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Tuesday, June 24, 2014

PPT On Concepts Of Community Health Nursing practice

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 Concepts Of Community Health Nursing practice Presentation Transcript

1.INTRODUCTION AND DEFINITION
Community health nursing is synonymous with public health nursing.
According to the American Nursing Association (ANA), public health nursing is the practice of promoting and protecting the health of populations using knowledge from nursing, social and public health sciences (Waldorf,1999).

 2.GOALS
  • The primary goal of community health nursing is to help a community protect and preserve the health of its members
  • The secondary goal is to promote self-care among individuals and families.
3.Trends in health-care delivery: the move towards the community 
  • Changing demographics, changing disease patterns, an increase in chronic illnesses resulting in underestimated health-care expenditure
  • A reform in the health financing system, and a renewed focus on health promotion open up new opportunities for providing community-based care in community settings
  • Emphasis is placed on promoting health and access to care by addressing the health-care needs of people where they live and work.
     
4.COMMUNITY HEALTH-CARE DEMANDS
(1) Clinical care
(2) Health care
(3) Support for healthy activities
(4) Welfare
Other support; comprehensive community health care to cover all the bases for health problems and risks.

5.KEY ACTORS IN THE COMMUNITY HEALTH-CARE SYSTEM
In most developing countries, the community health-care system represents at least five layers of care that respond to the comprehensive healthcare demands of its people.
The five layers include:
(1) Individual self-care
(2) Family care
(3) Care and support among neighbours and groups in the community
(4) Care and support given by health-care providers and healers

6.PRACTICAL IMPLICATIONS COMMUNITY HEALTH NURSING
  • Community health nursing is a population-focused, community-oriented approach aimed at health promotion of an entire population, and prevention of disease, disability and premature death in a population.
  • Unique to community health nursing is the opportunity for nurses to learn and develop partnership skills with all stakeholders and key actors in their communities.
  • Nurses who work for the community must be knowledgeable and aware of community concepts
  • Community health nursing practice synthesizes nursing theory and public health science, and places priority on prevention, protection and promotion of health.
  • Nurses must be sensitive to the community culture, competent in utilizing the social capital and resources of the community.
7.COMMUNITY-BASED NURSING
  • Community-based nursing covers nursing care provided to individuals, families and groups wherever they live, work, play or go to school.
  • Community based nursing is a philosophy of care that is characterized by collaboration, continuity of care, client and family responsibility for self-care, and preventive health care (Hunt, 2005).
  • Community-based nursing focuses on an individual and is family-centred in orientation.
  • Partnerships with clients are developed and awareness cMajor activities include case management, patient education, individual and family advocacy, and an interdisciplinary approach
  • Major activities include case management, patient education, individual and family advocacy, and an interdisciplinary approach
8.ROLES AND RESPONSIBILITIES
  • Whatever the practice setting, community health nurses should perform the roles of clinician, advocator, collaborator, consultant, counselor, educator, researcher and case manager.
  • Community health nursing includes clinical care to individuals when needed.
  • Family-centred care is directed towards self-care, healthy living conditions and healthy lifestyle choices.
  • Individual and family-centred care are carried out to reach the goal of care of the entire community.
9.FOR MORE INFORMATION REFER TO PPT

10. THANK YOU

PPT On Benign Uterine Tumour


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Benign Uterine Tumour Presentation Transcript

1.INTRODUCTION :
    Leomyomas, also called myomas or fibroid of the uterus are benign tumor of the uterine muscles.

2.INCIDENCE :
    Leomyomas are the most common tumour of the female genital tract. They occur in more than 20-30% of all women during their menstrual years. Firboids are more common in women approaching menopause.

3.ETIOLOGY :
 The exact cause is unknown. The growth of leomyomas seems to be related to estrogen stimulation because the fibroids often enlarge with pregnancy and decrease in size with menopause. Leomyomas begin as simple proliferation of smooth muscle cells. This proliferation is stimulated by physical or mechanical means and may occur at points of maximal stress within the myometrium. With the stress within the uterus as a result of contractions there are often multiple fibroids.

4.PATHOPHYSIOLOGY :
    Frequently leomyomas are asymptomatic, symptoms appear generally relate to tumour size, location and number. Abnormal bleeding resulting in hypermenorrhea.
Secondary Changes :
  • Hyalin degeneration : When tumour outgrows the blood supply.
  • Cystic degeneration : When the tumour becomes liquefied and ultimately cystic.
  • Calcification : more common in large tumours.
  • Infection : Which is more common in submucosal tumour.
  • Sarcomatus Degeneration : Rare and suspected with rapidly enlarging tumours.
  • Acute torsion of the pedicle which leads to acute disruption of blood supply with gangrenous changes and symptoms of acute abdomen.
5.CLINICAL MANIFESTATIONS :
  • Symptoms vary widely and occur in about half of women with leomyomas. They relate to the size,   location and number of the leomyomas.
  • The onset occur in late 410 and early 50 just before menopause.
  • The most common clinical manifestations are :-
  • Abnormal uterine bleeding recursive in amount or duration.
  • Associated with anaemia.
  • Tiredness, lethargy and weakness.
  • Urinary frequency is common as tumour probes on the bladder.
  • Urinary retention, constipation and abdominal pain are less common symptoms. 
6.DIAGNOSTIC ASSESSMENT : A characteristic history, confirmed by abdominal and pelvic examination findings establishes the diagnosis.Ultrasonography may indicate an abnormal uterine shape. Various disorders such as cancer or a problem pregnancy may be ruled out before treatment is planned.

7.MEDICAL MANAGEMENT :
  •  Plan of treatment depends on symptoms, age, location and size of the tumours, onset of complications and the client’s desire to become pregnant.
  •  If a woman is near to menopause and uterus size is small then conservative treatment is given. If the client experiences rapid increase in the size of the leomyomas more definitive therapy that is myomactomy is done.
8.SURGICAL MANAGEMENT
    Younger, asymptomatic women may require no treatment. When definitive treatment is indicated such as myomactomy (removal of a tumour without removal of the uterus). Uterine leiomyomas are a common indication for a hysterectomy.

