LGB REGIONAL INSTITUTE OF MENTAL HEALTH

CLASSROOM PRESENTATION
ON
DEMOSTRATION METHOD OF TEACHING
SUBJECT:- NURSING EDUCATION

SUBMITTED TO-
SUBMITTED BY-
DR. Ch PADMINI ROY
TINAMONI DAS
NURSING TUTOR
M.SC. NURSING 1ST YEAR
DEPT. OF PSYCHIATRIC NURSING
DEPT. OF PSYCHIATRIC NURSING
LGBRIMH, TEZPUR
LGBRIMH, TEZPUR, ASSAM

1
INTRODUCTION:

Demonstration is description and explanation by experiment by which logically can prove the
truth or use the demonstration to teach the skills. A demonstration is the process of teaching
where someone will teach how to make or do something in a step-by-step process. It is based
on the principal of “Learn by Doing”. This method is recommended for teaching skill
because it covers all the necessary steps in sytematic and an effective learning order. Students
learn physical or mental skills by actually performing those skills under supervision.

In nursing education demonstration method is very useful and relevant. It trains the
students in the area of careful observation, a quality which is essential for every nurse. Hence,
it is considered to be the best methods for teaching skills in nursing and health related
education.

Hence, it is a teaching-learning method, , will help the teacher to conduct teaching in

agreeable, student-friendly and successful manner by initiating and maintaining link between
the subject matter and the student. A method is essential for the constructions and
organization of knowledge. Critical thinking is essential to a teaching method.

GUIDELINES FOR THE SELECTION AND PRACTICE OF TEACHING-

LEARNING METHODS

Selection of appropriate teaching-learning methods requires critical thinking and decision

making. The below mentioned guidelines will assist the teacher in the selection of fruitful
teaching-learning methods-

 Method should be suited to objectives and contents of the subject matter: Objective and
content play a major role in the selection of teaching-learning method. An intelligent
teacher can very easily identify the suitable method by varifying the objectives and
content.

 Method should suit to the level of students: Teacher has to consider the psychological
status, receptiveness, intelligent maturity and previous knowledge of students. While
selecting the method of teaching.

 Method should be based on sound psychological principles: Method with a psychological

basis will make the teaching more rewarding and student centered.

 Method should be used creatively: It is not a must that the teacher should follow only the
conventional methods of teaching.

 Method should suit to teacher’s style: Teacher’s style in teaching is an outgrowth of

teacher’s personality and character.

 Teacher has to rely on his or her strength or assets while selecting method: A teacher
who is excellent in a handful of teaching methods, need not be worried about his or her
weakness in dealing with a particular method.

2
CLASSIFICATION OF METHODS OF TEACHING:

a) Based on the degree of dominance enjoyed by the teacher or learner, in the teaching-
learning process, teaching methods can be classified into:

 Teacher centered methods

 Learner centered methods.

In the former, teacher plays an active role and the student's role is minimized to a passive
listener. In the latter, learners actively participate in the teaching-learning process. Depending
upon the quantity of audience a particular method can cater to, the methods of teaching can
be divided into large group methods-small group methods and individual methods.

b) Classification based on mode of teaching:

 Didactic(direct teaching): Verbal and typically in the form of lecture or presentation.

 Modeling(direct teaching): Visual and typically in the form of demonstration and

practice.

 Managerial(indirect or interactive teaching): Facilitation, individualization, and group

management.

 Dialogic (indirect interactive teaching): Questions, and thought provocation.

c) On the basis of setting:

Demonstartion is under the teaching classroom/laboratory

DEFINITION OF DEMOSTRATION:

 Demonstrations can be defined as an accurate portrayal of a procedure, techniques or

operation -Laird
 "Visualized explanation of facts, concepts and procedures".
 Demonstration is defined as a method of teaching by exhibition and explanation,
combined to illustrate a procedure or experiments.

PURPOSES OF DEMOSTRATION:

The main purposes of demonstration are:

 It may be used to provide a model of a skill.

 It may be used to support an explanation of an idea, theory, belief, concept or skill.
 It shows the learner "how" to perform certain psycho-motor skill.
 It also helps to understand "Why" certain things occur.
 It arouses interest and motivates the learner
 It directs the attention of the learner to the skill.
 It supports the verbal explanation of a principle or physical process.
 It provides a visual image that contributes to encoding of information

3
  Demonstration provides a means to illustrate, clarify an approach and skill.
 It is a method where a teacher involves many learners at one time, thereby aiding for
an economical use of time, materials and equipment
 It shows a process in action.

