ORAL PRESENTATION

EXPLAIN

TEACHER

STUDENTS
 ADVANTAGES AND DISADVANTAGES

 economical
 simplifies the work of the teacher
 useful for imparting factual information and
drawing attention
 gives a feeling of security
 interruptions and distractions are avoided.
 ADVANTAGES AND DISADVANTAGES
 Provides very little opportunity for student activity
 Does not facilitate learning of how to solve problem
 Offers limited opportunities for checking learning progress
 The interests, abilities, and intelligence of students are not
taken care of
 Does not allow individual pace of learning
 Has low receptivity
 The rate of imparting information by the teacher may be too
fast for the learner to get necessary connection of thought
 Teaching by exhibition and
explanation.

 Implies presentation of organized

series of events or equipment to a
group of students for their
observation.

 Salient features, utility, efficiency of

each article, each step of a procedure,
experiment are explained
 demonstrate experiments in the science class.

 demonstrate nursing procedure in the classroom and

clinical settings.

 demonstrate the skill in patients and family members

to learn how to take care of themselves.

 demonstrate establishing effective nurse patient

relationship.

 Provide for immediate,
Have students show theindividual,
steps of the
supervised practice
process clearly, fromsessions.
start to finish.
 Video recordings may be used for
 student review
Ask students tobefore and after
go through the
the process a
demonstration.
second time, showing the rationale and
 Demonstrations
allowing time formay be planned,
questions.
implemented, reviewed, and revised
through online videos.
 Provides
 Visibly
In teaching
showing
of nursing,
a process
opportunities gives
foroften
theaids
teacher
developing inobservational
retention.
an
 Complex
opportunity
skills. skillstobecome
evaluatemore
the students'
understandable
knowledgeas a of a
result
procedure
of theskill
demonstration,
and to determine
and demonstration
if re-teaching is
 Clarifies
allows
necessary.
anthe
expert to model
underlying the skill.by demonstrating
principles
 the
Tailored
"Why" performance feedback enhances retention
of a step/procedure.
 and
Serves
procedural
as strongknowledge
motivationalis enhanced
force. Theforstudent
futurehas
 problem-solving
the opportunity
Commands and
to gain
interest metacognitive
by knowledge
use and
of concreteknowledge.
apply it
illustration.
 Activates
immediately several senses
 Helps to correlate theory with practice.
 Students have differing levels of skill acquisition
 abilities.
 There
Teacheris amay
highbefaculty
temptedworkload
to wasteinvolved
time ininexploration.
supervision of student practice times and a high cost
 of
Students
supplieswho
may quickly
andblindly master
equipment
follow skills
may
thelimit may
thebecome
laboratory amount
manualof or
uninterested
practice time while
the procedure the to
available
sheets. others are practicing.
students.

 Not
 Mastering
Discussion psychomotor
useful if
may
students
not beareskills is usually very stressful
encouraged.
inattentive.
for many students and requires adequate faculty
supervision, space, supplies, and equipment to
provide realistic practice sessions.
 a meeting for an exchange of ideas in some topical area
 a guided discussion of concepts.
 Interprofessional assignments can enhance student
engagement and active learning
 clear connection of the seminar discussion to the
course objectives is necessary or students may perceive
the seminar as an inefficient use of their time.
 can be completed in the classroom or online,
synchronously or asynchronously.
 Energy, creativity, and planning by the teacher and the
students are required
 Clear guidelines are needed
 Student preparation time may be reduced by having
students rotate as discussion facilitators so the individual
student is responsible for in-depth preparation of only a
few topics.
 The teacher is a part of the group, sometimes acting as a
participant, a consultant, or the leader.
 Discussion format allows for active student engagement
with content.
 Allows teachers to act as role models for concept
clarification and expert problem solving.
 Articulation improves in discussion, as do thinking skills.
 Limited development time is required for teachers.
 Discussion does not typically require additional supplies
 The structure requires that students possess adequate
knowledge for active discussion and comprehension.

 It may require a great amount of student preparation

time or may allow a student to “slip through” without
sufficient knowledge or thinking skills.

