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Learning and Teaching Nursing
B Sankaranarayanan, B Sindhu
CHAPTER 1:
Basis of Nursing Education
CONCEPT OF EDUCATION
DEFINITION
EDUCATION AS A PROCESS
Education as a Bipolar Process
Education as a Tripolar Process
Education as a Multipolar Process
EDUCATION AS A LIFELONG PROCESS
COMPONENTS AND CHARACTERISTICS OF EDUCATIVE PROCESS
Characteristics can be Stated as Follows:
FUNCTIONS OF EDUCATION
AIMS OF EDUCATION
TYPES OF EDUCATION
Formal Education
Informal Education
Nonformal Education
AGENCIES OF EDUCATION
Current Trends in Education
NURSING EDUCATION
Definition
Aims of Nursing Education
EVOLUTION OF NURSING EDUCATION IN THE WORLD
EVOLUTION OF NURSING EDUCATION IN INDIA
TRENDS IN NURSING EDUCATION
SUMMARY
CHAPTER 2:
Philosophy and Education
MEANING
DEFINITION
BRANCHES OF PHILOSOPHY
RELATIONSHIP BETWEEN PHILOSOPHY AND EDUCATION
EDUCATIONAL PHILOSOPHY
IDEALISM
Principles of Idealism
Educational Implications of Idealism
Idealism and Aims of Education
Idealism and Curriculum
Idealism and Methods of Teaching
Idealism and Discipline
Idealism and Teacher
NATURALISM
Definition
Different Forms of Naturalism
Principles of Naturalism
Educational Implications of Naturalism
Naturalism and Aims of Education
Naturalism and Curriculum
Naturalism and Methods of Teaching
Naturalism and Discipline
Naturalism and Teacher
PRAGMATISM
Definition of Pragmatism
Forms of Pragmatism
Principles of Pragmatism
Educational Implications of Pragmatism
Pragmatism and Aims of Education
PRAGMATISM AND CURRICULUM
PRAGMATISM AND METHODS OF TEACHING
Pragmatism and Discipline
Pragmatism and Teacher
REALISM
Definition
Forms of Realism
Principles of Realism
Educational Implications of Realism
Realism and Aims of Education
Realism and Curriculum
Realism and Methods of Teaching
Realism and Discipline
Realism and Teacher
THEISTIC REALISM OR SUPERNATURALISM
Educational Implications of Theistic Realism
Theistic Realism and Aims of Education
Theistic Realism and Curriculum
Theistic Realism and Methods of Teaching
Theistic Realism and Discipline
Theistic Realism and Teacher
HUMANISTIC EXISTENTIALISM
Main Assumptions
Educational Implications of Existentialism
ECLECTISM
Need for Eclectism in Education
Salient Features of Eclectism
PHILOSOPHY OF NURSING EDUCATION
Factors influencing Philosophy of Nursing Education
SUMMARY
CHAPTER 3:
Educational Objectives
DEFINITION
CLASSIFICATION OF EDUCATIONAL OBJECTIVES
BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES
Cognitive Domain
Affective Domain
Psychomotor Domain
BLOOM'S TAXONOMY AND CENTRAL OBJECTIVE
QUALITIES OF AN EDUCATIONAL OBJECTIVE
MEANINGFUL STATEMENT OF OBJECTIVES
COMPONENTS OF A BEHAVIORAL OBJECTIVE
ADVANTAGES OF WRITING BEHAVIORAL OBJECTIVES
STRENGTHS OF BEHAVIORAL OBJECTIVES
WEAKNESSES OF BEHAVIORAL OBJECTIVES
SUMMARY
CHAPTER 4:
Curriculum
MEANING AND DEFINITION
MODERN CONCEPT OF CURRICULUM
MODELS OF CURRICULUM
Behavioral Objective (Product) Model
Stenhouse's Process Model
Lawton's Cultural Analysis Model
Beattie's Four Fold Model
COMPONENTS OF NURSING CURRICULUM
Nature of Curriculum
NATURE OF NURSING CURRICULUM
CRITERIA FOR A DESIRABLE CURRICULUM
TYPES OF CURRICULUM
Legitimate Curriculum
Illegitimate Curriculum
Hidden Curriculum
Null Curriculum
RESPONSIBILITY OF CURRICULUM DEVELOPMENT