9.NURSING MANAGEMENT :
ASSESSMENT :
    Many women may be asymptomatic, however many will seek medical help because of abnormal uterine bleeding. The nurse must obtain a thorough history from the client and assess the knowledge of her condition and the surgery if planned.
NURSING DIAGNOSIS, PLANNING AND IMPLEMENTATION
  • Nursing Diagnosis : Knowledge deficit related to surgical procedure and possible outcome
  • Planning : Expected outcome : The client will discuss surgery and outcomes.
  • Implementation : The woman needs assistance in understanding her problem and the surgery being performed to correct it, either a myomectomy or a hysterectomy. She needs informations as how to care for herself postoperatively. If she had myomectomy, pregnancy is still option and she must continue to receive regular gynecologic examinations. If she had a total abdominal hysterectomy with bilateral salpingo oophorectomy, menopause and estrogen replacement therapy should be discussed. 
10. FOR MORE INFORMATION REFER TO PPT

11. THANK YOU

Friday, June 20, 2014

PPT On Importance Of Audio Visual Aids

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Importance Of Audio Visual Aids  Presentation Transcript

1.INTRODUCTION
  • As we all know that today’s age is the age of science & technology. The teaching learning programs have also been affected by it. The process of teaching learning depends upon the different type of equipment available in the classroom.
  • Audio visual aids are being increasingly used in modern day educational programs & have become inevitable to make the classroom teaching colorful & vivid. 
  • These are the devices by which the teacher helps the students to clarify, establish & correlate concepts them through utilization of more than one sensory channel.
2. NEED OF TEACHING AIDS
  • Every individual has tendency to forget. Proper use of AV aids helps to retain more concepts permanently.
  • Students can learn better when they are motivated properly through different AV aids.
  • AV aids develop the proper image as it provides near to real situation.
  • It provides complete examples for conceptual thinking.
  • It creates an environment of interest for the students.
  • It helps to increase the vocabulary of the students.
  • It helps teacher to get sometime & make learning permanent.
  • It provides direct experience to the students.
3.CLASSIFICATION OF AV AIDS
1.Projected
  • Hardware
  • OHP
  • Film Projector
  • LCD Projector
  • Software
  • Film strips
  • Transparencies
  • Slides
  • CDs
  • DVDs
2. Non Projected
  • Graphic aids
  • Charts
  • Posters/Flash cards
  • 3-Dimensional aids
  • Specimen
  • Models
  • Display boards
  • Black board/White board
  • Print materials
  • Pamphlets/Leaflets
  • Audio aids
  • Tape recorder 
4.PRINCIPLES IN THE USE OF AV AIDS

1. PRINCIPLES OF SELECTION:
They should suit the age level, grade level & other characteristics of the learners.
It should be interesting & motivating
2. PRINCIPLES OF PREPARATION:
As for as possible locally available material should be used.
The teachers themselves should prepare some of aids.
3. PRINCIPLES OF HANDLING:
Arrangement of keeping aids safely & also to facilitate their lending to the teachers for use.
4. PRINCIPLES OF PRESENTATION:
Teacher should carefully visualize the use aids before presentation
The aid should be displayed properly.
5. PRINCIPLES OF RESPONSE:
Teacher guide the students to respond activity to the AV stimuli.
6. PRINCIPLES OF EVALUATION:
Continuous evaluation is necessary.



5.IMPORTANCE OF AV AIDS
  • MOTIVATION They are potent starters & motivators. Teaching aids motivates the students so they can learn better.
  • VIVIDNESS & INTEREST  Through AV aids teachers clarifies the subject matter more easily & stimulate interest among students & hold their attention. It sustains & focuses attention on to the content.
  • CONCRETE & VARIETY  They provide a concrete basis for conceptual thinking & provide variety of classroom techniques for effective learning
  • DISCOURAGEMENT OF CRAMMING   AV aids can facilitate the proper understanding to the students which discourage the act of cramming. 
  • ECONOMIC  They economize the time, effort & materials. It also enhances the efficiency of instruction & makes teaching easier.
  • REALISTIC & PROMOTES SCIENTIFIC PAMPER  They give true picture of the object/set up/structure & contribute to the efficiency, depth & variety of learning.
  • DISCOURAGEMENT OF CRAMMING   AV aids can facilitate the proper understanding to the students which discourage the act of cramming.
  • ECONOMIC  They economize the time, effort & materials. It also enhances the efficiency of instruction & makes teaching easier.
  • REALISTIC & PROMOTES SCIENTIFIC PAMPER  They give true picture of the object/set up/structure & contribute to the efficiency, depth & variety of learning.
  • AVOID DULLNESS It provides continuity of thoughts in teaching & relieves from boredom by breaking the monotony. It makes classroom more active, lively & participatory.
  • DIRECT EXPERIENCE   AV aids provide direct experience to the students which make them learn easily. It makes learning more permanent & realistic.
6.COMMON AV AIDS USED IN TEACHING
  • Chalkboard/Blackboard
  • Charts
  • Model
  • OHP
  • Flash cards/ Flip cards
  • Pamphlets/Leaflets
  • Tape recorder
  • Posters
  • Graphs
  • Puppets
  • Bulletin Board
  • Computers
  • LCD
7. CONCLUSION
The educator basically contributes to the training of the individual with a view to his integration into a given society & teaches new ideas, facts & techniques to a specific public.
It is thus relatively easy to define the goals at which educator aims. Achieving these goals is another task which brings him face to face every day with the basic problem of pedagogy-that of transmitting or communicating ideas or information.To solve this problem, the educator resorts to infinitely varied means, among them AV aids.

8. FOR MORE INFORMATION REFER TO PPT.

9. THANK YOU

PPT On Evaluation Methods In Nursing Practice

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Evaluation Methods In Nursing Practice Presentation Transcript

1.INTRODUCTION
The term evaluation is widely used. It is the part of various activities which are planned and implemented systematically.
In nursing it deals with planning of patient care/ family care and problem solving process encountered in the hospital wards and health centers etc.


2.DEFINITION AND MEANING:-
  •   The dictionary meaning of evaluation is to assess, to appraise or to find the value of something.
  •  Evaluation is the process of ascertaining the worth of something by detailed appraisal or study.
  • The judgment involve the use of criteria or standards for appraising worth of anything.
  • Evaluation is a value judgment on an observation, performance test or gather any data weather directly measured or to judge from facts or evidence.
3.TYPES OF EVALUATION
1.Formative evaluation
  • It is done at intervals during daily nursing practice/ during a professional development program.
  • It is used to modify/ improve professional performances.
  • Participant are asked for feedback to overall improvement in quality care.
2. Summative evaluation
  • It is also known as comprehensive evaluation.
  • It is used  to determine the overall effectiveness of a professional development. 
  • It is done at the conclusion of program.
  • It is carried out at the end and it provides guidelines for modification.
4.PURPOSES OF EVALUATION
  • To determine level of knowledge and understanding of nursing professional/ subordinates.
  • To assess the need of nursing staff for skill development program/ training.
  • To determine the level of clinical performances of nurse clinician at various stages.
  • To identify specific difficulties of individual/entire group and accordingly guide them for further teaching learning activities.
  • To identify strength and weakness and suggest remedial measures where needed.
  • To motivate nursing staff for giving appreciation of their achievements.
5.PRINCIPLES OF EVALUATION:-
  • For the success of evaluation program and improvement of quality care/ nursing practices it is essential it is must that evaluator must follow certain principles/ guidelines.
  • Evaluation should be planned carefully as it is continuous and cumulative process.
  • In nursing practice it should be done with the purpose of identifying their strength and weakness and accordingly help them improve.
  • Evaluation should include evaluation of expected outcome of nursing care, aims of nursing practice and teaching learning activities
  • Evaluation is a democratic process. It implies involvement of all levels of nursing personel
  • Nursing staff are to be evaluated, need to be concerned to discuss about their achievements/ performance and further actions.
  • Evaluation should be based on nursing services objectives and objectives should be stated in terms of observable behavior related to knowledge, skills and attitude.
  • Evaluation is consistent, the evaluator must know these objectives and should have understanding of what to evaluate? How to evaluate? When and why to evaluate?
  • Evaluation is an unbiased process so it should be accurate and reliable.
  • Objectivity is the most desirable criteria for evaluation.
6.METHODS OF EVALUATION IN NURSING PRACTICE
  • Performance appraisal
  • Nursing audit    
  • Supervision        
  • Nursing rounds/ visit
  • Nursing protocol.
  • Nursing procedure manual.
  • Quality assurance model
  • Records and reports: documentation
7.SUPERVISION
  • Supervision means overseeing .
  • The word “super” means above and “vision” means seeing.
  • Thus supervision is a a process of an act of seeing, carried out for achieving certain purposes.
  • Supervision provides antenna and lubricating oil that facilitates the operation of the administrative machinery.
8. PURPOSES OF SUPERVISION
  • To help the nursing personnel to grow 
  • To know themselves and what they need is to render the most efficient service.
  • To give them assistance in acquiring knowledge and techniques necessary for self development.
9. OBJECTIVES OF SUPERVISION
  • Meeting the predetermined objectives of providing quality nursing care to patient in a hospital and for preventive, promotive and rehabilitative care to people in the community.
  • Ensuring that the subordinate staff does what she/he is supposed to do
  • Promoting motivation and morale among all the nursing staff.
10. METHODS OF SUPERVISION
  1. Direct observation
  2. Indirect observation
11. FOR MORE INFORMATION REFER TO PPT

