Demonstration
Demonstration
Demonstration
INDEX
S.I.NO
CONTENT
PAGE NO.
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.
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
(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.
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.