ESSENTIAL CHARACTERISTICS OF A GOOD DEMONSTRATION:

 The demonstrator should understand the entire procedure before attempting to

perform for others. This sometimes necessitates review before performance.
 All equipment should be assembled and pretested, as it saves time and ensures that the
apparatus will be in good working condition.
 Advance knowledge of the procedure to be followed in the demonstrations to avoid
distraction of student.
 A positive approach should be used. Emphasis should be placed on what to do, rather
than what not to do.
 Demonstrator should accompany the procedure, with reviewing comments relative to
procedure and its anticipated result. It should be limited to essential facts.
 The setting for demonstration should be true to life as far as possible.
 A discussion period should always follow the demonstration.
 Mimeographed directions should be distributed before demonstrating a nursing
procedure, as it saves continuous dictation on the part of teacher and waiting on the
part of the student.
 The student should be given opportunity for prompt practice for better learning.

PHASES OF DEMONSTRATION:

Entire demonstration can be divided in three phases:

 Planning and preparation phase

 Performance phase, and
 Evaluation phase.

1) Planning and preparation phase:

In planning and preparation phase, teacher prepares herself, arranges necessary articles and
equipment, and creates conducive learning environment for the students. The following
activities should be performed by the teacher:

1. Setting up well-defined objectives based on theoretical knowledge.

2. Splitting the demonstration into appropriate steps on rational basis.

3. Doing rehearsals to attain proficiency.

4. Making sure patient's comfort and safety, if demonstration is planned on a patient and
obtain necessary permission.

5. Creating conducive learning environment.

4
6. Planning for maximum students' participation.

7. Ensuring adequate and good working condition equipment and assembling them in
convenient order.

8. Planning for return demonstration.

9. Guiding students to achieve the objectives by means of listing the objectives and
explaining what is expected from them.

10. Preparing a checklist regarding the articles and steps to avoid shortcomings in
performance. 11. Foreseeing the importance of providing opportunities for students to
practice the skills and making arrangements for the same.

12. Preparing procedure manual at institutional level by the faculty reduces the workload of

2) Performance phase:

The teacher should maintain positive attitude towards the demonstration. Here, the main
focus should be on what to do rather than what not to do. The teacher can make the
demonstration successful, by keeping the following points in mind:

1. Based on principle from whole to part, teacher briefly narrates the whole procedure before
explaining the individual steps in detail.

2. Explain the name and use of articles kept ready for performing demonstration.

3. Start the demonstration slowly, so that the students can follow easily.

4. Explain the purpose and scientific principle.

5. Place the steps and verbal explanations in a student-friendly manner.

6. Make sure that the students have understood each step, repeat if they have not understood.

7. Involve students in performance phase, wherever and whenever possible.

8. Ask questions in-between and encourage to seek clarifications.

9. Complete the procedure with a summary.

10. Replace the articles, demonstrate aftercare of them, and wash hands.

11. Show the way of recording of the procedure.

12. Conclude the performance phase with a discussion. Discussion will help to provide any
further clarifications.

3) Evaluation phase:

5
The last phase of the demonstration phase is evaluation. It is done mainly through return
demonstration and by asking thought-provoking questions. In return demonstration, the
instructor judges student's performance. The student displays whatever competence has been
attained, and the instructor discovers just how well the skill has been learned. To test each
student's ability to perform, the instructor requires students to work independently throughout
this phase. The teacher determine the effectiveness of the instructions, by measuring student's
achievement in this phase. Recording of the procedure also plays an important role in
evaluation.

In the nursing profession, the demonstration method is frequently used to teach clinical skills.
Here’s an example of how this method can be applied to teach Intravenous (IV) Cannulation.

1. Preparation Phase

In this phase, the instructor sets the stage for the demonstration by preparing both the
materials and the learners.

-Objective:The instructor explains that the goal of the demonstration is to teach the correct
technique for inserting an IV cannula.

-Materials:The instructor gathers all necessary materials, such as an IV cannula, tourniquet,

antiseptic wipes, gloves, a syringe, saline, a sharps container, and a manikin or a simulation
arm for practice.