12. THANK YOU

PPT On Integration of Nursing Education With Nursing Services


 Integration of Nursing Education With Nursing Services Presentation Transcript 

1.INTRODUCTION
It will develop mutual understanding among the group members.
It helps the nurse to develop a skills which also help the patient in interpreting their feelings of distress.
Nurse helps the patient, how he can economies.
Develop team group/collaborative approach for problem solving.
Develop ability in nurse to select the problem solving strategy according to patient’s abilities and life style.
Nursing education brings its particular focus to bear on the need to bridge the theory –practice gap.A theoretical component is essential if a practice based discipline like nursing, is to develop. Nursing only really develops if improvement in patient care become manifest. Patient care require efficient implementation of nursing action. Research can serve as a link between theory and practice. Nurse educators and clinicians must come together to work out conjoint approaches on the matter of mutual professional interest.

2.DEFINITION OF EDUCATION:-
   “Education is not preparation for life;  education is life itself.”
                                                                                                                    -John Dewey
   “Education is an all round drawing out of  the best in the child and man body, mind and spirit.”
                                                                                                                    - Mahatma Gandhi

3.NURSING SERVICES:
   “The nursing services as the part of the total health organization which aims to satisfy major objective of the nursing services is to provide prevention of disease and promotion of health.”
                                                                                                                        WHO expert committee

4.CONSTRAINTS THAT INCREASES THE GAP BETWEEN THEORY –PRACTICE :-
  • Faculty
  • Students
  • Time
  • Resources
1. Faculty
  • Lack of practical knowledge and experience
  • Inadequate knowledge on student psychology
  • Poor understanding of students
  • Personal attributes, personal qualities and personality
  • Failure to recognize importance of correlation
  • Inappropriate faculty student ratio
2.Students
  •  Lack of prerequisite knowledge and skill
  • Stress and anxiety
  • Physical and mental illness
  • Inability to use equipment and technology
  • Poor communication skill
  • Resistance to active participation
3. Time Inadequate for activity and debriefing 
4. Resources
  • Inadequate clinical facility
  • Poor funds
  • Poor library facilities and audio visual equipments
5.STRATEGIES TO INTEGRATE TEACHING WITH PRACTICE:
  • Problem based learning
  • Clinical correlation map
  • Clinical studies assignments
  • Clinical presentations/case presentations
  • Learning diaries
  • Concept mapping
  • Drama  
  • Simulation
  •  Reflective learning  
  • Inquiry based learning
  • Case based teaching method/case study
  • Applying social and behavioral signs perspectives to clinical practice
6. OVERCOMING THE PROBLEMS
  • Make a list of the main aims of clinical education
  • Identify the problems
  • Provide rich clinical experience
  • Be with the students
  • Motivate them in performing appropriate action.
  • Model their own thinking process
  • Have learners work together
  • Collaborate with colleagues
  • Use different educational strategies
  • Be challenging to the student
  • Development of specialization in nursing
  • Research in nursing education and practice
  • Continuing education program
  • Meeting between nurse educators and hospital service nurses.
  • Well planned orientation program for all newly recruited nurses
7. BENEFITS OF INTEGRATION
  • It promotes the conjoining of the academic nurses and the practice nurses .
  • It make a bridge in between the theory and practice gap.
  • Correlation increase the value and standards of practice, the use and the management of resources and talents from both sides 
  • It help in the development of common set of values and common culture in nursing. 
  • Provide confidence 
  • Improve quality patient care
  • Promotion and rewards in services
8. CONCLUSION
 Integration of nursing education with services is very much important to provide the quality care to the patient .And for this students should practice direct in clinical settings or in laboratories. They should have first hand experience of clinical setting and the uses of advance technology . A teacher should use different types of teaching methods to teach the students so that they learn more and use this knowledge in clinical area.

9. FOR MORE INFORMATION REFER TO PPT.

10. THANK YOU

PPT On Problem Solving as a Teaching Method

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 Problem Solving as a Teaching Method Presentation Transcript

1.OBJECTIVES
  • This method helps students to gain the ability to solve the scientific problem, by implementing this in each area of problems
  • Whit this method,teachers aim is to raise a youth which can solve problems in scientific way not just creating problems.
2. WHAT IS PROBLEM
A problem is an obstacle or obstruction of some sort to the attainment of an object, a sort of difficulty which dose not enable the individual to reach a goal easily.

3.MEANING OF PROBLEM SOLVING
  • Problem solving is an instructional method or technique where by the teacher and pupils attempt in a conscious, planned and purposeful effort to arrive of some explanation or solution to some educationally significant difficulty.
  • “Problem solving means engaging in a task for which the solution method is not known in advance.”
  • It encompasses exploring, reasoning, strategizing, estimating, conjecturing, testing, explaining, and proving.
4.DEFINITION OF PROBLEM SOLVING
  According to Yokam and Simpson
“A problem occurs in a situation in which a felt difficulty to act is realized. It is a difficulty clearly present and recognized by the thinker. It may be purely mental difficulty or it may be physical and involve the manipulation of data. The individual recognizes it as a challenge”.

5. WHAT IS PROBLEM SOLVING METHOD?
Problem solving is a process to choose and use the effective and benefical tool and behaviours among the different potentialities to reach the target.It contains scientific method,critical thinking,decision making, examining and reflective thinking.

