CHRISTIAN COLLEGE OF NURSING, NEYYOOR

Teaching method
ON
DEMONSRATION

PRESENTED BY GUIDED BY

J. AsirDhayani, Dr. Mrs. Santhi Appavu,

MSc Nursing I st Year, Principal,

Medical Surgical Nursing, Medical Surgical Nursing,

Christian College of Nursing, Christian College of Nursing,

Neyyoor. Neyyoor.

PRESENTED ON

27-07-2012

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 DEMONSTRATION METHODS.

INTRODUCTION.
“Learning is finding out what you already know. Doing is demonstrating
that you know it. Teaching is reminding others that they know just as well as you.
You are all learners, doers, and teachers”
-Richard Bach.
Possession of psychomotor skills is very essential for good nursing practice and
by virtue of its effectiveness in teaching psychomotor skills. Demonstration enjoys
a dominant position among teaching methods employed in teaching nursing.

TERMINOLOGY.
 Gratification – a source of satisfaction or pleasure.
 Running commentary – continuous.
 Courtesy – politeness, respect and consideration for others.
 Mimeographed direction – providing printouts.
 Embarrassment – it is an action, event or situation which causes problem for
a group.
 Exemplary – describing something as exemplary you think they are
extremely good.

CONTENT.
DEFINITION.

 Demonstration can be defined as visualized explanation of facts, concepts

and procedures.
 Demonstration is defined as a practical exhibition and explanation of how
something works or is performed.
 Demonstration is a method of teaching by exhibition and explanation
combined to illustrate a procedure or experiments.

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PURPOSE.

Class room.

It helps students.
 To acquire, retain and able to use knowledge.
 To understand, analyses, synthesis and evaluate knowledge.
 To achieve skills.
 To establish habits.
 To develop attitudes.
 To correlate theory with practice.
Clinical setting.

 To demonstrate procedures in the classroom and in the ward.

 To demonstrate experiments and its use.
 To teach the patient, a procedure treatment, which be must carry out in
home.
 To demonstrate different approaches in establishing rapport with patients, so
that the most effective nurse. Patient relationship may be established.
 To teach new procedures.
 To illustrate modifications of basic procedures.
 To apply the knowledge in nursing care situations.
 To teach the use and care of new equipment.
 To teach ways of interpersonal relationship.
PRINCIPLES OF DEMONSTRATION.

The principles of demonstration are

 Demonstration is limited to 10 students.
 Certain points to be kept in mind.
 Keep everything ready and well organized.
 Place equipment high enough for everybody to observe.
 Present sequentially.
 Do not drag unnecessary.
 Ask questions, what they observed.
 Use teaching aid.
 Check that the demonstration is right and the students are getting the idea.
 Summarize the main points.
 Have friendly and warm behavior during demonstration.

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  Have a return demonstration by the learner under the supervision of a
teacher.
 Give a hand out on the demonstration.
CHARACTERISTICS OF 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 circumstances.
 It should allow sufficient time for reflective and critical thought as the
demonstration proceeds.
 The demonstrator should understand the entire procedures before attempting
to perform for others. This sometimes necessitates review before
performance.
 All equipment should be assembled and pretested before the demonstration
takes place.
 This saves time and ensures that the apparatus will be in good state.
 The group as well as the demonstrators should have advance knowledge of
the general procedure to be followed in the demonstration, its relation to the
unit and its purpose. Otherwise, the student’s attention will not be focused
on questions relating to the performance, why it is being given, what it
means, which is to follow, 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 all round comfort.
 The person in charge of the demonstration should accompany it with running
comments related to materials used, amounts necessary processes takes
place, and anticipated results. However, the commentary is 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 true to life as possible.
Demonstration of a nursing procedure should be done on a live model
whatever possible. Example. If a patient is used, he should be told the
purpose of the demonstration and shown every possible courtesy. No patient
should be used without consent.

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  A discussion period should always follow the demonstration. This affords
an opportunity for reemphasis, questioning, recall, evaluation and summary
while the procedure still fresh.
 Mimeographed directions should be distributed before demonstrating
nursing procedure. This saves continuous dictation on the part of the
teaching and writing in the part of the student.
 Prompt practice – if the purpose of a demonstration is to teach form for
skills, the student should be given an opportunity to practice the procedure
as soon as possible after the demonstration students vary in their ability to
learn. The sooner practice takes place after demonstration, the better the
learning.
PHASES OF DEMONSTRATION.

Planning and preparation phase.

 In the planning and preparation phase, teacher prepares herself,
arranges necessary articles and creates conductive learning articles and
creates a conductive learning environment suitable to the number of
students. During this phase the teacher has to
 Set well defined objectives based on the theoretical knowledge and
need of students.
 Review related knowledge.
 Based on scientific principles or rational basis split the demonstration
into appropriate students. So that students can easily follow the
demonstration.
 If the demonstration involves the presence of a patient, plan for their
comfort and safety. Obtain necessary permission in the case of patients.
 Create a conductive learning environment by providing adequate
facilities, especially the facility to observe the demonstration.
 Plan for maximum student participation.
 Ensure adequacy and good working condition of equipment’s;
assemble equipment’s in a convenient order.
 Plan for demonstration.
 Give necessary guidance to the students for achieving the objectives of
demonstration. This can be done by listing the objectives and what is
expected from the student in order to achieve them.
 Prepare a check list regarding the articles and steps. So that teachers
should foresee the importance of providing opportunities for students to
practice the skills and make arrangements for the same.