 Students may require instruction in how to participate in

seminars.
 planned learning activity dealing with original data in
solution of problem. Original data includes material
obtained experimentally & any other material resulting
from laboratory procedure.

 learning experience are planned so that the theory &

laboratory experience can complement each other.
 provide first hand experience with material or facts in the
solution of problem
 provide experience with actual situation such as nursing
laboratory & hospital wards.
 make student to become skillful in manipulation
apparatus, practicing laboratory technique.
 helps students to acquire scientific attitude & scientific
approach in problem solving.
 Science laboratory
 used to teach the science subject, widely used in
physiology, physical science, chemistry, microbiology for
teaching these subjects.
 Nutrition laboratory
 used to teach the basic knowledge about food & for
practice of cooking food for normal as well as invalids.
 Nursing art laboratory of demonstration room
 used for demonstration of some techniques in nursing.
Student may practice to become familiar with nursing
procedure.
 Students learn in
Gives training byorganizing
doing and data
come in contact
gathered with
from
raw
real data or material
material objectsobjects
and howinthese
the teaching-
objects are
learning process
manipulated to attain the objectives.

 Develops the power

Since students comeofinobservation
contact withand
realreasoning
life
situations, it can be a preparation for solving real
 Develops the scientific attitude
life problems.

 Gives an understanding of what research is and

how to apply the scientific method of research
 Poor planning & lack of direction of teacher may
result in wasting of time & can create complication

 Lack of budget can create insecurity in teacher

regarding laboratory equipment
 a systematic presentation of papers or speeches
concerning a problem or various aspects of a
problem/topic are done by two or more expert
persons to an audience under the direction of a
chairman followed by general discussion.

 widely used by professional groups, associations,

political bodies, in colleges, and universities.
 The symposium needs to be planned and
conducted carefully to be successful.
 The speakers should be those who have expertise
in the subject for discussion.
 The speaker should be given sufficient time to
prepare their topic well.
 The teacher needs to contact and meet the experts
to make sure that the topic is covered from all
aspects and that there are no lapses and
overlapping.
 In depth and broader coverage of the topic by
several experts.
 Provides broader scope for general group
discussion because of wider coverage of the
topic.
 Greater feedback and contribution from the
audience because the topic is presented form
several point of views.
 Since the speeches are prepared before so there
is greater and better organisation.
 Limited time (15- 20 minutes) to present the topic.

 The audience participation is also limited because

of the time factor.

 The method as such consumes lots of time in

preparation and conduct of symposium which
delimits its utility as a method of teaching in
schools and colleges
 a method in which four to six or eight persons or
students discuss assigned topic/issue/problem
creatively among themselves in front of an
audience which may be too large.

 purpose is to make use of small group discussion

for the benefit of a larger group.
 The panel usually consists of four to eight experts
CHAIRMAN
or students who have prepared the topic in
PANELLIST
advance, a chairperson, and the audience.

 The panelists need to be seated on a

platform/stage around the tables arranged in
semicircle so as to be seen by the entire audience.
The chairman is seated in the middle

AUDIENCE
 Different points of views on the subject are
presented by the experts.

 The quick exchange of facts, opinions, plans etc.,

help develop critics1 attitude and better
judgement.

 Students learn to discuss a topic in

conversational form in a small group in front of
the large group.
 Like symposium and seminar method, panel
method also requires more time in planning,
organizing, and presentation and thus can be
used as supplementary devices for teaching
selected topics.

 The discussion may be vague, superficial if the

panel members lack mastery or if they are casual
in their approach.
 helps the nursing members to know about all the
patients in the wards, their problems, and ways of
solving the problems.

 all of the patients known to the group of students

are presented briefly.

 for the learning of student nurses it can be used

very easily with a proper planning and prior
information to students.