6.NATURE OF THE PROBLEM SOLVING
  • Problem – solving presupposes the existence of a problem in the learning – teaching situation.
  • It is a method of organization of subject matter in such a way that it can be dealt with through the study of problems.
  • Problem grow in complexity as he grow older and older
  • Problem is directed by a goal.
7.ESSENTIAL FEATURE OF A PROBLEM
These are-
  • The problem should be meaningful, interesting and worthwhile for children.
  • It should have correlation with life.
  • It should have some correlation with others subjects if possible.
  • It should arise out of the real needs of the students.
  • The child must  posses some background of the problem which they are going to discuss.
  • The problem should be clearly defined.
  • The solution of the problem should be found out by the students themselves working under the guidance and supervision of the teacher.
8.MAJOR APPROACHES IN PROBLEM-SOLVING
  1. Inductive approach
  2. Deductive approach
  3. Analytic approach
  4. Synthetic approach
1.Inductive approach
It is a method of discovery and therefore, it is a method of teaching.
First particular cases are dealt with and then definition, principles and rules are derived from them.
It leads to knew knowledge.


2. Deductive approach
It is a method of verification and explanation and therefore, it is a method of instruction.
First general definition, principles and rules are stated and particular cases are taken as eg: to prove them.
The child gets ready made information acquired by others.

3. Analytic approach
Analysis means the breaking of the problem
It is the process of unfolding of the problem or conducting its operation to know its hidden aspects.

4. Synthetic approach
Synthesis is to place together things that are apart.
It is the process of putting together known his bits of information to reach the point where unknown information become obvious and true.
 

9.PRINCIPLES OF PROBLEM SOLVING
  • Ensure prompt attention
  • Separate large to resolve smaller problems
  • Follow policies to resolve smaller problems
  • Delegate smaller problem to subordinate
  • Consult with management for major problem
  • Relaxed in approaching problem
  • Accept the problem
  • Consult with experts
10. WHAT SKILLS DO YOU USE IN PROBLEM SOLVING
  • Making judgment
  • Analytical skill
  • Decision making
  • Collecting information
  • Planning
 11.MERITS OF PROBLEM SOLVING
  • Stimulation of thinking
  • Help in reasoning power
  • To improve knowledge
  • Developing good study habits
  • Student learn to be self dependent
  • Maintenance of  discipline
  • Learning become more interesting
  • Develop power of critical judgment 
  • It give to variety opinion
  • It satisfies curiosity
  • It help to learn how to act in a new situation
12.  OBSTACLES IN PROBLEM-SOLVING
  • Lack of resources-men, money and material
  • Limited time
  • Scarce information sources
  • Inadequate data
  • Personality or attitude of manger to solve the problem
  • Stress
  • Over-simplification
13.USES OF PROBLEM SOLVING IN NURSING
  • Develop ability to analyses the problem and to take proper judgment / solution in the critical condition.
  • It helps the students to solve his problem in real life situation without much stress.
  • It helps the students to solve the similar problems in future with confidence.
  • It develops critical thinking of pupil, by selecting many alternative solutions.
  • Develop ability to analyses the problem and to take proper judgment / solution in the critical condition.
  • It helps the students to solve his problem in real life situation without much stress.
  • It helps the students to solve the similar problems in future with confidence.
  • It develops critical thinking of pupil, by selecting many alternative solutions.
  • It will develop mutual understanding among the group members.
  • It helps the nurse to develop a skills which also help the patient in interpreting their feelings of distress.
  • Nurse helps the patient, how he can economies.
  • Develop team group/collaborative approach for problem solving.
  • Develop ability in nurse to select the problem solving strategy according to patient’s abilities and life style.
 14. FOR MORE INFORMATION REFER TO PPT.

15. THANK YOU

PPT On Importance Of Staff Development

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 Importance Of Staff Development Presentation Transcript

1.INTRODUCTION
  • Staff development is the process directed towards the personal and professional growth of nurses and other personnel while they are employed by a health care agency.
  • Staff development refers to all training and education provided by an employee to improve the occupational and personal knowledge, skills and attitudes of vested employees.
2. DEFINITION
  • According to American nurses association
       “Staff development program  is a term that includes both formal and informal learning, opportunities to assist individuals to perform competently in the fulfillment of role expectations within an agency.
  • According to Karen J Kelly “Staff development program is a process that includes both formal and informal activities which are related to the employees role expectation within organizations.
3. NEED FOR STAFF DEVELOPMENT
  • To increase the demand of nursing services and improved nursing response capabilities.
  • The main purpose of staff development programme for nurses is to provide the opportunity for nurse to continually acquire and implement the knowledge, skills, attitude, ideals and valued essential for the maintenance of high quality of nursing services
  • The staff development education include all planned activity recognized by a health acre agency as directed towards meeting the job related learning needs of the nurses and other personnel’s.
  • To improve productivity and to assist the nurses to improve her performance.
  • Assist each employee to acquire personal and professional abilities.
  • To ensure safe and effective patient care by nurses.
  • To ensure job satisfactory
  • To help employee cope with new practice
4.STEPS OF STAFF DEVELOPMENT
  1. Assess the educational needs of all staff members
  2. Set priority
  3. Develop general objectives for the staff development program
  4. Determine the resources needed to reach the desired objectives
  5. Develop a master calendar for an entire year
  6. Develop and maintain staff development record system
  7. Establish files on major educational topics
  8.  Regularly evaluate the staff development program
5.TYPES OF STAFF DEVELOPMENT
  1. Induction training
  2. Job orientation
  3. In-service education
  4. Continuing education
  5. Training for special function
1. Induction training
It is a brief, standardized indoctrination to an agency’s philosophy, purpose, policies and regulations given to each worker during her or his first 2 or 3 days of employment in order to ensure his or her identification with agency’s philosophy, goals and norms.

2. Job orientation 
It is an individualized training program intended to acquaint a newly hired employee with job responsibilities work place, clients and co-workers.The process of creating awareness with an individual of his/her roles, responsibilities and relationships in the new work situation.

3.In-service education
In-service education is a planned learning experience provided by the employing agency for employees.
In service education is a planned educational experience provided in the job setting and closely identified with services in order to help person perform more effectively as a person and as a worker.

4.Continuing education
“Continuing education is all the learning activities that occur after an individual has completed his/her basic education.” (COOPER) 
“The education which builds on previous education.” (SHANON) 

5.Training for special function    This is concerned with developing expert technical or manual skills, communication and helps the personnel to perform their functions effectively.

6. POTENTIAL DIFFICULTIES IN STAFF DEVELOPMENT & TRAINING ACTIVITIES 
  • Lack of time
  • Inadequate resources at disposal
  • Under-funded training budgets
  • Conflicting priorities
  • Lack of Clarity about what should be done
  • Failure to identify, or accept the need.
  • Shortfall in training skill or experience
  • Fear that trained employee will leave the organization or will be poached by competitor.
  • Cynical attitude to Staff development-Not directly measurable. Treated as Cost not investment.   
7. FOR MORE INFORMATION REFER TO PPT.

