Rohini Edu File

Navodaya college of Nursing Raichur
Nursing education file

SUBMITTED TO :
SUBMITTED BY:
1
NAVODAYA COLLEGE OF NURSING RAICHUR
CERTIFICATE
Certified that this is the work of ________________________________
First year M.Sc. Nursing during the year of 2016-2017 at Navodaya College Of Nursing, Raichur, Karnataka, submitted as
a partial fulfilment of the requirements for the degree of master of Science in Nursing from Rajiv Gandhi University of
Health Sciences, Bangalore.
SIGNATURE OF THE SUBJECT INCHARGE
2
REGISTER NUMBER:-
SIGNATURE OF THE SIGNATURE OF THE

EXTERNAL EXAMINER INTERNAL EXAMINER
NURSING EDUCATION
INDEX
Sl.No. Content Page No.

1. Curriculum Construction: 1-104
Framing of Philosophy, Aims, Objectives 3-8
Syllabus/Course Plan 9-28
3
Master Rotation Plan 29-38
Unit Plan 39-80
Lesson Plan 81-100
Clinical Rotation Plan 101-104
2. Micro Teaching: 105-128
3. Teaching Method in Class Room: 129-192
Lecture 130-135
Demonstration 137-140
Laboratory 141-148
Simulation 149-154
Seminars 155-160
Symposium 161-164
Panel Discussion 165-172
Problem Based Learning 173-176
4
Role Play 177-184
Computer Assissted Learning 185-192
4. Clinical Teaching Method: 193-212
Nursing Clinic 195-198
Nursing Rounds 199-200
Case Analysis 200-202
Process Recording 202-209
Group Health Teaching 210-212
5. Preparation of AV Aids: 213-260

Slides 215-226
OHP 227-232
Transparencies 233-236
Flash Card 237-240
Power Point 241-248
5
ASSIGNMENT ON COMPUTER APPLICATIONS IN NURSIN G 249-260
6. Annotated Bibliography: 261-266
1 Annotated Bibliography (Research) 267-268
2 Annotated Bibliography (Journals) 269-272
3 Annotated Bibliography (Articles) 273-276
7. Evaluation Tools: 277-324
1. Preparation of question paper

a. Blue Print table of specification construct administer & evaluate question paper: 278-282
Objective type question paper 283-286
Essay type question paper 287-292
2. Construct, Administer & evaluate clinical evaluation 293-294

a. Rating scale 295-298
b. Check list 299-302
c. Attitude test 303-306
6
d. OSCE 307-310
e. Differential scale 311-316
f. Summated scales 317-320
g. Anecdotal records 321-324
3. Observe & Practice 325-372
a. Non Standardised test 325-326
b. Intelligence test 327-330
c. Aptitude test 331-334
d. Personality test 335-350
e. Physical and mental disability 351-368
f. Sociometry 369-372
8. Item Analysis 373-378
9. Conduct continuing education workshop 379-390
7
Curriculum
Construction
SUBJECT: EDUCATION AND NURSING EDUCATION
SUBMITTED TO,
MRS.SHILPA . D.
ASSIST PROFESSOR
DEPARTMENT OF MEDICAL SURGICAL NURSING
8
SUBMITTED BY,
MS. NANDINI .M.
1st YEAR M.SC [N]
9
LESSON PLAN
ON
SUBJECT : MEDICAL SURGICAL NURSING
TOPIC : VALVULAR HEART DISORDER
SUBMITTED TO, SUBMITTED BY,

MRS. SHILPA .D MS. NANDINI.M
II YEAR M.SC [N]

ASSIST PROFESSOR
NAVODAYA OF COLLEGE
NURSING RAICHUR
10
DEPT. OF MEDICAL SURGICAL NURSIN
NAVODAYA COLLEGE OF NURSING RAIC
II YEAR M.SC [N]
NAVODAYA OF COLLEGE NURSING RAICHUR
SUBMITTED TO,
MRS. SHILPA .D
ASSIST PROFESSOR
DEPT. OF MEDICAL SURGICAL NURSING
NAVODAYA COLLEGE OF NURSING RAIC SUBMITTED BY,
MS. NANDINI.M
II YEAR M.SC [N]
11
Lesson Planning
A teaching unit generally contains a number of lessons. Careful planning of lessons is essential for experienced as well as beginner
teachers. Experienced teachers use loosely structured lesson plans, whereas beginners use highly structured lesson plans. Lesson planning,
in fact is fundamental to effective teaching.
Meaning and definition:
Lesson plan is a plan prepared by a teacher to teach a lesson in an organized manner.
According to Lester, “a lesson plan is actually a plan of action, It, therefore, includes the working philosophy of the teacher, her
knowledge of philosophy, her information about and understanding of her pupils, her comprehension of the objectives of education, her
knowledge of the material to be taught and her ability to utilise effective method. Thus, lesson plan is the tide given to a statement of the
achievements to be realised and the specific means by which these are to be attained as a result of the activities engaged during the period
of 45 minutes or one hour. It points out what has already been done, in what direction the pupils should be guided further and helped and
what work is to be taken up immediately. Lesson plan is the teacher's mental and emotional visualization of the classroom experience as
she plan it to implement. It is in many ways, the heart of effective teaching. Purposes of Lesson Planning Careful lesson planning is the
foundation of good_ teaching. It performs the following functions.
1. It demands adequate consideration of goals and objectives, the selection of subject matter, the selection of teaching-learning
methods, the planning of activities and the planning of evaluation devices.
2. It keeps the teacher on the track, ensures steady progress and a definite outcome of teaching and learning procedures.
3. It helps the teacher in effective teaching. The teacher looks ahead and plans a series of activities with an intention to modify students'
attitudes, habits and abilities in the desirable directions.
12
4. It prevents waste. It helps the teacher to carry out the teaching activity in a systematic and orderly Fashion. It encourages proper
organization of subject matter. It prevents haphazard teaching through eliminating disorder and other ills of thoughtless teaching.
5. It provides confidence and self-reliance to the teacher. It can ensure that the teacher does not 'dry up' or forget a vital point. A teacher
can enter the class and carry out the teaching activity without anxiety.
6. It serves as a check on unplanned curriculum. It provides a framework to carry out the teaching at a suitable rate” The Hierarchy of
lessons becomes well-knit and interconnected. Continuity is assured in the educative process. Needless repetition is avoided.
Principles of Lesson Planning

The following principles will help in the preparation of a good lesson plan, (a) The teacher should prepare a careful but flexible plan.
The lesson plan is to be used as a guide rather than as a rule of thumb to be obeyed blindly. The teacher should have the courage to depart
from it according to the needs of the students, (b) The teacher must have mastery of and adequate training in the topic from which the
subject matter has been selected for a certain lesson, (c) The teacher must be fully conversant with new methods and techniques of teaching
nursing, (d) The teacher must know his students thoroughly and organise the materials in a psychological rather than merely a logical
fashion, (e) The teacher must ensure active student participation. (£) Since monotony is a defect, different teaching-learning methods have
to be employed while teaching instead of adhering to a single method.
Steps in Lesson Planning

For teaching nursing effectively, the teacher has to proceed in a systematic manner. For this purpose, some steps have to be followed
while preparing the lesson plan. There are no universally accepted steps in planning a lesson. The following steps may help in preparing a
lesson plan.
1. Planning: This step is concerned with the formulation of objectives, selection of the content, organisation of the content, selection of
teaching-learning methods, selection of audio-visual aids, etc.
13
2. Preparation or introduction: This brief stage is concerned with introducing the lesson to the students in an interesting manner and
thereby preparing them to receive new knowledge. Different methods and techniques can be used to prepare the students. Awareness
regarding the previous knowledge of the students is essential for the successful implementation of this stage of lesson planning.
3. Presentation: During the presentation stage teacher and students actively engage in the teaching-learning process. The objectives of
the lesson are largely attained during this stage. The teacher employs appropriate teaching-learning methods with the help of various
teaching aids. A teacher has to employ multitude of teaching skills to make this stage a successful one (see teaching skills). During this
stage nurse educator has to give importance for generalization and application. Through generalization students develop an ability to
generalize the learned information. For example, while teaching the importance of maintaining intake output chart, teacher has to motivate
the students to recognize conditions which required intake output monitoring from their clinical experiences. Teacher has to teach the
theory with a practical orientation so that students can easily apply the learned lessons in various health care settings.
4. Recapitulation or closing stage: This is the last step of the lesson and concerned with planned repetition, giving assignments, evaluating
pupils progress and diagnosing pupil learning difficulties and taking remedial measures.
Performa for a Lesson Plan
Just like the steps of lesson plan, there is no universally accepted Performa for lesson plan. Experienced teachers use a loosely
structured lesson plan (Fig 4.3), while beginner teachers use a highly structured plan as shown in fig 4.2.
Lesson plan:
Name of teacher Class
Subject No of students
Unit Date and time
Topic of lesson duration
Previous knowledge of students venue
14
Method of teaching
Resources
Central objectives
Specific objectives
Time Specific objective Content Teaching method Student activity Avaids E
Assignment:
Reference:
Remarks
Fig: 4.2: Highly structured lesson plan
Lesson plan
Name of teacher class
Subject No of students
Unit Date and time
Topic of lesson duration
Previous knowledge of students venue
Method of teaching
Resources
15
Central objectives
Specific objectives
Time Specific Objective Content Teacher-learner activity
Assignment
References
Remarks
Fig 4.3 loosely structured lesson plan
16
LESSON PLAN
Name of the student and teacher :
Subject : Nursing Education
Unit : II
Topic : Lesson Planning
Group of student :
Number of student : 15
Method of teaching : Lecturing
Teaching aids : Black Board, OHP, PPT, Charts, Leaflets
Date, time and duration of teaching :
Place : Class room
Previous knowledge of the group : The previous knowledge about teaching practice has reviewed
Central objective:
At the end of the class students will be able to gain in depth knowledge on lesson planning and develop desirable attitude & skill.
Specific objective:
At the end of the class students will be able to
• define lesson planning
• enumerate the purposes of lesson planning
• describe the steps in lesson planning
• describe the quality of a teacher
• explain the essentials of a lesson plan
• explain the teacher requirement in lesson planning
17
Time Specific objective Content Teacher’s activity Learning A-V Evaluation
activity aids
3min Introduce the topic Announces the topic, Listens
planning is essential not
only in teaching but in
all activities. To be
effective every one plan
out his work. Lesson
planning is an important
part of work in daily
teaching. A teacher has
to prepare more detail in
writing, it guides her
teaching activities.
3min Define lesson Definition; Defines the lesson Listening Black What is
planning planning and notes Board lesson
taking planning?
“A plan prepare by a teacher to teach a
lesson in an organization manner”
18
Purpose of lesson planning: Listening, Black What are the
discussing board purposes of
Enumerate the
& notes lesson
purposes of lesson
8min 1. It ensure a define objective for the day taking planning?
planning
work and a clear visualization of that
objective.
2. It forced consideration of goals /
objective the selection of subject
matter, procedure planning of the Explains the purposes
activities and preparation to tests of of lesson planning
progress.
3. It keep the teacher on the track to sure OHP
steady progress and a define outcome of
teaching and learning procedure.
4. Enable to choose and adopt effective
method of teaching.
5. Enable to evaluate the teaching. 6.
It helps to clarify the ideas.
7. It helps the teacher to delimit the teaching
field keeps boundaries with in which the
teacher has to work and they by saves the
time and labors.
8. It bid the teacher to be systematic and
orderly
encourage good organization of subject
matter and
activates by preventive haphazard in
teaching.
19
9. It encourage proper consideration of
learning
process and learning procedures.
10. When it is well planned interest of
student can be
maintained.
Describe the steps in What are the
lesson planning steps of
8min Listening &
Steps in Lesson planning lesson
taking notes
planning?
1. Preparation or Introduction: Exploration

of the student’s knowledge which help to lead
them on to the lesson. The teacher needs to
prepare the student to receive new knowledge.
She can introduce the lesson by testing LCD
previous knowledge of the student by
questioning. It arouses interest and curiosity
to learn new matter. Introduction should be
brief and to the point.
2. Presentation: Aim of the lesson should be

clearly started before the presentation of the
subject matter. Which help both the teacher
and the student to have a common pursuit? In
the teaching learning process, both learner and
the teacher should be active participate. The
Describes the steps in
teacher has to
lesson planning
20
present the topic in enthusiastic manner so
that the learner will be motivated and get
interest to learn.
3. Comparison or association:
Quote example associated facts with to
example so that learners. Can understand
very easily and arrive at generally on their
own.
4. Comparison or association:
It involves reflective thinking; the knowledge
which will be presented by the teacher should
be thought provoking innovating and
stimulating to assist the students to generalize
the situation.
5. Application
The student make use of the knowledge
acquired in and at the same time tests the
validity of the generalized arrived at the
student whatever they have learnt in the theory
has to apply in clinical field to make learning
more permanent and worth while.
21
6. Recapitulation
Teacher has to ask suitable stimulating and
pivotal questions to the student on the topic
the answer will give feedback to the teacher
regarding the efficient of the method of
teaching classification etc. are needed or not.
Describe the quality of a Chart

teacher Teacher’s Quality
5min Listening
1. Good knowledge about the students and notes
interest traits and abilities. What are the
taking
qualities of
2. Mastery over the subject matter. teacher?
3. Principle of teaching and learning.
4. Awareness of individual difference
among student.
5. The knowledge of the student about the
topic what they already possessor.
6. Adequate training in the topic.
7. Organization of material in a
psychological and logical fashion.
8. Fully conversation with new methods
and technique of teaching the subject. Explains the quality
of a teacher
22
5min Explain the essentials Essential of a lesson plan Leafle
of a lesson plan ts
Successful teaching depends upon: Listening & What are the
notes taking essentials of
1. It should be written and should have
lesson
clear aims.
planning?
2. A flexible plan should be clear and
specific.
3. It should be based on the need of lesson .
4. Exact scope of teaching should be there.
5. Should follow maxims of teaching.
6. The new idea must be related to there
hold by learners.
7. It should clearly show the relationship
between what has been taught before and
what is to follow.
8. It should contain the suitable subject Explains the
matter. essentials of lesson
plan
9. Enable the teacher to know about
teaching method.
10. Provide continuity in the teaching
process.
11. Illustrative aids have to be prepared.
12. The plan should meet the need of
student of varies capacities.
23
13. It should include summary,
assignment.
14. Provide list of reference books.
15. Prepare tests for judging the outcome of
teaching.
The teacher requirement in lesson

5min Explain the teacher planning: LCD
requirement in lesson
While planning a lesson teacher require the Listening & What are the
planning
following notes taking teacher
1) The teacher should have the requirements
mastery over the subject matter. in lesson
2) The teacher should have the planning?
efficiency of content analysis and
identifying learner’s objective in
term of taxonomic categories.
3) The teacher should have the
ability and skill for writing
objective in behavior terms.
4) The teacher should have the ability
to select the appropriate teaching
strategies, tactics and aids in view
of the contents and objective to be
achieved.
5) Teacher must have the ability to
competency in relating teaching
activities to learning structure by Explains the teacher
using appropriate teaching and requirement in lesson
communicating strategy. planning
24
6) Teacher should be able in
constructing creation test for
evaluating behaviours.
7) Teacher should be able in planning
organizing reinforcing the student
activities and controlling their
behaviour.
8) Teacher should have the skill for
content and skill for use of
blackboard in presenting the
contents and skill for teacher
aids.
9) Teacher should have the
knowledge and skill for writing
question for developing the lesson
plan,
10) Teacher should have the
knowledge and individual
difference of the student and
should make the provision in
lesson plan to adjust the
individual variation.
Element of good Lesson planning:

The teacher should adapt the lesson plan to
10 Explain the element of her own need. She should use a guide Listening
min good lesson planning informing the plan. and notes
LCD What are the
taking
elements of
(1) Objective good lesson
(2) Selection and organization of planning?
subject matter
25
(1) Objective: In Lesson planning we only
include central objective and the objective
should state clearly the outcome should be
achieve.
Central objective- Central objective based

on the requirement of lesson planning. It
gives clarify, design, meaning to make lesson
plan.
Explains the elements

1. General objective 2. Specific objective of good lesson planning
General Objective- It includes the work of the

acquire knowledge after the class and it is
based on the teaching skill of subject or topic.
Specific- It includes work to fulfill some

specific function in the lesson plan and it is
based on topic.
(2) Selection & organization of subject

matter:
26
The plan should provide for the selection and
the organization of subject matter or the
knowledge component and other such
materials.
1. Teaching activities:
➢ The teaching technique which will
most directly help the teacher to obtain
the objective should be used.
2. Learning activities:
➢ The teacher chooses learning activities. It
should vary sufficient to allow for
individual different in the group.
➢ Teacher should make her choice in view
of the maturity of the group and the
character of the subject matter e.g.
laboratory exercise, nursing care plans.
➢ In setting up the learning situation the
teacher starts the activities into motion to
stimulate activity by questioning,
recollection of experience, and
performance of experiments solution of
problem.
3. Method of teaching:
4. Audio- Visual aids:
27
5. Evaluation: Evaluation should be
planned for each lesson.
6. Recapitulation: abstract of the whole
matter.
7. Assignments: The plan should use
assignment to project the immediate work
into the next situation.
Unity and community can be maintained only
by directly the student attention to the next
steps
8. References or Bibliography : The teacher

will have been ready reference to be used in
directing the student assignment and resources
material for the study
5min Explain the format of Development of lesson plan (Format of

lesson plan Lesson plan):
Listening LCD
➢ Name of the student and teacher &taking
➢ Subject What is the
notes
➢ Unit format of a
➢ Topic lesson plan?
➢ Group of student
➢ Number of student
➢ Method of teaching
➢ Teaching aids
➢ Date, time and duration of teaching
➢ Place
28
➢ Previous knowledge of the group
➢ General objective
➢ Specific objective
➢ Tea ching plan
sl.no Time Specific Content Teac Student Method A.V Eval uation
Objective Acti v Activity Of Aids
teaching
Explains the format of

lesson plan
➢ Recapitulation
➢ Assignment for students
➢ Bibliography or References
Summary
Lesson planning is the mean by which the
overall objectives are achieved so the lesson
plan is the mean by which the class is carried
out. The lesson plan is necessary if today
teaching and learning activities are to grow
out of yesterday activities and lead tomorrow
activities. Each part adds to the harmonious
5min
whole. The lesson plan is the family easy to
make because the general direction and broad
outline are indicated by the plan which of
course is prepared first.
29
Summarises the topic
30
Teacher’s reference:
• Fuszard.B.Innovative teaching stratergies in nursing.2nd ed. P73-80
• Boyd.M.Gliet. Health teaching in nursing practice. 3rd p224-243
Rankin.S.Patient education, issues, principles, practices. P112-119
Conclusion:
At the end of the class students have gain the knowledge about purposes, steps, essentials, teacher’s requirements, elements, format of lesson planning
and quality of a teacher.
Assignment:
Write an assignment on the importance of lesson planning
Reference:
Neeraja KP. Text book of nursing education. Jaypee publisher
31
CLINICAL
ROTATION PLAN
SUBJECT: EDUCATION AND NURSING EDUCATION
SUBMITTED TO,
SUBMITTED BY,
32
29—03
April
144hrs
05—10 25 26
vacation
48
27
12--17
48
19--24
28
OBG Clinical
48 26—01
29
03—08
48X5=240hrs
48
30
10--15
May
182hrs
48 48
17--22
31 32
48
24--29
33
Child Health Nursing

48
31--05
34
clinical
P.C.B.Sc NURSING, 2014-2015 clinical rotation plan
07—12
48X5=240hrs
June
178hrs
14—19
48 48
35 36
microbilo
34
37
21--26
Pg
34
28--03
38
practical
33
Partial
34hrs
Teaching block 05--10

116hrs
July
12--17
136hrs
19—24
20
34 34 34
39 40 41
psychology practical
42
26--31
III Sessional Exam
02--07
34
102hrs
34
09--14
Revision
68hrs
August
43 44 45
16--21
Model Exam
23—28
46
30—04
47
Study Leave
06--11
13--18
September
University Exam
48 49 50
20--25
27—02
51
t
04--09
Oc
52
vacation
rs
rs
1482
1482
838h
644h
Orientation Nutrition Practical
Complete Teaching Block Microbiology Practical
Partial Teaching Block Psychology Practical
Sessional Exams Revision
Msn Practical Block Study Leave
Obg Practical Block Model Examination
University Examination
Child Health Nursing Practical Block
Vacation
34
35
NAVODAYA COLLEGE OF NURSING
LESSON PLAN ON
SUBJECT: MEDICAL SURGICAL NURSING

TOPIC : DYSRHYTHMIAS

MRS, SHILPA .D MS. NANDINI.M
ASSIST PROFESSOR II YEAR M.SC [N]
DEPT, OF MEDICAL SURGICAL NURSING NAVODAYA COLLEGE OF NURSING
NAVODAYA COLLEGE OF NURSING RAICHUR RAICHUR
36
LESSON PLAN
Name of the student and teacher : Ms. Nandini

Subject : Community health nursing
Unit : IX
Topic : Health Education
Group of student : 1st GNM(N)
Teaching aids : Black Board, OHP, PPT, Charts, and Leaflets
Place : Class room
Previous knowledge of the group : The previous knowledge about importance of health education has reviewed
37
GENERAL OBJECTIVES:
At the end of the class group will get adequate knowledge regarding definition, types and importance of health education and
develops desirable attitude and skills.
SPECIFIC OBJECTIVE:
• Explain about meaning of health education

• Define health education
• Explain about aims & objectives of health education
• Enumerate principles of health education
TEACHER’S REFERENCE:
• PARK.K. Preventive and social medicine. 17th edition. Pp 123-129

• B.T.Basavanthappa’s “medical surgical nursing”, Jaypee brothers, pp752-753
SL . Time Specific Contents Teachers activity Learners Activity Evaluation

NO objective
01. 1Min Introduces Introduces the topic. Students are Introduced
the topic Health is the concern of attentively the topic on
health everyone for everyone. listening to the Health
education. Health education is the class Education.
foundation of a preventive
health care system. Health
education can bring about
changes in life styles and
risk factors of disease.
Most of the world’s major
38
health problems and
premature deaths
are preventable through
changes in
human behaviour at low
cost.
2 1Min Explains Meaning: Explains the meaning of Students have Explained the
about Health Education is a term commonly used and health education. taken down the meaning of
meaning of referred by health professionals. meaning. health
health education.
education.
3 1Min Defines Definition: Explains the definition of Students have Explained the
Health Health Education is indispensable in achieving Health education taken down the definition of
Education individual and community health. It can help to increase definition health
knowledge and to reinforce desired behaviour patterns. education.
4 2Min Explains Aims & Objectives of Health Education: Enumerates the aims & Students have Explained the
about aims a) To encourage people to adopt & sustain health objectives using taken down the aims &
and promoting lifestyle & practices. transferancies points objectives.
objectives b) To promote the proper use of health services available
of health to them.
education c) To arouse interest and provide new knowledge,
improve skills & change attitudes in making rational
decisions to solve their own problem.
d) To stimulate individual and community self-reliance
and participation to achieve health development
through individual and community involvement at
every step from identifying the problems to solve
5 3Min Enumerates them. of health education are.
Principles
Principles 1. Credibility: It is the degree to which the message to be Enumerates the principles Explained the
communicated in perceived as trust worthy by receiver of health education. principles of
39
of Health Interest: It is a psychological principal that people are Students have health
education unlikely to listen those things which are not to their taken down the education.
interest. points.
2. Participation: Participation is a key word in health
education.
3. Motivation: In every person there is a fundamental
desire to learn.
4. Comprehension: In health education we must know
the level of the understanding education and literacy of
people to whom the teaching is directed.
Reinforcement: Few people can learn all that is new in
a single period. Reputation at interval is necessary.
Learning by doing: Learning is an action process not a
memorizing.
5. Known to unknown: In health education we must
proceed from the concrete to obstruct from the
particular to general from simple to more complicated.
Setting an example
6. Good human relation.
7. Feed back
8. Leaders
06 1Min Concluded Conclusion: Concludes the topic. Student listen to Concluded
the topic Health education is very important in creating an the conclusion. the topic.
awareness about health and its maintenance among
general public.
07 1Min Assignment Write the different levels of health education: Writes on the block board. Students have
Reference: taken down the
Preventive and social medicine K.PARK 17th edition. assignment
Fundamentals of nursing. Potter & Perry.
40
NAVODAYA COLLEGE OF NURSING
SUBJECT: NURSING EDUCATION.
MICRO TEACHING ON PREVENTION OF ACCIDENTS
41
LESSON PLAN
Name of the student and teacher : Ms. Nandini.M
Subject :
Unit : IX
Topic : Prevention of accidents
Group of student : 2nd B.Sc(N)
Teaching aids : Black Board, OHP, PPT, Charts, Leaflets
Place : Class room
Previous knowledge of the group : The previous knowledge about accidents
has reviewed
GENERAL OBJECTIVES:
At the end of the class group will get adequate knowledge
regarding definition, types and preventive management of accidents and develops desirable
attitude and skills.
SPECIFIC OBJECTIVES:
Group will be able to
➢ Define home accidents.
➢ Enumerate the causes of home
accidents. ➢ Enlist the types of home
accidents. ➢ Explain drowning and its
management. ➢ Describe burns and its
management.
➢ Enlist the types of poisoning and its
management. ➢ Explain about falls and its
preventive measures.
➢ Discuss about bites and other injuries by animals including
management. ➢ Describe common management and preventive measures
of accidents.
Teacher’s reference:
➢ B.T.Basavanthappa’s “community health nursing”, Jaypee brothers, 2 nd edition,
pp752-753
➢ Stanhope Lancaster, “ Community health nursing” Mosby publications, 18th edition,
pp 791-792
➢ Park .K, “ Preventive and social medicine”, Bhanot publishers, 18th edition, pp325-
326. ➢ http://en.wikipedia.org/wiki/ emergency management in children
42
SL. TIME SPECIFIC CONTENTS AV TEACHERS STUDENTS EVALU
NO. OBJECTI AIDS ACTIVITY ACTIVITY ATION
VES
To Black Teacher introduces the Group listens

1. 1 mt
introduce board topic.An accident has to the topic.
the lesson been defined as an
for the day. unexpected, unplanned
occurrence, which
may evolve
injury. It also produces
intended injury, death
or properly damage.
Home accidents or
domestic accidents are
common in children
and most of them are
preventable
2. 1 mt DEFINITION: Defines the home

To define Black
home Home accident is defined as an accident which accidents. Listen to the Define
board
accidents. takes place in the home or in its immediate definition. home
surroundings. It includes all accidents not accidents
connected with traffic vehicles or sports. .
CAUSES:
➢ Defective floors
➢ Bad lighting
➢ Keeping poisons within reach of children.
➢ Highting stare on floor.
43
List out the common
Leafle home accidents
3. 2mts To TYPES OF COMMON ACCIDENTS Listens to the Enumera
enumerate ts topic. te the
➢ Drowning
the common ➢ Burns types of
home By flames accidents
accidents .
Hot liquid
Electricity
Crackles of fire works
Chemicals
➢ Poisoning
Drugs
Insecticides
Kerosene
➢ Falls
➢ Injuries from sharp or pointed instruments
➢ Bites and other injuries from animals.
Defines drowning.
4. 1mts To define
DROWNING: PPT Listens to the Define
drowning. topic. drownin
Drowning is defined as the death from suffocation g.
caused by submersion in water within 24 hours of
the incident
Children are more prone to accidental drowning
and death takes place in ponds, rivers or ocean.
44
Explains the
preventive measures Explain
5. 2mts To explain PREVENTIVE MEASURES OF PPT Actively
DROWNING: and first aid the
the listens to the
management. preventio
prevention • Signs should be posted in areas of known topic and
n and
and hazardous water to warn older children of clarify doubts.
manage
managemen the danger. ment of
t of • Adequate fencing and self latching gates
drownin
drowning restricting access to wading swimming
g
pools could also reduce drowning.
• Parents should educate their children about
the effects of drowning.
• Children should be taught about the basic
steps of swimming and call for help.
• Swim only in areas where adequate
supervision is present (i.e. a trained and
certified Lifeguard).
FIRST AID CARE.
• Efforts at rearming should be instituted as
soon as possible.
Wet clothing should be removed to prevent
continued conductive heat loss.
• Put the victim in a prone position (face
down) and make sure that air passage is not
obstructed.
• Pull the tongue forward.
• Raise middle part of the body with hands
6. round the belly. This helps to drain out the
water from lungs.
• Give artificial respiration until the
respiration comes to normal
45
BURNS
To describe Describes burns, its
Explain
burns and its A burn is an injury caused by heat, cold, causes and preventive
2mts Actively the
managemen electricity, chemicals, light, radiation, or friction. care and management.
OHP listen and preventiv
t. Burns can be highly variable in terms of the clarifies all e and
tissue affected, the severity, and resultant doubts manage
complications ment
CAUSES care of
burns?
• scalds, the No. 1 culprit (from steam, hot
bath water, tipped-over coffee cups, hot
foods, cooking fluids, etc.)
• contact with flames or hot objects (from the
stove, fireplace, curling iron, etc.)
• chemical burns (from swallowing things,
like drain cleaner or watch batteries, or
spilling chemicals, such as bleach, onto the
skin)
electrical burns (from biting on electrical