-Background Information: The instructor reviews key concepts such as the anatomy of veins,
indications for IV cannulation, and potential complications. This ensures that the students
have the necessary theoretical knowledge before the hands-on demonstration.

-Student Engagement:The instructor assesses the students' prior knowledge by asking

questions about their experience with IV procedures or their understanding of aseptic
techniques. The instructor encourages students to share any concerns or questions they might
have.

2. Performance Phase

In this phase, the instructor demonstrates the skill of IV cannulation step by step.

-Step-by-Step Demonstration:

1. Hand Hygiene:The instructor begins by demonstrating proper hand hygiene techniques

before any patient contact.

2. Preparation: The instructor shows how to prepare the equipment, including assembling
the IV cannula, preparing the saline syringe, and ensuring all necessary items are within
reach.

3. Patient Interaction:The instructor demonstrates how to explain the procedure to the

patient, obtain consent, and position the patient comfortably.

6
 4. Vein Selection: The instructor explains how to select an appropriate vein, considering
factors like vein visibility, palpability, and patient comfort.

5. Aseptic Technique: The instructor demonstrates how to clean the selected site with
antiseptic wipes and apply the tourniquet.

6. Cannula Insertion: The instructor carefully inserts the cannula into the vein, explaining
each movement and what the student should feel when the vein is successfully accessed.

7. Securing the Cannula: Once the cannula is in place, the instructor shows how to secure it
with adhesive dressing and remove the tourniquet.

8. Flushing the Cannula: The instructor demonstrates how to flush the cannula with saline to
ensure patency.

9. Post-Procedure Care: Finally, the instructor discusses how to monitor the site for
complications, document the procedure, and dispose of sharps properly.

- Student Involvement:The students are encouraged to observe closely and ask questions. The
instructor might ask one or two students to assist with certain steps, such as holding the
tourniquet or flushing the cannula.

-Narration and Explanation:Throughout the demonstration, the instructor explains each step
in detail, emphasizing critical points like maintaining sterility and recognizing signs of
complications (e.g., hematoma, phlebitis).

3. Evaluation Phase

After the demonstration, the instructor evaluates the students' understanding and skill.

Discussion and Q&A:The instructor facilitates a discussion, encouraging students to

summarize the procedure and reflect on what they observed. Any questions or concerns are
addressed.

- Practice:Students are given the opportunity to practice IV cannulation on a manikin or a

simulated arm. The instructor observes and guides them through the process.

- Feedback:The instructor provides individualized feedback to each student, pointing out

strengths and areas for improvement. For example, the instructor might note if a student
needs to improve their vein selection technique or aseptic practices.

- Assessment: Students may be formally assessed on their ability to perform IV cannulation,

either through a skills checklist or a simulated clinical scenario. The assessment criteria might
include technical accuracy, adherence to aseptic techniques, patient communication, and
overall confidence in performing the procedure.

7
ADVANTAGES OF DEMONSTRATION:

Demonstrations are an excellent way to illustrate points which enable the learner to
comprehend complex and difficult material in a short period of time.

 When properly prepared, several minutes of demonstrations may accomplish more

than hours of lecture.
 Demonstrations reduce the gap between theory and practice. The teacher can provide
practical examples which reflect actual practice.
 Complex models and processes become real by way of demonstration.
 Demonstration activates more than one sense, which enhances learning. It involves
visual, aural and kinesthetic sense of individuals that improves recall and
transferability of the knowledge and skill learnt.
 Demonstration provides variety to the learning situations, thereby reducing boredom.
Exchange of learning becomes more relaxed and joyful.
 Demonstration allows the learner, to see the exact manner in which a skill or behavior
is to be performed.
 Demonstration trains the learner in the art of careful observation.
 Demonstration stimulates the interest of the learners by use of concrete illustration.\

DISADVANTAGES OF DEMONSTRATION:

 Sometimes, a few learners are negatively motivated after a demonstration as they are
unable to perform the skill.
 Teachers who do not possess a mastery level of skill or cannot demonstrate the correct
procedure and or her behavior may confuse and discourage the learners.
 It is often difficult to isolate tasks, skills, procedures and behaviors in a step-by-step
manner. Some skills are difficult to break down into components and may be better
understood from a holistic perspective.
 They may be time consuming, as they require more time for practice and review.
 Demonstrations are usually best with small groups.
 Even the most skilled and talented teacher may find it difficult to provide timely
detailed feedback on performance to each individual in a group.