LEVELS OF CURRICULUM PLANNING
ELEMENTS IN PLANNING A CURRICULUM
ORGANIZATION OF CURRICULUM
CURRICULUM DEVELOPMENT
Principles of Curriculum Development
Principles Related to the Development of Nursing Curriculum
FACTORS INFLUENCING CURRICULUM DEVELOPMENT IN NURSING EDUCATION
STEPS IN CURRICULUM DEVELOPMENT
FORMULATION OF EDUCATIONAL OBJECTIVES
Data Required for Formulating Educational Objectives
Criteria for the Selection and Statement of Objectives
Steps in the Formulation of Educational Objectives
SELECTION OF LEARNING EXPERIENCES
Principles to be Followed in the Selection of Learning Experiences
Characteristics of Good Learning Experience
Criteria for the Selection of Learning Experiences
ORGANIZATION OF LEARNING EXPERIENCES
Principles to be Followed while Organizing Learning Experiences
Elements of Organizing the Learning Experiences
Grouping Learning under Subject Headings
Preparation of Master Plan for Curriculum
Placement of Learning Experiences in the Total Curriculum
Preparation of Correlation Chart
Organization of Clinical Experience
Teaching System
ORGANIZATION OF CLINICAL EXPERIENCE
Factors Influencing the Clinical Rotation Plan
Principles of Developing Clinical Rotation Plan
Types of Rotation Plan
EVALUATION OF THE CURRICULUM
Principles of Curriculum Evaluation
SYLLABUS AND CURRICULUM
CORE CURRICULUM
CURRICULUM REVISION/CHANGING THE CURRICULUM
Approaches to Curriculum Revision
Stages of Curriculum Revision
COURSE OUTLINE PLANNING
Principles of Course Planning
Principles for Selecting the Course Content
Elements of a Course Plan
UNIT PLANNING
Characteristics of a Good Unit
Elements of a Unit Plan
Types of Units
LESSON PLANNING
Meaning and Definition
Purposes of Lesson Planning
Principles of Lesson Planning
Steps in Lesson Planning
Proforma for a Lesson Plan
SUMMARY
CHAPTER 5:
Learning
LEARNING AIMS OF HIGHER EDUCATION
WATSON's PROPOSITIONS ABOUT LEARNING
Reinforcement
Immediate Feedback
Threat and Punishment
Practice
Stimulation
Motivation
Problem Solving
Concepts
Frustration
Peer Learning
Techniques for Learning
Situational Learning
Values and Attitudes
TYPES OF LEARNING
Signal Learning
Stimulus-response Learning
Chaining
Verbal Association
Discrimination Learning
Concept Learning
Rule Learning
Problem Solving
PROBLEM-BASED LEARNING
Selection of the Problems
APPROACHES TO LEARNING
LEARNING PSYCHOMOTOR SKILLS
PHASES OF SKILL LEARNING
Phase One: Getting the Idea of Movement
Phase Two: Fixation/ Diversification
ROLE OF THE TEACHER IN SKILL LEARNING
Controlling the Learning Environment
Providing Feedback
Structuring Practice
Attention to the Other Stimuli
PROACTIVE AND REACTIVE LEARNING
REMEMBERING AND FORGETTING
TRANSFER OF LEARNING
Types of Learning Transfer
Tips to Maximize Transfer
CREATING AN EFFECTIVE LEARNING SITUATION
CHARACTERISTICS OF SUCCESSFUL LEARNERS
SUMMARY
CHAPTER 6:
Teaching-Learning Methods
MEANING OF TEACHING
DEFINITION OF TEACHING
TEACHING IS A SCIENCE AS WELL AS AN ART
TEACHING-LEARNING PROCESS
Elements of Teaching-learning Process
PRINCIPLES OF TEACHING
QUALITIES/MARKS OF GOOD TEACHING
MAXIMS OF TEACHING
CHARACTERISTICS OF EFFECTIVE TEACHING
TEACHING SKILLS
Stimulus Variation
Explanation
USE OF EXAMPLES
QUESTIONS AND QUESTIONING
Purposes in Asking Questions
Functions of Questioning
Framing the Question
Asking Questions and Receiving the Answer