•
cords or sticking fingers or objects in
electrical outlets, etc.) overexposure to the
sun
MANAGEMENT OF MINOR BURNS AND
SCALDS:
• Reassure the victim, place the injured
part under slowly running water or immerse in
46
cold water for 10 minutes longer if pain
persists.
• Dress the area with clean sterile material. •
Give plenty of oral fluids.
• Do not use adhesive dressing. •
Do not apply cotton pads.
• Do not break blisters, remove loose skin if
any.
MANAGEMENT OF SERIOUS BURNS AND
SCALDS.
• Keep the victim to lay down with comfort.
• Gently remove any rings, watches or

constricting clothings.
• For facial burns make a mask from a clean,
dry, sterile materials and cut holes for nose,
mouth and eyes.
• Immobilize badly burnt limbs.
If breathing stops give resuscitation .
• If the victim is conscious give sips of water

at frequent intervals to maintain the fluid
balance.
• Do not apply lotions or ointments to injury.
• Patient is to be removed from the offending
agent like gaseous atmosphere.
• Put out the flames by any means available.
PREVENTION:
47
➢ Arrange the open cooking labs in a place
away from the wind circulation.
➢ Always close the valve of the gas cylinder
after use.
➢ Keep kerosene and other inflammable
materials away from fire sources.
➢ Keep the fire and matchboxes away from
children reach.
POISONING:
7. 2mts Taking a substance that is injurious to Enlists the different
To enlist the Enlist the
health or can cause death. Poisoning is still a types of poisoning and Listens to the
types of Charts types of
major hazard to children, despite child- its preventive and class.
poisoning poisonin
resistant (and sometimes adult-resistant) management care
and its g and its
managemen packaging and dose-limits per container.
manage
t. ment?
AGENTS OF POISONING:
➢ Drugs
➢ Insecticides and pesticides
➢ Rat poisoning
➢ Kerosene like substances
MANAGEMENT:
➢ Inform the police or authority.
➢ Bring to hospital immediately.
48
➢ Collect the maximum data from reliable
sources.
➢ Preserve any suspect materials like a bottle
containing pills or liquid for information to
the treating doctors.
➢ If the victim has vomited, collect the
vomits which can give some dues about the
type of poison ingested.
FALLS
Certain age groups among children are more prone
to certain types of falls. For example, infants are
8 2mts To list out more likely to fall from furniture, while toddlers Teacher
the List out
are more likely to fall from windows. Older OHP
enlists the preventive Listen to the the
preventive children sustain more fall-related injuries from
measures of falls. topic with preventiv
measures of playground equipment.
active e
falls.
response measures
of falls?
• Slips and falls can be a normal part of
growing up, for example when a child is
learning to walk.
• Many falls are not serious and may simply
result in a bump or bruise; others
may result in fractures, cuts or head injuries.
49
9. Prevention.
• Keep the cribs up when the infants are

sleeping.
• Always be with the child while climbing
the stairs.
• Keep the door closed.
INJURIES FROM SHARP OR POINTED

INSTRUMENTS
Discussed about the
common injuries by
10. 2mts To discuss Charts Actively Describe
instruments and bites
the common Children are more prone to get injuries listens with the
injuries by from instruments like knives, blades and other good response common
instruments kitchen appliances. injuries
and animal by
bites instrume
including PREVENTIVE MEASURES nts and
preventive animal
care. Keep away all the sharp instruments away from
bit
the reach of the child.
BITES AND OTHER INJURIES FROM

ANIMALS
50
Insect bites such as those with honeybees
and injuries by animals like cows, goat, squirrals,
dogs etc also common.
Most of these injuries are poisonous and
requires serious medical treatments.
Snake bites are also common and serious accident.
Describe
SUMMARY:
common
The accidents are common in our day to Summarizes the topic home
day lives and children are more prone to get accidents
1mts accidents. So the preventive measures are Actively and its
important to avoid such accidents. The participates in preventiv
common people should gain basic discussion e
knowledge regarding this topic. manage
ment?
Conclusion:
Hence accidents are common in our day to day lives and children are more prone to get accidents. So the preventive measures are important to
avoid such accidents. The common people should gain basic knowledge regarding this topic.
Assignment:
Write an assisgment on common types of accidents
Reference:
B.T.Basavanthappa’s “community health nursing”, Jaypee brothers, 2nd edition, pp75
51
ASSIGNMENT ON
LABORATORY METHOD
SUBMITTED TO:
SUBMITTED BY :
52
LABORATORY METHOD OF TEACHING
CLINICAL TEACHING
INTRODUCTION
Nursing education is a practice discipline, the students will learn the subject matter by
doing the things and practices the skills. It is a science, as it is based on systematic body of
knowledge and principles of education. It also implies as an art, as it requires professional
skills especially based upon humanitarian approach. Nursing education is having more
emphasis on skill development based upon two aspects i.e., Theory of Nursing and Nursing
Practice.
Old nursing curriculum contained only a few hours of teaching and many hours of
practice. Through the intervening years, the amount of nursing knowledge has grown
exponentially and the time allowed to learning by doing has contracted steadily. The clinical
experiences for nursing students will be provided in the places where the actual clients are being
cared for. Since the practice involves human life and handling real life situation, it is essential,
such training and experiences should be supported by good clinical teaching. In clinical practice,
the theoretical knowledge and skills learned receive repeated testing. The student has the
challenge of putting this knowledge and skills gains in real life situation to make them
practitioners in nursing. To bridge the gap between classroom and clinical instruction is, to
expose the student to a series of laboratory stimulation in real settings. Clinical experience
requires the presence of a clinical instructor to guide, reinforce and correct behaviour.
In the nursing curriculum to correlate the subject matter learned in ideal situation (eg: lab
and classroom) to real situation, the clinical instructor organizes the clinical experiences. The
student nurse learns the bedside nursing from older nurse (i.e., senior nursing personnel) in real
field situation.
In classroom teaching there is possibility for careful demonstration of procedures, the
ideal equipment will be collected well in advance and sufficient time was permitted for
developing skills based on theory underlying sound practice under close, strict supervision.
After learning in ideal situation, the student will practice the procedure (by implementing
care to the clients) in real situation utilizing available facilities.
Clinical instruction is directly concerned with teaching students about the care of clients.
Objectives
At the end of the seminar, students should be able to,
53
• Define laboratory method
• Enumerate the values of laboratory method
• Explain technique of laboratory method of clinical teaching
• Tell purposes of laboratory method of clinical teaching
• Enumerate the limitations of laboratory method of clinical teaching
• Enumerate the types of laboratory required for demonstration
TERMINOLOGIES
• LABORATORY: a room or building for scientific experiments
• CULMINATE: reach the highest point
• INVALID: sickly person
LABORATORY METHOD
Introduction:
According to Webster’s New Collegiate Dictionary the laboratory method had its beginnings in
the teaching of chemistry, whereby students went to a workroom for purposes of experimental
study involving testing, analyzing, and preparing chemical substances. This concept of
experimental problem-solving became an integral part of the study of a variety of the science
components of nursing curricula. Soon the nursing components of the curricula became a natural
media for the use of the laboratory method by providing opportunities for students to use a
problem-solving approach to the development of techniques in a controlled learning environment.
In undergraduate, study the early laboratory experiences are usually performances of well-known
actions that, when followed correctly, allow the student to share in reaching a known goal. At
graduate levels the laboratory is the site for exploration and discovery of new knowledge.
Definition: Planned learning activity dealing with original or raw ‘data’ in the solution of
the problems. The term "Original data" includes materials obtained experimentally and any other
materials resulting from laboratory procedure.
Laboratory method is a procedure involving firsthand experience – with primary source
materials, through which the student can acquire psychomotor as well as metal skills.
Explicitly the laboratory method of teaching utilizes a problem-solving approach to
learning that offers students opportunities for supervised, individualized, direct experiences in
the testing and application of previously learned theory and principles and the refinement of
specific skills or complex abilities. The learning experiences are planned so that the theory
and laboratory experiences complement each other. This concept has been expanded to include
the clinical setting in the hospital, the home/ and community health agencies in providing students
with opportunities for using problem-solving techniques to study patients with varying degrees
and kinds of nursing and health problems. Unlike chemical laboratories, patient care settings can
rarely be sufficiently controlled so that the instructor can guarantee the details of the
student's findings. Even the beginning undergraduate student must be prepared to discover
something new about human-experience with health and illness.
54
Many schools and colleges of nursing have expanded the use of the laboratory method
to include prolonged observational studies within the clinical and community setting. This
technique has proved particularly successful in the study of growth and development
patterns and of interpersonal relationships to gain in understanding of behavioral patterns of
children and adults
As schools and colleges of nursing modernize their teaching facilities, they are
providing laboratories equipped with one-way viewing devices for observation studies by small
groups of students. The objectives for the observational study vary according to the subject, such
as
i. Parent-child interactions;
ii. Growth and development patterns of various age groups;
iii. Demonstrations of group therapy;
iv, Nurse-patient interaction; and
v. Counselling and interviewing patients with specific problems such as long-term illness, death
and dying, drug dependency, unwed parents, or other family crisis situations. The purpose for
using this technique and its variations is to build observation skills by allowing the interaction to
occur in or more natural way than if the observer is seen, and to allow interaction among
observers during the event. Alternating observations of specific situations with participation in
these settings and later student/ teacher interaction can be very effective.
A demonstration of this kind necessitates ethical consideration of the rights of the subjects
being viewed. Prior to the observation session the persons working directly with the patients
should clearly explain the purpose of the demonstration, describe the viewing audience, and
provide sufficient explanation to the subjects to allow each to make an intelligent decision
about his willingness to participate in the observation study. Situations involving patients must be
evaluated on an individualized basis to determine whether the demonstration will help or
hinder their progress.
The demonstration-observation requires careful planning and should be conducted by an
expert in the given subject matter who already has established a rapport with the subjects. For a
productive learning situation, observations should be:
i. Conducted at frequent intervals over a sufficient period time.
ii. evaluated by students in accord with their objectives and their theoretical insights, and
iii. followed by teacher- observer conferences to validate findings, develop new insights
regarding observed responses of patients, discuss observer reactions to the problem, and explore
ways that will lead to better patient understanding.
Variations of this device are frequently used in medicine. One excellent example
is described by Marschak and Call in observations of parental influence on disturbed children.
In another, KubIer-Ross interviewed dying patients to determine their feelings about death and
dying, followed by a seminar with the observers representing a wide range of professional
disciplines to help them understand their own feelings about the patient and provide the
support and understanding needed. Careful study of these techniques furnishes the creative
teacher with numerous ideas regarding ways of adapting this method to selected
portions of clinical
55
nursing.While both teacher and student have definite responsibilities for the effective use of
laboratory method, its creative use is dependent on the teacher- student milieu.
The extent to which the teacher fosters self-direction through cooperative planning, action,
and validation of results is directly proportional to the degree of creative action expressed by the
student.
In clinical nursing the use of the laboratory method becomes procedure for providing
students with well-planned, supervised experiences in translating principles of nursing into
active, problem-solving for nursing problems. The laboratory methods serves as the
foundation tor building in those combinations of teaching methods best suited for
establishing a structural framework to bridge the gap between the theoretical study of nursing
and the study of patients. Therefore, the following methods of teaching can be viewed both in
terms of their singular uses or their integral contribution to the total laboratory method.
As stated earlier the term laboratory method has received various definitions
and interpretations and applications in many fields education, Webster used this work tea work
room which is used in teaching physical sciences for testing and doing experiments, "Learning by
doing" is the philosophy of Dewey which is applied to all other sciences.
VALUES
For student it gives best opportunity to experience a learning situation at first hand,
• To use the problem-solving approach to the solution of real problems.
• To translate theory into practice.
• To develop, to test and to apply principles.
• To learn methods of procedures.
• Initiates group work.
Laboratory method helps:
• The student to master the subject.

• To participation of students with his suggestion while planned demonstration by the teacher
helps to learn the procedure accurately.
• To provides concrete and firsthand knowledge of factual materials-
• To make provision for purposeful student activity-
• In training in scientific method and develop scientific attitude.
• To development of laboratory techniques in handling laboratory things.
• Provision of concrete materials which help in imaginary experiences.
• To provide opportunity to work out experiments under guidance.
For teacher :
56
Provides the teacher an opportunity
• To observe the student in action.
• To assess her worth.
• To correct her mistakes.
• To guide her in promising directions.
• A little encouragement or special help at the right moment may intensity interest and
provide the hopes for independent accomplishment in future.
TECHNIQUE
1. Introductory phase
2. Work period
3. Culminating activities.
1. Introductory phase
Involves establishment of objectives and a plan of work.
Teacher preparation:
1. It requires establishment of objectives and plan of work.

2. It motivates the student by presenting problem together with effective method for its solution.
3. Teacher prepares the plan with cooperation of the student considering objectives not wasting
time.
4. Teachers allow time for maximum use of laboratory work.
Discuss objectives or plan of work with the students by means of class discussion:
• To solve a problem.
• To understand a process.
• To develop skill.
• To provide for correlation of lab aspect of the course with class work.
• To give instructions for the students, to proceed without wasting time.
• In thinking over what the students will be doing.
Student preparation: for orientation and motivation achieved through proper instructions and
guidance.
2. The work period
Supervised study activity, in which the student is involved in a first-hand experience designed to
achieve particular objectives by solving the problem.
• It refers to that period when demonstration, experimentation or practice for a skill in a nursing
procedure.
• To ensure an effective work period there must be adequate equipment and facilities including
basic tools.
• There must be adequate supply of specimens and materials.
57
• There should be sufficient space, light and ventilation. Teacher should plan the entire class
for learning activities, extra-work should be assigned to those who finish, but it should not he
special work, but to get more knowledge in the same work.
3. Culminating activities
After the lab work, the class should meet together for discussion of common problems, for
the organizations of findings, for the presentation of the results of individual or group problem
solving activities.
PURPOSES OF LABORATORY METHOD

1. To provide firsthand experience with materials or facts in the solution of problem, e.g. Science
Laboratory.
2. To provide experiences with actual situation such as Nursing Laboratory and Hospital Wards.
3. To make student to become skilful in manipulation apparatus, practicing laboratory technique.
4. It helps student to acquire scientific attitudes and scientific approach in problem-solving.
It should be well-organised and well-planned with close coordination, between class and
laboratory work,
LIMITATIONS OF LABORATORY WORK

a. Poor planning and lack of direction of teacher may result in wasting student time, use
of complicated approaches and consumes time. Poor direction causes blind manual without
an conception of the purpose.
b. lack of budget in getting qualitative-laboratory equipment create insecurity in teachers
to operate them. Actually simple equipment is far more comprehensive to the student and they
are within the bonds of school grant. Teacher should remember that these equipment does not
result in effective laboratory work, wise planning and direction of learning activities are more
effective means of in-service learning.
TYPES OF LABORATORY REQUIRED FOR DEMONSTRATION, LEARNING.

RESEARCH, TREATMENT.CLASSROOM, CLINICAL COMMUNITY.
1. Science laboratory.
2- Nutrition laboratory.
3. Nursing art laboratory.
a. Science laboratory: Used to teach science subjects, widely used in physiology, physical
science, chemistry, microbiology for teaching these subjects.
b. Nutrition laboratory: Used to teach the basic knowledge about food and for practice of
cooking food for normal as well as invalids.
58
c, Nursing art laboratory of demonstration room: it is used for demonstration of some
techniques in nursing. Students may practice to become familiar with nursing procedure
CONCLUSION
The laboratory method is the part of study in the education which helps to give proof to the study
which is based on scientific principle.
It helps for clear and comprehensive study which helps in acquiring skill in particular study. The
success of laboratory period is largely depending upon good planning. It is a type of instruction
in which the student learns by actually doing things by himself', It helps to observe and listen to
others doing. Students are made to understand the use of laboratory findings.
Bibliography
1) B.T Basavanthappa, Nursing Education 2nd edition, Jaypee brothers medical publishers. Page
no:536-539
2) K.P neeraja, Text book of Nursing Education, Jaypee brothers medical publishers. Page no:
3) Sankara Narayan B and Sindhu B learning and teaching nursing 3rd edition, page no: 146-151
4) Illustrated oxford dictionary, 1st edition, 2006, published by Dorley Kindersley Ltd
59
ASSIGNMENT ON
SIMULATION
SUBMITTED TO:
Submitted by :
60
SIMULATION
Introduction-
A simulation presents learners with a more or less life like situation or model of real world
with which they interact in solving problems from an adopted role
perspective.Simulation allows anticipatory learning (Bastable,2003).Learners are required to
assess and interpret the situation and make decisions based on information provided. Usually
conducted in a laboratory setting, simulation learning allows student to execute a variety of
skills including assessment, psychomotor skills and decision making.
Terminology
Simulation- ”An operating representation of central features of reality.”
Simulation is the basis of sensitivity training, sociodrama, and psychodrama. It is a certain
underlying skills to teaching can modified, described and précised like any other skill.
Simulator- It is deliberately designed to omit certain parts of real operational situation.
Role play- A group of(minimum 4-6)pupil performed in an artificial environment an
actual or false role under a teacher guidance. This may provide the student an
understanding of a situation or relationship among real life participants of a social process.
Socio-drama- It seeks to utilize role playing as a means of finding out the situation assigned
to role players. The problem may be false or based on real life situation and the actor is
required to find out an acceptable solution of the situation.
Gaming- the situation involved outcomes affected by decisions made by one or more
decisions. It designed in a small manner which enables chance to affect the outcome.
61
Definition-
A role playing in which the process of teaching is displayed artificially and effort is made
to practice some important skills of communication through this technique.The pupil teacher
and the students simulate the particular role of a person to an actual life simulation.The
whole programme becomes a training in role perception and role playing.
Characteristics of simulation-
A good simulation will:
1. Mirror real situation while providing control over extraneous variables or constraints that
might interfere with learning.
2. Provide a mix of experiences that can be replicated for successive learner.
3. Provide a safe environment in which learning has priority over patient care or systems
demands.
4. Focuses on application rather than uncertain recall of knowledge.
5. Provide immediate feedback on performance
Principle-
1. Player take on roles which are representatives of the real world and then make decisions in
response to their assessment of the setting in which they find themselves.
2. The experiences simulated are consequences which releted to their decisions and their general
performance.
3. The ‘monitor’ the results of their actions are brought to their actions are brought to reflect
upon the relationship between their own decisions and the resultant consequences.
Types of simulation-
• Written simulation
• Audio-visual simulation
• Model simulation
• Computer simulation.
Activities in simulation-
62
Activities used in simulation is-
• Role playing,
• Socio-drama,
• Gaming
Values-
✓ It actively engages learners in application of knowledge and skills in realistic
situation. ✓ Promote high level critical thinking.
✓ It is useful in promoting transfer of learning from the classroom to clinical setting.
✓ The controlled setting of the simulation makes it possible to have consistency in
learning experiences from learner to learner.
✓ Simulation permits application of theory to practice when access to clinical setting is
limited or impossible.
✓ Enables the student to empathize with real life situation and to learn
pre requisite content before the real exposure.
✓ Motivate the student by real life situation exciting and interesting.
✓ Provide feedback to learners on consequences of action and decision
made. ✓ Student can learn without harming the patient.
Limitations-
✓ Simulation cannot be made in all curriculums.
✓ Simulation are time consuming to develop particularly if they are to mirror realistic
situation ✓ Mechanism for feedback of data may require the use of sophisticated materials.
✓ Cost development and reproducing a simulation may not be recovered even with repeated
use. ✓ Simulation is not a convenient for small children because the mechanism is too
difficult for
them to follow.
✓ It requires extra work preparation of teacher.
✓ It reduces the seriousness of learning
process. ✓ Minimum of feedback sequence to
chose. ✓ Difficulty in using analytic approach.
✓ Need many stimulators.
✓ Learner may not find the simulation relevant to their situation.
Steps of simulation-
1. Selection of role player:-
A small group of 4-5 student teachers is selected. They are assigned different letter
in alphabetic order. The role assignments are rotated within the group to give chance to
everyone. Every member of group gets similar opportunity to be the actor and the observer.
2.Selection and discussing skills:
The skills to be practiced are discussed and the topics that fit in the skill are suggested.
One topic each is selected by groups member for earlier.
63
3. Planning:-
It has to be decided who starts the conversation and who will top the interaction and
when.
4. Deciding and procedure of evaluation:-
How to record the interaction and how to present it. The actor has to decide so that a proper
feedback on his performance could be given.
5. Provided Practical Lesson:-
The role players should be provided re-enforcements on their performance to give them
training for playing their part well.
Application of simulation in teacher training-

Cruikshank(1968)has developed a teacher training system which includes:
➢ The participant is introduced into the situation (if he is a new teacher in school).
➢ The participants are provided with information and opportunity to solve the
problems. ➢ The participant is exposed to a variety of potential solutions to a particular
problem.
➢ The participant is given the opportunity of observing the results of his chosen line of
action. ➢ The participant is introduced to the situation by a film strips.
➢ The participant is also given the materials e.g. the rules,regulation,curriculum handbook,
and record card, to familiarize to the topic.
➢ The participant presented with the role playing situation written and responds to incident as
a response sheet.
➢ The participant then identified the factors influencing the problem, locates the
relevant information, suggests appropriate alternative course of action, communicates and
implements a decision.
➢ Small group
discussion.
Summarization-
Simulation is an effective method of teaching where the learner earns the knowledge by
using critical thinking by their active participation. Simulation in some cases or in problem
situation can used for teaching or for evaluation. Both psychomotor and cognitive
decision can be incorporated into computer simulation. It is a very effective method to train
new teachers who used to learn the new behaviour in teaching problems.
Bibliography-
1.Neeraja KP;New text book of nursing education;1st edition;Jaypee brothers
publication;2007;P.no-253-288.
2.Basavanthappa BT; Nursing education;1st edition;Jaypee brothers publication;2007;P.no-
365-378
64
3.Moyer Barbara A.and William Ruth A; Nursing education;1st edition;Jaypee brothers
publication;2008;P.no-192-197.
4.Guilbert JJ;Education handbook for health personnel;1st edition;WHO;2004;
ASSIGNMENT ON
SEMINAR
SUBMITTED TO:
Submitted by :
65
Seminar
Introduction
The term seminar refers to small group of graduate students engaged in
original research under the guidance of a knowledgeable professor. In general, the seminar
consists of a scientific approach to the study of a selected problem. The seminar
method could be introduced early in the course of the nursing program by utilizing the
student’s problem of adjusting to nursing situation as the focus for developing beginning
problem solving skills.
Definition of Seminar
Seminar is a small group discussion that provides an opportunity for knowledge
integration at high level
Seminar is an instructional technique involves generating a situation for a group to
have guided interaction among themselves on a theme which is generally presented to the
group by one or more members.
Purpose of seminar
1. It helps the students to study the subject matters.
2. It helps the students to gain knowledge and skills in library work.
3. It helps the students to develop problem solving skills.
4. It helps the students to participate in methods of scientific analysis and research
procedures.
5. It helps the students to increase their responsibilities.
6. It helps the students to change their attitudes and values.
Types of seminar
On the basis of levels or organization the seminars are 4 types.
1. Mini-seminar
A seminar organized by to discuss a topic in class is known as mini seminar.

The purpose of the mini-seminar is to train the students for organizing the seminar and
play different role.
2. Main seminar
A seminar organized at departmental level or instructional level on a major

theme. All the students and staff members take part in such seminars.
3. National seminar
66
A national seminar is organized by an association or organization at national
level. The experts are invited on the theme of the seminar. For example Trends of
education, Non formal education.
4. International seminar
In this seminar the topic or theme of the seminar is very broad, e.g. students
unrest or activisms, innovations in teacher education and examination reforms
Criteria for good seminar
1. Seminar group preferably is limited to 10 to 15 and students with a maximum of 25.
2. Duration should be 1 to 2 hours
3. Teacher is a leader (students can also function as teacher)
4. The topic is presented by the students taking 15 to 20 minute’s time.
5. Used with students in upper division courses than it is with beginners.
6. Effective use of seminar method requires a background of knowledge, skill in library
work.
7. Effectiveness of seminar depends on selection and preparation of the topic.
8. Leader should keep the discussion within the limits of the problem discussed.
9. Members must come prepare with material for presentation and discussion
Technique of seminar (conducting seminar)

1. Define the purpose of the discussion
2. Relate the topic of discussion to the main concept or the objectives to be attained.
3. Direct and focus the discussion on the topic.
4. Helps students express their ideas.
5. Keep the discussion at a high level of interest so that students will listen attentively to
those who are contributing ideas.
6. Plan comments and questions that relate to the subjects and will also help to guide the
discussion.
7. Set time limitation for each person to contribute.
8. Guard against monopoly of the discussion by any member of the seminar.
9. Plan for a summary at intervals during discussion and also at the end and relate the
ideas expressed to the purpose of discussion.
10. Have the discussion recorder either by student as a recording.
67
11. Plan for a teacher and student self-evaluation of the progress made towards the
immediate objectives.
Role of members in seminar

1. Student
2. Teacher
3. Co-ordinator
• Student
1. Expected to do library work.
2. Collect the appropriate relevant content.

3. Content should be clear and well started.
4. Utilizes the AV aids.
5. Should be well prepared before presentation.
• Teacher
1. Help the students to select appropriate topic.

2. Guide the students to select the contents.
3. Suggest the available sources of information.
• Co-ordinator
1. Select problem is solved, analyzed critically evaluate and conducted by coordinator.

2. The coordinator has to organize the seminars.
Advantages of seminar
1. Seminar helps the student to increase their responsibilities.
2. It gives opportunity to participate in methods of scientific analysis and research
procedures.
3. It helps to do through study on subjects.
4. It helps to improve leader ship qualities.
5. It is an effective method of problem solving.
6. It will help to improve curriculum there by the profession.
Disadvantages of seminar
1. It is useful only upper division students as it needs high skills for performing library
work.
68
2. Members must come prepared with material for presentation and discussion.
3. Proper planning is needed to arrange a seminar.
4. It is time consuming
Bibliography
• Loretta. E. Heidgerken; “Teaching and learning in schools of nursing; principles and
methods”; 3rded; konark publishers pvt. Ltd; delhi; 2003; 475-476
• B.T. Basavanthappa; “ Nursing education; 1 st ed; J.P.Brothers medical publishers (p)

Ltd; New delhi; 2003; 385-387
• Elsa sanatombi devi; Manipal manual of nursing education”; 1st ed; CBS Publication;
New delhi; 2006; 206-209
• Sankara Narayana. B and Sindhu. B; “Learning and teaching nursing”; 3 rd ed; page no
254-255
• www.encyclopedia.com
69
ASSIGNMENT ON
SYMPOSIUM
SUBMITTED TO:
Submitted by : .
70
SYMPOSIUM:
i. INTRODUCTION:
The symposium technique is used to realize the higher cognitive and

affective objectives. The nature of the topic should be such that the audience should be
interested in the theme of symposium.
ii. DEFINITION OF SYMPOSIUM:
Symposium is a method of group discussion in which 2 or more persons under the

direction of a chairman present separate speeches which gives several aspects of one
question.
iii. CHARACTERISTICS OF SYMPOSIUM TECHNIQUES:
It has following characteristics:
1. It provides the broad understanding of a topic or a problem.

2. The opportunity is provided to listeners to take decision about the problem.
3. It is used for the higher classes to specific themes and problem
4. It develops the feeling of co-operation and adjustment.
5. It provides the different views on the topic of the symposium.
6. Success depends on personal involvement and degree of preparation.
iv. TECHNIQUES OF SYMPOSIUM:
1. Teacher should plan the program a head of time.

2. Each member of the class as well as student speakers should know the objectives of
the symposium.
3. Each student should prepare on the given or accepted topic.
4. The teacher should have pre-conference with each of the student speakers,
5. Either teacher or student may function as a chairman.
6. The symposium starts with the chairman introducing the each speaker and the topic.
7. Then the topic is presented by the student taking 15-20 in time.
8. As a conclusion at the end the chairman gives brief summary of all the speeches and
opens the discussion to the students.
71
9. Any questions or contributions addressed through the chairman.
v. PURPOSES:
1. To investigate a problem from several point view.

2. To boost students ability to speak in group.
vi. a. ADVANTAGES:
1. It is well suited to a large group or classes.

2. This method helps to discuss broad topics at organization meetings.
3. Gives deeper insight into the topic
4. Directs the students for continuous, independence study.
5. This method can be used in political meetings.
b. DISADVANTAGES:
1. Inadequate opportunity for all students to participate actively.