 Ward
The
The rounds
Instructor are
or
presentation usually
the Ward
of conducted
Sister
the by
may call
background the
upon Ward
any
 Emphasis should be put only on nursing care
nurse
Sisterin the
or group Instructor
Clinical to tell what who
she knows
knows about
each the
information
during
patient
nursing
and
is followed
rounds.
his nursing
by
Other
care.
additions
aspects and
even of
patient's nursing needs more intimately.
suggestions
interest cannotfrom thepresented
be fully group. during the

 The
short
The students
student or should
time allotted for
the Staff be informed
each
Nurse case.
who ahead
This
has beenisof time
because
taking
that
the this
whole method
ward will
or be
unit used.
has
 Nursing rounds should not be taken for
care of the patient during the to
week This
be helps
covered
may them
present in to
this
the
prepare
background
brief themselves
weekly information
summary fori.e.
the
of learning
his history
nursing experience.
and medical
problems.
more than forty to fifty minutes and
 aspects
Students
attendance
of may
his care,
ofbe nursing
taken
all the
care which
around the she thinks
ward, is
stopping
students areofrequired.
essential.
 briefly This
It mustatbethe is
noted done for
that of understanding
in each
this type the
of teaching, nursing
bedside patient for a short
care given or that should be given. She is then
those topics
discussion ofwhich maysignificant
the most cause anynursing
distress to
responsible for answering the questions of the group.
the patient should not be discussed.
problem.
 Helps in arousing
Each student interest
has the and initiative
opportunity in the
to know about
students
the casestoinread the histories
general, of all
the nursing the patients,
problems and
review
ways todisease
meet the conditions, study about
nursing needs.
medication, doses, action, side effects etc.
 No other type of rounds is a substitute for nursing
 Encourages
rounds. discussion among students regarding
various cases available in the ward unit.

 Gives an opportunity to the clinical instructor or

head nurse to test the students' knowledge and
acquaintance with all the patients in the ward unit.
 Involves a group of instructors working
purposefully, regularly, and cooperatively to help a
group of students of any age learn.

 Teachers together set goals for a course, design a

syllabus, prepare individual lesson plans, teach
students, and evaluate the results.

 They share insights, argue with one another, and

perhaps even challenge students to decide which
approach is better.
 Hierarchic Team Teaching
 The structure of a hierarchic team teaching
may be linked to a pyramid with a team
leader at the apex, master teachers just
below and regular teachers at the base.

 Synergetic Team Teaching

 Synergetic team teaching groups are
formed through the co-operation of two or
more teachers working together as
professional equals.

 Provokes
Low cost participation / interaction

 Support to teachers
Imparts the lesson of team management
 Closer integration of staff
 Develops interpersonal skills and logic of students
 Variety of ideas

 Teachers can give individual
Better involvement attention
of students

 Mental simulation to students
Staff development
 Breaks traditional lecture boredom
 Long-term knowledge retention
 Better bonding between student and teacher
 Time for coordination and planning

 Acceptance of
Hard to keep trackchange by teachers

 Rigidity in teachers
Takes time to develop

 Bad team management
Going overboard

 Personality conflict
Resistance from students

 Inability to complete
Takes time to develop curriculum

 Time for coordination and planning
Expectation of higher compensation
 utilizes
a groupthe presencewhich
discussion of a selected
utilizes patient as its
the presence
focus for group
of a selected discussion.
patient, whereby the nursing
aspects are presented and discussed.
 affords a direct experience in the discussion of
 principles andmedical
the patient's practices of nursing
history care relative
and therapy are
to a given patient.
discussed only briefly, but the emphasis is on
the nursing problems, including the physical,
 purpose is the
mental and improvement
social aspects. of nursing care.
 4. most
 The selecting the setting
effective to beclinics
nursing used—theare those
patient's bedside or a conference
that are planned, which involves room
visited by the patient; and
1. determining the purpose,
2. selecting a patient for whom
5. providing advance preparation of the students
haveingiven
student termsnursing care,
of the name of the patient,
3. securing
the the patient's
purpose, place, date andconsent
time, andand
any
proper
specific legal clearance,
instructions regarding preparation
for the discussion
INTRODUCTION
PATIENT-CENTERED DISCUSSION
EVALUATION DISCUSSION
 acquaint
a few the
simply students
asked with
questionsthe patient's
directed
 offers an excellent opportunity for students to
background,
the patient presenting
are usually nursing
sufficient
to evaluate the patient's behavior, care
forability to
situation,
obtaining the
the purpose
needed of the discussion,
information.
solve his own problems, and various other
significant
aspects. observations, types of questions
to be asked, and needed information.
 provides an opportunity for an informal
discussion of a problem and free exchange
of knowledge and experience about the
common interest and it consists of a group
discussion using problem solving
techniques or nursing process.