 8.THANK YOU

Thursday, June 19, 2014

PPT On Guidance And Counseling in nursing

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Guidance & Counseling in nursing Presentation Transcript

1. INTRODUCTION
  • Everyone in the universe do come across some problem or other irrespective of their age, sex, occupation and profession.
  • For this, from time immemorial man has been taking help of elders, parents, friends and teachers in solving their problems.
  •  People have been taking advice to resolve their problems yet expertise of giving this advice has been missing. e.g. most of the teacher has a high standard of pupil care but they have little talent and attitude of counselor.
  • It requires special knowledge and attitude to recognize the problem and help an individual.
2. COUNSELING

“Counseling is the helping relationship, that includes some one seeking help, some one willing to give help who is capable or trained to help, in a setting that permits help to be given and received .”
                      - Cormier & Hackney, 1987.
“Counseling is an accepting, trusting and safe relationship in which clients learn to discuss freely what upsets them, to define their goals, to acquire the essential social skills and to develop the courage and  self- confidence to implement desired new behavior.”
                  -Vedanayagam, 1988.

According to the American Counseling Association, counseling is:
“The application of mental health, psychological or human development principles, through cognitive, affective, behavioural or systemic interventions, strategies that address wellness, personal growth, or career development, as well as pathology.”

3. GUIDANCE
“Guidance is a process of helping people make important choices that affect their lives, such as choosing a preferred lifestyle”

4.GUIDANCE & COUNSELING – INTERRELATED BUT DIFFERENT
Guidance and Counseling are closely related to each other. Although information is given in both the processes, the two are not the same as explained below:
  • Guidance is preventive, whereas counseling is curative.
  • Guidance may be given in any normal set up whereas counseling require a special set up to conduct interview.
  • Guidance is an integral part of education and assists it in fulfilling it’s aim whereas counseling is needed in all the fields.
  • In guidance decision making operates at intellectual level, whereas counseling operates at emotional level.
5. GOALS OF COUNSELING
  • Goals within counseling help to set the tone and direction one travel’s with their client. 
  • Without goals, the sessions will wander aimlessly. 
  • Goals are mutually agreed on by the client and counselor.
  • Goals are specific.
  • Goals are relevant to behavior.
  • Goals are achievement & success oriented.
  • Goals are quantifiable & measurable.
  • Goals are behavioral & observable.
  • Goals are understandable & can be re-stated clearly.  
6.PRINCIPLES OF COUNSELING
  • Each client must be accepted as an individual and dealt with as such (the counselor does not necessarily approve of all behavior, but still accepts the client as a person).
  • Counseling is basically a permissive relationship; that is, the individual has permission to say what they please without being reprimanded or judged.
  • Counseling emphasizes thinking with; not for the individual.
  • All decision-making rests with the client .
  • Counseling is centered on the difficulties of the client.
  • Counseling is a learning situation which eventually results in a behavioral change.
  • Effectiveness in counseling depends largely on the readiness of the client to make changes and the therapeutic relationship with the counselor.
  • The counseling relationship is confidential.
7. FACTORS INFLUENCING COUNSELING
The counseling process is influenced by several characteristics that help it become a productive time for the client & counselor.  Not all characteristics apply to all situations, but generally, the following help bring about positive results.Factors are
  • Structure
  • Physical Setting
  • Client Qualities
  • Counselor Qualities
8.COUNSELING SKILLS
A good counselor concentrates on client’s attitude and emotions    he builds good  relationship with the client & gathers information.For all  these he needs good counselor skills, as given below:
  • Active attending or Listening
  • Reflection of Feelings
  • Questioning
  • ParaphrasingInterpretation
  • Repeating
  • Summarizing
  • Confrontation
  • Respecting
  • Structuring or prioritization
  • Interpretation
  • Repeating
  • Summarizing
  • Confrontation
  • Respecting
  • Structuring or prioritization
9. TOOLS FOR COUNSELING
There are several important tools which a counselor needs to develop during the  clinical sequence of the counselor training program.
  • Empathy
  • Leading
  • Responding Styles
  • Self Disclosure
  • Immediacy
  • Humor
  • Confrontation
10. APPROACHES TO COUNSELING
  • Directive Counseling:   In this counselor uses a verity of techniques to suggest appropriate solution to the problem of the client. Counselor directs the client but does not force him.
  • Non- Directive Counseling  In this the client is guided to use his own inner resources to solve the problem. This is client centered approach. Counselor does not play the role of big brother as in case of directive counseling.
  • Eclectic Counseling  Eclectism means selection and orderly combination of  best features  from diverse sources.This is based on the fact that all individuals differ from one other & their problems also differ. So, no single approach can be applied to each & every problem
  • Group Counseling  group counseling is technique where a group of persons is given counseling by Appling group interaction method for the purpose of  arriving at a solution to the problem of the group. 
11. STAGES OF COUNSELING

Stage One    : Establishing relationship
           
Stage Two   : Assessment

Stage Three : Setting goals
            
Stage Four  : Interventions

Stage Five   : Termination & follow up

12. FOR MORE DETAILS PLEASE REFER TO PPT.

13. THANK YOU

PPT ON IMPORTANCE OF TELENURSING

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 Importance Of Telenursing Presentation Transcript

1.INTRODUCTION
Telenursing is the integration of
  • nursing,
  • its information
  • and information management
  • with information processing
  • and communication technology,
  • to support the health of people worldwide
 2. DEFINITION
  • Telenursing is the use of telecommunication and information technology in nursing to enhance patient care.                                                                                                                          
  • Telenursing is a specialty that integrates informatics is a specialty that integrates nursing science, computer science and information  science to manage and communicate data,information, knowledge and wisdom in nursing practice. 
3.PURPOSES OF TELENURSING
  • Increase the accuracy and completeness of nursing documentation
  • Improve the Nurses’ workflow
  • Eliminate redundant documentation
  • Automate the collection and reuse of nursing data the collection and reuse of nursing data
  • Facilitate analysis of clinical data
  • Quality measures and regulatory requirements
  • TN supports patients, nurses and other providers in their decision-making in all roles and settings. 
  • This support is accomplished through the use of information technology and information structures which organize data information and knowledge for processing by computers. 
4. APPLICATION OF TELENURSING
  • Home Care
  • Case Management
  • Telephone triage
Home Care
     One of the most distinctive telenursing applications is home care.
 For example , patients who are immobilized, or live in remote or difficult to reach places, citizens who have chronic ailments, may stay at home and be "visited" and assisted regularly by a nurse via videoconferencing, internet or videophone.
 In normal home health care, one nurse is able to visit up to 5-7 patients per day. Using telenursing, one nurse can “visit” 12-16 patients in the same amount of time.
Case Management
A common application of Telenursing is also used by call centres operated by manage care organizations.
 which are staffed by registered nurses who act as case managers .
Information and counselling as a means of regulating patient access and flow and decrease the use of emergency rooms.
Telephone triage
Telephone triage refers to symptom or clinically-based calls. Nurse perform symptom assessment by asking detailed questions about the patient's illness or injury. The Nurse task is to estimate and/or rule out urgent symptoms.