Key Factors for Effective Questioning
Common Errors in Questioning
QUALITIES OF A GOOD TEACHER
QUALITIES OF A GOOD NURSE EDUCATOR
TEACHING-LEARNING METHODS
CLASSIFICATION OF TEACHING METHODS
TEACHING STRATEGIES AND TEACHING-LEARNING METHODS
Guidelines for the Selection and Practice of Teaching-Learning Methods
LECTURE METHOD
Definition
Purposes of Lectures
Lecturing Techniques
Advantages of the Lecture Method
Disadvantages of the Lecture Method
Strategies to Overcome the Disadvantages
INTERACTIVE LECTURE
DEMONSTRATION
Phases of Demonstration
Planning and Preparation Phase
Performance Phase
Evaluation Phase
Advantages of the Demonstration
Disadvantages of Demonstration
DISCUSSION
Meaning
Purposes of Discussion
Classroom Discussion Techiques
Proper Planning
Preparing Students for Discussion
Discussion Guiding Techniques
Discussion Skills
Advantages of the Discussion Method
Disadvantages of the Discussion Method
SEMINAR AND SYMPOSIUM
SEMINAR
Meaning
Role of Different Personnel
Role of Organizers
Role of the Chairperson
Role of Speakers
Role of Participants
Seminar Technique
SYMPOSIUM
Role of Different Personnel
Symposium Technique
Disadvantages of Seminar and Symposium
SIMULATIONS
Meaning
Types of Simulation
Purposes of Simulation
Value of Simulation
Role of the Teacher
Advantages of Simulations
Disadvantages of Simulation
ROLE PLAYING
MICROTEACHING
Definition
Simple Outline of Microteaching
Phases, Activities and Components of Microteaching
Knowledge Acquisition Phase
Skill Acquisition Phase
Transfer Phase
Merits of Microteaching
Demerits of the Microteaching
CLINICAL TEACHING
Objectives of Clinical Teaching
Principles of Clinical Teaching
CLINICAL TEACHING METHODS
Nursing Care Plan
Nursing Care Study
Bedside Clinic
Nursing Care Conference
Nursing Rounds
Group Conference
Individual Conference
Assignment
Guidelines for Preparing Assignments
Principles of Assignment Planning
Types of Assignments
Planning Assignments
SUMMARY
CHAPTER 7:
Communication and Human Relations
SIGNIFICANCE OF COMMUNICATION IN NURSING
Definition
COMMUNICATION PROCESS AND ELEMENTS
BENEFITS OF EFFECTIVE COMMUNICATION IN NURSING
EFFECTIVE COMMUNICATION TECHNIQUES
FACILITATORS OF COMMUNICATION
BARRIERS TO COMMUNICATION
METHODS TO OVERCOME BARRIERS TO COMMUNICATION
MEANING
RELATIONSHIP QUOTIENT (RQ)
PURPOSES OF INTERPERSONAL RELATIONS
TYPES OF INTERPERSONAL RELATIONSHIP
PHASES OF INTERPERSONAL RELATIONSHIP
BARRIERS TO INTERPERSONAL RELATIONSHIP AND MEASURES TO OVERCOME
UNDERSTANDING SELF AND NURSING PRACTICE
SOCIAL BEHAVIOR AND NURSING PRACTICE
INDIVIDUAL AND GROUPS
GROUPS AND INDIVIDUALS
GROUP DYNAMICS
TEAMWORK
HUMAN RELATIONS IN THE CONTEXT OF NURSING
MEANING
HEALTH EDUCATION
HEALTH BEHAVIOR AND HEALTH EDUCATION
PLANNING FOR HEALTH EDUCATION
HEALTH EDUCATION FOR INDIVIDUALS
HEALTH EDUCATION FOR GROUPS
HEALTH EDUCATION WITH COMMUNITIES
CONCEPT OF EMPOWERMENT
COMMUNICATING HEALTH MESSAGES
METHODS AND MEDIA FOR COMMUNICATING HEALTH MESSAGE
USING MASS MEDIA
SUMMARY
CHAPTER 8:
Introduction to Educational Technology
MEANING
DEFINITION
DEVELOPMENT OF EDUCATIONAL TECHNOLOGY
TYPES OF EDUCATIONAL TECHNOLOGY
CHARACTERISTICS OF EDUCATIONAL TECHNOLOGY
GENERAL OBJECTIVES OF EDUCATIONAL TECHNOLOGY
Macro Level Objectives of Educational Technology
Micro Level Objectives of Educational Technology