 Involve
The nursing
all thecare
students
conference
by putting
is used as a
questions,
consultationgiving
tool to
guidance
help in and
problem solving.
rechanelling, if necessary.
 The teacher must be flexible and she will
 Draw
help the
outstudents
the potentials
duringofdiscussion.
the students to
the maximum in discussion. She will
 provide
Involve all
ample
the students
time for the
in discussion.
students to think.
 It fortifies the thinking of students, thereby
 It
thehelps the students
creativity to collectcapacity
and judgement the will
information
be increased. in creative way, i.e. the students
will be able to validate the data pertaining to
 the situation
It provides and
free appropriateness.
opportunity to think.


 It provides
Each memberrealwill
practical learning
be actively participating
environment to the students.
in the conference.
 It will be of little use if the students do not
accustom to such situation.

 There are chances of using these

conference hours for classroom teaching.
 one of the common and useful methods of
teaching in clinical areas.

 an in-depth study of a case to analyse the

nursing problems in relation to disease,
diagnostic procedures and findings,
medical treatment, diet, safety, psycho-
social aspects, rehabitation etc.
 The patient
For this, forexpected
student
student is nursing
is expectedtocareto study
make
consult is
frequent
relevant text
and close
books,
selected contact
periodicals,
by with the patient
unpublished
the students if possible
research
in consultation thesis
with
with his/her
etc. She
thealso family
needs
clinical members.
to make use
instructor of her
or the wardown
 sister.
As the student
experiences and does in-depth study,
experiences sheto
of others gives
solve
continuous
the problems. care on the basis of identified needs
 A written guideline is given to the students
 of
Shethe patient.
may need This helps her/him
to consult to gaindietician,
the physician,
regarding
confidence, the
social workers,learntype of
about
and
information
the real nature
physiotherapist
needed
of
to discuss
to
analyse
patient's and define the problems.
and solve the patients' problems.the effects of
problems, and evaluate

 The student
nursing
The detailcare makes
and
report anpresented
results
is and in-depth
of study
medicalto the of the
treatment.
case
The using
care
group/classplan different
forisamodifiedmethods.
discussion as desired.
 Better
It helpsnursing
record care
nursing observations in an
results
 organized
The student and systematic
gains a greaterway.
understanding and
 It helps to work
appreciation out a nursing
of human plan to
personality suit
and thethe
needs
factorsof theinfluence
that individualthe
patients
same. on the basis of
 his specialthe
Increases problems.
student nurses' understanding of
 It
thehelps to become
nursing problemsfamiliar with professional
associated with the
literature which
disorder from has special
which bearing
the patient on nursing
is suffering.
 situation.
Helps the student to learn and apply the
problem-solving approach to nursing.
 represent an in-depth analysis of a real-life
situation as a way to illustrate class content.

 apply didactic content and theory to real life,

simulated life, or both.
 A
Atwell-designed
Before case
the assignment,
the conclusion that
of the illustrates
analyze the
the case
assignment, most
with athe
provide
important
summary learning
intent of determining
of the mostoutcomes
the is critical
potential
important tointhe
waysand
points which
success
studentsfor
sources of learning
could
more withthe
analyze
in-depth this method.
case,
study. but be prepared
 for
Unfolding
studentcase studiesand
questions arecomments
those that that
progress
or “unfold”
Assist over not
in students’
 previously have time.
comprehension
been considered of critical
 They can offer
concepts real-life
with the use ofclinical situations
tools such that are
as concept
 progressively revealed,
A safe,chalkboards,
maps, open, nonthreatening allowing
flip charts, orstudents
learning
PowerPoint to
build on previous
environment
slides. knowledge,
is crucial connecting
for active student theory
to practice.
participation

 Stimulate
Helpful formetacognitive
adult learnersknowledge,
who desire retention,
peer
and recall. support for prior experience, and
interaction,
validation of thinking.
 Helps many students recall important
 information.
An experienced nurse can readily devise a case
study example from actual patient encounters.
 Problem solving can be practiced in a safe
environment without the threat of endangering a
patient.
 Not appropriate when concrete facts are the only
content.

 Developing cases is a time-consuming skill for

many, and the option of published cases should
be considered.

 Poor student preparation may result in less

learning.