5.ADVANTAGES
  • Provide remote care
  • Decrease patient visit
  • Transcending miles and borders
  • Data Sharing
  • Rapid Response time
  • Improve  access, costs and outcomes
  • Enhances patients voice in decisions
6.DISADVANTAGES
  • Dehumanizing effects
  • Cost
  • Inability for patient to use equipment
  • Knowledge base of the nurse
  • Equipment malfunction
7.REQUIREMENTS  OF TELENURSING
  •   Telephone
  •   Telehealth hardware
  •   PC or laptop computer
  •   Power supply
  •   Web access
8. ISSUES OF TELENURSING
  1. Ethical Concerns
  • Maintaining autonomy (identity, privacy)
  • Maintaining patient’s integrity
  • Prevent harm to a patient
     2. Legal Issues
  • Maintaining patient privacy
  • Verifying consent
  • Compliance with institutional regulations
  • Maintaining compliance with scope of practice
9. SUMMARY
As new technology emerge, telenursing practices will continue to evolve. The Registered Nurses will have to make certain that they possess the necessary technical clinical knowledge to  provide safe, competent, compassionate, and ethical care.We, as nurses, must also keep ourselves abreast to the constant changes in technology that may change the way we take care of our patients.

10. THANK YOU

PPT On Importance of formulation of objectives in Nursing education

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Importance of formulation of objectives in Nursing education Presentation Transcript

1.Introduction:

  •  The intentions of any course are determined to a large extent by the form in which the Aims and Objectives are stated. Whereas the aims are general statements broadly indicating the intention of the course, the objectives are specific statements of what the learner is supposed to do as a result of a course of study.
  •     Aims and objectives form the fundamental part of the teaching. Once the intended learning has been specified by the learning objectives they provide the basis for determining the scope and nature of content to be learned, the choice of teaching methods and strategies and the form of assessments for determining whether or not learning has taken place.
  •     When formulating objectives be they for the acquisition of knowledge and intellectual skills (cognitive), physical skills (psycho motor) and feelings (affective), they must be specific, measurable and relevant for the intended learning.
2.Aim:
 Purpose  toward which an endeavor is directed. It is desired result that a person wishes to achieve.

3.Objectives:

 Specific knowledge, skills, or attitudes that students are expected to achieve through their college experience

4.Purpose:
The object toward which one strives for which something exists.            

5.Types of objectives:
 Classified in two major categories:

1) Educational objectives

2) Teaching/learning objectives.

1) Educational objectives:

  •      Educational objectives tell us what the learner should be able to do after undertaking an educational program.
  •     Educational objectives are statements of those changes in behavior which are desired as a result of specific learner and teacher activity, which is a two way process.
  •     BS Bloom believes that education is a tripolar process.
Types of educational objectives:
According to Guilbert:

  1.     General objectives : correspond to functioning of types of health personnel trained in an establishment. E.g. Providing preventive and curative care to individuals , families, and community in health and sickness.
  2.     Intermediate objectives : arrived at by breaking down professional functions into components which together indicate the nature of functions.Eg. Planning and carrying out a demonstration session on breast feeding for group of mothers in community.
  3.     Specific / instructional objectives: corresponding to precise professional tasks whose results are observable and measurable against given criteria.E.g. Demonstrates correct use of blood pressure apparatus in taking blood pressure of patient.
2) Teaching objectives:
  •     Teaching objectives are relating to learning outcome or change of behavior of learners. These are specific, direct and practical in nature.
  •     BS Bloom has classified teaching objectives in three categories-cognitive objectives, affective objectives, and psychomotor objectives.
6.Specific / instructional objectives:

Definition:
Corresponding to precise professional tasks whose results are observable and measurable against given criteria .These are based on specific outcome and these helps to identify terminal outcomes of instruction in terms of observable performance of learner .These are presented in behavioral terms so we can name them learning outcomes

Purposes
For teachers:

  •      It serves as a guide in selection of important and desirable subject matter.
  •      It describes behavior in terms of student performance.
  •     It serves as basis for evaluation.
  •     It indicates direction towards which behavior is to be geared.
For student:
  •       They indicate to the learner what needs to be learned.
  •      Gives direction to students towards in depth study.
  •      They provide guidance for all remaining aspects involved in planning, implementing and evaluating instructional programme
  •     Learner should be able to demonstrate possession of large quality of facts ,concepts, greater ability to manipulate in more complex ways.
For nurses:
  •     To prepare nurses for rendering community services through primary health care.
  •     To prepare nurses for providing care at institutional level
  •      To prepare nurse educators to handle teaching- learning situations in all learning areas
For all:
Overall evaluation of course gives feedback to planners , administrators ,and others concerned about efficacy of education program

7. Characteristics :

  •     It should be written in behavioral terms (what the students must do)
  •      It should reflect the condition (under what circumstances ) the activities  checked be performed to achieve the objectives
  •      It should reflect standard and condition
  •      It must be reasonable in number
  •      It should be consistent with one another.
  •      It should be distinctive but not completely independent.
  •      It should be approximately of same level of generality or specificity.
  •      It should be descriptive.

8. Terminology to be used

  •     While defining objectives in behavioral terms ,one should be careful in choosing appropriate verbs .These are observable and measurable
  •     Examples of verbs:
  •       Descriptive verbs: describe, state, define , explain , write ,etc.
  •       Discriminative verbs : explain , infer , defend ,compare , differentiate
  •      Motor performance verbs: draw, measure , drive ,type
9.Qualities :
  1. SMART : specific,measurable,attainable,reasonable,timely
  2.   Other qualities should be:                 
  •      Relevant : stated objective should be free from any superfluous material but should cover every point relating to the aims in view. 
  •      Unequivocal : loaded words which are open to a wide range of interpretations should not be used.
  •     Feasible and achievable : It must be ensured that what the student is required to do can actually , within time allowed and facilities available at hand. 
  •      Logical : There should be internal consistency in objective stated.
  •      Observable : There should be some means of observing process towards an objective
  •       Measurable : objective must include an indication
10.Elements of objectives:
1)Condition:It is the condition under which learner should display the desired behaviour.
2)Activity: it denotes the behaviour the learner is expectd to perform after attending a class
3)Standard: It states the norms expected from the student .
4)Content : It describes the subject ,object in relation to which activity is performed.

11.Conclusion:
Formulation of educational objectives is the main step of any curriculum development which must be consistent with the philosophy of the education programme and institution . The faculty should maintain the qualities in setting objectives in behavioral terms in Nursing Practice

12. For more information regarding this topic refer to PPT.

13. Thank You



PPT On Importance of Multimedia in Nursing Education

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 Importance of Multimedia in Nursing Education Presentation Transcript

1. INTRODUCTION
   The New development in medical technology, application of computer in health care delivery system , changing methods of professional training nurses may not be in position to forgo multimedia knowledge and it’s applications in Nursing education and Nursing practices. So today I will discuss importance of multimedia in Nursing.

2. MEANING OF MULTIMEDIA
Multimedia is a computer-based interactive communications process that incorporates text, graphics, sound, animation, and video.

