2. CENTRAL OBJECTIVES
At the end of the class the students will be able to
acquire in depth knowledge regarding teaching
strategies such as laboratory method,
demonstration, seminars and simulation and help
the students to carry out teaching and facilitate
3. SPECIFIC OBJECTIVES
At the end of the class students will be able to:-
• Define teaching
• Illustrate different types of teaching strategies
• Define demonstration method
• Recognize the uses of demonstration method
• Describe the phases of demonstration
• Enlist the advantages of demonstration
• List down the disadvantages of demonstration.
4. • Define seminar
• Enlist the advantages of seminar
• List out disadvantages of seminar
• Define simulation
• Classify simulation
• Identify the purpose of simulation
5. • Enlist the advantages of demonstration
• List out disadvantages of demonstration
• Define laboratory techniques
• Explain about techniques of laboratory methods
10. Uses of Demonstration Method
1. To demonstrate experiments and the use of
2. To demonstrate procedures in the class room
3. To teach a patient a procedure or treatment
which he must carry in the home.
4. To demonstrate various approaches in
establishing rapport with the patient.
11. Characteristics of good demonstration
1. The demonstrator should understand the entire
2. All equipments should be assembled.
3. Advance knowledge.
4. Positive approach
5. Setting for the demonstration should be true.
6. Discussion period
7. Prompt practice
• Development and refining of psychomotor skills.
• Use of multiple senses promote learning.
• The amount learnt and retained is high in demonstrations.
• Accompanying explanations helps the students to understand
and clarify the scientific principles.
• Good mean of developing observational skills.
• Return demonstration helps to evaluate the student.
• Gratification gained through the application of
theory motivates the students.
• Demonstration helps to evaluate her
competency in handling this teaching method.
• Fosters critical thinking.
1. Individual differences in skill acquisition
2. Mastering psychomotor skills is often stressful
3. Requires adequate supervision
4. Increased faculty work
5. Limited practices due to high cost.
A seminar is an instructional
technique involves in
generating a situation for a
group to have a guided
themselves on different
aspects of a topic,
presented by one or more
1. Increase understanding of ideas
2. Talk to one another
3. Be actively involved in learning
4. Speak more accurately
5. Question each others opinion
6. Listen better
7. Read more
8. Learn to justify opinion
1. High cognitive abilities will develop
2. Tolerance to others view, cooperation,
openness of ideas develop
3. Development of better learning habits
4. It makes the instruction learner centred
1. Some topics cannot be discussed
2. It cannot be used in all levels of education
3. Discussion confines to few persons only
4. During group discussion, each groups try to
win over other thus purpose of seminar is not
Acc to r Wynn (1964) -:
Simulation is an accurate
representation of realistic situation.
Simulation creates an environment
resembling real life situation helps
the students to practice and gain
experience as in a real situation
and can practice confidently when
exposed to real life situation.
• Practice Decision making and problem solving
skills and develop human interaction abilities.
• Students achieve cognitive, affective and
• A chance to apply principles and theories
learned by the students
• Knowledge gain through simulation can be
easily transferred to real patient care settings.
24. VALUE OF SIMULATION
1. Simulation ensures the safe
2. It is an effective technique to
learn psychomotor skills.
3. It help the student to develop
critical thinking abilities and
problem solving skills.
25. 4. It helps to provide feedback.
5. Role play helps the students to empathise with
the real life situation.
6. Teacher can easily inculcate proper attitudes
among nursing students.
26. ROLE OF THE TEACHER
1. Planning :- Ensure usefulness of
2. Facilitator :- Observe the behaviour of
3. Debriefing :- self analysis of student and
1. Build confidence in student – teacher.
2. Bridges gulf between the theory and
3. Learner learns directly from the
4. Promotes high level of critical thinking.
5. Develops decision making process.
6. Enable the individuals to empathize with
the real life situation.
7. Motivates students.
8. provides feedback to the learners.
• Simulation is expensive in terms of time, money
• Emotion laden simulations may cause mental
trauma to the participating students.
• Students may undervalue the complexities
waiting for them in the real world.
• Simulation may fail to attain objectives if the
group dynamic is not good.
30. LABORATORY TECHNIQUES
According to Webster
Laboratory is the workroom of the chemist, a
place devoted to the experimental study of
natural sciences, to testing, analysing and
preparing various chemical materials.
1. It provide first hand experience.
2. It provide experience with actual situation.
3. To make students skilful in manipulating,
practicing lab techniques.
4. Helps students to acquire scientific attitudes and
scientific approaches in problem solving.
• For the student
1.To experience a learning situation at first
2.To use problem solving approach
3.To translate theory into practice
4.To develop, to test and apply principles
and to learn methods of procedure.
33. • For the teacher
1. To observe, assess, correct her mistakes
and to guide in to the direction.
2. A little encouragement or special help at
the right moment may enkindle the interest
and provide the basis for independent
accomplishment in the future.
35. THE LABORATORY METHOD IN
1. In the class room, in courses that employ problem
solving activities, in which students gather first hand.
2. In a laboratory, e.g. Nutrition or Nursing arts.
3. In the clinical setting, e.g. Hospital and Community
4.Nursing skills can be learned only through first hand
experience in the clinical laboratory under careful