2. The speech is limited to 15-20 minutes.
3. Limited audience participation
4. Questions and answers are limited to 3-4 minutes
5. Possibility of overlapping of subjects.
vii. LIMITATIONS OF SYMPOSIUM TECHNIQUE
The symposium has following limitations.
1. There is possibility of repetition of the topic because every speaker prepares theme as
whole it creates difficulty of understanding to the listeners.
2. Listeners are not able to understand theme correctly because different aspects of theme
are presented simultaneously.
3. The listeners remain passive in the symposium because they are not given opportunity
to ask classifications and put questions.
4. Only mature person can make use of this technique
5. Affective objectives are not emphasized properly.
72
CONCLUSION:
After learning about 2 methods of group discussion i.e seminar and symposium we
trace out the importance of these methods in teaching scenario. These methods helps to
develop self learning abilities and helps to develop co-operation among the group and also
helps to bring out cognitive and affective changes in the higher level of education where it is
essential to learn and develop such an abilities.
BIBLIOGRAPHY:
1. Heidgerken. L. E., “Teaching and learning in school of Nursing”. 3rd edition, 1990, Konark
publishers Pvt. Ltd., New Delhi Page No. 475, 476 & 482 to 485.
2. Basavantappa.B.T. “Nursing Education”, Ist edition, 2003, Jaypee Broter, EMCA House
23123B, Ansari Road, Dariyaganj, New Delhi – 110002, India, Page No. 385-387, 396-
401.
3. Neeraja.K.P :Text bool of Nursing Education”, Ist Edition, 2003, Japee Brothers Medical
Publishers, Pvt. Ltd., New Delhi, Page No. 279 to 282.
ASSIGNMENT ON
73
PANEL DISCUSSION
SUBMITTED TO:
Submitted by :
PANEL DISCUSSION
INTRODCTION
All techniques of higher learning require the discussion among the participants. The
discussion provides the equal opportunities in the instructional situation to every
participant. The discussion technique of the learning is based on the modern theory of
organisation. The
74
assumption of this theory is that every member of the organisation has the capacity to
initiate and solve the problem and brings certain attitude and values to the
organisation. Thus interactional technique is the most appropriate in democratic way of life.
ORGIN OF THE PANNEL DISCUSSION TECHNIQUE
The technique at the first time was used by Herry A Ober Street in 1929.He organized a
discussion for small group for definite period for the audience ha also participated
the important question were put by the audience on the topic.The experts tried and
answered all questions and certain points were clarified. Which were not included in the
several other persons had used this technique. This type of panel discussion are organized on
television and radio.
Panel discussion is the discussion in which 4 to 8 qualified personnel sit and discuss the topic
in front of large group or the audience. Panel discussion has a chairperson and 4 to 8
speakers. The success of the panel discussion depend up on the chairperson, he is the one
who has to keep the discussion going on and develop train of thought.
PURPOSE
• To produce the features for the benefit of a large group.
• It is a socialized group conversation in which different points of view are presented.
• Panel discussion stimulus thought and discussion and clarifies thinking.
• The quick exchange of facts,opnion and plan trends to develop more critical attitude
and better judgment.
• It can be helpful to stimulate discussion encouraging thinking and developing group
opinion.
OBJECTIVES OF PANEL DISCUSSION

The following are the main objectives of the technique..
▪ To provide information and new facts.
▪ To analyze the current problem from different angle. ▪
To identify the values.
▪ To organize for mental recreation.
THEORETICAL BASIS OF THE PANEL DISCUSSION

This technique is based on the following principles ..
o It observe the democratic principles of human behaviour.Equal opportunities are
provided to every participant.
o It encourages the active participation with originally and independently.
o It involves the social and physiological principles of group work feeling co-operation
and sympathy and to respect the ideas of others.
o It is based on the modern theory of organisation.The panel discussion organizes
teaching at reflective level which is the most thoughtful and employ
independent thinking of the participants.
THE GROUP DISCUSSION MAY BE OF 2 TYPES

75
Public panel discussion.
Educational panel discussion.
➢ PUBLIC PANEL DISCUSSION
This type of panel discussion are organized for the common men problems.Three type of
objectives are achieved by this kinds of discussion.
• To provide factual information regarding current problems.
• To determine the social values.
• To recreate the common men.
The public panel discussion are organized in the television program.The
current problems , unemployment, annual budget, increase in the price of
things, jobs delinking with degrees, emerging diseases etc.
➢ EDUCATIONAL PANEL DISCUSSION
It is used in educational institutions to provide factual and conceptual knowledge

and clarification of certain principles and theoris.Some times there are organized to find
out the solution to the certain problems.
The following three objectives are achieved by the educational technique,,
▪ To provide factual information and concept knowledge. ▪
To give awareness about theories and principles.
▪ To provide solution of certain problems.
This type of panel discussion are very useful but they are not used in an any institution
even at higher level.The conferences,seminar,symposium and workshops are commonly
organized. These techniques provide the situation for group discussion but of for
different types.The situation of panel discussion is usually of autocratic where as
the other techniques have democratic situation of group discussions.
PROCEDURE OF PANEL DISCUSSION

A panel discussion consist of 4 types of persons. It means 4 roles are played in
organizing panel discussion.
i. Instructor
ii.
Moderator
iii. Panelists
iv. Audience
1. INSTRUCTOR
In the panel discussion most important role is of instructor.It is the responsibility of instructor
how,where and when panel discussion will be organized.The schedule of panel discussion
is prepared by him,some times he has to plan rehearsal also.
2. MODERATOR
76
In the discussion moderator has to keep the discussion on theme and encourages the
interaction among the members.He has to summarize and high light the discussion
more often.The moderator must have the mastry on the theme or problem of the discussion.
3. PANELLISTS
There are 4 to 10 panellists in the discussion.The members of the panellist in semi circle
before the audience.The moderator sits in the middle of the panellist .The panellist must
have the mastery on the theme of the discussion.
4. AUDIENCE
After the panel discussion, audience are allowed to participate and seek clarification. They
can present their points of view and their experiences regarding the theme or problem, the
panellist attempt to answer the questions of the audience. In some situations moderator
also tries to answer the question.
PANEL DISCUSSION TECHNIQUE
o Other chairperson and 4 to 8 speakers sit in front of the large audience.
o Chairperson opens the meeting ,welcome the group and then invites the panel
speakers to present their view.
o In panel discussion there is no specific agenda no order of speaking and no set of
speeches .
o The chairperson can interact in the form of questions and simple statement related to
topic to any of the speaker without any order form.
o At the end ,after exploration of many aspects of subject by speaker the chairperson
opens the discussion for audience by inviting them to participate in discussion.
USES OF PANEL DISCUSSION

The instructional technique has the following advantages,,
• This technique encourages social learning.
• The higher cognitive and affective objectives are achieved .
• It is used to develop the ability of problem solving and logical thinking.
• It develops the interests and right type and attitude towards problem.
• It develops the capacity to respect others idea and feelings and ability of tolerance.
• It provides the opportunity of assimilation of theme and content.
CHARECTIRISTICS OF PANEL DISCUSSION

The followings are the main characteristics of panel discussion technique..
▪ It is used to college and university level to organize teaching at reflective level. ▪
It develops the ability of problem solving.
▪ It provides the opportunity to understand nature problem theme and giving their point
of view logically.
▪ It develops right type of attitude and ability to tolerate anti ideas of others.
77
▪ It develops the ability of creative thinking and to criticize the theme. ▪
It develops the manners of putting questions and answering questions.
LIMITATIONS OF PANEL DISCUSSION TECHNIQUE

The following are the limitations of this technique..
o There are chances to deviate from tem at time of discussion, hence the purpose
of the panel discussion technique is not achieved.
o Some members demonstrate the discussion and do not provide the
opportunities to participate others in discussion.
o There is possibility to split the group into2 sub groups ie. For and against the
theme. It does not maintain the conductive situation of learning.
o If the panellists belong to different groups, it may not
create appropriate learning situation.
SUGGETIONS FOR ORGANIZING PANEL DISCUSSION

The following suggestions should be taken into consideration to organize effective panel
discussion..
✓ There should be rehearsal before the actual panel discussion.
✓ The moderator should be matured person and have the full understanding of theme
or problems. He should have to control over the situation.
✓ The seating arrangement for the panelists and audience should be such that every
one should be equaldistence.They can observe each other.
✓ The moderator should encourage the discussion on the points and which may lead
to constructive aspect of the problem. He should encourage the constructive
discussion among panelists and audience.
CONCLUSION
The discussion provides the equal opportunities in the instructional situation to
every participant.The success of the panel discussion depend upon the active
participation of the members.All techniques of higher learning require the discussion
among participents.
JOURNEL ABSTRACT
Barkan A, Bronstein MD, Bruno OD, Cob A, Espinosa-de-los-Monteros AL, Gadelha MR,
Garavito G, Guitelman M, Mangupli R, Mercado M, Portocarrero L, Sheppard M.
The University of Michigan, Ann Arbor, MI, USA.
ABSTRACT
Although there are international guidelines orienting physicians on how to manage

patients with acromegaly, such guidelines should be adapted for use in distinct regions of the
world. A panel of neuroendocrinologists convened in Mexico City in August of 2007 to
discuss specific considerations in Latin America. Of major discussion was the
laboratory evaluation of
78
acromegaly, which requires the use of appropriate tests and the adoption of local institutional
standards. As a general rule to ensure diagnosis, the patient's GH level during an oral
glucose tolerance test and IGF-1 level should be evaluated. Furthermore, to guide treatment
decisions, both GH and IGF-1 assessments are required. The treatment of patients with
acromegaly in Latin America is influenced by local issues of cost, availability and
expertise of pituitary neurosurgeons, which should dictate therapeutic choices. Such
treatment has undergone profound changes because of the introduction of effective medical
interventions that may be used after surgical debulking or as first-line medical therapy
in selected cases. Surgical resection remains the mainstay of therapy for small pituitary
adenomas (microadenomas), potentially resectable macroadenomas and invasive
adenomas causing visual defects. Radiotherapy may be indicated in selected cases when
no disease control is achieved despite optimal surgical debulking and medical therapy,
when there is no access to somatostatin analogues, or when local issues of cost preclude
other therapies. Since not all the diagnostic tools and treatment options are available in all
Latin American countries, physicians need to adapt their clinical management decisions to
the available local resources and therapeutic options.
Kipen H, Rich D, Huang W, Zhu T, Wang G, Hu M, Lu SE, Ohman-Strickland P, Zhu

P, Wang Y, Zhang JJ.
University of Medicine and Dentistry of New Jersey - School of Public Health and Robert
Wood Johnson Medical School, Piscataway, New Jersey, USA. [email protected]
ABSTRACT
Ambient air pollution has been linked to cardiovascular and respiratory morbidity and
mortality in epidemiology studies. Frequently, oxidative and nitrosative stress are
hypothesized to mediate these pollution effects, however precise mechanisms remain
unclear. This paper describes the methodology for a major panel study to examine air
pollution effects on these and other mechanistic pathways. The study took place during the
drastic air pollution changes accompanying the 2008 Olympics in Beijing, China. After a
general description of air pollution health effects, we provide a discussion of panel studies
and describe the unique features of this study that make it likely to provide compelling
results. This study should lead to a clearer and more precise definition of the role of
oxidative and nitrosative stress, as well as other mechanisms, in determining acute
morbidity and mortality from air pollution exposure.
BIBLIOGRAPHY
I. K.P.NEERAJA,A Text Book of Nursing Education.New Delhi,Jaypee Bros.
Publications 2005,pg;282-283.
II. B.T.BASVANTHAPPA,Nursing Education,New Delhi.Jaypee Bros. Publications
2004,pg;403-405.
III. K.PARK,Text Book Of Preventive And Social Medicine,M/sBanarsidas Bhanot
Publishers 2002.pg;628.
79
IV. BUTTER B.K,KUMARI NEELAM,A Text Book Of Communication And
Education Technology Jalandhar.S.VIKAS And Co,pg;255-256.
...................................................................................................................................................
ASSIGNMENT ON
PROBLEM BASED LEARNING
80
SUBMITTED TO:
Submitted by :
PROBLEM-BASED LEARNING (PBL)
The goal of nursing education is to prepare nurses who are competent and caring.
Developing competent practitioners is the concern and responsibility of all nurses (Andrew
& Jones 1986 ). To develop competent nurses, they require to be prepared in a way that they
can use problem-solving and clinical reasoning skills in their practice. Problem-based
learning (PBL) is effective in enhancing the problem-solving abilities and clinical reasoning
skills of students.
Problem-based learning is an increasingly popular educational strategy. It has now been

applied to many areas like nursing, space, science, community health.
81
PBL can be best defined as the individualized learning that results from the processes
involved in working toward the solution or resolution of a problem (Barrows, HS and
Tamblyn).
1. What is problem-based learning?
Barrows ( 1985) describes " The basic outline of PBL process is : encountering the
problem first, problem-solving with clinical skills and identifying learning needs in an
interactive process, self-study, applying newly gained knowledge to the problem and
summarizing what has been learned".
2. What are the advantages of problem-based learning?
a. Development of an effective and efficient clinical reasoning process
b.I ncreased retention of data
c. Development of effective self-directed learning skills
d. Increased student-faculty interaction.
e. Increased Motivation for learning
3. How is the tutorial process conducted for problem-based learning?
The problem-based strategy using the tutorial process is conducted in two sessions i.e.
brainstorming and regrouping. Students meet in small groups of six to eight, with a "tutor"
who is the facilitator. One student takes the role of the group leader who coordinates the
sessions activities. Another student takes the role of the scribe, whose task is to keep track
of the group's process on the board.
Patient problems are presented in a variety of formats like carefully designed printed format,
computer format, video clippings, etc.
The tutorial group begins with the brainstorming session. The second session is the
regrouping session.
Let us see the steps of the tutorial process as presented in Fig.
I. First Session : Brainstorming
i. Clarify unfamiliar terms and concepts
ii. Define the problems/issues
iii. Discuss / analyse the issues identified

82
iv. Summarize the discussions
v. Decide what new information is required to deal with the problem
vi. Pursue learning objectives individually or together (self-directed learning )
II. Second Session: Regrouping
vii. Resource critique, re-analysis of the problem in the light of new information acquired,
debriefing and evaluation.
When a new group of randomly assigned students meet for the first time, an introduction
is done. The students are asked to introduce themselves to the others in the group. The
others in the group are invited to ask questions to each student or comment on anything he or
she might have said. This helps students to establish who they are and their own
importance as an individual in the group. This will help to enhance the group process as
problems of members identifying their own importance in the group through this,
inappropriate behavior is avoided.
Conclusion:
PBL is a very useful method of teaching learning. Research evidence shows this.
ASSIGNMENT ON
ROLE PLAY
83
SUBMITTED TO:
Submitted by :
ROLE PLAY
INTRODUCTION
As a teaching – learning form, role playing is useful for developing communication
skills involving emotion and encouraging groups work. Many teachers confuse role
playing and drama. Although that are similar, they are also very distinct in styles. Perhaps the
most strategic point of difference is handling of the subject matter, genune drama requires a
scripts whereas role playing retains the element of spontaneous or at least extemporaneous
reaction.
OBJECTIVES
at the end of ht class the group will able to
• Define role play
• List out the purpose of role play
• Explain the value of role play
• Enumerate the principle of role play
• Describe the process of role play
TERMINOLOGIE
Empathy – the ability to share some one else feelings or experiences by imaging what it
would be like in the situation.
briefing--The act of giving in advance specific instructions or information.
84
Consensus – a general accepted opinion or decision among a group of people.
Insight – the ability to have a clear , deep and something sudden understanding of
a complicated problem or situation.
Definition
An educational technique in which people spontaneously act out problems of human relations
and analyse the enactment with the help of other role players and observers
History and origin of role play
The term role play was originally coined in the 1920s by Jacob. L. Morens, a
Veinese psychiatrist who surmised patient gained more knowledge from exploring their
problems by acting them out than talking about them. When the practice become popular in
business and educational institutions twenty years later the problem solving aspect
shifted towards the learning of a professional role for later real life assumption.“ what
astronaut do in their practice for mission; what pilot do in learnig to navigate flight
simulators; what thousands of soldiers do in the course of military exercises its all role
playing. Teaching.Salespersons to deal with customer, teacher, docters to interview
patients, teaching teacher to deal with different situation.
Purpose of role playing in nursing education
• To develop specific skill
• To develop a situation for analyse
• To developing understanding of points of views of others
• Increasing students insight into typical ways of dealing
• Length of the role play will make the situation clear and awareness can be created in
the mind of the students
Values of role playing

• The actors really tries to feel the part tries to feel the part of the character he is
portraying and the audience gets some kind of emotional involvement.
• It is enjoyed by people who do it.
• It also fullfills some of the very basic principles of the teaching- learning process such
as learner involvement and intrinsic motivation.
• The involvement of the role playing participants can create both an emotional
and intellectual attachment to the subject matter at hand. If a skilful teacher has
accurately matched the situation to the needs of his group, the solving of realistic
life problems can be expected.
• Individual may develop new skills for dealing with problems in human relations.
Principles of role play

➢ A s a teaching techniques , role playing is based on the philosophy that
meanings are in people, not in words or symbols.
85
➢ Creating a teaching situation which can lead to the change of self concepts
requires a distinct organizational pattern
➢ Should be flexible
➢ Should be stimulant to think and should not be an escaped from disciplines
of learning
➢ Requires rehearsal is an important feature to produce effective outcome and
an audience to help players interpret their role.
➢ Should be able to analyse and evaluate which is an essential element to
gain maximum learning benefits.
➢ Should be done for a brief period
Types of role playing

1.sociodrama
It deals with the interactions of people with other individuals or groups e.g. mother, nurse,
leader etc. it always involves situations of more than one person and deals with problems
that a majority of the group face in executing their roles.
Socio-drama concerns itself with group issues. It is a group action methodin which
participants act out an agreed upon social situation spontaneouslyand discover alternative
ways of dealing with that problem. It concernsitself with those aspects of roles that we
share with others and helpspeople to express their thoughts and feelings, solve problems,
and clarifyvalues. Unlike simple role playing, socio-drama employs many specifictechniques
to deepen and broaden the action of the enactment.
2.psychodrama
Practiced in group setting, mainly concerned with the unique needs and problems of
a particular individual. It should not be attempted except under guidance of a trained
therapist.
A psychotherapeutic technique in which people are assigned roles to be played
spontaneously within a dramatic context devised by a therapist in order to understand the
behavior of people with whom they have difficult interactions.
.
Steps in role playing

1. Select a problem for role playing, it may be done by:
- The group leader , who recognizes a problem that can be used effectively and
suggests it to the group.
- The group can list problems on the black board and decide which problem they
want to work out.
2. Set up the role playing scene;
- The group should come to a clear aggrement on the chief objectives to be realized
in the role play.
- The group work together with the leader decide
86
• What character to be involved
• The attitudes and personalities of the characters.
• The setting of the story
• The point on which the story should begin
- The leader may brief the players on the situation which they have decided they
want to portray. The leader may arbitrarily assign individuals to take the various
roles or members may volunteers to play the different roles
- The player’s lines are never fixed but for just what the character thinks his
character would say in a given situation.
3. Getting underway in the role playing.
- The player should be given sometimes to warm up or to get the feeling of the roles
they are about to play. Specific names , other than their own should be used to
help them to get into their roles.
4. Part the group players
Those members not involved in the actual role playing act as a observers. They may
be assigned to watch particular role players or to look for important cues, which come
out of role playing
5. Cutting the role playing
The leader may cut at point where enough action has already occurred to provide a
basis for discussion
6. After the role playing is cut
- Get immediate reaction of the role players.
- Use in the discussion the role name of each person so that the player will not feel
he is being evaluated
- When role players succeed in really projecting themselves into the roles
assigned them, they usually give during the discussion valuable insight into the
problem and provide additional material for discussion
7. The audience observers.
- The comments of the audience observers constitute the least of the role playing as a
discussion technique
- how did the group think the role was handle
- what are the good point of the action.
- what were the poor points or omission.
8. the role playing scene

The role might be played by different people so that these might be a comparision of the
behaviour of different people.
9.Caution in the use of role playing
- use role play only if when it will be useful not just for the sake of doing it.
- be careful about the interpersonal relationshipwithin the group
- avoid un covering deep seated personal problems, which require professional help.
87
10 .Summarize
The leader sums up with the group the chief point or principle which have come out in the
playing and the comment of the observer which follows.
Process of role play

1. Preparation
a) Define the problem
b) Create readiness for the roles
c) Established the situation
d) Cast the character
e) Brief and warm up
f) Consider the training
2. Playing
a) Acting
b) Stopping
c) Involving the audience
d) Analysing the discussion
e) Evaluating
Specifically role playing can be used to help student

1. develop real communication skills in leadership, interviewing and social interaction
and obtain constructive feed back from peers.
2. Developed sensitivity to another’s feeling by having the opportunity to put oneself in
another’s place.
3. Develop skill in group problem solving e.g. the group work as a whole to developed
the problem of concern to the group. To developed the situation, to identify
critical issues and come to some mutual agreement.
4. Develop ability to observed and analyse situations
5. Practice selected behaviour in a real life situations without the stress of making mistake.
Role playing helps the teacher

In the teaching – learning situation, it provides her with the opportunity to
a) Note the individual student needs by observing and analysing her needs in a simulated
real life situation
b) Assist the student in meeting her own needs by either giving her or encouraging group
members to give her on the spot suggestion
c) Encourage independent thinking and action by steping aside or giving indirect
guidance for emphasis is on the students helping themselves.
Disadvantage
88
➢ Role playing is a means not an end
➢ It requires expert guidance and leadership
➢ Sometimes participants may feel threatened
➢ Strongly dependent on student’s
imagination ➢ Times consuming in group
readiness
➢ Requires willing volunteers who would be ready to act out
CONCLUSION
Hence role playing is relatively a new technique where people act out spontaneously to relate
human reactions and analyse the enactment.
JOURNAL ABSTRACT
1. Marvin C. Alkin conducted study on ‘use of role- play in teaching evaluation”.
This paper describes the use of role-play in creating an experiential learning
environment for graduate students enrolled in a comparative evaluation theory and/or an
evaluation procedures course. Role-play exercises have been designed for each course
that increase student involvement in the learning process, which promotes a deeper
understanding of and engagement in course content. The specific exercises used, which
are described in detail, require students to think beyond the words they read—to learn by
doing in a safe environment.
BIBILIOGRAPHY
1. B.T. Basavanthappa, “Nursing Education”Jaypee brother medical publisher(p)Lt. page
number
2. Elsa Sanatombi Devi, “manipal Mannual of Nursing Education”, CBS publisher and
distributers, page numbers 213- 219
3. K.P Neerja, “Text Book O Nursing Education” jaypee publication. Page number263-
266
4. Dr, A.V, “Instructional Aids for teaching of Nursing”, OmagalAchi College of nursing
5. Marvin C. Alkin,“ The Use of Role-Play in Teaching Evaluation”, University of
California, Los Angeles, UCLA Educ, P.O. Box 951521, 3026 MH, Los Angeles
89
Preparation of AV
Aids
SUBJECT : EDUCATION AND NURSING EDUCATION
SUBMITTED TO,
90
SUBMITTED BY,
ASSIGNMENT ON
91
OVER HEAD PROJECTOR
SUBMITTED TO,
SUBMITTED BY,
OVER HEAD PROJECTOR (OHP)

Over head projector is a type of visual projector aids. The over head projector is a very
vital teaching aid which has made projection so simple and easy that it has replaced a
chalkboard completely in many classrooms.
92
An over head projector produces images on a screen behind and over the head of
the teacher. An over projector can be used in soft light conditions and enables the students to
take down notes while viewing the projection
ns on the screen.
OBJECTIVES
After the completion of the class, the student will have knowledge about
➢ Over head projector
➢ How to use an OHP and its parts
➢ Advantages and disadvantages of
OHP ➢ Functioning of OHP
➢ Precautions to be taken while using OHP
TERMINOLOGIES
1. TRANSLUCENT: allowing the light to pass through.
2. TRANSPARENCY: being transparent.
3. TRANSPARENT: that can be clearly seen through.
4. CELLOPHANE: transparent wrapping material made from wood pulp.
OHP TRANSPARENCIES
A transparency is really a very large slide usually 7x7 or 10x10 (25x25cm) in size.
The transparency pertains broadly to a single image that is seen by means of a light passing
through it.
It is usually clear, but has portions, which are not clear but permit light to pass
through. These portions are termed translucent.
The term transparency also called as visual project, is usually given to those materials,
which are projected in the OHP.
PARTS OF OHP
An over head projector consists of a metal box with a 1000 watt bulb and a concave
reflector, a condenser lens illuminates the transparency placed on the glass sheet on the top
of the box.
There is a vertical rod by the side of the box which carry an objective convex lens
parallel to the transparency and a plane mirror to reflect the image on the screen.
The objective lens and mirror combination can be slided up and down the rod with
rock and pinion arrangement operated by the knob.
The movement of the objective lens and mirror focuses the image properly on the
screen.
93
There is also a small exhaust or cooling fan in the over head projector to blow out the
excess heat produced by the bulb.
METHODS OF USING OHP
While using the over head projector one should proceed in the following steps:
1. Place the over head projector on a stable table with the objective lens facing the screen
behind the teacher.
2. Put the cord plug into a power wall socket. Switch on the blower first and then the
bulb. 3. Place the acetate or cellophane transparency on the glass top.
4. Move the objective lens and mirror assembly up and down to get the image in focus
on the screen.
5. Explain about the material on the transparency sitting behind the over head projector
with a small pointer.
6. The projector usually gets very hot in spite of cooling arrangement. Switch of the bulb
after every 5-10 min of use, keeping blower on for some time.
MATERIALS THAT CAN BE PROJECTED

Apart from transparency, other transparent objects like protractors, plastic shapes,
plastic numbers and letters, drawings, small templates, coloured cellophane etc may be put to
variety of uses in an over head visual projector.
METHODS OF PREPARING TRANSPARENCIES

1. Hand drawn transparency: the acetate sheet is placed over the paper and kept in
position by paper clips or pins. The sketch is carefully traced using ruling pen or
marker pen. Watercolour markers and brush pens also can be used. But it can be easily
erased. Hence the surface carrying an impression should be protected by keeping
another acetate sheet over it.
2. Photographic transparency/printed transparency: employing reflex printing,
where some complicated drawings are pictured.
ADVANTAGES OF OHP
1. An head projector has a large aperture and can project a large number of instructional
materials like diagrams, charts, maps, graphs after those are transferred on
the transparencies.
2. The use of OHP can be quite cheap as transparencies can be used repeatedly.
3. In the OHP the teacher can write directly with a marker pen and the writing is directly
projected on the screen.
4. With an over head projector the teacher is always facing the students keeping an eye
contact which is not possible with other projection equipments.
5. An over head projector can be used in a normally lighted room, the students can
take down notes and the teacher facing the class can observe the students
reaction and strengthens his presentation.
94
6. An OHP can be easily used with other visual aids also without the fuss of switching on
and off the room lights as is the case with other projection aids.
7. The verbal disclosure of the teacher can be supported with illustrations as he
can directly sketch the diagram; write key points and concepts on the transparency
with his students in front.
8. If an acetate sheet is used, the teacher can prepare the whole study course before hand
and give accurate notes to his students.
9. With the OHP, an enlarged image can be obtained with quite a less distance, therefore
the students can sit close to the teacher and this produces a better rapport.
10. As an over head projector can be used in the normal class room, the difficulty of
ventilation does not hamper teaching which in the case with the other
projection equipments that are used in a classroom.
11. The operation of over head projector is convenient as it involves switching and
focussing only.
DISADVANTAGES
1. Power consumption is high.
2. Apparatus is costly.
3. Requires maintenance.
CARE TO BE TAKEN OR PRECAUTIONS

1. The apparatus should be kept covered all the time, so that no dust gets deposited on its
lenses and the bulb, which may make the image dull on the screen.
2. Don’t keep the bulb on for longer time, as it can over heat the projector and thus
damage the acetate transparencies.
3. Switch of the bulb after every 5-10 min of use keeping blower on for some time.
4. Do not shift the OHP when bulb is on, as the filament of the bulb may break if jerked
during shifting.
5. Do not keep the projector too low, as it will distort the image. This is called as key
stoning.
6. Clean with soft, moistened flannel cloth.
7. Don’t clean when the apparatus is warm.
8. Avoid making finger prints on lamp house, mirror on the projection head, the
projection lamp, lens and glass heat filter.
CHECKLIST FOR EFFECTIVE USE OF OVER HEAD PROJECTOR

A. Before the lesson:
➢ Position screen so that everyone can see it, with lover border levels with
head of audience.
➢ If available, use tilting screen to avoid key stone effect.
➢ Obtain correct image size by moving machine backward or forward in
relation to screen.
95
➢ Focus image sharply.
➢ Place masking sheet to
hand.
➢ Place transparencies in correct order..
➢ Check table and head of dust, and wipe if necessary.
➢ Ensure that a spare lamp is available in case of
blowout.
B. During the lesson:

➢ Switch off
when:
a. Placing transparency on table.
b. Removing transparencies.
c. Point has been explained.
➢ Use pointer to indicate, preferably on the transparency rather than
screen.avoid use of fingers.
➢ Use mask to reveal points in a step by step fashion when
required. C. After the lesson:
➢ D o not move the machine while lamp is hot, and never disconnect from
mains supply while the fan is operating.
CONCLUSION
OHP is a type of visual projected aid. The over head projector is a very vital teaching
aid which has made projections so simple and easy that it has replaced a chalkboard
completely in many class rooms.
OHP is incomplete without transparencies. Apart from transparency, other
transparent objects like protractors, plastic numbers and plastic numbers can be projected
using a over head projector.
OHP has more advantages compared to few disadvantages. Care should be taken
while using over head projectors.
Thus the use of OHP has made teaching more easy and attractive compared to
chalkboard teaching.
JOURNAL ABSTRACT
1. Elizabeth Greenfield., “over head projector: new technology boots old”., technological
horizons in education., volume 18, 1990
Abstract: one of the old standbys of virtually every instructor or trainer is the over
head projector. OHP’s have around since the early 1960’s, serving to increase
subject understanding by visually representing concrete applications and abstract
concepts. With
96
the advent of computer, one may think that this tried and true product will have suffered a
decline in use.
2. Micheal essex-lopresti., “use an over head projector”., informa health care., volume1,
issue1, jan 1979, page no 9-15
Abstract: the over head projector is a very useful adjunct to teaching aids. It is easy
to operate, flexible and the lecturer can work it himself while facing the
audience. Transparencies can be produced quickly and simply, and since they are very
large enough to be studied without viewing equipment, sets of transparencies can be kept
in libraries for the benefits of students revising particular subjects.
BIBLIOGRAPHY
1. B.T Basavanthappa., “NURSING EDUCATION”., 1ST edition., jaypee publications
New Delhi., page no 425-428, 453-455.
2. Loretta E. Heidgerken., “TEACHING AND LEARNING IN SCHOOL OF
NURSING” ., 3rd edition., konark publication private limited.
3. B Sankaranarayan., B Sindhy., “LEARING AND TEACHING NURSING”.,1ST
Edition., brainfill publications.
4. K.P Neeraja., “TEXTBOOK OF NURSING EDUCATION”.,jaypee brothers
medical publications private limited New Delhi., page no 231-237.
5. Dr A.V Raman., “INSTRUMENTAL AIDS FOR TEACHING AND LEARNING
OF NURSING”.,Omayalachi college of nursing., page no 55-58.
97
ASSIGNMENT ON
MODELS
SUBMITTED TO,
SUBMITTED BY,
MODELS:
Unlike charts and posters, models are three-dimensional visual aids. Models provide
representation of the real things in all respects except size and shape.
98
Models may be simple (static), sectional or working. Simple models such as a thermocol
model of a cell show different parts of the cell, but these parts cannot be separated. In a sectional
model of an eye, for example, all the parts of an eye in the model can be separated, shown to the
students and can be replaced. You may like to list some sectional models in subjects like
Science, Geography, etc.
Working models are used to show actual operation or working of a real object. A
working model of the circulatory system of the human body will show actual the circulation of
impure and pure blood. A working model of generation of hydroelectricity using turbines
dactually light a lamp with the use of electricity generated.
PREPARATION OF MODELS :
Materials used for preparing models may include thermocol, paper, wax, plaster of
Paris, cardboard, etc. In teaching of Mathematics you may like to use straws, card paper, match
sticks and rubber bands and so on. The idea is to convert abstract concepts into reality or near
reality. For example while teaching Euler's formula in Geometry, you may use card paper to
prepare different types of cuboids.
Models (ie recognizable three-dimensional representations of real things or abstract
systems) can play an extremely useful role in a wide range of instructional situations. They are,
however, particularly useful in three specific roles, namely, as visual support materials in mass
instruction, as objects for study or manipulation in individualized learning, and as construction
projects for individuals, small groups or even entire classes. When using models in the first of
these roles, however, it should be remembered that even the best three-dimensional model
invariably appears two-dimensional except to those who are very close, so it is usually
worthwhile getting the learners to gather round the model when its salient features are being
demonstrated; unless you do this, you could probably achieve the same objectives in most cases
by using a two-dimensional representation such as a slide, OHP transparency or projected
computer graphic.
Some specific applications of models are listed below:
• They can be used to reduce very large objects and enlarge very small objects to a size
that can be conveniently observed and handled.
• They can be used to demonstrate the interior structures of objects or systems with
a clarity that is often not possible with two-dimensional representations and at a cost that is not
yet matched by virtual-reality products.
• They can be used to demonstrate movement - another feature that it is often difficult
to show adequately using two-dimensional display systems and that is more expensive in
virtual-reality experiences.
• They can be used to represent a highly complex situation or process in a simplified
way that can easily be understood by learners; this can be done by concentrating only on
essential features, eliminating all the complex and often confusing details that are so often
present in real-life systems.
Making your own models.
The range of methods available for making models for instructional purposes is
enormous, but readers may find some of the following standard techniques useful.
• Use of commercially-available kits of parts, such as the ball-and-spring systems
that are used to make models of molecules and the various types of tube-and-spigot systems
that can be used to make models of crystals.
99
• Use of construction systems such as 'Mecca no' and 'Fischer-Price' to make working
models.
• Use of inexpensive materials such as cardboard, hardboard, wood and wire to make up
static models of all types (models of buildings, geometrical bodies, three-dimensional shapes,
and so on).
• Use of materials like modeling clay and plasticize to produce realistic models of
animals, anatomical demonstrations, and so on.
• Use of materials like Plaster of Paris and peppier Mache to produce model landscapes.
Essential qualities of a Model
• Accuracy
• Simplicity
• Utility
• Solidity
• Ingenuity
• Useful
Functions of Model
✓ It simplifies reality
✓ Concretizes abstract concepts
✓ Enables us to reduce or enlarge objects to an observational size
✓ It provides the correct concept of an real object like dam/bridge etc
✓ A working model explains the various processes of objects and machines
✓ Promote creative interest among pupils.
TYPES OF MODELS:
There are four main types of models;
1) Solid models:A solid model is the replica of an original thing made with some
suitable material like clay, plaster of Paris, wood, iron etc. to show the external parts and
features of the thing.
E.g. Globe, clay model of human and animal, a vegetable, dolls, toys etc.
2) Cut away and x-ray models: Cut away and x ray models are the replicas of the
original things to internal parts of a thing. It may be either in the form of a cross sectional model
showing internal parts of a thing or may be composed of detachable parts.
E.g. Cross sectional model of human body, petrol engine, automatic traffic control system.
3) Working model: These models are either actual working things or their miniature replicas.
These models may help for illustrating an operation.
E.g. A motor, a generator, a cycle pump etc.
4) Sand models: These are graphic layout using sand clay, saw dust and other objects to
show trees, buildings, river, etc. Sand models are made using coloured sand in a tray of
convenient size or on a table.
E.g. A tribal village, a city area, marketing complex, a forest area.
ADVANTAGES OF MODELS:
1) Models provide an environment for interactive student engagement.
2) Working with models can enhance systems thinking abilities
3) Models are useful for helping students learn quantitative skillssuch as graphing, graphical
analysis, and visualization
100
4) Models illustrate the application side of certain principles and laws.
5) Models are lasting and ultimately workout to be cheaper teaching aids.
6) Models easy to make with the help of discard materials like empty boxes, pins, clips, nails,
rags and clay.
7) Models are reasonable size and convenient to handle.
8) Models heighten reality of things and make learning direct and meaningful as they are
three dimensional.
9) Models explain the operation in simplified way and this make comprehension easier.
10) Models involve the use of all five senses and thus make learning effective.
LIMITATIONS OF MODELS:
1) All the models cannot be made in the educational institutions.
2) Some of models can be very expensive.
3) The real thing may not be available in that season or may be far away from the school.
4) The real thing may be too expensive or too small to be seen at all or properly.
101
Annotated
Bibliography
SUBMITTED TO,
SUBMITTED BY,
102
ANNOTATED BIBLIOGRAPHY
Introduction
An annotated bibliography is a bibliography that gives a summary of the
research that has been done. It is still an alphabetical list of research sources. In
addition to bibliographic data, an annotated bibliography provides a brief summary or
annotation.
The purpose of annotations is to provide the reader with a summaryand an
evaluation of the source. In order to write a successful annotation,each summary must
be concise. An annotation should display the source'scentral idea(s) and give the
reader a general idea of what the source is about.
An annotation should include the complete bibliographic information for the
source. It should also include some or all of the following:
• An explanation about the authority and/or qualifications of the author.
• Scope or main purpose of the work.
• Any detectable bias.
• Intended audience and level of reading
• A summary comment
Ideally, an annotation should be between 100 to 200 words.
Definitions
A bibliography is a list of sources (books, journals, websites, periodicals, etc.)
one has used for researching a topic. Bibliographies are sometimes called “references”
or “works cited” depending on the styleformat you are using. A bibliography usually
just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation.

103
Therefore, an annotated bibliography includes a summary and/or evaluation of
each of the sources. Depending on your project or the iient, your annotations may do
one or more of the following:
• Summarize:Some annotations merely summarize the source. What are the
main arguments? What is the point of this book or article? What topics are
covered? If someone asked what this article/book is about, what would you
say? The length of your annotations will determine how detailed your summary
is.
• Assess:After summarizing a source, it may be helpful to evaluate it. Is it a
useful source? How does it compare with other sources in your
bibliography? Is the information reliable? Is this source biased or objective?
What is the goal of this source?
For more help, see our handouts on evaluating resources.
• Reflect:Once you've summarized and assessed a source, you need to ask how it
fits into your research. Was this source helpful to you? How does it help you
shape your argument? How can you use this source in your research project?
Has it changed how you think about your topic?Your annotated bibliography
may include some of these, all of these, or even others. If you're doing this for a
class, you should get specific guidelines from your instructor.
Types of annotations
Annotations may be written with different goals in mind.
Indicative annotations
This type of annotation defines the scope of the source, lists the significant topics
and explains what the source is about. In this type of entry, there is no attempt to give
actual data such as hypotheses, proofs, etc.[3]
Informative annotations
This type of annotation is a summary of the source. An informative annotation
should include the thesis of the work, arguments or hypotheses, proofs and a
conclusion.
104
105
Evaluative annotations
This type of annotation assesses the source's strengths and weaknesses—how
the source is useful and how it is not. Simply put, an evaluative annotation should
evaluate the source's usefulness.
Combination annotations
Most annotated bibliographies contain combination annotations. This type of
annotation will summarize or describe the topic, and then evaluate the source's
usefulness.[3]
Writing styles
No matter which writing style is used for annotations, all entries should be
brief. Only the most significant details should be mentioned. Information that is
apparent in the title can be omitted from the annotation. In addition, background
materials and any references to previous work are usually excluded.[4]
Telegraphic
A telegraphic writing style gets the information out quickly and concisely.
Maintaining clarity, complete and grammatically correct sentences are not necessary.
[4]
Complete sentences
A complete sentences writing style utilizes coherent sentences that
are grammatically correct. Subjects and conjunctions are not eliminated even though
the tone may be terse. Long and complex sentences are to generally be avoided.[4]
Paragraph
A paragraph writing style utilizes a full, coherent paragraph. This can sometimes
be similar to the form of a bibliographic essay. Complete sentences and proper
grammar must be used.[4]

106
Purpose
There are three main purposes behind writing an annotated bibliography. Each
purpose can serve anyone in a different manner, depending on what they are trying to
accomplish.
Learning about a topic

Writing an annotated bibliography is an excellent way to begin any research
project. While it may seem easier to simply copy down bibliographical information,
adding annotations will force the researcher to read each source carefully. An
annotation requires the source to be critically analyzed, not simply read over.[5]
Formulating a thesis
Any form of research paper or essay will require some form of argument. This
is called a thesis. A developed thesis needs to be debatable, interesting and current.

Writing an annotated bibliography will give the researcher a clear understanding about
what is being said about their topic. After reading and critically analyzing sources, the
researcher will be able to determine what issues there are and what people are arguing
about. From there, the researcher will be able to develop their own point of view.[5]
To assist other researchers

Extensive and scholarly annotated bibliographies are sometimes published. The
purpose of these annotated bibliographies is to provide a complete and comprehensive
overview of any given topic. While any normal researcher may not get their own
annotated bibliography published, it could be a good idea to search for previously
published annotated bibliographies that are related to their topic.[5]
107
BIBLIOGRAPHY
1. Carlson, Laurie. “Annotated Bibliographies”. KU Writing Center. University of
Kansas. http://www.writing.ku.edu/~writing/guides/bibs.shtml. Retrieved 15
April 2009.
2. “How to Write Annotated Bibliographies”, http ://www. 1 ibrary.
mun.ca/guides/howto/annotated_bibl .php. Retrieved 2008-03-02.
3. “Annotated Bibliographies: Content”. Writer's Handbook. The Writing
Center. http://www.wisc.edu/writing/Handbook/AnnBib_content.html.
Retrieved 2008-03-02.
4. “Annotated Bibliographies: Style”. Writer's Handbook. The Writing Center.
h ttp://www.wisc.edu/writing/Handbook/AnnBib_style.html. Retrieved
2009-10-06.
5. Geoff Stacks, Erin Karper (2001). “Annotated Bibliographies”. Purdue
University.
http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.html.
Retrieved 2009-10-06
108
ANNOTATED BIBLIOGRAPHY (RESEARCH)
Stem Cell Research: An Annotated Bibliography
Holland, Suzanne. The Human Embryonic Stem Cell Debate : Science, Ethics, and
Public Policy. Boston: MIT Press, 2001. Print.
This is the annotation of the above source. In this example, I am following
MLA 2009 (3rd ed.) guidelines for the bibliographic information listed above. If I were
really writing an annotation for this source, I would offer a brief summary of what
this book says about stem cell research.
After a brief summary, it would be appropriate to assess this source and offer
some criticisms of it. Does it seem like a reliable and current source? Why? Is the
research biased or objective? Are the facts well documented? Who is the author? Is she
qualified in this subject? Is this source scholarly, popular, some of both?
The length of your annotation will depend on the assignment or on the purpose
of your annotated bibliography. After summarizing and assessing, you can now reflect
on this source. How does it fit into your research? Is this a helpful resource? Too
scholarly? Not scholarly enough? Too general/specific? Since “stem cell research” is a
very broad topic, has this source helped you to narrow your topic?
Senior, K. “Extending the Ethical Boundaries of Stem Cell Research.”Trends in

Molecular Medicine.7 (2001): 5-6. Print.
Not all annotations have to be the same length. For example, this source is a
very short scholarly article. It may only take a sentence or two to summarize. Even if
you are using a book, you should only focus on the sections that relate to your topic.
Not all annotated bibliographies assess and reflect; some merely summarize.
That may not be the most helpful for you, but, if this is an assignment, you should
always ask your instructor for specific guidelines.
Wallace, Kelly. “Bush Stands Pat on Stem Cell Policy.”CNN.13 August 2001. 17
August 2001. Television.
Notice that in this example, I chose a variety of sources: a book, a scholarly
journal, and a web page. Using a variety of sources can help give you a broader
picture
109
of what is being said about your topic. You may want to investigate how scholarly
sources are treating this topic differently than more popular sources. But again, if
your assignment is to only use scholarly sources, then you will probably want to
avoid magazines and popular web sites.
Notice that the bibliographic information above is proper MLA format (use
whatever style is appropriate in your field) and the annotations are in paragraph form.
110
ANNOTATED BIBLIOGRAPHY (JOURNALS)
Review Articles
For this bibliography we have chosen to concentrate on review articles because
they provide a broad overview of the topic and discussion of current debates in the
literature. Review articles are also useful for identifying seminal writings and
providing extensive bibliography.
An analysis of the concept of empowerment I C. M. Rodwell.Journal of
AdvancedNursing1996;23(2):305-13.
This paper is an analysis of empowerment and its use in nursing practice,
education, research and health promotion.
Child development and long-term outcomes: A population
healthperspective and summary of successful interventions I C. Hertzian and M.
Weens. SocialScience & Medicine1996;43(7): 1083-95. Discusses the evidence
derived from intervention studies in the post-neonatal, reschool, and school age
periods which suggest that child development can be modified in ways which
improve health and competence in the long-term.
Community health promotion: Concepts and lessons from
contemporary sociology I O. Nilsen. Health Policy1996;36(2): 167-83. Argues
that community specifics have not been adequately taken into account in planning
health promotion initiatives.
Cultural influences in community participation in health I L. Stone. Social
Science& Medicine1992;35(4):409-17.
This paper traces changes in the way that the role of culture has been analysed
in relation to community health issues and in particular with respect to 'community
participation'.
Determinants of a health-promoting lifestyle: An integrative review I A.F.
Gillis. Journal of Advanced Nursing1993;18(3):345-53. Reviews literature
published between 1983 and 1991 that focused on identifying the determinants of
a health-promoting lifestyle.
Dissemination and utilization of health promotion and disease prevention
knowledge: Theory, research and experience I L.W. Green and J.L. Johnson.
Canadian
111
Journal of Public Health. Revue/Canadienne de SantePublique1996;87 Suppl 2:S11-
17.
Economic impoverishment as a health risk: Methodologic and conceptual issues I
M.A. Nelson. Advances in Nursing Science 1994; 16(3): 1-12. Argues that a number
of methodologic and conceptual issues have impeded understanding of the
relationship between socioeconomic status and health.
Effective mental health promotion: A literature review I R. Hodgson, T. Abbasi
and J. Clarkson. Health Education Journal 1996; 55(l):55-74.
The effectiveness of community health nursing interventions: A literaturereview
I L.W. Deal. Public Health Nursing 1994; 11(5):315-23.
This article describes services provided by community health nurses
anddocuments the effectiveness of these interventions based on availableliterature.
The evolution, impact and significance of the Healthy Cities/
Healthy Communities movement I T. Hancock.Journal of Public Health Policy
1993;14(1):5-18.
Reviews the concept of Healthy Cities, its evolution and current practice,
considers some of the problems in applying the concept, and speculates on its
potential future development.
From preventive health behaviour to health promotion: Advancing a positive
construct of health/ P.A. Kulbok and J.H. Baldwin. Advances in Nursing Science
1992;14(4):50-64.
A review of health promotion research in nursing, focussing on the
conceptualization and measurement of health promotion behaviours.
General strategies for motivating people to change their behaviour I S.
Damrosch.Nursing Clinics of North America 1991;26(4):833-43.
Discusses the cumulative findings of numerous studies of motivation to change
behaviour.
Health promotion and the older population: Expanding our theoretical
horizons I M.S. Caserta. Journal of Community Health 1995;20(3):283-92.
Explores the challenges of gerontological health education to traditional models of
health promotion.
Health promotion, community development and the tyranny of individualism I
A. Shiell and P. Hawe.Health Economics 1996;5(3):241-7.
112
The Healthy Cities Project: A challenge for health education I J. Ashton. Health
Education Quarterly 1991; 18(1 ):39-48.
Healthy Cities: Toward worldwide health promotion I B.C. Flynn. Annual
Review of Public Health 1996;17:299-309.
This review describes the status of Healthy Cities globally and presents case
studies.
Healthy Cities vision—An emerging global awareness and Indian perspective I'
V'.M. Gupta. Indian Journal of Public Health 1995;39(2):50-7.
A holosphere of healthy and sustainable communities I R. Labonte.Australian
Journal of Public Health 1993; 17( 1 ):4-12.
Learning to 'walk our talk': The implications of sociological theory for
research methodologies in health promotion I B.D. Poland.CanadianJournal of
Public Health. Revue Canadienne de SantePublique1992; 83 Suppl 1:S31-46.
A discussion of the implications of recent shifts in health promotion research
for methodology.
New health promotion movement: A critical examination I A. Robertson and
M. Minkler. Health Education Quarterly 1994;21(3):295-312. This paper explores
the meanings of the ideas of the new health promotion movement and explores
implications for practice.
Nursing and health promotion: Conceptual concerns I F.G. Delaney. Journal
of Advanced Nursing 1994;20(5):828-35.
This essay considers the contribution of nursing to health promotion and the
usage of concepts of health promotion in nursing literature.
Older adults' experience of health promotion: A theory for nursing practice I
M. Frenn. Public Health Nursing 1996;13(1):65-71.
An outcomes approach to population health at the local level in NSW:
Practical problems and potential solutions I C. Rissel, J.
Ward and P. Sainsbury.AustralianHealth Review 1996;
19(2):23-39. Describes how the Central Sydney Area Health Service has established
a Needs Assessment & Health Outcomes Unit to help improve health outcomes.
Issues in working with population health outcomes at the local level are discussed.
113
Powerlessness, empowerment, and health: Implications for health promotion
programs I N. Wallerstein. American Journal of Health Promotion 1992;6(3): 197-
205.
Reviews the health and social science research on the role of powerlessness as a
risk factor for disease, and the role of empowerment as a health-enhancing strategy.
Program evaluation within a health promotion framework I J.C.
Thompson.Canadian Journal of Public Health/ Revue Canadienne
de SantePublique1992;83 Suppl 1:S67-71.
Realities of Health For All by the year 2000 I T. Rathwell. Social Science &
Medicine 1992;35(4):541-7.
Reviews the progress of Member States towards the Regional Health For All
goal.
Research in dental health education and health promotion: A review of the
literature. I L.F. Brown.Health Education Quarterly 1994;21(1):83-102.
Strategies for maintenance of health-promoting behaviours I A.R. Redland and
A.K. Stuifbergen.Nursing Clinics of North America 1993;28(2):427-42.
Strengthening individual and community capacity to prevent disease and
promote health: In search of relevant theories and principles I N. Freudenberg, E.
Eng, B. Flay, G. Parcel, T. Rogers, and N. Wallerstein. Health Education
Quarterly 1995;22(3):290-306.
A discussion of the relationship between theory and practice and its effect on the
current research agenda in health promotion.
Towards a research strategy to support public health programs forbehaviour
change I S. Redman. Australian & New Zealand Journal of Public Health
1996;20(4):352-8.An analysis of research published by the Australian Journal of
Public Health and its utility for practitioners in building effective programs
ANNOTATED BIBLIOGRAPHY (ARTICLES)
114
Advances in public health communication I E. Maibach& D.R.
Holtgrave.Annual Review of Public Health 1995;16:219-238.
Outlines the use of communication techniques and technologies to influence
individuals, populations and organizations for the purpose of promoting conditions
conducive to human and environmental health. Social marketing, risk communication,
behavioural decision theory, entertainment education, media advocacy and interactive
decision support systems are discussed.
Canadian Conference on Dissemination Research: Strengthening
health promotion and disease prevention. Canadian Journal of Public
Health 1996;87(suppl. 2).
Delivering the goods, showing our stuff: The case for a constructivist paradigm
for health promotion research and practice I R. Labonte and A. Robertson.Health
Education Quarterly 1996;23(4):431-47. This article argues that there has been a
tendency to empower the “conventional” positivist paradigm in health promotion
research, often at the expense of confounding or ignoring much of health promotion
practice. This article argues further that a “constructivist” research paradigm not only
has the potential to resolve some of the tensions between research and practicein health
promotion but also is inclusive of knowledge generated by the conventional paradigm.
The usefulness of a constructivist paradigm is demonstrated through the use of four
practice-based case examples drawn from actual community-based health promotion
efforts. The congruence of a constructivist paradigm with the health promotion
principles of empowerment and community participation are discussed. Finally, this
article argues for the acceptance of the legitimacy of knowledge generated from the
constructivist paradigm and concludes that this paradigm is more suited to the goals of
current health promotion.
The effects of socio-economic status on exercise and smoking: Age-related
differences I Andrew V. Wister. Journal of Aging and Health, 1996;8(4):467-488.
Logistic regression analyses are performed on the 1990 Canadian Health
Promotion Survey to test whether: a) socio-economic status is associated with risky
life-style behaviours; and b) the effect of socio-economic status is greater for younger
and middle-aged groups than for older age groups. The results indicate that socio-
economic
115
status affects health behaviours in relatively important ways, but this depends on the
measure (education, income, work status), the specific behaviour, and the age group.
Health outcomes and health promotion: Defining success in health promotion I
D. Nutbeam. Health Promotion Journal of Australia1996;6(2):58-60.
Health-promoting schools.Special Issue of World Health 1996; (July-August):
3 lp.(English, French and Spanish)
This issue covers 23 articles advocating for increased investments in school
health promotion and for diffusing the concept of Health-Promoting Schools on a
global scale.
Intentions and changes in exercise behaviour: A life-style perspective I Jean Q.
Lock and Andrew V. Wister. Health Promotion International 1992;7(3):195-208.
This article analyzes intentions and reported improvement in exercise behaviour
using a set of explanatory variables for the purpose of comparing several theoretical
approaches: the social psychological approach; the materialist framework; and the life-
style/life-cycle perspectives.
Population health and health promotion: What do they have to say to each
other? Ron Labonte. Canadian Journal of Public Health 1995;86(3):165-68.
The author asserts that much of what is claimed in the name of population
health supports the concerns of health promotion. However he also argues that there
are some assumptions that may be at odds with those in health promotion and
that these assumptions should be debated. These concerns include population
health's emphasis on epidemiological methods, its economic conservativism and its
silence on ecological questions of overall economic scale. Labonte's discussion
outlines how population health differs from health promotion in its underlying
philosophy of approach.
Proceedings of the first International Seminar on National Health Promoting
Policies, Strategies, and Structures held in Paris from Nov. 21 -23, 1994.
International Journal of Health Promotion and Education1995;2(2/3).
The relationship between self-help group participation and other health
behaviours among older adults I Andrew V. Wister.Canadian Journal of
Community Mental Health 1995;14(2):23-38. (English with French abstract).
116
This paper provides an exploratory analysis of the relationship between
participation in self-help groups and other informal and formal strategies by which
individuals cope with stressful life events during later life.
Strengthening individual and community capacity to prevent disease and
promote health: In search of relevant theories and principles I N. Freudenberg, E.
Eng, B.R. Flay, G. Parcel, T. Rogers, N. Wallerstein. Health Education
Quarterly 1995;22(3):290-306.
The dominant theoretical models used in health education today are based in
social psychology. While these theories have increasingly acknowledged the role of
larger social and cultural influences in health behaviour, they have many limitations.
Theories seek to explain the causes of health problems, whereas principles of practice,
which are derived from practical experience, assist intervenors to achieve their
objectives. By elucidating the relationships between theory and practice principles, it
may be possible to develop more coherent and effective interventions. The key
research agenda for health education is to link theories at different levels of analysis
and to create theory-driven models that can be used to plan more effective
interventions in the complex environments in which health educators work.
The World Health Organization Quality of Life Assessment (WHOQOL):
Position paper from the World Health Organization. The WHOQOL Group.Social
Science and Medicine 1995; 41(10): 1403-1409.
This paper describes the World Health Organization's project to develop a
quality of life instrument (the WHOQOL). It outlines the reasons that the project was
undertaken, the thinking that underlies the project, the method that has been followed
in its development and the current status of the project. The WHOQOL assesses
individuals' perception of their position in life in the context of the culture and value
systems in which the live and in relation to their goals, expectations, standards and
concerns. It has been developed collaboratively in several culturally diverse centres
over four years. Piloting of the WHOQOL on some 4500 respondents in 15 culturally
diverse settings has been completed. On the basis of this data the revised WHOQOL
Field Trial Form has been finalized, and field testing is currently in progress. The
117
WHOQOL produces a multi-dimensional profile of scores across six domains and 24
sub-domains of quality of life.
118
Evaluation
Tools
SUBMITTED TO,
SUBMITTED BY,
Preparation of
question paper 119
SUBMITTED TO,
SUBMITTED BY,
BLUE PRINT
FINAL YEAR BSC (NURSING) DEGREE EXAMINATION (Aug /Sep)

Gynaecological Nsg and Midwifery
S EC TI O N A
Long Essays ( Answer and Two):--- 2 x 10 = 20 marks
1) Discuss the current trend in MCH programme in India and explain the role of nurse in
MCH programme.
120
2) Defined Placenta, how it develop and its type. List out the abnormalities and functions
of placenta.
3) A 24yrs old Primi mother with 36 weeks of gestation came to the maternity clinic.
She has a complaint of back pain and sleep lost due to her pregnancy. Which areas
you will focus more while doing assessment and what health education you will give
to her.
S EC TI O N B
Short Essays ( answer any eight) :--- 8 x 5 =40 marks.
1) Breast care
2) Ante natal exercises
3) Episiotomy and care
4) Infertility
5) Breast care
6) Newborn appraisal
7) Displacement of uterus
8) Ectopic pregnancy
9) Prolong labour
10) Explain in detail what are all the articles come under midwifery kit.
S EC TI O N C
Short answers :--- 10 x 2 = 20 marks
1) Perineal care
2) Nursing care of patients with menstrual irregularities
3) Vaginal examination
4) VVF
5) Drugs used in obstetrics.
6) Breast feeding techniques
7) List out the complications of third stage of labour.
8) List out the causes of ectopic pregnancy.
9) Amniocentesis
10) Non stress Test.
BLUE PRINT FOR COGNITIVE DOMAIN:
Domains Total number Percentage
Knowledge 8 36%
Skill 7 31.8%
121
Comprehensive 3 13.6%
Understanding 2 9%
Application. 2 9%
BLUE PRINT FOR KNOWLEDGE QUESTIONNAIRE:

SL.NO UNIT DOMAINS QUESTION NOS.
1. Unit – I Knowledge (A) 1
(A) 2
2. Unit – Iv Comprehensive
(A)3,
(B) 1,2.
3. Unit—V Application
Skills
(B) 3
(B)3
4. Unit – VI Knowledge
Skills
(C)3
(C)5
5. Unit – VII Skills
skills
(B) 6
6. Unit – VIII Skills (C) 1

(B) 6
7. Unit – XXI knowledge (B)7
Comprehensive
Knowledge (C)
8. Unit – X Understanding (C)7
122
(B)8
9. Unit – XII knowledge
Knowledge (B)9
10. Unit – XV Knowledge (C) 5