3. CATEGORIES OF MULTIMEDIA
  • Entertainment
  • Education
  • Corporate communications
  • Reference
4.MULTIMEDIA TECHNOLOGIES USED IN ADVANCE NURSING EDUCATION
  • Video Annotation
  • Multimedia Applications
  • Video conferencing and Trans media storytelling  
5.USES OF MULTIMEDIA IN NURSING EDUCATION
  • Multimedia used as innovative methods of teaching.
  • Multimedia maps are used to attract students to learn the things which are happening at a distance.
  • Multimedia maps are used for increasing students engagement and retention.
  • Multimedia provide new opportunities for educator to occupy student in following learning activities :
              1. Critical Thinking
              2. Problem Solving
              3. Collaborative Skills
              4. Problem of Space is critical to   attitudes and
                  decision making as global citizens
  • Multimedia maps offers new educational affordances for students at a distance and has the potential to link geographic and cultural understanding with in the contents of a variety of disciplines.
  • MapBlog  provide interactive learning environment  under  various categories i.e.
                 1. External Content
                 2. Student created Content
                 3. Static Content
                 4. Thematic Content

6.USES OF MULTIMEDIA IN NURSING
  • Sort out Patient’s issues
  • Patient’s health education
  • Management
  • Effective Teaching
  • Sharing the resources and collaborations 
  • Communication
  • Enhance the thinking process
  • To develop the different concepts
  • To full fill the organization educational needs
  • Individualization
  • Professional Growth
  • Research 
  • Documentation
7. DEMERITS OF MULTIMEDIA
  • Non-interactive – if one-way, no feedback
  • Lost in cyberspace
  • Cognitive overload
  • Linear content
  • Lack of structure
8. CONCLUSION
   Nurse educators need to evaluate changes being made in the use of multimedia technology as an education and training tool. Organizations should look beyond the formal nursing school curriculum to in service presentations and continuing education needs for both students and patients. 

9. THANK YOU

PPT ON MICRO TEACHING IN NURSING


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Micro Teaching in nursing presentation transcript

1.INTRODUCTION
  •  Micro teaching is a miniature classroom teaching. The time selected for teaching a particular unit is reduced to 5-10 minutes.
  • The size of the class is reduced to 5-10 pupils.
  • The content is reduced to 1unit. Only 1 skill is taken up at one time
2.DEFINITION
  • ALLEN(1966) defines micro teaching as a scaled down teaching encounter in class size and class time.
  • CHIFT & OTHERS defines have recently defined microteaching as a teacher training procedure which reduce the teaching situation to simpler and more controlled encounter by limiting the practice teaching to a specific skill and reducing teaching time and class size.
3.FEATURES OF MICRO TEACHING
  • It is a real teaching but focus on developing teaching skills.
  • It is a scaled down teaching-
  • to reduce the class size 5-10 pupils.
  • to reduce the duration of period 5-10 minutes.
  • to reduce the size of the topic.
  • to reduce the teaching skills.
  • It is highly individualized training device
4. COMPONENTS OF MICRO TEACHING TECHNIQUE
  1. Student Teacher- The student who gets the training of a teacher is said to be student-teacher. Various capacities are developed in them during training such as – capacity of class management, capacity of maintaining discipline and capacity of organizing various programmes of the school / college etc.
  2. Feedback Devices- Providing feedback is essential to make changes in the behavior of the pupils. This feedback can be provided through video-tape, audio-tape and feedback questionnaires.
  3. Skill: As we know, skill means ability to do something well or expertness.
  4. Teaching Skills- Teaching skill is a set of teacher behaviors which are specially effective in bringing   about the desired changes in pupils.  For example:
  •  a) lecturing skill,
  • b) skill of black-board writing,
  • c) skill of asking questions,
  • d) skill of class management etc.
5.SKILLS OF MICRO TEACHING TECHNIQUES

1. Introduction Skill: The skill of introducing a lesson involves establishing rapports with the learners, promoting their attentions, and exposing them to essential contents.
   Components of this skill are-

A) Preliminary Attention Gaining:  Normally, at the beginning of a lesson, students are found not to be attentive and mentally prepared for learning. They may be thinking something else too. In such situation, the primary duty of a teacher is to create desire for learning among the students.Teacher can do it by telling a story, with the help of demonstration, recitation, etc.

B)Use of previous knowledge: Previous knowledge refers to the learner’s level of achievements before instruction begins. Use of previous knowledge is a must, because it helps to establish an integration between the pre-existing knowledge of the learner and the new knowledge that the teacher wants to impart him.

C)Use of Appropriate Device: In order to motivate the learner, the teacher should make use of appropriate devices or techniques while introducing a lesson.
       For example- dramatization, models, audio-visual aids etc.

D) Link with new topic: After preliminary questions and introduction, teachers should establish a link of previous knowledge with present topic. 

2.  Skill of Probing Question:
 Probing questions are those which help the pupils to think in depth about the various aspects of the problem. By asking such questions again, the teacher makes the pupils more thoughtful. He enable the pupils to understand the subject deeply.
The components of this skill are:
A) Prompting:- When a pupil expresses his inability to answer some question in  the class or his answer  is incomplete, the teacher can ask such questions which prompt the pupils in solving the already asked questions.   For example- Do you know names  of Vice Chancellors of Sant Gadge Baba Amravati University since 1983?
B) Seeking Further Information: When the pupils answer correctly in the class but the teacher wants more information and further clarification from the learner by putting ‘how’ and ‘why’ of correct part the response.
C) Refocussing : When the teacher ask the same question from other pupil for comparison .
D) Redirecting Questions: Questions which are directed to more than one learner to answer, are called redirected questions.  

3. Skill of Explanation: To present the subject-matter in the simplified form before the pupils and making it acquirable is known as Explanation Skill. It involves a ability of the teacher to describe logically ‘How’, ‘Why’ and ‘What’ of concept, event etc.
Components of this skill are:
  • Clear beginning statement: Before starting any explanation, the teacher should make the pupils aware of what he is to teach on that day through a clear beginning statement.
  • Lack of Irrelevant Statement:   While presenting the subject matter, only the concerned statements should be used.
  • Fluency in Language: The teacher should use such fluent language that the pupils may listen and understand the thoughts of the teachers.
  • Connecting Links: This technique is used primarily to explain the links in statements with ‘so’, ‘therefore’, ‘because’, ‘due to’, ‘as a result of’, ‘in order to’ etc.
  • Use of Proper Words: The teacher should use proper words for enplaning an object or an event otherwise he would be in a state of confusion.
Precautions for skill of Explaining:
  • It should be in simple language.
  • It should not be given the shape of an advice.
  • The thoughts included in it should be in a sequence.
  • Irrelevant things should not be included in it.
  • It should be according to the age, experience and mental level of the pupils.
4. Skill of Stimulus Variation: Stimulus variation is described as deliberate change in the behaviors of the teacher in order to sustain the attention of his learners throughout the lesson. Stimulus variation  determines teacher liveliness in the classroom. The components of this skill are:
  • Body Movement: The physical movements of the teacher in the class is to attract the attention of the learners. Sudden body movement and suddenly stopping the same helps in gaining learner’s attention at high level. The teacher without these activities is like a stone-idol. Excess  movement is undesirable.
  • Gestures:  Gesture involves the movements of the head, hand, and facial gestures (laughing, raising eyebrows, emotions, etc) signals. This technique helps the teacher to be more expressive and dynamic in presenting his lesson in the class Change in Voice: Teacher should bring fluctuations in his voice. The pupils feel boredom with the speech at the same pitch, and pupils get deviated from the lesson.
  •  Focussing: Focussing implies drawing the attention of the learners towards a particular point which the teacher wishes to emphasize. Such technique involves verbal focusing, gestural focusing, or verbal-gestural focusing.
  • Eye-contact and eye-movement: Both the eye-contact and eye-movement play very important role in conveying emotions and controlling interaction between the teacher and taught. In a classroom situation, this technique implies that the teacher should maintain eye-contact with the learners in order to sustain the attention of the latter.
5. Skill of Black-board Writing: Blackboards, being the visual aids, are widely used in all aspects of education and training, and are most suitable for giving a holistic picture of the lesson. A good blackboard work brings clearness in perception and the concepts being taught, and adds variety to the lesson.
The components of the skill of blackboard writing are:
  • Legibility ( Easy to read )
  • Size and alignment ( In a straight line )
  • Highlighting main points
  • Utilization of the space
  • Blackboard summary
  • Correctness
  • Position of the teacher and
  • Contact with the pupils.
6. CHARACTERISTICS OF MICRO TEACHING
  • The duration of teaching as well as number of students are less.
  • The content is divided into smaller units which makes the teaching easier.
  • Only one teaching skill is considered at a time.
  • There is a provision of immediate feedback.
  • In micro teaching cycle, there is facility of re-planning, re-teaching and re-evaluation.
  • It puts the teacher under the microscope
  • All the faults of the teacher are observed.
  • The problem of discipline can also be controlled.
7.STEPS IN MICRO TEACHING
1) Orientation lectures are to be given on each skill followed by the discussion with student teacher.