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  Preparation of procedure manual at the institutional level by the faculty
or at the regional level by collaborating with other institutions not only
brings uniformity to procedure but also reduces the workload of
teachers in the preparation phase.
Performance phase.
 In this phase, teacher performs the demonstration. Throughout this
phase she has to maintain a positive approach by telling “what to do”
rather than “what not to do” she should also exhibit a fine co-
ordination of head, heart and hand than simply repeating as per the
procedure Manuel.
 In between ask questions and encourage seeking clarifications in order
to get a feedback from students, complete the procedure with a
summary.
 Replace the articles, demonstrate the after care of them and wash
hands.
 Show the way of recording the procedure.
 Conclude the performance phase with a discussion. Discussion will
help to provide any further clarifications.
Evaluation phase.
 Evaluation is done through return demonstration and asking thought
provoking questions.
ADVANTAGE OF DEMONSTRATION.

 Demonstration teacher illustrates the co-ordination of head, heart and

hands, which is essential for the development and refining of
psychomotor skills.
 The steps to perform demonstration in an impressive way.
 Based on the principle of proceeding from whole to parts, briefly narrate
the whole procedure before explaining the individual steps in detail. This
can be done either by asking few questions or by briefing yourself.
 Explain the name and use of articles and kept ready for performing
demonstration.
 Start the demonstration slowly so that students can follow easily.
 Explain the purposes and scientific principles associated with each step.
 Pace the steps and verbal explanations in a student friendly manner.

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 Make sure that students have understood each step, repeat if they have
not understood it.
 Wherever possible involve students in the performance phase.
 Students are very much interested to see the application of the theory
which they have learned in the previous classes. This interest along with
the use of multiple senses promotes learning and brings out the
correlation between theory and practice.
 Amount learned and retained is directly proportional to the student’s
interest.
 Accompanying explanation helps the student to understand and clarify
the scientific principles involved in each step of the procedure.
 Observations skill is important in assessing patient’s condition and
demonstration is a good means for developing the same.
 It activates several senses, this increases learning because the more
senses used, the better opportunity for learning.
 It provides an opportunity for observational learning.
 It gives the teacher an opportunity to evaluation student’s knowledge of a
procedure.
 It points out that the student must have knowledge and must be able to
apply it immediately.
 Return demonstration under the supervision of the teacher provides an
opportunity for well-directed practice before the student must use the
procedure on the ward.
 Re demonstration, makes it more clearly to the students.
 Gratification gained through the application of theory motivates the
students to attend demonstration classes.
 Explaining the scientific principles underlying the steps in demonstration
foster critical thinking.
DISADVANTAGES OF DEMONSTRATION.

 Theoretical background and a good explanation from the side of a

teacher reduce the possibility of blindly following the procedure book.
 Number of students is limited.
 Offers little possibility of checking the learning process.
 Does not allow for individual paces of learning.
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  High cost for personnel and time.
 Difficulty in acquiring competence.

JOURNAL ABSTRACT.
 Roxona karbaschi (2012) Conducted a study to improve the traditional
methods of teaching and the findings showed that students’ scores
increased significantly in lecture demonstration and conducted lecture
and demonstration methods were effective in learning and recalling of
nursing students.
 The study investigated the effect of three reaching strategies
demonstration, peer tutoring and lecture strategies of teaching on students
and recommended in service training in the form of workshops, seminars
and symposia should be organized for teachers from time to time to
update their knowledge.
 Miller (2003) insisted demonstration teaching strategies have been found
to be powerful tool meeting both the academic and social needs of
students.

CONCLUSION.

In nursing education, it is used for the purpose and also for clinics,
conferences, laboratory classes, symposia autopsies and teaching of health to
patients. The demonstration method is of almost importance in the teaching
of nursing.

AUDIO VISUAL AIDS.

 Black board.
 Chart.
 Overhead projector.
 Flannel board.
 Pamphlets.
 Projected Aid – LCD.

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 BIBLIOGRAPHY.
Textbook.
 Neeraja, K.P. (2003), Textbook of Nursing Education (1st ed.). New
Delhi : Jaypee Brothers Medical Publication. Pg. No. 252-254.
 Basavanthappa, B.T. (2009). Nursing Education (2nd ed.). New Delhi :
Jaypee Medical Pvt. Ltd. Pg. No. 616-617.
 Maya, G.(2008). Teaching and Learning in the schools of nursing.
(1st ed.). New Delhi: A.I.T.B.S Publication. Pg. No.189.
 Dr.Taj.H. (2006). Current challenges in education. (1st ed.). New
Delhi: Nellammal Publication. Pg. No.449.

 Heidgerken, L.G.(2006). Teaching and learning in schools of nursing

principles and methods (3rd ed.).New Delhi: konark publication pvt ltd.
Pg. No. 427-431.

 Sankaranaryan, B. Sindhu, B. (2008) Learning and teaching Nursing

(2nd ed.). Calicut : Brainfill publication. Pg. No: 141-144.
Journel.
 Roxana, Karbaschi (2012). The effects of lecture demonstration with
self-learning methods. Journal of research in science teaching. (21)75.
 Lankford, G.F (1957). Teachers and college teaching. Effect of
demonstration. 20(5). Pg. No: 257.

Electronic version.
 Demonstration method of teaching science. www.pubs-acs.org.
 Method of instruction. www.drill.pad.net.
 Demonstration method (2009). www.scribd.com.