ADVANTAGES OF EDUCATIONAL TECHNOLOGY
SCOPE OF EDUCATIONAL TECHNOLOGY
EDUCATIONAL TECHNOLOGY AND AUDIOVISUAL AIDS
AUDIOVISUAL AIDS
Definition
CLASSIFICATION OF AUDIOVISUAL AIDS
PURPOSES OF AUDIOVISUAL AIDS
PRINCIPLES IN THE USE OF AUDIOVISUAL AIDS
ASPECTS OF THE USE OF AUDIOVISUAL AIDS
ADVANTAGES OF AUDIOVISUAL AIDS
CHARACTERISTICS OF GOOD AUDIOVISUAL AIDS
DESCRIPTION OF DIFFERENT AV AIDS
ChalkBoard
Use of Chalkboard
Guidelines for the Effective Use of Chalkboard
Merits of Chalkboard
Demerits of Chalkboard
OVERHEAD PROJECTOR
Preparation of OHP Transparencies
Effective Use of Transparencies
Advantages of Overhead Projector
CHARTS
Purposes of Charts
Types of Charts
Preparation of Charts
Effective Use of Charts
HANDOUTS
Preparation of Handouts
Giving out Handouts
SLIDES
MODELS
Teaching with Models
COMPUTERS IN NURSING EDUCATION
Computer-assisted Instruction
Computer-managed Instruction
Using Computers as a Tool
Advantages of Computer Instruction
Disadvantages of Computer Instruction
SUMMARY
CHAPTER 9:
Evaluation
MEANING AND DEFINITION
EVALUATION, MEASUREMENT, ASSESSMENT, AND TESTING
GENERAL PRINCIPLES OF EVALUATION
CHARACTERISTICS OF EVALUATION
PURPOSES OF EVALUATION
PURPOSES IN NURSING EDUCATION
OBJECTIVE-BASED EVALUATION
FUNCTIONS OF EVALUATION
Functions Related to Instructional Process
Functions Related to Total Education System
TYPES OF EVALUATION
Formative Evaluation
Summative Evaluation
Maximum Performance Evaluation
Typical Performance Evaluation
Criterion-referenced Evaluation
Norm-referenced Evaluation
STEPS IN EVALUATION
TECHNIQUES AND TOOLS OF EVALUATION
Techniques
Tools
OBSERVATION
Merits of Direct Observation
Limitations and Demerits
Principles to be Followed in Making Observations
Requisites of Good Observation
Proper Planning of Observation
Proper Execution of Observation
Recording of Observation
Interpretation
Devices Used in Observation
ANECDOTAL RECORDS
Uses of Anecdotal Records
RATING SCALES
Types of Rating Scales
Numerical Rating Scale
Graphic Rating Scale
Descriptive Graphic Rating Scale
Uses of Rating Scales
Common Errors in Rating
Principles Governing Rating Scales
CHECKLISTS
CUMULATIVE RECORD
ACHIEVEMENT TESTS
SELECTION OF APPROPRIATE TEST ITEM
OBJECTIVE TEST
SHORT ANSWER ITEMS
Uses of Short-answer Item
Suggestions for Constructing Short-answer Item
TRUE-FALSE OR ALTERNATIVE-RESPONSE ITEMS
Uses of True-False Item
Suggestions for Constructing True-False Items
THE MULTIPLE CHOICE ITEM
Characteristics of Multiple Choice Item
USES OF MULTIPLE CHOICE ITEMS
Measuring Knowledge Outcomes
Measuring Outcomes at the Understanding and Application Levels
Advantages and Limitations of Multiple Choice Items
Suggestions for Constructing Multiple Choice Items
THE MULTIPLE–RESPONSE ITEM
MATCHING ITEM
Merits of Objective Type Tests
Limitations of Objective Type Tests
ESSAY TESTS
Forms and Uses of Essay Questions
Restricted Response Questions
Extended Response Questions
Advantages and Limitations of Essay Questions
SUGGESTIONS FOR THE ESSAY TESTS
Suggestions for Constructing Essay Questions
Suggestions for Scoring Essay Questions
ORAL EXAMINATIONS
Forms of Oral Examination
PRACTICAL EXAMINATIONS
QUALITIES OF AN EVALUATION TOOL/CHARACTERISTICS OF A GOOD ACHIEVEMENT TEST
VALIDITY
Types of Validity
Content Validity
Criterion-related Validity or Predictive Validity