(B)10
11. Unit – XVI Comprehensive

Understanding (C) 2
(D) (C)
4
12. Unit –XVII Application
(C) 9
13. Unit – XVIII Knowledge
(C) 10
14. Unit – XXVI Skills
Skills
ASSIGNMENT ON
OBJECTIVE TYPE TEST
123
SUBMITTED
TO, .
Submitted by :
OBJECTIVE TYPE TESTS
INTRODUCTION
When questions are formed with references to the objectives of instructions, the
test becomes objective centered or objective based. This type of test may contain essay type
and objective test items. To overcome some of the evil effects of essay type test, objective
type test seem to be very useful. Most of the modern educationalists lay much stress on
objective type tests to supplement the essay type it may not be objective centered if it is
not planned with reference to the objectives of instruction.
DEFINITION
124
Objective test items are items that can be objectively scored items on which persons
select a response from a list of options.
“W WIERSMA and G JURS, 1990”
ADVANTAGES OF OBJECTIVE TYPE TEST
❖ I t can be scored objectively and easily. The scoring will not vary from time to time
or from examiner to examiner. The mood of the examiner in no way affects scoring.
❖ I n this type, more extensive and representative sampling can be obtained. This
reduces the role of luck and cramming of expected question. They can be made to
cover more materials than traditional type.
❖ I t possesses economy of time. It also saves a lot of time of the scorer.
❖ Students like them very much, because there is no question as to the accuracy of
marks they receive and there is no choice of bias or favoritism by teacher.
❖ I t eliminates extraneous (irrelevant) factors such as speed of writing, fluency
of expression, literacy style, good hand writing neatness, etc.
❖ They discourage cramming and encourage thinking observation and scrutiny.
❖ I t creates an incentive for pupils to building a broad base of knowledge, skills
and abilities.
❖ I t measures the higher mental processes of understanding, application,
analysis, prediction and interpretation.
DISADVANTAGES OF OBJECTIVE TYPE TESTS

❖ Objectives like ability to organize matter, ability to present matter logically and in
a coherent fashion, etc. cannot be evaluated.
❖ Guessing is possible.
❖ The construction of adequate objective type test items is difficult. It requires
special abilities and is time consuming.
❖ Printing cost is considerably greater than that of an essay type test. Use of this type
test is very expensive.
CLASSIFICATION OF OBJECTIVE TYPE TESTS
1. Supply type or recall type:

• Short answer
•
Completion •
Association
2. Selection type or recognition type:
• Alternate response test
• Matching
• Multiple choices
3. Context-dependent type:
• Pictorial
form •
Interpretative
125
SHORT ANSWER TYPE ITEMS
The 3 common varieties of the short answer form are:-
➢ The question variety: here the item is presented as direct question. e.g. who is
the founder of modern nursing.
➢ The completion variety: here an incomplete statement is used. E.g.
sphygmomanometer is used to measure blood pressure.
➢ The association variety: here a few items are given outside the bracket. Students
are expected to write the exactly related response in the bracket. e.g. write the name
of the common instrument which measures the following temperature (…..), Blood
pressure (…..)
ALTERNATE-RESPONSE TYPE TESTS
An alternate response test item consist of a declarative statement that pupils is asked
to mark true or false, right or wrong, correct or incorrect, yes or no, fact or opinion, agree
or disagree and the like.
- The test items in this classification ask the students to match one meaning of a fact,
idea, concept, convention, or definition, with the one presented to him/her.
- The student is asked to accept or reject the statement given to them.
- This form of test item is used most often in relation to the recall level of cognition.
MULTIPLE CHOICE TYPE TEST ITEMS
A multiple choice item consists of a problem and a list of suggested solutions. The
problem may be stated as a direct question or an incomplete statement and is called the
stem of the item. The test of suggested solution may include words, number, phrases or
symbols and are called alternatives (also called choices or options). The student is
typically requested to read the stem and the list of alternatives and to select the one
correct/best alternative.
A multiple choice item has 2 parts:

1. STEM: consisting of direct question or an incomplete statement, this is answered or
completed by one of the alternatives.
2. OPTIONS OR RESPONSES: There will be two or more alternatives consisting

of answers to questions or completion of the statement. In which there are
‘distracters’ and ‘key’. All incorrect and less appropriate alternatives are called as
“distracters” or foils. And the student task is to select the correct or best alternatives
forms all options, the correct or best alternatives called as ‘key’.
MATCHING TYPE TEST ITEMS

126
These items require students to match information in 2 columns. Items of left
hand column are called premises and those in the right hand column are called
responses. Students are required to locate the correct response for each premise.
CONCLUSION
To overcome some of the evil effects of essay type test, objective type test seems to be
very useful. Objective test items require students to work or select a correct or best answer.
Objective type items are mainly divided into short answer type tests, alternate-
response type tests, multiple recognition choice and matching type test. Each of these has got
their own advantages and disadvantages.
ASSIGNMENT ON
EASSAY TYPE TEST
127
SUBMITTED TO,
Submitted BY:
ESSAY TYPE TESTS

INTRODUCTION
Essay test is one of the oldest types of tests and have a long history that dates back to
more than four thousand years. Essay tests emphasize recall rather than recognition of the
correct alternative. Essay tests may require relatively brief responses or extended responses.
They have been used so widely that it is assumed that everybody understands their meaning.
USES OF ESSAY QUESTIONS
The distinctive feature of essay questions is the freedom of response. Students are
free to select, relate and present ideas in their own words. Although this freedom
enhances the value of essay questions it is a measure of factual knowledge. For most
purposes, knowledge of factual information can be more efficiently measured by some type
of objective item. They should be primarily used to measure those learning outcomes
concerned with the abilities to select, organize, integrate relate and evaluate ideas that
require the freedom of response and originality provided by essay question.
Essay questions allow varying degree of freedom of response. At one extreme, the
response is almost as restricted as that in the short-answer objective item, in which a
sentence or two may be all that is required. At the other extreme, the students are given
almost complete freedom in making their responses and their answers may require
several pages. And the variations in freedom of response tend to fall along a continuum
between theses extremes.
TYPES
Essay questions can be conveniently classified into two types:-
128
• The restricted response
type • The extended
response type.
Restricted Response Questions
The restricted response question usually limits both the content and the response. The
content is usually restricted by the topic to be discussed. Limitations on the form of
response are generally indicated in the question.
Example
▪ State the main differences between Kwashiorkar and Marasmus.
▪ How good nutrition prevents pressure sore?
Because the restricted response question is more structured, it is most useful

for measuring learning outcomes requiring the interpretation and application of data in a
specific area. Unfortunately, the same restrictions make them less valuable as a measure
of those learning outcomes emphasizing integration, organization and originality.
Extended Response Questions
The extended response question allows pupils to select any factual information
that they think is pertinent, to organize the answer in accordance with their best judgment and
to integrate and evaluate ideas as they deem to appropriate. This freedom enables them to
demonstrate their ability to select, organize, integrate and evaluate ideas. On the other hand,
this same freedom makes the extended response question inefficient for measuring
more specific learning outcomes and introduces scoring difficulties that severely restrict
its use as a measuring instrument.
ADVANTAGES OF ESSAY TYPE QUESTIONS
• The main advantage of the essay question is that it measures complex learning
outcomes that cannot be measured by other means.
• It emphasizes on the integration and application of thinking and problem solving
skills. • Because the students must present their answers in their own handwriting,
the essay test
is often regarded as a device for improving writing skills.
• Another commonly cited advantage of the essay questions is its ease of construction.
LIMITATIONS
• The most serious limitation of the essay question is the unreliability of the scoring.
• Another limitation of essay questions is the amount of time required for scoring the
answers.
• Another shortcoming of essay questions is the limited sampling they provide. Only
few questions can be included in a given test so that some areas are measured
thoroughly, but others are neglected.
TIPS FOR CONSTRUCTING ESSAY TYPE QUESTIONS
i. Restrict the use of essay questions to those learning outcomes that cannot be
satisfactorily measured by objective items.
ii. Formulate questions that will call forth the behavior specified in the learning outcomes.
129
iii. Phrase each question so that the student’s task is clearly indicated.
iv. The expected length of the answer of each question should be indicated on the test
form. v. While preparing questions, it should be kept in mind that the maximumsubject
matter
content is covered.
vi. The question should clearly indicate the significance of each part so that students
may determine the time to be devoted to each part. This can be done by dividing
thequestion into component parts and offering marks according to the significance.
vii. Avoid the use of optional questions.
SCORING ESSAY QUESTIONS

1. Prepare an outline of the expected answer in advance:
This should contain the major points to be included, the characteristics of
the answer to be evaluated and the amount of marks to be allotted to each
preparing a scoring key provides a common basis for evaluating the students’
answers and keeps the standard stable throughout the scoring.
2. Use the scoring method that is most appropriate:

There are two common methods of scoring essay questions. One is called the
point method and the other the rating method. With the point method, each answer is
compared with the ideal answer in the scoring key and a given number of points are
assigned according to the adequacy of the answer. With the rating method, each paper
is placed in one of a number of piles as the answer is read. These piles might be used
ranging in value from eight points to none. Usually between five and ten categories
are used with the rating method. Restricted response questions can generally
be satisfactorily scored by the point method. The extended response question,
however, usually requires the rating method.
3. Decide how to handle factors that are irrelevant to the learning outcomes being
measured:
Several factors influence our evolutions of answers to essay questions that are
not directly pertinent to the purposes of measurement. Prominent among these are
legibility of handwriting, spelling, sentence structure, punctuation and neatness. We
should make an effort to keep such factors from influencing our judgment when
evaluating the content of the answers. In some instances, such factors may, of course,
be evaluated for their own sake. When this is done, we should obtain a separate score
for written expression or for each of the specific factors. As far as possible, however,
we should not let such factors contaminate the extent to which our test scores reflect
the achievement of other learning outcomes. Another decision concerns the presence
of irrelevant factors is to decide in advance approximately how much the score on
each question is to be lowered when the inclusion of irrelevant material is excessive.
4. Evaluate all answers to one question before going to the next one:
One factor that contributes to unreliable scoring of essay questions is a shifting
of standards from one paper to the next. A paper with average answers may appear to
be of much higher quality when it follows a failing paper than when it follows one
with
130
near perfect answers. One way to minimize this is to score all answers to the
first question, shuffle the papers, then score all answers to the second question and
so on, until all of the answers have been scored. A more uniform standard can
bemaintained with this procedure, because it is easier to remember the basis for
judging each answer and answers of various degrees of correctness can be more easily
compared.
Evaluating all answers to one question at a time helps counteract another type
of error that creeps into the scoring of essay questions. When we evaluate all of the
answers on a single paper at one time, the first few answers create a general
impression of the student’s achievement that influence our judgment concerning the
remaining answers. Thus, if the first answers are of high quality, we tend to overrate
the following answers; whereas if they are of low quality, we tend to underrate
them. This “halo effect” is less likely when the answers for a given student are
not evaluated in continuous sequence.
5. Evaluate the answers without looking at the student’s name:

The general impression we form about each student during our teaching is also
a source of bias in evaluation essay questions. When possible, the identity of the
students should be concealed until all answers are scored.
6. If especially important decisions are to be based on the results, obtain two or more
independent ratings:
Sometimes essay questions are included in tests used to select students for
awards, scholarships, special train and the like. In such cases, two or more
competent persons should score the papers independently and their ratings should be
compared. After any large differences have been satisfactorily arbitrated the
independent ratings may be averaged for more reliable results.
CONCLUSION
Essay type evaluation provides an opportunity to demonstrate knowledge and ability
to organize ideas and express them effectively. It encourages the students to concentrate on
larger units of subject matter with special emphasis on the ability of the student to organize,
integrate and express ideas effectively.
131
PREPARATION OF
CLINICAL
EVALUATION
TOOL IN THE
FORM OF
SUBMITTED TO,
132
SUBMITTED BY,
ASSIGNMENT ON
RATING SCALE
Submitted to ,
Submitted by :
133
RATING SCALES
A rating scale is a method by which we systematize the expression of
opinion concerning a trait. The ratings are done by parents , teachers, a board of
interviewers and judges and by the self as well. The rating scale given an idea of the
personality of an individual.
ADVANTAGES OF RATING SCALES
• Rating scale is standard tool for recording qualitative and quantitative judgments
about observed performance.
• They measured specified outcomes or objectives of education deemed to be
significant or important to teacher.
• They evaluate procedures such as playing an instrument, operating an equipment or
machine, demonstrating the nursing procedures.
• They evaluate products such as typed letter, responses of demonstration , sample of
diagram, charts etc.
• They help teachers to rate their students periodically on various characteristics such
as punctuality, honesty, enthusiasm, cheerfulness, co-cooperativeness and other
personal traits.
• They can used by a student to rate
him. • They tend to be adaptable and
flexible.
• They can use with a large number of students.
• They can help to reduce the subjectivity and unreliability that are usually associated
with observations method.
DISADVANTAGES OF RATING SCALE.

Ratig scales have certain limitations that must be considered when a practice evaluator
is determining their use within the program.
• Since the scales are standardized procedures the item(behavior) listed may or may not
be consistent with stated objectives for a particular course or learning experience.
• There is a lack of uniformity with which terms are interpreted by the evaluator.
• There are several common sources of errors in rating scales. All of these sources affect
the validity of a rating, they are
1. Ambiguity.
2. Attitude of the rater.
3. Personality of the rater; Halo effect; personal bias; logical errors
4. Opportunity for adequate observation.
TYPES OF RATING SCALES.
Numerical rating scale :- This is o ne of the simplest types of the rating scales. The
rater simply marks a number that indicates the extent to which a characteristics of the
134
trait is present. The trait presented is a statement to each trait that is rated. Typically
common key is used throughout, the key providing verbal description.
Direction ;- encircles the appropriate number showing the extent to which the pupil
exhibits his skill in questioning.
5- outstanding, 4- above average., 3- average, 2- below average, 1- unsatisfactory.
Skill
I. Questions were specific 1 2 3 4 5
II. Questions were relevant to topic discussed. 1 2 3 4 5
III. Questions were grammatically correct 1 2 3 4
5
Graphic rating scale;- the rater indicate the performer’s standing in respect to
each trail by placing a check mark at an appropriate point along the line. Here degree
of each characteristics is arranged so that the rater can make a time distinctions as he
wishes to make.
Eg; Graphic rating scale ;-
a) Were the illustrations used interesting ?
1 2 3 4 5
Too little little adequate much too much
b) How attentive were you in the class?
1 2 3 4 5
Very attentive inattentive - attentive very attentive.
Descriptive graphic rating scale - It provides for each trait a list of descriptive form
which the rater selects the one most applicable to the person on the item being rated. The
description also helps to clarify and further define a particular dimension.
Ranking -; in the ranking procedure the rater, instead of assigning a numerical value of
each student with regard to a characteristic, ranks a given set of individuals from high to low
on the characteristics is rated. To ensure that the pupils are validly ranked the ranks
from both extremes towards middle. This simplifies the task of a teacher. The ranking
procedures become very cumbersome when a large number of students or characteristics
per student are to be ranked.
DEVELOPING RATING SCALE FOR PERFORMANCE EVALUATION.
Steps in developing a rating scale for performance evaluation;
• Identify the course objectives.
• List the specific objectives.
• Enumerate the terminal/behavioral objectives.
• Describe the rating in qualitative and quantitative terms .
• Summarize the ratings by adding the scores.
135
• In order to place the student in different categories calculate total score
ASSIGNMENT ON
CHECK LIST
SUBMITTED TO,
Submitted by :
136
CHECK LIST
Check list is a prepared list of statement selecting to behaviors traits, performance is some
area or practical work or a product of some performance life an art work. A list of statement
is made which are important in evaluation aspect of behaviors and checked to indicate
presence or absence of particular quality.
Check list consist of listing of steps, activities or behaviors with the observers records when
an incident occurs. Check list can be systematic organized. They are used in evaluating
procedures products and aspects of personal social development, where an simple
“present absent’’ judgment. The check list enables the observer to note only whether or
not trial or characteristics in present. The observed action can be systematic, organized, step
by step procedures like doing laboratory procedures. It does not permit the observer to
rates the quality of a particular behavior or its frequency of occurrence or extract the
particular characteristics’ present.
UTILIZATION OF CHECK LIST.
While using checklists, evaluator should keep in mind the following.
• Use checklist only when you are interested in ascertaining whether a particular trait or
characteristic is present or absent.
• Use only carefully prepared check list for more complex kind of trait.
• Clearly specify the traits or characteristics of behavior, to be observed.
• Observe only one student at a time and confine your observation to the paints
specified in the check list.
• Check list the observers must be trained how to observe, what to observe and how to
record the observed behavior.
OBSERVATIONAL CHECKLIST FOR EVALUATION OF STUDENT’S

PERFORMANCE DURING I.V INFUSION ADMINISTRTION.
Name of the student; Date & time.
Year. Subject;
SI.NO BEHAVIOURS YES NO
1 Prepares patient psychologically and physically
a) Explains the procedure to the patient.

b) Review the physicians order for type and amount of I.V fluid ,
rate of fluid administration and purpose of infusion.
c) Provides comfortable positions, and privacy if necessary. d)
Wash hands.
Organize equipments in the following way;
• Open sterile packets using aseptic techniques.

2. • Check the solution for color, clarity, and expiry date. •
Check bag for leak.
137
• Open infusion set, maintain sterility of both ends of tubing. •
Place roller clamps about 2-5 cm below drip chamber and
move roller clamp to off position.
• Insert the canula into the bottle through the bottle cap after
cleaning with sprit swab.
• Hang the bottle on the IV stand.
• Removes the IV needle from the tubing’s allow the fluid to run
through the tubing to the kidney tray.
• Check the entire length of tubing to ensure that all air
bubbles are removed and keep it ready for fluid
administrations.
• Select the vein.
• Place a small mackintosh under selected IV site
• Apply tourniquet 4-6 inches above the proposed insertion site.
• Wash and dry hands.
• Clean the site with spirit swab using firm, circular
motion(middle to outward.)from touching the cleansed site.
• Insert the needle into the vein and remove the tourniquet.
• Look for blood return, quickly connect the needle adapter to
administration set.
• Release the roller clamp slowly to begin infusion at the rate to
maintain the patency of IV line.
• Tape or secure catheter or needle to the tubing with adhesive
plaster on the hug of the needle.
• Adjust the infusion to the desired rate, •
Remove the articles & replace it.
• Record the procedure.
Remarks
Signature of the clinical instructor :-
Signature of the student :-
138
ASSIGNMENT ON
ATTITUDE SCALE
SUBMITTED TO,
Submitted by :
ATTITUDE SCALE
Attitude
In psychology, a mental position with regard to a fact or state. Attitudes reflect a tendency
to classify objects and events and to react to them with some consistency. Attitudes are
not directly observable but rather are inferred from the objective, evaluative responses a
person makes. Thus, investigators depend heavily on behavioral indicators of attitudes —
what people say, how they respond to questionnaires, or such physiological signs as changes
in heart rate. Attitude research is employed by social psychologists, advertising
professionals, and political
139
scientists, among others. Public-opinion researchers often attempt to distinguish attitudes
from related concepts such as values, opinions, and knowledge.
Attitude Scales - Presentation Transcript

1. Types of Attitude Scales :
o Single item Scale
o Multi-item Scales
❑ Single item scales are those with which only one item is measured. The following are
the important single item scales:
1. Itemized Category Scales:

Are those in which respondents have to select an answer from a limited number of
ordered categories.
o Eg. A hotel customer is asked to indicate the level of satisfaction for
the serviceprovidedHighly Considerably Reasonably Unsatisfied
HighlySatisfied
2. Rank Order Scales : They are comparative scales where respondents were asked to rate
an item in comparison with another item or a group of items on a common criterion.
Example: Rank order scale for analysing Motor Cycles Rank the brands with 1 being the
brand that best meets the characteristics , 7 being the worst of the characteristics Brand
Affordable Cost High Mileage Stylish Great Pick up Hero Honda TVS Bajaj
3. Comparative Scales : The Researcher provides a point of comparison for respondents

to provide answers. Therefore, all respondents will have a uniform point of comparison
for selecting answers. Example: Respondent is asked to rate the sweet shop ‘X’ in
comparison to sweet shop ‘Y’ in Kochi: Excellent Very Good Good Both are same Poor
Very poor
4. Multi-item Scales : These are applied when it is difficult to measure people’s attitude
based on only one attribute. Eg. Ask a person whether he/she is satisfied with Indian
Railway. ‘ Overall I am satisfied’. ‘But there are many factors with which I am
dissatisfied.’ In such cases it is impossible to capture the complete picture with one
overall question.
5. Semantic Differential Scale :It is used to describe a set of beliefs that underline
a person’s attitude towards an object.This scale is based on the principle that
individuals think dichotomously or in terms of polar opposites such as reliable-
unreliable, modern-old fashioned etc.
Eg. Comparing four brands of car :
Mitsubishi(L) ; Hyundai(E) ; Skoda(O) ; Honda
o Fast -- -- -- -- -- -- -- Slow
o Large -- -- -- -- -- -- -- Small
140
o Plain -- -- -- -- -- -- -- Stylish
o In------------------------Out
o Expensive -- -- -- -- -- -- -- Expensive
6. Staple Scales : It is an attitude measure that places a single adjective or an

attitude describing an object in the centre of an even number of numerical values.
Generally it is constructed on a scale of 10 ranging from -5 to +5, without a neutral
point ( zero ). It is similar to Semantic Scale, except for it is single polar. This
scale is useful for the Researchers to understand the positive and negative intensity of
attitudes of respondents.
7. Staple Scale Example - Measuring the attitude of Flight Passengers: +5 +5 +5 +4 +4 +4

+3 +3 +3 +2 +2 +2 +1 +1 +1 Friendly Cabin Comfortable Accurate Timings Crew
Interiors -1 -1 -1 -2 -2 -2 -3 -3 -3 -4 -4 -4 -5 -5 -5
8. 3) LikertScale : This scale consists of a series of statements where the respondent

provides answers in the form of agreement or disagreement. The respondent selects a
numerical score for each statement to indicate the degree of agreement or otherwise. Each
such score is finally added up to measure the respondents attitude.
9. Eg. of Likert Scale for evaluating the attitude of customers who have not used Vacuum
cleaner, but who have aware of its existence: Strongly Agree Agree Neutral Disagree
Strongly disagree The Product is costlier 1 2 3 4 5 I don’t find time to use it 1 2 3 4 5
Advt. is not convincing 1 2 3 4 5 Never use a V C 1 2 3 4 5 I am satisfied with the
present way of cleaning 1 2 3 4 5 Its use is cumbersome 1 2 3 4 5
ASSIGNMENT ON
OBJECTIVE STUCTURED CLINICAL
EXAM
141
SUBMITTED TO,
Submitted by :
OBJECTIVE STUCTURED CLINICAL

EXAMINATION (OSCE)
DEFINITION
OSCE is an assessment tool in which the components of clinical competence such as
history taking , physical examination, simple procedures, interpretation of lab results,
patient management problems, communication, attitude etc. are tested using agreed
checklists and rotating the student round a number of stations some which have observers
with check lists.
OSCE DESIGN
An OSCE usually comprises a circuit of short stations , in which each candidate is rated
one-to-one basis with one or two impartial examiners and either real or simulated patients
actors. Each station has a different examiner, as opposed to the traditional method of
clinical examinations where a candidate would be assigned to an examiner for the entire
examination. Candidates rotate through the stations, completing all the stations on their
circuit.In this way all candidates take the same stations. It is considered to be an
improvement over traditional
142
examination methods because the stations can be standardized enabling fairer peer
comparison and complex procedures can be assessed without endangering patients health.
CHARACTERISTICS OF OSCE
As the name suggests , an OSCE is designed to be:
➢ Objective: All candidates are assessed using exactly the same stations with the
same marking scheme.
➢ Structured: OSCE is carefully structured to include parts of the elements of the
curriculum as well as a wide range of skills.
➢ A clinical examination: The OSCE is designed to applied clinical and
theoretical knowledge.
OSCE MARKING
Marking in OSCEs is done by the examiner.Ocassionally written stations are used and these
are marked like written examinations, again usually using a standardized mark sheet. One of
the ways an OSCE is made objective is by having a detailed mark scheme and standard set
of questions.The examiner is usually asked to rate the candidate as excellent/ good/
pass/ borderline/ fail.This is often then used to determine the individual pass mark for each
station.
Many centres allocate each station an individual pass mark. The sum of the pass marks of
all the stations determines the overall pass mark for the OSCE. Many centres also
impose a minimum number of stations required to pass which ensures that a
consistently poor performance is not compensated by a good performance on a small
number of stations.
PREPARATION
Preparing for OSCE is very different from preparing for an examination on theory. In AN
OSCE, clinical skills are tested rather than pure theoretical knowledge. It is essential to
learn correct clinical methods and then practice repeatedly until one perfects the methods.
Marks are awarded for each step in the method. It is often very helpful to practice in small
groups with colleagues ,setting a typical OSCE scenario and timing it with one person
role playing a patient, one person doing the task and one person either observing and
commenting on technique or even role playing the examiner using a sample marksheet. In
many OSCEs the stations are extended using data interpretations.
OSCE METHODOLOGY
The OSCE examinations consisits of 15-20 stations each of which require about 4-5minutes
of time. All stations should be capable of being completed in the same time. The students
are rotated through all stations and have to move to the next station at the signal. Since the
stations are generally independent students can start at any procedure stations and complete
the cycle. Thus, using 15 stations of 4 minutes each, 15 students can complete the
examination within 1 hour.
Each station is designed to test a component of clinical competence . At some stations
called the procedure stations students are given tasks to perform on the patients. At all such
stations there are observers with agreed check lists to score the student’s performance. At
other stations called “responsive stations”, students respond to questions of the objective
type or interpret data or record their findings of the previous procedure station.
143
EXAMPLE
Task- Examine the specimen of urine provided for proteins.
Checklist-
1. Does he take a urine sample to 2/3rd level in the test tube?
2. Does he boil upper 1/3rd of the column?
3. Does he add 2% acetic acid drop by drop?
4. Does he compare changes in the top layer with the bottom layer of urine?
FEATURES OF OSCE
In summary, the main features of OSCE is that both the process and the product are tested
giving imporatance to individual competencies. The examination covers a broad range
of clinical skills much wider than a conventional examination. The scoring is objective,
since standards of competence are present and agreed check lists are used for scoring.
Where questions are asked in response stations, these are always objective. Simulations can
be used for acute cases and there is scope for immediate feedback. Patient variability and
examiner variability are eliminated thus increasing the validity of the examination.
ADVANTAGES
In addition to the above points, OSCE ensures integration of teaching evaluation.
Variety maintains students interest. There is increased faculty-student interaction. OSCE is
adaptable to local needs. A large number of students can be tested within a relatively short
time.
LIMITATIONS
There is risk for observer fatigue if the observer has to record the performance of
several candidates on lengthy checklists. All stations must invariably demand only
equal time. Ensuring this, therefore, requires careful observation. Also, it is considered
by many that breaking clinical skills into individual competencies is artificial and not
meaningful.
ASSIGNMENT ON
DEFFERENTIAL SCALE
144
SUBMITTED TO,
Submitted by :
DIFFERENTIAL SCALE
INTRODUCTION
The semantic differential (SD) is a technique developed during the 1940s and 1950s by
Charles E. Osgood to measure the meaning of language quantitatively. Words may have
different meanings to different individuals as a function of their experiences in the world. For
example, "poverty" has been experienced differently by 7-and 70-year-olds, and by the
rich and the homeless. Their expressions of understanding of poverty are modified by these
experiences. The SD captures these different meanings by providing some precision
in how our understanding of words differs.
DEFINITION: The Semantic Differential (SD) measures people's reactions to stimulus

words and concepts in terms of ratings on bipolar scales defined with contrasting adjectives
at each end.
DESCRIPTION
Semantic differential is a type of a rating scale designed to measure the connotative

meaning of objects, events, and concepts. The connotations are used to derive the attitude
towards the given object, event or concept. Osgood's semantic differential was designed to
measure the connotative meaning of concepts. The respondent is asked to choose where his
or her position lies, on a scale between two bipolar adjectives (for example: "Adequate-
Inadequate", "Good-
145
Evil" or "Valuable-Worthless"). Semantic differentials can be used to describe not
only persons, but also the connotative meaning of abstract concepts—a capacity used
extensively in affect control theory. The Semantic Differential (SD) measures people's
reactions to stimulus words and concepts in terms of ratings on bipolar scales defined with
contrasting adjectives at each end.
The typical semantic differential test requires a subject to assess a stimulus word in terms of
a series of descriptive bipolar (e.g., good-bad) scales. The subject is asked to rate the
stimulus between the extreme and opposing adjectives that define the ends of these scales.
Typically, these bipolar scales have 5 or 7 points. The odd number allows the subject to
choose a midpoint or neutral ...
An example of an SD scale is:
Usually, the position marked 0 is labeled "neutral," the 1 positions are labeled "slightly," the 2
positions "quite," and the 3 positions "extremely." A scale like this one measures
directionality of a reaction (e.g., good versus bad) and also intensity (slight through
extreme).Typically, a person is presented with some concept of interest, e.g., Red China,
and asked to rate it on a number of such scales. Ratings are combined in various ways to
describe and analyze the person's feelings.
USE OF ADJECTIVES
The development of this instrument provides an interesting insight into the border area
between linguistics and psychology. People have been describing each other since they
developed the ability to speak. Most adjectives can also be used as personality descriptors.
The occurrence of thousands of adjectives in English is an attestation of the subtleties in
descriptions of persons and their behavior available to speakers of English. Roget's
Thesaurus is an early attempt to classify most adjectives into categories and was used within
this context to reduce the number of adjectives to manageable subsets, suitable for factor
analysis.
EVALUATION, POTENCY, AND ACTIVITY
Osgood and his colleagues performed a factor analysis of large collections of semantic
differential scales and found three recurring attitudes that people use to evaluate words and
phrases: evaluation, potency, and activity. Evaluation loads highest on the adjective pair
'good-bad'. The 'strong-weak' adjective pair defines the potency factor. Adjective pair 'active-
passive' defines the activity factor. These three dimensions of affective meaning were found
to be cross-cultural universals in a study of dozens of cultures.
This factorial structure makes intuitive sense. When our ancestors encountered a person,
the initial perception had to be whether that person represents a danger. Is the person good or
bad? Next, is the person strong or weak? Our reactions to a person markedly differ if
perceived as
146
good and strong, good and weak, bad and weak, or bad and strong. Subsequently, we might
extend our initial classification to include cases of persons who actively threaten us or
represent only a potential, danger, and so on. The evaluation, potency and activity factors
thus encompass a detailed descriptive system of personality. Osgood's semantic differential
measures these three factors. It contains sets of adjective pairs such as warm-cold, bright-
dark, beautiful-ugly, sweet-bitter, fair-unfair, brave-cowardly, meaningful-meaningless.
The studies of Osgood and his colleagues revealed that the evaluative factor accounted for
most of the variance in scalings, and related this to the idea of attitudes.
METHODOLOGY
A number of basic considerations are involved in SD methodology:
(1) Bipolar adjective scales are a simple, economical means for obtaining data on
people's reactions. With adaptations, such scales can be used with adults or children,
persons from all walks of life, and persons from any culture.
(2) Ratings on bipolar adjective scales tend to be correlated, and three basic dimensions
of response account for most of the co-variation in ratings. The three dimensions, which
have been labeled Evaluation, Potency, and Activity (EPA), have been verified and replicated
in an impressive variety of studies.
(3) Some adjective scales are almost pure measures of the EPA dimensions; for example,
good-bad for Evaluation, powerful-powerless for Potency, and fast-slow for Activity. Using
a few pure scales of this sort, one can obtain, with considerable economy, reliable
measures of a person's overall response to something. Typically, a concept is rated on
several pure scales associated with a single dimension, and the results are averaged to
provide a single factor score for each dimension. Measurements of a concept on the EPA
dimensions are referred to as the concept's profile.
(4) EPA measurements are appropriate when one is interested in affective responses. The
EPA system is notable for being a multi-variate approach to affect measurement. It is
also a generalized approach, applicable to any concept or stimulus, and thus it permits
comparisons of affective reactions on widely disparate things. EPA ratings have been
obtained for hundreds of word concepts, for stories and poems, for social roles and
stereotypes, for colors, sounds, shapes, and for individual persons.
(5) The SD has been used as a measure of attitude in a wide variety of projects. Osgood, et
al., (1957) report exploratory studies in which the SD was used to assess attitude change as a
result of mass media programs and as a result of messages structured in different ways . The
SD has been used by other investigators to study attitude formation , attitudes toward
organizations , attitudes toward jobs and occupations and attitudes toward minorities. The
results in these, and many other studies, support the validity of the SD as a technique for
attitude measurement.
COMPARISON OF LIKERT SCALE WITH SEMANTIC DIFFERENTIAL

