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DEMONSTRATION

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Inam Khan
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35 views4 pages

DEMONSTRATION

Uploaded by

Inam Khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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DEMONSTRATION METHOD

INTRODUCTION

The demonstration method is of utmost importance in the teaching of nursing. The demonstration
method teaches by exhibition and explanation. It is an explanation of a process. It trains, explains
the student in the art of careful observation, which is essential to a good nurse.

ADVANTAGES:

1. It provides an opportunity for observational learning


2. It commands interest by use of concrete illustrations. The student not only can hear the
explanation, but also can see the procedure or process. As a result, demonstration method
projects a mental image in the student’s mind, which fortifies verbal knowledge
3. The demonstration method has universal appeal because it is understandable to all.
4. The demonstration method is adaptable to both group and individual teaching
5. It activates several senses, it increases learning, because the more senses used, the better
the opportunity for learning.
6. It clarifies the underlying principles by demonstrating the “why” procedure
7. It correlates theory with practice.
8. It has particular reference to student demonstration of procedures already learned.
9. It gives the teachers an opportunity to evaluate the student’s knowledge of a procedure,
and to determine whether reteaching is necessary.
10. It points out that the student must have knowledge and must be able to apply it
immediately.
11. It serves as a strong motivational force for the student.
12. Return demonstration by the student under supervision of the teacher provides an
opportunity for well- directed practice before the student must use the procedure on the
ward.

USES OF THE DEMONSTRATION METHOD:

1. To demonstrate experiment or procedures and the use of experimental equipement in the


laboratory, classroom and the ward.
2. To review or revise procedures to meet a special situation or to introduce a new
procedure.
3. To teach the patient a procedure or treatment which he must carry out in the home
4. To demonstrate a procedure at the bedside or in the ward conference room.
5. Demonstration of a procedure in its natural setting has more meaning than when carried
out in the artificial environment
6. To demonstrate different approaches in establishing rapport with patient’s, so that the
most effective nurse- patient relationship may be established

ESSENTIAL CHARACTERISTICS OF A GOOD DEMONSTRATION:

 Every step of a well conducted demonstration should be understandable and exemplary of


the best possible procedure, which might be used under the same circumstance
 It should allow sufficient time for reflective and critical thought as a demonstration
proceeds.
 Applied principles in demonstration method performed by both the teacher and the
student:
 The demonstration should understand the entire procedure before attempting to perform
for others. This sometimes necessitates review before performance.
 All equipement should be assembled and pretested before the demonstration takes place.
This saves time and ensures that the apparatus will be in good state.
 Advance knowledge : the group as well as the demonstrator should have advance
knowledge of the general procedure to be followed in the demonstration, its relation to
the unit and its purpose. Otherwise, the students attention will not be focused on the
procedure, her mind will be distracted by questions relating to the performance why it is
being given, what it means. Whci is to follow to negate any possibility of such
distraction, the student should receive specific instructions about everything from the
apparatus to the demonstrator and the method she will use.
 A positive approach should be used , emphasis should be placed on what to do rather than
what not to do
 Everybody should have a good view of demonstration , precautions should be taken to
ensure alround comfort.
 Running comments: the person incharge of demonstration should accompany it with
running comments relative to materials used, amounts necessary processes taking place,
and anticipated results. However the commentary should be limited to essential facts. If
an actual patient is used in the demonstration, explanatory and comments must be
regulated accordingly.
 The setting for the demonstration should be true to life as possible. Demonstration of a
nursing procedure should be done on a live model where ever possible.
 A discussion period should always follow the demonstration. This affords an oppurtinity
for reemphasis, questioning, recall, evaluation and summary while the procedure still
refresh.
 Mimegraphed directions should be distributed before demonstrating a nursing procedure,
this saves continous dictation on the part of the teacher and writing on the part of the
student
 Prompt practice: if the purpose of the demonstration is to teach form for skills, the
student should be given an opportunity to practice the procedure as soon as possioble
after the demonstration. Student vary in their ability to learn. The sooner practice takes
place after demonstration, the better the learning.

LECTURE –DEMONSTRATION :-

Lecture – demonstration is a combination of the lecture and the demonstration. Its purposes is to
point out relationships as they occur during a demonstration. These may be in the nature of
properties of matter, explanation of structure or steps of a procedure.

This method is used extensively in teaching sciences and nursing subjects. It measured factual
knowledge only.

THE TELEVISION LECTURE- DEMONSTRTION:

The lecture demonstration is the method used most frequently in t.v teaching, because of the
nature of the medium in which photography and audio tape are combined, and because of time
limitations, the preparations of t.v. lectures is more exacting than the regular classrooms.
Scripts have to be prepared and rehearsal, to ensure proper use of time and photography.
Television lecture should not be simply a talking lecture: it should make wide use of all kinds of
illustrative materials.

BIBLIOGRAPHY:

1) K.P NEERAJA ; “Text book of nursing education”: Edition 1 st 2003; Japee Brothers: New
Delhi; pin number 404-416
2) B.T.BASAVANTHAPPA; “Nursing Education”; Edition 1 st 2003; Jaypee Brothers New
Delhi; pin number 178-186

3) LORETTA.E.HEIDERKEN; “Teaching & learning” in school of

Nursing”; Edition 10th; 2001; konark Publication pvt limited; New Delhi;

316-322.

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