2) A model presentation of one of the skills at a time is given by the supervisor the pupil teachers are given    opportunity to criticize the model.

3) A time schedule of micro lessons is prepared for each pupil teacher.

4) Each pupil teacher prepare a plan for micro lesson with the help of his supervisor.

5) Each pupil teacher then deliver the micro lesson under controlled conditions.

6) The lesson delivered by the pupil teacher is supervised by the supervisor.

7) The lesson is then discussed and the supervisor gives feedback that is suggested improvement.

8) Each trainee incorporates the suggestions and prepares again to re teach the lesson.

9) The trainee teaches after an interval of time the same lesson to another small group of students.

10) The lesson is again discussed and feedback given.

8. 5 R's IN MICRO TEACHING


 In micro teaching the pupil teacher tries to complete the following 5 R’s-
A) Recording
B) Reviewing
C) Responding
D) Refining
E) Redoing

9.PRINCIPLES OF MICRO TEACHING
  • The  principle of practice and drill.
  • The principle of evaluation
  • The principle of experimentation
  • The principle of microscopic supervision
  • The principle of continuity
10. ADVANTAGES OF MICRO TEACHING
  • It is an effective feedback device for the modification of teacher behaviour.
  • The knowledge and practice of teaching skills can be given by the use of microteaching.
  • It is useful for developing teaching efficiency in pre-service and in-service teacher education programs.
  • The specific teaching skills are developed by the microteaching experiences.e.g.reinforcement skill, probing question etc.
  • It is real teaching.
  •  It lessons the complexities of normal classroom size time subject matter.
  •  It focuses on training for accomplishment of specific task.
  •  It allows for increased control of practice.
  •  It expands the normal knowledge of results of feedback dimensions in teaching.
  •  It focuses on sharpening and developing specific teaching skills and eliminating errors.
  •   It enables understanding of behaviors important in class-room teaching.
  •  It increases the confidence of the learner teacher.
  •  It is a vehicle of continuous training for both beginners and for senior teachers.
  •  It provides experts supervision  and constructive feedback.
11. DISADVANTAGES OF MICRO TEACHING
  • Putting total skills is difficult in microteaching.
  • 5-10 min not sufficient to give full lesson.
  • It is not feasible actual practice 50-60 students in class not 4-10.
  • It is costly, needs tape recorder, video tape, CCTV.
12. THANK YOU

Monday, June 16, 2014

PPT On Advance Educational Technology in Nursing

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 Advance Educational Technology in Nursing Presentation Transcript




1.INTRODUCTION
  •   In modern world we are confronting with four major problems that has an impact on Education.
  •   Information Explosion – Explosion of knowledge - Horizon of human knowledge and understanding is expanding very fast.
  •   Communication Explosion – has made significant transformations in Industry, agriculture, medicine, Nursing, engineering and other fields.
  •   Advance in technology are impacting the way that most people do their jobs and nursing is certainly no different.
  •   With innovations in medical devices & software, technological improvements are literally changing the way that nurses practice, including everything from how they deliver care to patients to how they manage clinical workflows


2.EDUCATIONAL TECHNOLOGY

  •   It is the application of science to the needs of man and society.
  •   Educational Technology is the application of many fields of science to meet the educational needs of the individuals and society as a whole.
  •   It includes the entire process of setting of goal, the continuous reforms of curriculum, the tryout of new methods and materials, evaluation process and innovation.

3.COMMON TECHNOLOGY TEACHING TOOLS

  •   Internet, email, facsimile
  •   Online conferencing
  •    Web based Course ware (World Wide Website)
  •   Video conferencing Computer Assisted learning
  •    Electronic Syllabi, Bulletin Boards
  •    Simulation.
  •   Virtual library Cyber Guides

4.NURSING EDUCATION: FUTURE TRENDS
Which are influencing the technology advancement:

  •   Changing Student Profile
  •   Educational Mobility
  •   Shortage of Qualified Nursing Faculty
  •   Technology and Education
  •   Changing Health Care Settings
  •   The Aging Population


5.RESEARCH AND THEORY DEVELOPMENT

  Clinical trials, intervention research, or experiments conducted in the real world of practice
  Theory development is needed to guide research and increase nursing’s scientific credibility
  “New science” with much uncharted territory

6.TEACH CONSUMERS OR PROFESSIONALS

  •   Teaching self-care and resolution of responses to pathology
  •   Opportunities to teach outside  the hospital: shorter stays and increased severity of illness Need for nurse educators


7.NEW WAVE OF TECHNOLOGY

  •   Implants, genetic therapies, imaging devices
  •   Medical artificial intelligence such as computer-assisted surgery, ECG and fetal monitoring interpretation, clinical diagnosis, and genetic counseling
  •   Telemedicine
  •   Devices for home use


8.RESPONSES TO CHALLEGES:
  •   Continue Professionalism of Nursing
  •   Extend Practice through Research
  •   Increase Public Awareness of Nursing’s Contribution to Health Care
  •   Increase Nursing Influence on Health Care Policy &  Delivery
  •   Become More Globally Aware
  •   Increase the Number of Nurses in Health Care Leadership and Administrative Roles
  •   Achieve Cultural Diversity and Gender Balance in Nursing
9.CONCLUSION:
  So, ultimately this technology will improve response times, increase accuracy and ensures safety.
  In addition to helping patients, technology can also help nurses & other clinical staff improve communication & introduce greater efficiencies in clinical workflow which frees up nurses & other staff to spend more time concentrating on delivering the best possible patient.
 10. Thank You


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