147
Both types of scales can assess attitudes, but have different formats.
Likert (summated rating) scale
Fixed response choices (e.g., agreement or frequency)
Items concern different aspects or descriptions of target
Semantic differential
Fixed target for attitude evaluation
Items are bipolar adjectives that concern target
Example
Objective: Determine attitudes about USF
Likert
1 = Strongly disagree 4 = Slightly agree
2 = Moderately disagree 5 = Moderately agree
3 = Slightly disagree 6 = Strongly agree
1. USF is an interesting place 123456
2. USF is a good university 123456
3. Going to USF was a mistake on my part 123456
4. I’m glad I’m attending USF 123456
5. USF is a great school 123456
6. The quality of classes at USF is poor 123456
Semantic Differential
The following items refer to: USF
Good __ __ __ __ __ __ __ __ __ Bad
148
Boring __ __ __ __ __ __ __ __ __ Interesting
Weak __ __ __ __ __ __ __ __ __ Strong
Active __ __ __ __ __ __ __ __ __ Passive
Like __ __ __ __ __ __ __ __ __ Dislike
Large __ __ __ __ __ __ __ __ __ Small
ASSIGNMENT ON
SUMMATED SCALE
SUBMITTED TO,
149
Submitted by :
Summated scales
Introduction
• The numerical values assigned to the response categories for each question are
simply added to produce a single scale score. The summated scale approach
theoretically works because persons who are very strongly favorable toward some
idea, will more often select positive response categories, while those who have more
neutral ideas will select some positive and some negative categories. Finally, it is
assumed that those persons who are opposed to the concept being measured will
respond by selecting those statements which reflect a negative position.
• The most common form of summated scale is the Likert Scale, developed by
Rensis Likert in 1932. Typically, a number of statements are developed which are
thought to reflect positive and negative attitudes toward some concept
Meaning
A Likert scale consists of several declarative items that express a viewpoint
on a topic respondents are asked to indicate the degree to which they agree to which
they agree or disagree with the opinion expressed by the statement.
Definition
• “Summated scale consists of a series of scalded items where each item is scored in
approximately the same way the scale scores are added to derive a total score.”
• Each question is then written with a number of response categories. The most
common type is the 4 point Likert Scale-
(1) strongly agree,
150
(2) agree,
(3) disagree, and
(4) disagree.
An individual's score would be computed by adding the values assigned to
each of the responses selected for all of items of the scale.
Construction of summated scale
• The researcher gathers a large number of statements which clearly indicate favorable
or unfavorable attitude towards the issue in question.
• The responses will imply various scores. The scores are consistently arranged either
from the highest to the lowest ,or from the lowest to the highest.
• By adding up the different scores of an individual , his total score is

calculated.(summation of different scores for different statements)
• The questionnaire consisting of the five points scale which respect to a statement are
administered to the respondents who indicate their responses.
COMPARISON OF LIKERT SCALE WITH SEMANTIC DIFFERENTIAL
Both types of scales can assess attitudes, but have different formats.
Likert (summated rating) scale
Fixed response choices (e.g., agreement or frequency)
Items concern different aspects or descriptions of target
Semantic differential
Fixed target for attitude evaluation
Items are bipolar adjectives that concern target
Example
Objective: Determine attitudes about USF
Likert
1 = Strongly disagree 4 = Slightly agree
2 = Moderately disagree 5 = Moderately agree
151
3 = Slightly disagree 6 = Strongly agree
1. USF is an interesting place 123456
2. USF is a good university 123456
3. Going to USF was a mistake on my part 123456
4. I’m glad I’m attending USF 123456
5. USF is a great school 123456
6. The quality of classes at USF is poor 123456
ASSIGNMENT ON
ANECDOTAL RECORD
SUBMITTED TO,
Submitted by :
152
ANECDOTAL RECORD.
DEFINITION.
‘’Anecdotal record is a record of some significant item of conduct, a record of an episode
in the life of student, a word picture of the student in action, a word snapshot at the moment
of the incident, any narration of event in which may be significant about the personality.’’
-Randall.
Anecdotal record, as the name implies, involves setting down an anecdote concerning some
aspects of student behavior which seems significant to the observer.
CHARECTERISTICS OF ANECDOTAL RECORDS;-

Anecdotal records must possess certain characteristics ‘as given below.-
1) They should contain a factual description of what happened, when it happened, and
under what circumstances the behavior occurred.
2) The interpretations and recommended action should be noted separately from the
description.
3) Each anecdotal record should contain a record of single incident.
4) The incident recorded should considered significant to the students growth and
development.
MERITS OF ANECDOTAL RECORDS;-

• These records help in clinical service practices.
• They provided factual record.
• They stimulate teacher to use the records and contribute to them.
• They record critical incidents of spontaneous behavior in natural selling.
• They provide the teacher with objective description.
• They are very good for young children, who are unable to prepare pencil test.
• They direct the teachers attention to a single student.
• They provide commutative record of growth and development.
• They provide specific and exact description of personality and minimize
generalizations.
• The new members may use these records and acquaint themselves with the student.
153
DEMERITS OF ANECDOTAL RECORDS;-
• They tend to be less reliable than other observational tools as they lent to be
less formal and systematic.
• They are time consuming to write.
• It is difficult for the observer to maintained objectivity when he/she records the
incident observed.
• When incidents are noted and read out of context, they may lose.(meaning.
• They do not reveal the cause.
• The observer tends to record only undesirable incidents and neglect a positive
incidents.
FORMAT OF THE ANECDOTAL RECORD.
Name of the school/college :-
Name of the student observed :- Class :- Subject:-

Name of the observer :- Date & place :-
Objective description :-
Comments of the observer :-
Interpretation :-
Recommendations :-
Signature of the observer :-
Signature of the student ;-
154
Observe &
Practice
SUBMITTED TO,
SUBMITTED BY,
ASSIGNMENT ON
155
INTELLIGENCE TEST
SUBMITTED TO,
Submitted by :
INTELLIGENCE TEST
INTRODUCTION
The use of intelligence tests has greatly increased in these days. People have started to
realise the importance of the measuring intelligence tests.
DEFINITION
A questionnaire or series of exercises designed to measure intelligence. It is
generally understood that intelligence tests are less a measure of innate ability to learn as
of what the person tested has already learned. There are many types of intelligence tests,
and they may
156
measure learning and/or ability in a wide variety of areas and skills. Scores may be presented
as an IQ (intelligence quotient), a mental age, or on a scale.
PURPOSE
The goal of intelligence tests is to obtain an idea of the person's intellectual
potential. The tests center around a set of stimuli designed to yield a score based on
the test maker's model of what makes up intelligence. Intelligence tests are often given as a
part of a battery of tests.
ADVANTAGES
In general, intelligence tests measure a wide variety of human behaviors better than
any other measure that has been developed. They allow professionals to have a uniform
way of comparing a person's performance with that of other people who are similar in age.
These tests also provide information on cultural and biological differences among people.
Intelligence tests are excellent predictors of academic achievement and provide an

outline of a person's mental strengths and weaknesses. Many times the scores have revealed
talents in many people, which have led to an improvement in their educational opportunities.
Teachers, parents, and psychologists are able to devise individual curricula that matches a
person's level of development and expectations.
DISADVANTAGES
Some researchers argue that intelligence tests have serious shortcomings. For
example, many intelligence tests produce a single intelligence score. This single score is often
inadequate in explaining the multidimensional aspects of intelligence. Another problem with
a single score is the fact that individuals with similar intelligence test scores can vary
greatly in their expression of these talents. It is important to know the person's
performance on the various subtests that make up the overall intelligence test score.
Knowing the performance on these various scales can influence the understanding of a
person's abilities and how these abilities are expressed. For example, two people have
identical scores on intelligence tests. Although both people have the same test score, one
person may have obtained the score because of strong verbal skills while the other may have
obtained the score because of strong skills in perceiving and organizing various tasks.
Furthermore, intelligence tests only measure a sample of behaviors or situations in

which intelligent behavior is revealed. For instance, some intelligence tests do not measure a
person's everyday functioning, social knowledge, mechanical skills, and/or creativity. Along
with this, the formats of many intelligence tests do not capture the complexity and immediacy
of real-life situations. Therefore, intelligence tests have been criticized for their limited ability
to predict non-test or nonacademic intellectual abilities. Since intelligence test scores can be
influenced by a variety of different experiences and behaviors, they should not be considered
a perfect indicator of a person’s intellectual potential.
DESCRIPTION
157
When taking an intelligence test, a person can expect to do a variety of tasks. These
tasks may include having to answer questions that are asked verbally, doing mathematical
problems, and doing a variety of tasks that require eye-hand coordination. Some tasks may be
timed and require the person to work as quickly as possible. Typically, most questions and
tasks start out easy and progressively get more difficult. It is unusual for anyone to know the
answer to all of the questions or be able to complete all of the tasks. If a person is unsure of an
answer, guessing is usually allowed.
The four most commonly used intelligence tests are:-
• Stanford-Binet Intelligence
Scales • Wechsler-Adult
Intelligence Scale
• Wechsler Intelligence Scale for Children
• Wechsler Primary & Preschool Scale of Intelligence
INTERPRETING THE RESULTS
The person's raw scores on an intelligence test are typically converted to standard
scores. The standard scores allow the examiner to compare the individual's score to other
people who have taken the test. Additionally, by converting raw scores to standard scores the
examiner has uniform scores and can more easily compare an individual's performance on one
test with the individual's performance on another test. Depending on the intelligence test that
is used, a variety of scores can be obtained. Most intelligence tests generate an overall
intelligence quotient or IQ. As previously noted, it is valuable to know how a person performs
on the various tasks that make up the test. This can influence the interpretation of the test and
what the IQ means. The average of score for most intelligence tests is 100.
PRECAUTIONS
There are many different types of intelligence tests and they all do not measure
the same abilities. Although the tests often have aspects that are related with each other, one
should not expect that scores from one intelligence test, that measures a single factor, will
be similar to scores on another intelligence test, that measures a variety of factors. Also,
when determining whether or not to use an intelligence test, a person should make sure
that the test has been adequately developed and has solid research to show its reliability and
validity. Additionally, psychometric testing requires a clinically trained examiner. Therefore,
the test should only be administered and interpreted by a trained professional.
A central criticism of intelligence tests is that psychologists and educators use these
tests to distribute the limited resources of our society. These test results are used to provide
rewards such as special classes for gifted students, admission to college, and employment.
Those who do not qualify for these resources based on intelligence test scores may feel angry
and as if the tests are denying them opportunities for success. Unfortunately, intelligence test
scores have not only become associated with a person's ability to perform certain tasks, but
with self-worth.
CONCLUSION
158
Many people are under the false assumption that intelligence tests measure a person's
inborn or biological intelligence. Intelligence tests are based on an individual's interaction
with the environment and never exclusively measure inborn intelligence. Intelligence tests
have been associated with categorizing and stereotyping people. Additionally, knowledge of
one's performance on an intelligence test may affect a person's aspirations and motivation to
obtain goals. Intelligence tests can be culturally biased against certain groups.
ASSIGNMENT ON
APTITUDE TEST
159
SUBMITTED TO,
Submitted by :
APTITUDE TESTS
INTRODUCTION
Aptitude tests measure or assess the degree or level of one’s special bent or flair much the
same way as intelligence tests are employed or measuring one’s intelligence. They are
chiefly used to estimate the extent to which an individual would profit from a specific course
or training, or to predict the quality of his or her achievement in a given situation.
APTITUDE TESTS
The capacity to learn is known as aptitude. Hence an aptitude test measure
probable accomplishment at some future date, following training. A test of flying aptitude
predicts how well a person will perform as a pilot after he or she has been trained . In
contrast, achievement refers to the individuals current level of accomplishment. A test of
flying achievement indicates a person’s present success as a pilot; it tells how well the person
performs at this moment.
Two types of aptitude tests are usually employed. These are
• Specialized aptitude tests.
• General aptitude tests
160
SPECIALISED APTITUDE TESTS
These aptitude tests have been devised to measure the aptitudes of individual in
various specific fields or activities. Generally these tests can be divided into
1. mechanical aptitude tests
2. musical aptitude tests.
3. art judgment tests
4. professional aptitude tests
5. scholastic aptitude tests
GENERAL APTITUDE TESTS

The General Aptitude Test Battery (GATB)and the Differential Aptitude Test (DAT)
are two examples of such tests. GATB .developed by the Employment Service Bureau
of USA, contains 12 tests.8 of these are
• Paper – pencil tests, for name comparison, computation, vocabulary,
arithmetic, reasoning, form matching, test matching, and three dimensional
space. the other 4 require the use of simple equipment in the shape of movable
pegs on a board, assembling and disassembling rivets and washers. From the
scores obtained by the subject, the experimenter is able to draw inferences
about the nine aptitude factors; intelligence, verbal aptitude, numerical
aptitude, spatial aptitude from perception, clerical perception, motor
coordination, finger dexterity and manual dexterity. The GATB has proved
to be one of the most successful multiple aptitude batteries particularly for
the purposes of job classification.
• The DAT developed by the US Psychological cooperation, has been adapted
in Hindi for use in India by SM. Ojha; by 2 forms. It includes tests for
verbal reasoning, numerical ability, abstract reasoning spatial relation,
mechanical reasoning, clerical speed and accuracy and two tests for
language, one for spelling and other for grammar. DAT has proved very
successful in predicting academic success and has been found speciallyuseful
for providing educational and vocational guidance program to secondary
school children.
2 Sample Structure of the Nursing Aptitude Tests with Sample Questions
Nursing career is getting attention all around the world. However, unlike mechanical
and technical professions you need some qualities of heart for nursing jobs. The best in the
nursing services have been generous, loving and compassionate.
Still nursing career is not considered personal because it involves a lot of team work. You
will have to take care of physically or mentally ill people. You have to perform in different
roles such as a disciplined care giver, a counselor, a manager, a teacher etc. Your every action
shall focus upon benevolence of the patients.
161
Furthermore, you need not only to be responsible and dependable but also capable to accept
truths of death and life.
Main Areas of Nursing Aptitude Tests
Most of the nursing jobs screen you through nursing aptitude tests. The psychologists build
them around the following main areas:
Applied Sciences
1- Physics
The multiple choice questionnaire tries to measure your comprehensions for mechanics,
measurements, laws of thermodynamics, acceleration, momentum etc.
2- Organic and Inorganic Chemistry
You have to take care of the patients with certain medicines and chemicals. You are expected
to know basics of solvents, electrons, titration, periodic table etc.
Daly Life Science
You need to learn basics of TCA cycle, ATP, cardiac control, human nervous
system, endocrine glands, ECG basics, cardiovascular system, lungs and respiratory
effects, thyroid hormones, etc. You are expected to hear and use these basic things about the
human medical science for your life long nursing career.
Vocabulary Skills
The nursing career requires you to have correct knowledge of different words. Sometimes,
your wrong perception of words can put lives of the patients in severe danger. That’s why
vocabulary skills are tested with nursing aptitude test.
Mathematics Skills
Though the nursing aptitude tests include only a portion of math to test your mathematical
reasoning but it is still a important to know about real numbers, fractions, trigonometry, area
calculations, logarithmic scale etc.
Reading Comprehension
In your nursing career you will have often to read the instructions issued by the doctors
during their visits. When you fail to comprehend the simple instructions, you can’t help the
patients in any way. So your reading comprehension is also tested before you qualify for
entry level nursing jobs.
162
Analytical Reasoning
Your analytical reasoning capability helps you to take quick decisions in emergencies and
daily life nursing services. Most of the nursing aptitude tests include this portion
understand you before you are selected for a nursing career.
UTILITY OF APTITUDE TESTS.

1. Aptitude tests are the back-bone of the guidance services.
2. the results of these tests enable us to locate with a reasonable degree of certainty, the field
of activity in which an individual would be most likely to be successful.
3. These tests are found to be very useful for vocational and educational selection,
4. They helps in the systemic selection of suitable candidates for the various educational and
professional courses as well as for specialized job.
5. Aptitude tests are thus properly anticipate the future potentials of individual
6. Tests help us in selecting individuals who are likely to benefit most from the pre-
professional training or experiences.
tests can help to a great extent, in avoiding considerable waste of human as well as
material resources by placement of individuals in places and lines of in which they are
most likely to be productive
ASSIGNMENT ON
PESONALITY TEST
SUBMITTED TO,
163
Submitted by :
PERSONALITY TESTS
I. INTRODUCTION
Personality has a significant role to play in deciding whether you have the enthusiasm
and motivation that the employer is looking for. It also determines how well you are going to
fit in to the organization, in terms of your personality, attitude and general work style. In most
working situations it’s the personalities of the people involved that affect the day-to-day
success of the organization. If a manager can’t motivate their staff or the team doesn't work
well together, then quality of service and productivity will suffer.
II. MEANING
The word personality is derived from Greek word “Persona”, which meant for the
mask used by actors in Greek drama. Personality is the total quality of an individual’s
behavior
as it shown in his habits of thinking, in his attitude, interests, his manner of acting and his
personal philosophy of life.
It is the totality of his being. It is more than the sum total of an individual traits and
characteristics. It is expressed through his behavior.
DEFINITION
1. Personality may be defined as “the most characteristic integration of an individual’s
structure, modes of behavior, interests, attitudes, capacities, abilities and aptitudes.
- Munn
N. L.
164
2. “Personality is the dynamic organization within the individual of those psychosocial
systems that determine his unique adjustment to his environment”.
- Gordon
Allport
(1937).
3. “Personality consists of the distinctive patterns of behavior (including thought and

emotions) that characterize each individual’s adaptation to situations of his or her life”.
- Walter
Mische
l
III. TYPES OF PERSONALITY

The personality can be classified through type approach and trait approach.
By type approach
a. Types based on temperament
Hippocrates (about 400 BC) the father of medicine, classified people in to four types
as per temperament depending in which one of one’s bodily humors or fluids they
believe to predominate.
• Sanguine – Cheerful, vigorous, confident and optimistic (Blood).
• Phlegmatic – Calm, slow moving, unexcitable, unemotional (Mucus).
• Choleric – Irritable, hot tempered (Yellow bile).
• Melancholic – Depressed, morose (Black bile).
b. Types based on body build

Kretschmer (1925) divided people into 3 types according to the body built.
• Asthenic: introvert, tall, thin, sensitive.
• Athletic: active, aggressive, well developed muscular body.
• Pyknic: extrovert, round and fat.
William Sheldon (1954) divided people into three types according to body build.
• Endomorph: Plumb, soft, fat and round-sociable even tempered and
relaxed like (Santa Claus)
• Mesomorph: Heavy set and muscular- physically active and noisy.
• Ectomorph: Tall, thin, and flat-chest – self-conscious, shy, fond of
solitude and reserved.
165
By psychological types
On the basis of sociability Dr. Karl G. Jung classified people in to two main groups. Such as
a. Introverts
Introverts are those who are interested in themselves, their own feelings, emotions
and reactions. They are busy in their own thoughts and are self-centered. They are reserved
and like to work alone. They are very sensitive and are unable to adjust easily to social
situations. They are inclined to worry and easily get to social situations. They are inclined
to worry and easily get embarrassed. Poets, philosophers, scientists and artist belong to this
group.
b. Extroverts
Extroverts are people who take more interest in others and like to move with people
and are skilled in etiquette. They are friendly and sociable and not easily upset by
difficulties. They are dominated by emotions, whereby they take decisions quickly and act on
them without delay. They are realistic and face the problems of life objectively.
There are few people who are pure extroverts or introverts. Majority of the people are
ambiverts having the qualities of extroverts and introverts in different proportions.
IV. PERSONALITY TRAITS

In trying to understand these behavior patterns, psychologists attempt to identify and
measure individual personality characteristics, often called personality traits.
In 1990, the psychologists Costa & McCrae published details of a '5 trait' model. This
has received significant support from other research and is now widely accepted among
psychologists. These 5 aspects of personality are referred to as the 5-factors or sometimes just
‘the Big 5’.
These 5 traits/factors (OCEAN) are:
• Openness to Experience - Tendency to be speculative and imaginative.
People who score high on this factor are neophile and curious and sometimes
unrealistic. People who score low on this factor are down-to-earth and practical
and sometimes obstructive of change.
• Conscientiousness - How “structured” one is.

People who score high on this factor are usually productive and disciplined
and “single tasking”. People who score low on this factor are often less structured,
less productive, but can be more flexible, inventive, and capable of multitasking.
• Extraversion - How “energetic” one is.

166
People, who score high on this factor like to work in cooperation with others,
are talkative, enthusiastic and seek excitement. People who score low on this factor
prefer to work alone, and can be perceived as cold, difficult to understand, even a bit
eccentric.
• Agreeableness - One’s level of orientation towards other people.

Those who score high on this factor are usually co-operative, can be submissive,
and are concerned with the well-being of others. People who score low on this factor may
be challenging, competitive, sometimes even argumentative.
• Neuroticism - Tendency to worry.

People who score low on this factor are usually calm, relaxed and rational. They
may sometimes be perceived as lazy and incapable of taking things seriously. People who
score high on this factor are alert, anxious, sometimes worried.
All 5 personality traits exist on a continuum rather than as attributes that a person does
or does not have. Each of these 5 traits is made up 6 facets, which can be measured
independently.
Sl. No Personality Factor Facets

Friendliness Gregariousness
Assertiveness
Activity Level Excitem
1. Extraversion
Seeking Cheerfulness
Trust Morality Altruism

Cooperation Modesty
Sympathy
2. Agreeableness
Self-Efficacy Orderliness Dutifuln

Achievement-Striving Self-Discipl
Cautiousness
3. Conscientiousness
Anxiety Anger Depression

4. Neuroticism
167
Self-Consciousness Immoderation
Vulnerability
Imagination
Artistic Interests Emotion
Adventurousness Intellect
5. Openness to experience
Liberalism
When thinking about personality traits it is important to ignore the positive

or negative associations that these words have in everyday language. For
example, Agreeableness is obviously advantageous for achieving and maintaining
popularity. Agreeable people are better liked than disagreeable people. On the
other hand, agreeableness is not useful in situations that require tough or
totally objective decisions. Disagreeable people can make excellent scientists, critics,
or soldiers.
V. ASSESSMENT OF PERSONALITY
1. TECHNIQUES OF PERSONALITY ASSESSMENT
Personality testing is done for various reasons. A clinical psychologist often
uses personality tests to evaluate psychological disorders. Personality tests do not have
“right” and “wrong” answers. Instead they seek answers that will reveal people’s
characteristic tendencies or behavior.
The techniques of personality assessment can be divided into five categories:
1. Where one can see how the individual behaves in actual life situations:
✓ Observations
technique ✓ Situation
technique
2. Where one can find out what an individual says about himself:
✓ Autobiography
✓ Questionnaire/personality inventory
✓ Interview
3. Techniques by which one can find out what others say about the individual whose
personality is under assessment. Case history taking, i.e. extracting information
✓ Biography
✓ Rating scales
✓ Sociometry.
4. Techniques by which one can find how an individual reacts to an imaginative
situation involving fantasy. For example, projective methods.
168
5. Techniques by which one can indirectly determine some personality variables in terms
of psychological responses by measuring instruments.
2. METHODS OF PERSONALITY ASSESSMENT

The following are some of the tests used for evaluation and measurement of personality traits:
A. PENCIL AND PAPER TESTS
The most convenient kind of measures to use for almost any psychological
purpose is a pencil and paper test in the form of questionnaire or inventory. Such tests
can be given cheaply and quickly to large groups of people, and consequently
psychologists have constructed a wide variety of them.
The following are the types of personality tests.
i. INTERVIEWS
Interview is the most popular method of observation. Appearance, bearing and
speech can be noticed. Questions can be asked about attitudes and interests. Interviews
are used to evaluate a person’s personality for the purpose of employment and for
education as well as for identifying personality trait. An interview may be informal or
unstructured. It can be formal or structured, where specific topics are selected by the
interviews before and the flow of conversation is controlled.
Body language may of the client be able to be observed during an interview.
The body language may be posture, movement of the hands, facial expression or
voice. However interviews take place under stress and great skill is needed
to put the interviewee at ease.
ii. QUESTIONNAIRES
This is the most common written method of measuring personality. A
personality interview is a questionnaire in which the person reports his or her
in certain feeling situations. They are very easily checked and scored. More
often the
answers are scored by machines which eliminate the prejudice of the taster, making
the test more objective.
iii. MINESOTA MULTIPLE PERSONALITY INVENTORY (MMPI)
The Minnesota Multiphasic Personality Inventory (MMPI) is one of the most

frequently used personality tests in mental health. The test is used by trained
professionals to assist in identifying personality structure and psychopathology.
➢ H i s to r y
The MMPI was developed in the 1930s at Minnesota University as a serious
and comprehensive personality test that can be used to detect psychiatric problems.
This test asks for answers of “True”, “False” or “cannot say” to 567 statements
about different personality traits such as attitudes, emotional reactions,
physical and
169
psychological symptoms and past experiences. The answers are quantitatively
measured and personality assessment is done based on the norm scores.
It was revised in 1989 as MMPI-2 and a version for adolescents developed
(MMPI-A). There is also an abbreviated version (MMPI-3).
Dr HN Murthy of NIMHANS, Bangalore has reduced it to 100 items called
multiphase questionnaire (MQ). Personality questionnaires are used in psychology
for counselling and research. They are used for selection for employment or
promotion.
➢ 10 Scales of the MMPI