Construct Validity
Measures to Improve Validity
Reliability
Measures to Improve Reliability
Usability
CONSTRUCTION AND ADMINISTRATION OF ACHIEVEMENT TEST
Planning an Achievement Test
Developing Test Design
Preparation of Blueprint for Test
Construction of Items
Organization of the Test
Preparation of the Scheme for Evaluation
Test Administration
CLINICAL EVALUATION
Purposes of Clinical Evaluation
Clinical Evaluation Methods and Tools
Charting and Patient Progress Notes
Nursing Care Plans
Standardized Patient Examination
CLINICAL EVALUATION PROCESS
INTERNAL ASSESSMENT
SELF-ASSESSMENT AND SELF-REPORTING TECHNIQUES
SUMMARY
CHAPTER 10:
Guidance and Counseling
DEFINITION OF GUIDANCE
CHARACTERISTICS OF GUIDANCE
COUNSELING
Meaning
Definition
CHARACTERISTICS OF COUNSELING
GUIDANCE AND COUNSELING DIFFERENTIATION
BASES OF GUIDANCE AND COUNSELING
Philosophical
Psychological
Sociological
Pedagogical
FUNCTIONS OF GUIDANCE AND COUNSELING
Adjustmental
Orientational
Developmental
NEED OF GUIDANCE AND COUNSELING
NEED FOR GUIDANCE AND COUNSELING IN NURSING EDUCATION
AIMS OF GUIDANCE
PRINCIPLES OF GUIDANCE
Guidance Areas
EDUCATIONAL GUIDANCE
Principles of Educational Guidance
Educational Guidance in Nursing Education
Vocational Guidance
Vocational Guidance in Nursing Education
PERSONAL GUIDANCE
Personal Guidance in Nursing Education
SOCIAL GUIDANCE
Social Guidance in Nursing Education
AVOCATIONAL GUIDANCE
Avocational Guidance in Nursing Education
HEALTH GUIDANCE
Health Guidance in Nursing Education
FINANCIAL GUIDANCE
THE GUIDANCE AND COUNSELING SERVICES
THE ADMISSION SERVICE
ORIENTATION SERVICE
THE STUDENT INFORMATION SERVICE
THE INFORMATION SERVICE
Educational Information
Occupational Information
Personal-social Information
THE COUNSELING SERVICE
THE PLACEMENT SERVICE
THE REMEDIAL SERVICE
THE FOLLOW-UP SERVICE
THE RESEARCH SERVICE
THE EVALUATION SERVICE
THE GUIDANCE AND COUNSELING PERSONNEL
WHAT GUIDANCE IS NOT
PURPOSES OF STUDENT COUNSELING
ADOLESCENT NEEDS
WHEN COUNSELING IS REQUIRED
WHO SHOULD BE COUNSELED
CLASS TEACHERS AS COUNSELORS
LEVELS OF COUNSELING
CLASSIFICATION OF COUNSELING
DIFFERENT COUNSELING TECHNIQUES/APPROACHES TO COUNSELING
Directive or Prescriptive or Counselor Centered Counseling
Nondirective or Permissive or Client-centered Counseling
Eclectic Counseling
PHASES OF COUNSELING
Appointment and Establishing Relationship
Assessment
Diagnosis
Setting Goals
Intervention
Termination and Follow-up
THE COUNSELING INTERVIEW
QUALITIES OF A GOOD COUNSELOR
THE PROBLEMS IN STUDENT COUNSELING
ORGANIZATION OF GUIDANCE AND COUNSELING SERVICES
FORMS OF ORGANIZATION
Centralized Services
Decentralized Services
Combination of Centralized and Decentralized Services
BASIC CONCEPTS RELATED TO GUIDANCE AND COUNSELING SERVICES
The Purposes to be Achieved
The Functions to be Served
Allocation of Responsibility and Authority
Appraisal of the Program
THE GUIDANCE COMMITTEE
ORGANIZATION OF GUIDANCE AND COUNSELING SERVICES IN NURSING INSTITUTIONS
SUMMARY
CHAPTER 11:
Discipline
MEANING AND DEFINITION
THE MODERN CONCEPT OF DISCIPLINE
NEED FOR DISCIPLINE
FUNCTIONS OF DISCIPLINE
AIMS OF DISCIPLINE
PRINCIPLES OF DISCIPLINE
TYPES OF DISCIPLINE
Self-Discipline
Assertive Discipline
SPECIFIC MEASURES TO MAINTAIN CLASSROOM DISCIPLINE
SUMMARY
INDEX
TOC
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