serve as a means to critically evaluate her competency in handling this teaching method. 9. Exploring the scientific principles underlying the steps in demonstration foster critical thinking.

DISADVANTAGES
Number of students is limited Keeps the students in a passive situation Offers little possibility of checking the learning process. Does not allow for individual paces of learning. High cost in personnel and time. Difficulty in repeating demonstration in order to acquire competences.

CONCLUSION
The demonstration method teaches by exhibition and explanation. It is of utmost importance in the teaching of nursing. The creative teacher knows how to use the demonstration method to modify concepts and skills and to maximize the possibilities for transfer of learning so that the students can use previously acquired knowledge in new contexts. As more skills are developed, new kinds of knowledge also develop, leading to the creation of new ideas.

BIBLIOGRAPHY
1. Basvanthappa.B.T. Nursing Education. 2nd edition.2008.Jaypee Publications. Pg.466-468 2. Heidgerken .E.Loretta. Teaching and Learning in Schools of Nursing.3rd Edition.2008. Konark Publications.Pg.427-430 3. Pramilaa .R. Nursing Communication And Educational Technology. 1st Edition.2010. Jaypee Brothers Medical Publishers(P)Ltd. Pg.259-260 4. Sankaranarayan .B. Sindhu.B. Learning and Teaching Nursing. 2nd edition. 2008. Brainfill Publications. Pg.141-144.