The MMPI has 10 clinical scales that are used to indicate different psychotic
conditions. Despite the names given to each scale, they are not a pure measure
since many conditions have overlapping symptoms. Because of this, most
psychologists simply refer to each scale by number.
❖ Scale 1 – Hypochondriasis: This scale was designed to asses a neurotic

concern over bodily functioning. The 32-items on this scale concern somatic
symptoms and physical well being. The scale was originally developed to
identify patients displaying the symptoms of hypochondria.
❖ Scale 2 – Depression: This scale was originally designed to identify

depression, characterized by poor morale, lack of hope in the future,
and a general dissatisfaction with one's own life situation. Very high
scores may indicate depression, while moderate scores tend to reveal
a general dissatisfaction with one’s life.
❖ Scale 3 – Hysteria: The third scale was originally designed to identify those
who display hysteria in stressful situations. Those who are well educated and of a
high social class tend to score higher on this scale. Women also tend to score
higher than men on this scale.
❖ Scale 4 - Psychopathic Deviate: Originally developed to identify

psychopathic patients, this scale measures social deviation, lack of acceptance of
authority, and amorality. This scale can be thought of as a measure of
disobedience. High scorers tend to be more rebellious, while low scorers are
more accepting of authority. Despite the name of this scale, high scorers are
usually diagnosed with a personality disorder rather than a psychotic disorder.
❖ Scale 5 – Masculinity/Femininity: This scale was designed by the

original author’s to identify homosexual tendencies, but was found to be largely
ineffective. High scores on this scale are related to factors such as intelligence,
socioeconomic status, and education. Women tend to score low on this scale.
170
❖ Scale 6 – Paranoia: This scale was originally developed to identify patients
with paranoid symptoms such as suspiciousness, feelings of persecution,
grandiose self-concepts, excessive sensitivity, and rigid attitudes. Those who
score high on this scale tend to have paranoid symptoms.
❖ Scale 7 – Psychasthenia: This diagnostic label is no longer used today and

the symptoms described on this scale are more reflective of obsessive-
compulsive disorder. This scale was originally used to measure excessive doubts,
compulsions, obsessions, and unreasonable fears.
❖ Scale 8 – Schizophrenia: This scale was originally developed to

identify schizophrenic patients and reflects a wide variety of areas including
bizarre thought processes and peculiar perceptions, social alienation, poor
familial relationships, difficulties in concentration and impulse control, lack of
deep interests, disturbing questions of self-worth and self-identity, and sexual
difficulties. This scale is considered difficult to interpret.
❖ Scale 9 – Hypomania: This scale was developed to identify characteristics

of hypomania such as elevated mood, accelerated speech and motor
activity, irritability, flight of ideas, and brief periods of depression.
❖ Scale 0 – Social Introversion: This scale was developed later than the other
nine scales as is designed to assess a person’s tendency to withdraw from social
contacts and responsibilities.
B. PROJECTIVE TESTS
Projective tests focus upon what is inside a person rather than what can be seen in
a person’s behavior. These tests try to find out more about a person’s feelings,
unconscious desires and inner thoughts.
Another projective test is the Thematic Apperception Test developed by Henry
Murray of Harward University in 1943. The Rorschach test uses ten per different kinds of
ink blot which must be described by the person taking the test. The TAT uses twenty
sketches about which the person is asked to make up a story.
These tests make use of people’s tendencies to make up stories about things they see.
When shown an inkbiot, for example, people see butterflies, dancing girls, pictures of
skeletons, or many other images. When a vague picture is shown despicting two people, a
storey can be made about their relationship to each other, pictures reveal something about
their own personality; they project unto the picture feelings and thoughts to their own.
➢ Projective tests based on the phenomenon of

projection ❖ RIBT-Rorschach’s Ink blot Test
171
❖ TAT-Thematic Apperception Test developed by Henry Murray
❖ CAT-Children’s Apperception Test developed by Leopard Bellarck consisting
of then cards
❖ Word Association Test
❖ Sentence Completion Test
i. RORSCHACH’S INK BLOT TEST:

The Rorschach ink blot test was the first projective test and is still widely used.
It was developed by the Swiss psychologist Hermann Rorschach in 1920.
Here the responses differ from person to person based on the individual’s
personal experiences. For example, teen aged college students saw ink blot no 1 as
• A bat
• Two ladies standing back to back
• Face of an owl
• a patch of cloud
Rorschach responses can / reveal the following information

- Degree of intellectual control of the subject on his actions
- Emotional aspects
- Mental approach to give problems
- Creative and imaginative capacities
- Security and anxiety
- Personality growth and development
- Phobias, sex disturbances and sever psychological disorders can be detected which
serve as guide for treatment program.
ii. THEMATIC APPERCEPTION TEST
TAT consists of sets of pictures; one set is used with both men and women, and a
second set only for men, and a third set for women. The pictures are shown in a definite
sequence and the subject is asked to make up a story based on what he sees in
these pictures. It is believed that he would project his own experience, biographical
data, and major
conflicts, interests and problems in to his description of pictures: Findings of TAT are
compared with case history. TAT is more structured unlike the ink blot test which
however is more popular. TAT is also less standardized.
➢ P roce du re
The TAT is popularly known as the picture interpretation technique because it
uses a standard series of provocative yet ambiguous pictures about which the subject
172
must tell a story. The subject is asked to tell as dramatic a story as they can for each
picture presented, including:
• What has led up to the event shown
• What is happening at the moment
• What the characters are feeling and thinking, and
• What the outcome of the story was.
If these elements are omitted, particularly for children or individuals of
limited cognitive abilities, the evaluator may ask the subject about them directly.
There are 31 cards in the standard form of the TAT. Some of the cards show
male figures, some female, some both male and female figures, some of ambiguous
gender, some adults, some children, and some show no human figures at all. One is
completely blank. Although the cards were originally designed to be matched to the
subject in terms of age and gender, any card may be used with any subject. Most
practitioners choose a set of approximately ten cards, either using cards that they feel
are generally useful, or that they believe will encourage the subject's expression of
emotional conflicts relevant to their specific history and situation.
➢ S c o r i ng Systems
The TAT is a projective test in that, like the Rorschach test, its assessment of
the subject is based on what he or she projects onto the ambiguous images.
Therefore, to complete the assessment each story created by a subject must be
carefully analyzed to uncover underlying needs, attitudes, and patterns of reaction.
Two
common methods that are currently used in research are the:
173
• Defense Mechanisms Manual DMM. This assesses three defense
mechanisms: denial (least mature), projection (intermediate), and identification
(most mature). A person's thoughts/feelings are projected in stories involved.
• Social Cognition and Object Relations SCOR scale. This assesses four different
dimensions of object relations: Complexity of Representations of People,
Affect-Tone of Relationship Paradigms, and Capacity for Emotional
Investment in Relationships and Moral Standards, and Understanding of Social
Causality.
➢ T A T throws light in the following
areas a. Family relationships
b. Motivation of the subject
c. Inner fantasies
d. Level of aspiration
e. Social relationships
f. Functioning of sex urge
g. Emotional conflicts
h. Attitude to work
i. Outlook towards future
j. Frustrations if any
➢ Criticisms
• TAT is criticized as false or outdated by many professional psychologists.
Their criticisms are that the TAT is unscientific because it cannot be
proved to be valid or reliable.
• Some critics of the TAT cards have observed that the characters and
environments are dated, even ‘old-fashioned,’ creating a ‘cultural
or psychosocial distance’ between the patients and these stimuli that
makes identifying with them less likely.
• Also, in researching the responses of subjects given photographs versus the
TAT, researchers found that the TAT cards evoked more ‘deviant’ stories (i.e.,
more negative) than photographs, leading them to conclude that the
difference was due to the differences in the characteristics of the images used
as stimuli.
iii. SENTENCE COMPLETION TEST
When the subject is asked to complete the sentence without giving time to
deliberate on it, it is assumed that his unconscious process will direct his response. The
test
174
will give an insight to his desires, hopes conflicts, frustrations, fears and annoyances. For
e.g.
i. I feel happy when …………….
ii. I tell lies only when ……………
Sentence completion tests are a class of semi-structured projective
techniques. Sentence completion tests typically provide respondents with beginnings
of sentences referred to as “stems,” and respondents then complete the sentences in
ways that are meaningful to them. The responses are believed to provide
indications of attitudes, beliefs, motivations, or other mental states.
There is debate over whether or not sentence completion tests elicit responses
from conscious thought rather than unconscious states. This debate would affect
whether sentence completion tests can be strictly categorized as projective tests.
A sentence completion test form may be relatively short, such as those used to
assess responses to advertisements, or much longer, such as those used to assess
personality.
The structures of sentence completion tests vary according to the length
and relative generality and wording of the sentence stems. Structured tests have
longer stems that lead respondents to more specific types of responses; less
structured tests provide shorter stems, which produce a wider variety of responses.
➢ Us es
The uses of sentence completion tests include personality analysis,
clinical applications, attitude assessment, achievement motivation, and measurement
of other constructs. They are used in several disciplines, including psychology,
management, education, and marketing.
Sentence completion measures have also been incorporated into non-
projective applications, such as intelligence tests, language comprehension, and
language and cognitive development tests
➢ Exam p le s of sentence completion tests

There are many sentence completion tests available for use by researchers.
Some of the most widely used sentence completion tests include:
• Rotter Incomplete Sentence Blank

The Rotter Sentence Completion Stems are similar to the sentence stems shown
below.
1) If only I could…..feel more hopeful about things.
2) People I know…..are usually fair and honest.
175
3) I can always.....talk things out with someone.
4) I think guys…..are less emotional than girls.
5) What makes me sad is…..not being able to see my kids.
6) I think girls…..were mysterious to me in High School.
7) My father…..would always listen to what I had to say.
8) Where I live.....is quiet and peaceful.
9) My mother was the type …..Who always took care of her family.
10) My health is...generally very good.
• Miner Sentence Completion Test (measures managerial motivations).

• Washington University Sentence Completion Test (measures ego development).
➢ D ata analysis, validity and reliability

The data collected from sentence completion tests can usually be analyzed
either quantitatively or qualitatively.
Sentence completion tests usually include some formal coding procedure
or manual. The validity of each sentence completion test must be
determined independently and this depends on the instructions laid out in the
scoring manual.
iv. WORD ASSOCIATION TEST

When the subject given quick response word, he is taken unaware of and his
unconscious process directs his association. Here the subject has to answer as quickly
as possible with the first word which comes to his mind when he is given a stimulus
word.
Projective tests are often used in clinical practice. They are helpful in showing
a person’s inner areas of conflict, anxieties or any problems in relationships because
the person is free to describe anything.
A man who interprets a woman’s smile as a sexual come on, may be projecting his
own sexual feelings on to the woman and thus revealing a good deal about himself.
In nursing, suitable pictures can be devised to test attitudes of patients.
VI. PERSONALITY AND THE NURSE

An understanding of personality will help the nurse to predict her behavior as well as
the behavior of others. Major decisions of life depend upon this knowledge, e.g. selection of a
career, spouse, and colleagues. Her relationship with friends and relatives depend upon her
expectations of their behavior from an understanding of their personalities.
176
A successful nurse will have a strong and pleasing personality. Besides possessing
such professional qualities as integrity, dignity, mental abilities, poise, self confidence,
and dependability, she must have personal qualities like sympathy, understanding,
friendliness, and adaptability. Patients appreciate a nurse who brings physical comfort to
them with her skills and who understands their emotional difficulties, caused by illness. The
nurse must also have good health, fresh and neat appearance, will power, high standards of
moral values, sense of humor, teaching and managerial capabilities, self control and
friendly interpersonal relationships.
VII. CONCLUSION
Personality types are a great way to understand more about yourself and how you
interact with the world. By understanding your personality through a personality test, you
are able to take a more honest look at yourself and determine if that is who you want to
be. Additionally, personality tests can help you understand those around you. By knowing
the personality type of others, either in your family, friends, or coworkers, you will be
able to interact with them better – maybe even change your communication style to
match their personality.
While the personality tests available today are varied, any of them will be able to tell
you something about yourself. Taking a personality test allows you to increase your self-
awareness. These tests, such as the Myers-Briggs and the Big Five, will also allow you to
compare your results to the results of other test takers.
VIII. BIBLIOGRAPHY
1. Jacob Anthikade. Psychology for graduate nurses. 3rded. New Delhi: Jaypee
brothers; 2005. p. 25-8, 36-43.
2. Morgan CT, Richard AK, John RW, John S. introduction to psychology. 7 thed.
New York: McGraw Hill Book Company; 1986. p. 546-55.
3. Charles G Morris. Psychology: an introduction. 6th ed. London: prentice hall
international ltd. 1988. p. 483-6.
4. James W Kalat. Introduction to psychology. 4th ed. Boston: Brookscole
publishing company; 1996. p. 553-91.
177
ASSIGNMENT ON
PHYSICAL & MENTAL DISABILITY
TEST
SUBMITTED TO,
Submitted by :
178
TESTS FOR SPECIAL ABILITIES
Introduction
Ability may be an achievement or development of the individual in the same sense as

we consider the pupil’s mastery of subject matter to be an achievement. It is necessary to
make a distinction between special abilities and all other aspects of pupils which are
predictive of vocational success. Many studies have been made to show that pupils differ
widely in the degree to which their interests, or emotionally toned tastes, likes, and
dislikes, fit them for various vocations. Similarly, the emotional and social adjustments of
pupils, their personalities, serve to distinguish them from one another in fitness for vocational
success in various fields.
Moreover, the pupil’s socio economic environment and background, his family, and the
community in which he lives may be considered as determiners of his fitness or aptitude
for one vocation as against the others.
It is well known both to psychologists and to laymen that not all individuals possess these
special abilities in the same degree. Two individuals with same general ability score may
differ from each other in the composition of that general ability; one, for example may have
a high mathematical and low verbal ability. While the other has a high verbal ability and
a low mathematical ability. Consequently, in attempting to guide people among the various
curricula and vocations available, some breakdown of general ability into special ability is
required.
GENERAL AND SPECIAL ABILITIES
Mental abilities (sometimes called cognitive abilities) represent a person’s "brain power"
in different areas of competency. Some typical mental abilities include verbal
reasoning, mathematical reasoning, spatial reasoning, and logical reasoning. Sometimes,
psychomotor skills such as reaction time are also considered to be mental abilities. Many
researchers now believe that there is a general underlying factor that explains most mental
abilities (sometimes called "g", for "general factor"), and that people with higher levels of
this general ability tend to be more successful in life, including at work. Other researchers
believe that this general mental ability is important, but that other abilities (e.g., musical,
practical, emotional) also play a key role in a person's success.
General Ability tests are not specific enough to have high levels of predictive validity
within specific circumstances. A personnel test or a procedure provides only part of the
picture about a person. On the other hand, the personnel assessment process combines and
evaluates all the information gathered about a person to make career or employment-related
decisions.
People differ on many psychological and physical characteristics. These characteristics

are called constructs. For example, people skillful in verbal and mathematical reasoning
are considered high on mental ability. Those who have little physical stamina and strength
are
179
labeled low on endurance and physical strength. The terms mental ability, endurance
and physical strength are constructs. Constructs are used to identify personal characteristics
and to sort people in terms of how much they possess of such characteristics.
Constructs cannot be seen or heard, but we can observe their effects on other variables.
For example, we don't observe physical strength but we can observe people with great
strength lifting heavy objects and people with limited strength attempting, but failing, to
lift these objects. Such differences in characteristics among people have important
implications in the employment context. Employees and applicants vary widely in their
knowledge, skills, abilities, interests, work styles, and other characteristics. These
differences systematically affect the way people perform or behave on the job.
Objectives
Organizations use assessment tools and procedures to help them perform the following human
resource functions:
• Selection. Organizations want to be able to identify and hire the best people for the
job and the organization in a fair and efficient manner. A properly developed assessment tool
may provide a way to select successful sales people, concerned customer service
representatives, and effective workers in many other occupations.
• Placement. Organizations also want to be able to assign people to the appropriate job
level. For example, an organization may have several managerial positions, each having
a different level of responsibility. Assessment may provide information that helps
organizations achieve the best fit between employees and jobs.
• Training and development. Tests are used to find out whether employees
have mastered training materials. They can help identify those applicants and employees who
might benefit from either remedial or advanced training. Information gained from testing can
be used to design or modify training programs. Test results also help individuals identify
areas in which self-development activities would be useful.
• Promotion. Organizations may use tests to identify employees who possess
managerial potential or higher level capabilities, so that these employees can be
promoted to assume greater duties and responsibilities.
• Career exploration and guidance. Tests are sometimes used to help people
make educational and vocational choices. Tests may provide information that helps
individuals choose occupations in which they are likely to be successful and satisfied.
• Program evaluation. Tests may provide information that the organization can use to
determine whether employees are benefiting from training and development programs
Bandwidth/Fidelity Problem : Cronbach (1970) : The broader the psychological

test (bandwidth), the less precise the measurement will be (fidelity).As bandwidth
increases, the fidelity associated with that bandwidth decreases.
Origins of Vocational Testing
The field of scientific management was responsible for the increase in psychological
testing for employment purposes, following the advent of intelligence testing. Schools
such as the
180
University of Minnesota developed tests of specific abilities in an attempt to match a
particular employee to a job in which they would be successful.
They developed test of intellectual ability, spatial and mathematical ability, perceptual
accuracy, and motor/dexterity tests, to name just a few. The theory is that specific abilities
are more representative of separate occupational categories than overall differences in "g".
Vehicle Operators benefit from high Motor skills, and spatial and mechanical skills.
Clerks benefit from high intellect and high levels of perceptual accuracy. By giving tests
specific to occupation, we hope to increase the efficacy of the selection process.
Limitations of personnel tests and procedures-fallibility of test scores
Professionally developed tests and procedures that are used as part of a planned assessment
program may help you select and hire more qualified and productive employees. However, it
is essential to understand that all assessment tools are subject to errors, both in measuring
a characteristic, such as verbal ability, and in predicting performance criteria, such as success
on the job. This is true for all tests and procedures, regardless of how objective or
standardized they might be.
• Do not expect any test or procedure to measure a personal trait or ability with perfect
accuracy for every single person.
• Do not expect any test or procedure to be completely accurate in predicting
performance.
There will be cases where a test score or procedure will predict someone to be a good worker,
who, in fact, is not. There will also be cases where an individual receiving a low score will
be rejected, who, in fact, would actually be capable and a good worker. Such errors in
the assessment context are called selection errors. Selection errors cannot be completely
avoided in any assessment program.
Using a single test or procedure will provide you with a limited view of a person's
employment or career-related qualifications. Moreover, you may reach a mistaken conclusion
by giving too much weight to a single test result. On the other hand, using a variety of
assessment tools enables you to get a more complete picture of the individual. The practice of
using a variety of tests and procedures to more fully assess people is referred to as the whole-
person approach to personnel assessment. This will help reduce the number of selection
errors made and will boost the effectiveness of your decision making. This leads to an
important principle of assessment.
The validity coefficients for these measures are typically only moderate, ranging from 0.14
to 0.40. However, remember that due to differences in base rate and selection ratios, even a
test with a low validity may be useful to a large organization. Also, validity coefficients
are typically higher when compared to job training performance, than when compared to
actual on-the-job ratings. Additionally, these validity coefficients can vary due to gender,
ethnicity, and motivation and personality variables. Remember that for large organizations,
diversity as well as efficiency is a corporate goal in ensuring long term survival.
While considering pre-employment mental ability testing, these important points

should be in mind.
181
• Mental ability tests usually predict performance on the core tasks
of a job, especially in jobs that have high mental demands.
• Mental ability tests are less successful at predicting other

aspects of job performance, such as interpersonal skill or
dependability.
• Mental ability tests frequently demonstrate adverse impact

Against legally protected groups, so they should be implemented
carefully.
• Combining mental ability testing with personality testing helps to

predict more aspects of job performance than either method
used alone, and helps to mitigate adverse impact (compared to
mental ability testing alone).
Present status of factor analysis.
For breakdown of general ability to special abilities, different methods are using. One is in
terms of statistically derived primary mental abilities and the other is in terms of
culturally determined field of endeavor. The formation in terms of primary abilities may be
illustrated by the following factors which have been reported by various factor analysis.
A verbal factor, involved primarily in those tests which depend upon the meaning of words
and the ideas associated with them
2. A space factor ,which appears in tasks requiring reactions to spatial relations ,such
as reading plans or blueprints or telling whether two drawings represent one or more sides of
an asymmetrical figure.
3. A number factor, requiring such simple numerical operations as multiplications, addition,

subtraction, and division, but not the more complex tasks involving numerical reasoning.
4. A memory factor, requiring paired associations or the recognition of recently learned

material.
5. A mental speed factor.
6. A perceptual factor, or readiness to discover and identify perceptual details.
7. Deduction and induction factors, measured ,respectively, by syllogistic reasoning tests

and by tests requiring the subject to find the rules which binds a number items together and
from it to classify or predict other items.
It is evident from the description of primary mental abilities that none of these bears
a direct and obvious relationship to any specific vocations. It would be expected however,
that some of them would be involved in some vocations than others. Thus spatial factor is
probably involved to a high degree in the work of a draftsman ,whereas lawyers and writers
need more of the verbal factor.
182
The general nature of the uses of factor analyses of primary mental abilities in vocational
guidance are
1. Determine the degree to which each ability is predictive of success in each occupation.
This would be in the form of correlation coefficient, from which a weighing of the ability
could be derived.
2. Determine the score in each ability of the individual being counseled.
3. Multiply the ability scores by the weights and add the products. The resulting sum would
be the individual’s predicted success in that occupation.
Test batteries are designed specifically for single occupations or groups of

occupations .That is , different batteries of ability tests predictive of vocational achievement
are necessary, rather than one universally applicable set of tests for primary abilities
SPECIAL MENTAL ABILITY TESTS.
Vocational guidance presents a problem in which a single individual must choose from many
vocations , while vocational selection requires choosing among many individuals those
who are at fitted for a particular job.
Test for special abilities have been developed, and usually published, for the use of
vocational guidance workers mainly in the following fields.
1. Mechanical ability
2. Manual dexterity
3. Clerical ability
4. Music ability
5. Art ability
6. Professional abilities: medicine, law, engineering, nursing.
1. Mechanical Ability Tests
Mechanical ability tests may be classified as either
Mechanical assembly tests
Spatial relations tests.
Tests of mechanical information
183
Minnesota Mechanical Assembly Test
Typical of the first is the Minnesota Mechanical Assembly Test, a set of three boxes
containing simple mechanical objects, such as a bicycle bell, a monkey wrench, and a metal
pencil. The subject is required to assemble these within given time limits and his product is
scored with partial credit. The test is valuable for predicting the success of junior high school
boys in shop courses but is not applicable to older persons. It may be criticized on the
ground of possible large variation in scores resulting from crude and inadequate materials
and used in the simple mechanical objects.
Performance test of spatial relations may be illustrated by the Minnesota Spatial Test and
Kent-Shakow Form Boards.
The Minnesota test consists of four boards with 58 odd shaped cutouts which the pupil is
instructed to put in their proper places in the board as rapidly as possible. The score,
amount of time required is intended to be an indicator of probable success in high school
shop courses and in such occupations like garage mechanic, manual training teacher and
ornamental iron work.
Kent-Shakow Form Boards contain five holes or recesses into which a graded series of
eight sets of blocks must be fitted. The score ,the time require to fill the five recesses ,is
intended to be useful at all ages above six in determining fitness for mechanical occupations.
A paper and pencil test of spatial relations is the Minnesota Paper Form Board, Revised ,
which consists of diagrams of de arranged parts of two dimensional figures. The tasks is to
select from five alternatives the diagram which indicates how the parts fit together. The score
,number correct out of 64 items may be interpreted to the scores of engineering students,
first-year vocational school pupils ,and elementary school boys and girls of different
grades and ages.
Paper and pencil tests of mechanical information are illustrated by the Detroit
Mechanical Aptitude Examination ;the O’Rourke Mechanical Aptitude test: Junior
Grade ; and the Stenquist Mechanical Aptitude test, I and II.
Detroit testconsists of eight subjects: tool recognition , motor speed , size

discrimination, arithmetic fundamentals, disarranged pictures, tool information , bolt
and pulleys, and classifications.
The O’Rourke Mechanical Aptitude test proceeds on the assumption that the amount
of mechanical information possessed by an individual reflects interesting and aptitude
for mechanical activities. Pictorial and verbal material concerning the applicability of tools
and mechanical processes in matching and multiple choice form is presented.
Stenquist Mechanical Aptitude test requires the pairing of pictures of parts of common
tools , contrivandes and machines.
2. Manual Dexterity Test
Manual dexterity test measure the ability to work skillfully with the fingers, hands, and
arms. Steadiness and eye hand co ordination at various levels of complexity are required
by the
184
different tests. The Minnesota Rate of manipulation test is intended to measure the rapidity
of movement in working at simple task involving hand and fingers. Part 1, Placing,
requires placing 60 cylindrical blocks in 60 regularly arranged holes in a board. The score is
the total time required for four trials after one practice trial.Part II, Turning, requires the
subject to pick up each block from its hole turn it over and replace it with the other hand.
After each row of fifteen blocks, the direction and hand functions are reversed. Scoring is
the same as for placing. This test is useful in predicting success as a packer, wrapper, cartoner
or similar routine manipulative worker.
The O’Connor Finger dexterity test requires picking up three pins at a time from a tray
and inserting them in small holes in metal place. The score is the time taken to fill the too
holes in the plate. The test is useful in occupations involving rapid handling of small
objects such as assembling clocks and radio fixtures or operating keyboard offline machines
The O’Connor Tweezer dexterity test uses the reverse side of the metal plate ;here the
holes are large enough for only one pin at a time. The pins are picked only one pin at a
time with tweezers and inserted in the holes as rapidly as possible. The scores, time required
for the too holes to be filled is related by success in occupations requiring hand steadiness
and eye hand coordination, such as laboratory work, surgery, drafting, and watch repairing.
The I.E.R. Assembly Test for Girls: A bridged form presents seven tasks , such as sewing
apiece of strip on a muslin and a paper cutting and trimming. The tasks are selected for
their interest to girls. The scoring of each task is a product of evaluation with partial credit
The test is intended to predict success at assembling jobs in terms of ability to work with the
hands.
3. Clerical Ability Tests
The Minnesota Vocational test for clerical workers consists of two parts, number
comparison and name comparison .Numbers or names are presented in pairs separated by a
line on which a check is to be marked if the number of the pair is exactly the same.
Eg. 147v 147, 3896 3897, 6487161,6489361
James Jimes; John L Crawford.v John L Crawford; C Merriman Lloyd,Inc. C Merriam

Lloyd,Inc.
The score, number correctly marked or left blank minus the number incorrect, is considered
to be related to success in occupations requiring attention to clerical detail, such as book
keeping, work as a bank teller, office machine operating and stenography.
The O’Rourke Clerical Aptitude Tests: Junior grade consists of nine parts:
alphabetical filling, simple computation, classifying individuals according to residence,
occupation, age; and so forth; comparing names and address ,reading, spelling, analogies
,general information, and arithmetic problems. The test has been validated
against success as a typist or stenographer.
The US Civil Service commission has developed a General Test for Stenographers and Typists
185
which include vocabulary, English usage, spelling, reading comprehension, and ‘practical
judgment items’. The battery was found to differentiate fairly well between good and poor
stenographers and typists. Scores are interpretable in terms of those obtained by
working stenographers and typists and of civil service eligible .The tests has been released
for use in schools and industries
4.Music ability
The Seashore Measures of Musical Talent consists of two series of three double faced
phonograph records measuring sense of pitch, sense of intensity, sense of time, tonal memory,
and sense of rhythm and sense of timber. These subtests, based on a psychological analysis of
musical talent, are played to the subjects, who record their answer on special blanks,
For example the first test, sense of pitch, presents a number of paired sounds and
requires the subject to indicate whether the second sound is higher or lower in pitch than
the first. The measures may be used help to predict success in music as an avocation or as a
career. Series A, covering a wide range of difficulty, is used for unselected groups. Series B
is intended for sharp discrimination among musically superior individuals.
The Drake Musical Memory Test consists of 24 original two bar melodies to be played on
a piano by the examiner or an assistant. Following each of the standard melodies two to
seven variations differing from the standard in key, time, or notes are presented. The
score, total number of errors in classifying the variations correctly, is said to correlate with
music teacher’s estimates of “innate musical capacity”.
The Kwalwasser-Dykema Test resembles the seashore tests in using a set of phonograph
records. Ten elements of musical ability are approached on the five double -faced.
Records: tonal memory (recognition), quality discrimination , intensity discrimination
,tonal memory(completion),time discrimination ,rhythm discrimination , pitch
discrimination ,melodic taste, pitch imagery, and rhythm imagery.
5. ArtAbilityTests
The Meier–Seashore Judgment Tests requires the selection of the more artistic picture
in each of the series of 125 pairs. One of each pair is a reproduction of an artistic work
of recognized merit, while the other has altered in some way so as to lower its merit, make it
less pleasing less artistic, less satisfying. The score, number of correct choices, may be
interpreted with respect to norms for various grade levels from the seventh grade through
senior high school. It furnishes a measure of one artistic talent, “the capacity for
perceiving quality in aesthetic situations relatively apart from formal training”.
The Mc Adory Art Test consists of 72 plates presenting four variations of the same
theme, each to be ranked in order of merit. Six kinds of test material are included:
furniture and utensils, texture and clothing, architecture, shape and line arrangement, dark
and light masses and color. These materials, although, practical and functional, are
subject to becoming outmoded by fashion changes which will change the standard up on
which the test to be scored.
186
The score, based on agreement with the ranking of 100 competent judges, provides a
functional measure of aesthetic judgment and perhaps an indirect indication of creative art
ability.
The Knauber Art Ability Test requires drawing a design from memory, arranging a
specified composition within a given space, creating and completing designs from supplied
elements, spotting errors in drawn composition using your own symbols for labor. The
scoring is semi subjective, but high reliability coefficients are reported by the author. The
test may be used to indicate progress in art classes and creative ability rather than aesthetic
judgment.
The Lewerenz Test in Fundamentals abilities of visual art consists of nine tests:
recognition of proportions, originality of line drawing, observation of light and shade,
knowledge of subject matter vocabulary, visual memory of proportion, analysis of
problems in cylindrical perspective, analysis of problems in angular perspective,
analysis of problems in parallel perspective, recognition of color .Both judgment or taste
and creative ability seem to be tapped by this group of tests.
6. Professional Aptitude Tests
Kandel has summarized the attempts and results obtained in the fields of medicine, law
and engineering. The medical aptitude test of the association of American medical
colleges is issued annually in a new form whose use is restricted to medical colleges. The
test is given every year at many universities to applicants for admissions for medical
schools. Six subset test are included; comprehension and retention, visual memory, memory
for content, logical reasoning, scientific vocabulary and understanding of printed material.
The Stoddard- Fersol law aptitude examination consist of 5 parts; capacity of accurate
recall, comprehension and reasoning by analogy, comprehension and reasoning by
analysis, skill and symbolic logic, comprehension of difficult reading. The test has been
useful as a supplement to other evidence, such as college grades in predicting success in last
school work.
Engineering aptitude test has been taken the form mainly of mathematical ability
or achievement test or spatial perception test, together with measures of general
scholastic aptitude. Any of the available good tests in these 3 folds together with other data
holds together with all other data concerning the pupil’s scholastic achievement, especially
his vocational interest, provides the best indication possible at present success in an
engineering curriculum.
Nursing aptitude has been approached through the Moss- Hunt Aptitude Test for nursing,
which deals with scientific vocabulary, general information, understanding of printed
material, visual ability, memory for content, comprehension and retention, and ability to
understand and follow directions. While the test material has been selected for its relevance
to nursing work, no previous training in nursing is assumed. The scores on this test have been
found to correlate substantially with ability to handle the scholastic material in the first year
of training.
187
ASSIGNMENT ON
SOCIOMETRY
SUBMITTED TO,
Submitted by :
SOCIOMETRY
MEANING
The word sociometry comes from the latin‘socious’ ,meaning social and the
latin‘metrum’,mening measure. As these roots imply ,sociometry is a way of measuring
the degree of relatedness among people . measurementsofrelatedness can be usefull not only
in the assessment of behavior within groups ,but also for interventions to bring about positive
change
188
and for determining the extend of change. For a work group ,sociometry can be a
powerfull tool for reducing conflict and improving communication because it allows the
group to see itself objectively and to analyse its own dynamics.it is also a powerfull tool
for assessing dynamics and development in groups devoted to theraphy or training.
Jacob levy Moreno coined the term sociometryand conducted the first long –
range sociometric study from 1932-38 at the new York state training school for girls in
Hudson ,newyork . As part of this study, Moreno used sociometric techniques to assign
residents to various residential cottages .He found that assignments on the basis of sociometry
substantially reduced the number of runaways from the facility . many more
sociometric studies substantially reduced the number of runaways from the facility . many
more sociometric studies have been conducted since , by Moreno and other sin settings
including other schools the military , theraphy groups , and business co operations.
A useful working definition of sociometry is that it is a methodology for tracking
the energy vectors of interpersonal relationships in a group . it shows the patterns of how
individuals associate with each other when acting as a group toward a specified end or goal .
Moreno himself defined sociometry as the mathematical study of psychological properties of
populations , the experimental technique of and the results obtained by application of
quantitative methods.
Sociometry is based on the fact that people make choices in interpersonal
relationships .whenever people gather , they make choices – where to sit or stand ; choices
about who is friendly and who not , who is central to the group , who is rejected , who is
isolated. As Moreno says, ‘ choices are fundamental facts in all ongoing human relations ,
choices of people and choices of things .It is immaterial whether the motivations are known
to the chooser or not; it is immaterial whether are inarticulate or highly expressive , whether
rational or irrational . they do not require any special justification as long as they are
spontaneous and true to the self of the chooser.
DEFINITION OF SOCIOMETRIC TECHNIQUES