COMMON ERRORS IN DEMONSTRATION:

 Equipment may not be ready for use.

 There may not be an apparent relation between the demonstration and the topic under
discussion.
 Blackboard summary not up to the mark.
 Teacher may be in a hurry to arrive at a generalization without allowing students to
arrive at a generalization from facts.
 Teacher may talk too much which will mask the enthusiasm of the students.
 Teacher may not have allowed sufficient time for recording of data.

8
  Teacher may fail to ask the right type of questions.

CHARACTERSTICS OF A GOOD DEMOSTRATOR:

The characteristics of a good demonstrator are:

 Rehearse the presentation prior to delivery to make certain that information is correct
and clear.
 Explain the goals of the demonstration at the beginning in a two-way discussion with
the learner.
 Present the operation one step at a time and explain each step as the demonstration
proceeds.
 Allow the earliest possible tryout of the demonstrated skill, procedure or behavior.
 Reinforce everything learners do correctly in their practice session.

ROLE OF THE DEMOSTRATOR IN A DEMOSTRATION METHOD:

1) Role of the Demonstrator before the Procedure:

 Should have a clear understanding of the learning objectives.

 Formulate behavioral objectives for the particular demonstrative session.
 Perform a skill analysis of self and students.
 Possess mastery of skill and confidence in demonstrating.
 Analyze the process completely and break it into sequential steps.
 Have all material in place.
 Check the operation of all equipment before the demonstration.
 Assess the entry behavior of the students and determine prerequisites.
 Give an overview of the procedure to the students before demonstrating.

2) During the procedure:

 Conduct demonstration at a normal pace.

 Make sure everyone can see each step of the procedure.
 Proceed in a step-by-step fashion without carrying or overlapping steps.
 Motivate them by explaining why the skill is important.
 Demonstrate the total skill at normal speed.
 Follow sequence in demonstration.
 Ensure that a particular step is clear to the learners before proceeding to next step.
 Intersperse demonstration with lecture, discussion and questioning.
 Communicate clearly and directly.
 Avoid use of negative examples and variations in technique.

3) After the procedure:

 Get feedback from all learners.

 Arrange for return demonstration by the student.
 Provide immediate supervised practice, with adequate time allowance.

9
  Provide verbal, rather than physical guidance.
 Remember that initial interest may wane, so provide motivation and encouragement.
 Replace all articles and equipment.
 Ensure whether the learning objectives are attained or not.

STUDENT'S RESPONSIBILITIES:

1. Familiarize self with objectives of demonstration.

2. Follow the steps being demonstrated along with written information.

3. Identify how the activity can be modified to meet the patient's individual need.

4. Ask for clarification of points that were not understood.

5. Translate the observation of demonstration into return performance.

6. Evaluate self, regarding growth and the areas where help is needed.

7. Seek opportunities to build on newly gained knowledge and skills in application to other
areas.

CONCLUSION:

Demonstration method is a method of providing lessons by exhibiting and

demonstrating. The demonstration method is a method of teaching by demonstrating things,
events, rules, and sequences of activities, either directly or through using instructional media
which is relevant to the subject matter or material that will be presented. The purpose of
teaching using a demonstration method is to show the process of occurrence of an event
according to the teaching materials, how they are attained and the ease to be understood by
the students in teaching learning process. Demonstration method enhances interest of the
learners to study and develop their power of imagination. It is a more effective method than
any other traditional method of teaching.

REFERENCES:

1. Sudha R. Nursing Education Principles and Concepts. 2 nd ed. New Delhi: Jaypee Brothers
Medical Publishers (P) Ltd; 2021. p. 74-9.

2. Neeraja KP. Textbook of Nursing Education. New Delhi: Jaypee Brothers Medical
Publishers (P) Ltd; 2009. p. 231-40.

3. Venkatesan L, Joshi P. Textbook of Nursing Education. Haryana: Reed Elsevier India

Private Limited; 2015. p. 55-8.

4. Pramilaa R. Nursing Communication and Educational Technology. New Delhi: Jaypee

Brothers Medical Publishers (P) Ltd; 2010. p. 259-60.

5. Sodhi JK. Comprehensive Textbook of Nursing Education. 2 nd ed. New Delhi: Jaypee
Brothers Medical Publishers (P) Ltd; 2022. p. 71-4.

10