Methods for quantitatively assessing and measuring interpersonal and group relationships
ADVANTAGES:
• It enables the teacher to get a comprehensive picture of the structure of
social relationship in the entire class by means of certain instruments and
method of interpreting the results obtained.
• It is a special method of obtaining the information through oral questions , written
responses and analyzing the records in studying the group.
189
• It is a technique whereby each member is asked to state the kind of relationships
, which he holds towards the other members . these have been recorded graphically
and represented in sociogram.
• It is a method used determine the degree to which individuals are accepted or
rejected in a group and group structure .
• This technique is simple in use and speedy in administration
• The curricular and co- curricular activities formation of groups , choosing
companions , patterns for specific activities.
Item
Analysis
190
SUBMITTED TO,
SUBMITTED BY,
ITEM ANALYSIS
MEANING OF ITEM ANALYSIS
Item analysis is a process which examines student responses to individual test
items (questions) in order to assess the quality of those items and of the test as a whole. Item
analysis is especially valuable in improving items which will be used again in later tests, but
it can also be used to eliminate ambiguous or misleading items in a single test administration.
In addition, item analysis is valuable for increasing instructors' skills in test construction,
and identifying specific areas of course content which need greater emphasis or clarity.
Separate item analyses can be requested for each raw score1 created during a givenrun). It
is a statistical technique used for selecting and rejecting the items of a test on the basis of
their difficulty value and discriminative power.
ESTIMATING ITEM DIFFICULTY
According to Frank S. Freeman, the difficulty value of an item may be defined as the
proportion of certain sample of subjects (learners) who actually know the answer of the item.
This statement is most functional and dependable because an item can be answered
correctly by guessing. The difficulty value depends on actually knowing the correct answer
of an item rather than answering an item correctly.
For each item compute the percentage of students who get the item correct. This is called the
Item Difficulty Index. The formula for calculating item difficulty index is:
R
D= x 100
191
N
where R = Number of pupils who answered the item
correctly; N = Total number of pupils who tried them.
ESTIMATING DISCRIMINATION INDEX
The discriminating power (i.e., the validity index) of an item refers to the degree to
which a given item discriminates among students who differ sharply in the function(s)
measured by the test as a whole.
An estimate of an item's discrimination index may be obtained by the formula:
RU -RL
Discrimination Index = ½N
Where RU = No. of correct responses from the upper group;
RL = No. of correct responses from the lower group;
N = Total number of pupils who tried them.
DIFFICULTY AND DISCRIMINATION DISTRIBUTIONS

At the end of the Item Analysis report, test items are listed according their degrees
of difficulty (easy, medium, hard) and discrimination (good, fair, poor). These
distributions provide a quick overview of the test, and can be used to identify items which are
not performing well and which can perhaps be improved or discarded.
TEST STATISTICS
Two statistics are provided to evaluate the performance of the test as a whole.
Reliability Coefficient. The reliability of a test refers to the extent to which the test is likely
to produce consistent scores.
Reliability Interpretation
90 and above - Excellent reliability; at the level of the best standardized tests
80 - .90 - Very good for a classroom test
70 - .80 - Good for a classroom test; in the range of most. There are
probably a few items which could be improved.
60 - .70 - Somewhat low. This test needs to be supplemented by other measures (e.g.,
more tests) to determine grades. There are probably some items which could be improved.
50 - .60 - Suggests need for revision of test, unless it is quite short (ten or fewer items).
The test definitely needs to be supplemented by other measures (e.g., more tests) for grading.
50 or below - Questionable reliability. This test should not contribute heavily to the course
grade, and it needs revision.
Standard Error of Measurement. The standard error of measurement is directly related

to the reliability of the test. It is an index of the amount of variability in an individual
student's performance due to random measurement error. If it were possible to administer
an infinite number of parallel tests, a student's score would be expected to change from one
administration to the next due to a number of factors. For each student, the scores would
form a "normal"
192
(bell-shaped) distribution. The mean of the distribution is assumed to be the student's
"true score," and reflects what he or she "really" knows about the subject. The standard
deviation of the distribution is called the standard error of measurement and reflects the
amount of change in the student's score which could be expected from one test administration
to another.
THE OBJECTIVES OF ITEM ANALYSIS

The main objectives of item analysis technique are as below:
1. To select the proper items for the final draft of the test and reject the poor items that
are unable to contribute any worth in the functioning of the test.
2. To modify some items to make them functional.
3. To obtain the difficulty index and discrimination index of each items of preliminary
draft of the test.
4. To increase the functioning of a test by considering difficulty index and discrimination
index simultaneously in selecting and rejecting the test items.
5. To obtain basis for preparing the final draft of the test
STEPS INVOLVED IN ITEM ANALYSIS

In conducting an item analysis of a classroom test, one should bear the following points
in mind:
1. Arrange answer books (or answer sheets) from the highest score to the lowest score.
2. From the ordered set of answer books, make two groups. Put those with the highest
scores in one group and those with the lowest scores in the other group. (There
are some statistical reasons why one should place the best 27% of the answer books in
one group and the poorest 27% in the other group. Hut, for classroom tests, it is really not
important what percentage is used. If the class is small, say, of 50 or fewer students,
there would be too few answer books in the top and bottom 27% to yield a very reliable
item analysis indices). In a typical type of classroom situation, it is quite appropriate to
divide the total group into the top and bottom halves.
3. For each item (e.g., true-false type, completion type), count the number of students in
each group who answered the item correctly. For alternate-response type of items,
count the number of students in each group who choose each alternative.
4. Record the count for each item. Assume a total of 40 answer books, 20 in each group.
Below is given a hypothetical illustration:
Item No. 1 2 3 4 5
No. of correct responses of the best 20 12 15 20 3 6

193
(or upper 27% or top half)
No. of correct responses of the poorest 20 3 12 0 3 12
(or lower 27%. or bottom half)
Omits 0 4 0 0 10
INTERPRETING ITEM ANALYSIS DATA

Item analysis data should be interpreted with caution.
Remember that:
(i) Item analysis data are not analogous to item validity;
(it) The discrimination index is not always a measure of item quality;
(iii) Item analysis data are tentative;
(iv) Avoid selecting test items purely on the basis of their statistical properties
USING ITEMS ANALYSIS RESULTS

Item analysis data have several values:
(i) They help one judge the worth or quality of a test;
(ii) They can be of aid in subsequent test revisions;
(iii) They lead to increased skill in test construction;
(iv) They provide diagnostic value and help in planning future learning activities;
(v) They provide a basis for discussing test results;
(vi) If students assist in, or are told the results of, item analysis,
it can be a learning experience for them;
(vii) They help in revising the test or test items.
194
ASSIGNMENT ON
CONDUCT CONTINUING EDUCATION
WORKSHOP
Submitted to :
195
Submitted by :
WORKSHOP TECHNIQUE
INTRODUCTION:
The workshop is the name given a novel (refreshing, new) experiment in education.
Close group type of discussion will be held in form of workshop. It consist of series of
meetings, usually four or more, with emphasis of individual work within the group with the
help of consultants and resource personnel. Educational process has two aspects- theoretical
and practical. Learning takes place in a friendly, happy and democratic under experts’
guidance. The workshops are organized to develop the psychomotor aspects of the learner
regarding practices of new innovations in the area of education. Workshop helps to each
participant opportunities to improve his effectiveness as a professional worker.
DEFINITIONS:
1. According to L. Ramachandran: The workshop is a meeting of people to work
together in a small group upon problems which are of concern to them and relevant
to them in their own sphere of activity and to find suitable solutions.
2. According to Loretta: Workshop refers to a group of individuals who work
together toward the solution of problems in a given subject matter field during a
specific period of time.
3. According to Basavantappa: Workshop is defined as assembled group of 10 to 25
persons who share a common interest or problem. They meet together to improve
their individual skills of a subject through intensive study, research, and discussion.
4. According to Neeraja: A systematic approach to deal in detail about educational
problems by means of a short meeting.
OBJECTIVES:
The workshops are organized to realize the following objectives:
1. Cognitive Objectives
2. Psychomotor Objectives
3. Affective objectives
196
1. Cognitive Objectives :The workshop is organized to
i. Solve the problems of teaching profession.
ii. Provide the philosophical and sociological background for instructional and
teaching situation.
iii. Develop an understanding regarding the use of a theme and problem.
iv. Identify the educational objectives in the present context.
2. Psychomotor objectives: (Skill development)

i. To develop the proficiency for planning and organizing teaching and
instructional activities.
ii. To develop skills to perform a task independently.
iii. To determine and use of teaching strategies effectively.
iv. To train the person for using different approaches of teaching.
3. Affectiveobjectives:(AttitudeDevelopment)
i. To develop professional relationship between participants and resource person.
ii. To permit the extensive study of a situation its background and its social and
philosophical implication.
iii. To take necessary steps to solve the problem of education.
PURPOSES OF WORKSHOP:
1. To put teachers in situations that will break down the barriers between them to
facilitate communication.
2. To give opportunity for personal growth through accepting and working towards a
goal held in common with others.
3. To give teachers an opportunity to work on the problems those are direct, current,
concern to them.
4. Teachers will learn new methods and techniques which they can use in their own
classrooms.
5. To place teachers in a position of responsibility for their own learning
6. To put teacher in situation where they will evaluate their own efforts.
7. To give the teachers an opportunity to improve their own morale.
PRINCIPLES OF WORKSHOP:
1. Workshop should focus on the current issues in the profession to be discussed.
2. Workshop should be conducted with full co-operation within organizers.
3. Giving the participants an active role will make teaching more effective.
4. Every individual has worth, and has a contribution to make to the common goal.
SCOPE OF WORKSHOP TECHNIQUE:

The workshop technique is used mainly in the following areas of education.
1. Action research project for classroom problems.
197
2. New format of lesson plan.
3. Preparing instructional material or teaching model.
4. Workshop on preparing research synopsis and proposals.
5. Workshop for non formal education.
6. Workshop for designing programme for teacher education at any level.
PLANNING FOR A WORKSHOP:
Selection of a theme:
Select the theme on workshop has to be organized.
1. The theme must be based on pre existing problem for which we should identify the
solution.
2. Theme must be useful for the in-service workers for giving awareness and training of
new practice in their working situation and which has a solution.
3. Theme must be directed towards the participants because to motivate their interest.
After selecting a theme for workshop, following have to be planned.
1. Open a file:
Correspondence relating to the planning, running and evaluation of workshop will
soon reach proportions that call for proper filing. A suitable system might be a loose leaf file
with the following subdivisions:
- Budget
- Workshop site
- Selection of participants
- Documentation
- Equipment checklist
- Publicity, press etc
- Evaluation
2. Selection of Resource Person:
In organizing a workshop resource person plays following important roles:
- They should provide theoretical and practical aspects of the theme.
- Resource person must have much more practical and theoretical exposure in
their work field.
- Resource person should able to provide guidance to participants at every stage
of and train them to perform the task effectively.
- Resource person should be able to supervise and also control the trainees.
3. Selection of the Participants: Criteria for selecting the participants:
a. Type of Participants: Homogeneity: Participants should be homogeneous
(same group).
b. Select the p participants who will benefit by the theme of workshop and
objectives.
c. Number of participants: It can be found from experience that as many as 35
participants (seven groups of five) can be handled by one organizer.
d. Select the participants 60 days before the workshop.
198
e. 45 days before confirm the participants who are going to participate who are
going to participate in the workshop.
f. Voluntary participation and willingness to innovate. Select the participants
those who attend the workshop voluntarily
g. Each participant should already have demonstrated his desire for change by
having adopted new methods of his own.
4. Selection of the Dates for the workshop:

i. Date of workshop should not coincide with public or religious holidays, sports
events.
ii. At least one working day will preside the open of the workshop.
iii. It should be planned prior to prevent inconvenience in conducting workshop.
5. Selection of the place for workshop:

1. Select the place where the Participants can stay and attend total activities
of workshop on a full time basis.
2. Place should be far away from where the Participants live to enable them
to participate in activities without interruption.
3. The place should be pleasurable one (Quiet, adequate seating, well
ventilated, good lighting, etc.)
4. Booking a meeting room and hotel accommodation
i. Book the room for conduction workshop and accommodation 6 months
priorly to the day.
ii. Take it in writing and insist in writing confirmation detailing the
conditions you have specified, particularly as regards to meeting room.
6. Selection of Language:
In workshop national Language must be the working language. It must be
known by all Participants.
7. Selection of Committees:
While organizing a workshop Committees must be formulated such as:
1. Organizer Committee:
• Should plan for programme
• They should schedule the programme
• They must select the days, dates, venue of workshop
• They should plan for budgeting
2. Assistant organizers Committee:
• selection must be done 4 months before the day
• organizer should select assistant organizers from another school or faculty
• Select each assistant organizer for every 10 participants.
• The assistant organizers will have the task of finding answers to questions
put forward by the participants.
3. Sponsors Committees:
199
• Sponsoring Committee should be found by organizers to share the
expenses of workshop
• Sponsors can extend their helping hand to provide place for workshop,
sound media, food and snacks, printing material etc
4. Volunteers Committee: Serves the following

• Receiving the guests
• Orienting the place to the participants and experts
• Seating arrangement
• Serving food
They have to formulate Committees for- registration, transportation, food,
stage, reception, publicity Committee etc.
8. Budget for Workshop:

Organizers should plan the budget according to their plan of conducting workshop.
Following simple formula is suggested to estimate the expenditure:
E = (T+S) NX 1.25
E- Estimate
T- Cost of return travel
S- Living expenses (accommodation, food)
N- Number of participants
9. Invitation of the participants:

The main points to be covered in the invitation are:
- Aim of the workshop
- Theme of the workshop
- Working method of the workshop
- Get a deadline for application
Preparing Workshop Pamphlet / Booklet:

Print pamphlets / booklets- chart specifying the
- Aim of the workshop
- Registration fees for the workshop
- Activities of programme in workshop
- Facilities arranged for the workshop
These all help the participants to prepare physically and mentally before
coming to the workshop.
Content which the experts are going to present must be given at the time of
documentation. This helps them to have reference copy of content for their future.
IMMEDIATE PREPARATION FOR WORKSHOP (ie 2-3 days before):
1. Review of the list of participants and resource persons:
200
- After getting the application we should prepare the finalizing the number of
participants, list of participants should be prepared.
- Resource persons also must be properly reminded.
2.Arrangement of room:
- Two days before the workshop it should be arranged
- The meeting room should be arranged so as to allow participants to sit at tables in
small groups of three to five.
- Allow the use of overhead projector it would be preferable in order to allow two
documents to be compared together.
- Make sure that everyone has a good view of the projection screen and discussion
leader.
- Room must be quite and that is arrangement is preferable to separate groups in
different rooms.
- Make sure that the room is away from the source of noise.
- Room must be adequately darkened to project the overhead projector.
- Make sure that electric power point that works and have an electrical extension flex
and spare projector lamp available.
- In addition have a stock of transparent cellulose sheets and marker crayons
available that may be used to illustrate any remarks that may be in plenary (An
intensive examination testing a student's proficiency in some special field of
knowledge) sessions.
3. Arrangement of Staff and Equipment- needed for document reproduction during

workshop:
Staff and equipment needed for documentation must be arrangement one month
before the day.
Staffs: such as typist for typing the documents resulting from group work.
Equipment: one month before itself should be arranged with all the needed
equipment and prior to the workshop it should be checked that the things by using
checklist.
EquipmentChecklist:
1. Note Pads(One for each Participants)
2. Pencils and sharpener (One for each Participants)
3. Rubber (One for each Table)
4. Two hold punch (1)
5. Adhesive tape (2 rolls)
6. Stapler (1)
7. Waste paper basket (One for each Table)
8. Drawing pins (2 packets)
9. File
10. Overhead projector (2)
11. Sharp projectors (2)
12. Electric extension flex (6 meter)
13. Electric adapter plugs (2)
14. Transparent cellulose sheets (50)
15. Crayon markers
201
16. Black board for flip charts
17. Dictionary
9. Arranging for press relations:

Depending on the local situation, it may be worth deciding to inform the press.
10. Coordinating the Assistant organizers:

All the assistant organizers should arrive at the site of the workshop without fail at
least two whole days before the workshop and should have been told how
important this coordination period is.
11. Time Table of Work:
a. It is not recommended to arrange more than five hours of structured sessions a
day. b. There should be provision of Teas break and lunch break
at appropriate time interval
and it should be planned through out the workshop.
c.Last day don’t forget to have a group photo snaps taken during the break.
ROLES IN WORKSHOP TECHNIQUE:
In organizing workshop the following four roles are performed.
1. Organizers of the workshop:

Whole programme and schedule is prepared by the organizer. He has to arrange
boarding lodging facilities for participants as well as the experts. The date, days,
and venue of workshop are decided by him. The workshops are also organized by
the institutions such as NCERT, DGHS sponsored workshop on nursing development.
2. Convener or chairman in first stage:

At first stage of the workshop theoretical aspects are discussed by the experts on
the theme of the workshop. Therefore a convener (the member of a group whose duty it is
to bring together) is nominated or invited who is well acquainted with theme of the
workshop to observe the work of the participants along with the expert and has to carryout
the formalities and keynote of the workshop.
3. Experts or Resource Person:

In organizing a workshop resource person plays following important roles:
a. They should provide theoretical and practical aspects of the theme.
b. Resource person must have much more practical and theoretical exposure in
their work field.
c. Resource person should able to provide guidance to participants at every stage
of and train them to perform the task effectively.
d. Resource person should be able to supervise and also control the trainees.
4. Role of Participant or Trainees:

202
The participant should be interested or keen in theme of the workshop. At the
first stage they have acquire understanding of the theme and at second stage have to
practice and perform the task with great interest and seek proper guidance from the
experts. They should carry the concept to their classroom to evaluate its workability in
actual situation. They may suggest some modification in using the concept in
classroom. The effectiveness of any workshop technique depends upon the
involvement of the participants in the task.
STAGES IN CONDUCTING WORKSHOP:

Generally workshops are organized for 3 to 10 days duration. The period of workshop
may be 40 days. It depends on the nature of task assigned to the workshop. It is organized in
four stages:
i. First Stage ii. Second stage iii. Third stage iv. Fourth stage
i. First stage programmes:

1.Registration: Participants will pay their fees and they will register their names
in registration counter. After that they will be given a identity card and workshop
content handwork.
2. Inauguration: it is starting function of the workshop. In this all committee
members, participants, resource persons will be gathered along with the chief guest.
Chief guest will start the function with lighting the lamp and gives his guest speech
regarding the theme. After to him organizer delivers his speech.
3. Preliminary introductory session: Organizer will give brief introduction about
the workshop, which they are going to conduct. He will give orientation towards
theme of the workshop and objectives.
4. Pretest: pretest will be given to the participants, which will be based in the theme of the
workshop ie background knowledge about theme of the workshop. And it will be
evaluated.
5.Break: Tea break and Lunch break in between the sessions.
6.Presentation of the theme of providing awareness: the resource person or experts
are invited to provide the awareness and understanding of the topic. This stage is
like a seminar.
The paper reading is also done to discuss the different aspects of the theme.
The trainees or participants are given opportunity to seek clarification. The experts
provide the suitable illustration steps for using it in practice such as classroom
teaching in education.
ii. Second stage:
1. Formation of the Groups: in the second stage the total group is divided in to small
groups.
2. Assignment sessions and practical exercise: Groups will be given assignment related
to the theme. Practical exercise also will be given.
3. Guidance and Supervision: A resource person is assigned to provide guidance to
the work to perform. Along with guidance the expert also supervises each participants
work. Every participant has to work individually and independently and has to
complete the task within given time limit.
203
4. Clarifying session: The participant while doing his work if finds any difficulty or doubt
can be clarified with the help of expert.
5. Group discussion: If group members have completed their assignment at the end they
meet together and discuss their task within their group.
6. Preview of the next day: At the end of the each day all group members will join
together and discuss the programmes of the next day.
iii. Third stage:
There are four phases:
1. Presentation: at this phase all group meet at one place and present their report of work
done at second stage.
2. Evaluation: - Post test: It will be given to the participants based on the content which
was given by the experts during the presentation phase. That will be evaluated.
a. Open suggestions: the participants are given opportunity to comment and give
suggestions for further improvement.
b. Expert Suggestion: the experts also provide suggestion on different aspects of
the reports.
3. Validation: it is the end phase of the workshop. In this organizer will conclude the
workshop after providing certificates to the experts and participants and also distribute
the prizes to those perform well in their group activities. Chief organizer or assistant
organizer will give vote of thanks and programme will end with National anthem.
iv. Fourth stage:

In fourth stage means after the actual programme, organizers as well as participants
have to do their part of work.
Organizers Part:
1. Letter of thanks: Within 15 days after the programme it is time to thank everybody
who has helped, the organizers including those who have provided funds for the
workshop, the members of the committee for sponsors and the assistant organizers.
Inform theme in the letter that they will shortly be sent the report on the workshop.
2. Report on the workshop: report regarding the workshop must be printed and sent to
the assistant organizers and other persons who helped to successful conduct of
the workshop. The report will contain the following:
a. An introduction giving a brief description of the focal context which led to the
organization of the workshop.
b. The general aims of the workshop
c. Description of the progress of the workshop
d. Selected samples of the work done in group
e. List of documents used during the workshop
f. The evaluation
g. List of participants
Part of Participants: They should get ready for the follow-up programme that will be
conducted as a long term evaluation process at least one year after the day.
Follow up:
204
a.The trainer has to go back to their institution. They asked to continue their task and
examine the workability and usability in their institution.
b. The participants are invited to meet again and present their experience regarding
applicability of the topic or new practice.
c. During follow up meeting participants will also be assessed to which level they
reached their objectives by using questionnaire and individual interview.
ADVANTAGES OF WORKSHOP:
1. Workshop is used to realize the higher cognitive and psychomotor objectives.
2. It is a technique which can be effectively used for developing understanding and
proficiency for the approaches and practices in education.
3. It is used for developing and improving professional efficiency. E.g., Nursing,
Medical, Dental etc
4. Teaching proficiencies can be developed by the workshop technique for nursing in-
service teachers.
5. It provides the opportunity and situations to develop the individual capacities of a
teacher.
6. It develops the feeling of co-operation and group work.
7. It provides the situation to study the vocational problems.
8. The new practices and innovation are introduced to in-service teachers.
LIMITATIONS OF WORKSHOP:
1. The in-service teacher may not take interest to understand and use the new practices
in their classroom.
2. The workshop cannot be organized to large number of groups, so the large number of
persons can be trained.
3. The teacher may not take interest in practical work or to do something in productive
form.
4. The effectiveness of the workshop technique depends on the follow-up programme.
Generally follow-up programmes are not organized in workshop technique.
CONCLUSION:
In the workshop the total members may be divided in to small groups and each group
will choose a chairman and a recorder. Learning takes place in a friendly, happy, and
democratic atmosphere, under expert guidance. The workshop provides each participant the
opportunity to improve his effectiveness as a professional worker.
BIBLIOGRAPHY:
1. Basavantappa B T; Nursing Education; 1st edition; Jaypee Brothers Medical
Publications (P) Ltd, New Delhi.
2. Barabara A M & Ruth A W-Price, “Nursing education: Foundation for Practice
Excellence”; Jaypee Brothers Medical Publications (P) Ltd, New Delhi.
3. Aggraval.J.C. “Principles Methods and Techniques of Teaching”, Vikas Publishing
house Pvt Ltd, 1996, New Delhi.
205
206

Rohini Edu File

Uploaded by

Copyright:

Available Formats

Rohini Edu File

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rohini Edu File

Uploaded by

Copyright:

Available Formats

Navodaya college of Nursing Raichur

Nursing education file

Certified that this is the work of ________________________________

Health Sciences, Bangalore.

SIGNATURE OF THE SUBJECT INCHARGE

SIGNATURE OF THE SIGNATURE OF THE

Sl.No. Content Page No.

Syllabus/Course Plan 9-28

Unit Plan 39-80

Lesson Plan 81-100

Clinical Rotation Plan 101-104

2. Micro Teaching: 105-128

3. Teaching Method in Class Room: 129-192

Panel Discussion 165-172

Problem Based Learning 173-176

Computer Assissted Learning 185-192

4. Clinical Teaching Method: 193-212

Nursing Clinic 195-198

Nursing Rounds 199-200

Case Analysis 200-202

Process Recording 202-209

Group Health Teaching 210-212

5. Preparation of AV Aids: 213-260

Flash Card 237-240

Power Point 241-248

6. Annotated Bibliography: 261-266

1 Annotated Bibliography (Research) 267-268

2 Annotated Bibliography (Journals) 269-272

3 Annotated Bibliography (Articles) 273-276

7. Evaluation Tools: 277-324

1. Preparation of question paper

Objective type question paper 283-286

Essay type question paper 287-292

2. Construct, Administer & evaluate clinical evaluation 293-294

b. Check list 299-302

c. Attitude test 303-306

e. Differential scale 311-316

f. Summated scales 317-320

g. Anecdotal records 321-324

3. Observe & Practice 325-372

a. Non Standardised test 325-326

b. Intelligence test 327-330

c. Aptitude test 331-334

d. Personality test 335-350

e. Physical and mental disability 351-368

8. Item Analysis 373-378

9. Conduct continuing education workshop 379-390

SUBMITTED TO, SUBMITTED BY,

II YEAR M.SC [N]

II YEAR M.SC [N]

NAVODAYA OF COLLEGE NURSING RAICHUR

NAVODAYA COLLEGE OF NURSING RAIC SUBMITTED BY,

II YEAR M.SC [N]

NAVODAYA COLLEGE OF NURSING RAICHUR

Meaning and definition:

Lesson plan is a plan prepared by a teacher to teach a lesson in an organized manner.

Principles of Lesson Planning

Steps in Lesson Planning