DEMONSTRATION DEFINITION:Demonstration is a method of teaching by exhibition and explanation combined to illustrate a procedure or experiments.

Or It can be defined as visualized explanation of facts and procedures. PHASES OF DEMONSTRATION Demonstration can be divided into three phases1. Planning and preparation phase 2. Performance phase 3. Evaluation phase PLANNING AND PREPARATION PHASE In the planning and preparation phase, teacher prepares herself, arranges necessary articles and creates a conducive learning environment suitable to the number of students. During this phase the teacher has to: a) Set well defined objectives based on the theoretical knowledge and need of students. b) Review related knowledge c) Based on scientific principles or rational basis split the demonstration into appropriate steps so that students can easily follow the demonstration. d) Do rehearsals as needed for attaining the proficiency required for conducting demonstration. e) If the demonstration involves the presence of a patient or mock patient, plan for their comfort and safety. Obtain necessary permission in the case of patients. f) Create a conducive learning environment by providing adequate facilities, especially the facility to observe the demonstration. g) Plan for maximum student participation. h) Ensure adequacy and good working condition of equipments , assemble equipments in a convenient order. i) Plan for return demonstration.

j) Give necessary guidance to the students for achieving the objectives of demonstration. This can be done by listing the objectives and explaining what is expected from the student in order to achieve them. k) Prepare a check list regarding the articles and steps so that teacher can avoid shortcomings in the performance phase. l) In the planning phase itself teacher should foresee the importance of providing opportunities for students to practice the skills and make arrangements for the same. m) Preparation of procedure manual at the institutional level by the faculty or at the regional level by collaborating with other institutions not only brings uniformity to procedures but also reduces the workload of teachers in the preparation phase. PERFORMANCE PHASE In this phase, teacher performs the demonstration. Throughout this phase she has to maintain a positive approach by telling what to do rather than what not to do. She should also exhibit a fine co-ordination of head, heart and hand than simply repeating as per the procedure manual. Following steps will help you to perform demonstration in an impressive way. a) Based on the principle of proceeding from whole to parts, briefly narrate the whole procedure before explaining the individual steps in detail. This can be done either by asking few questions or by briefing yourself. b) Explain the name and use of articles kept ready for performing demonstration. c) Start the demonstration slowly so that students can follow easily. d) Explain the purposes and scientific principles associated with each step. e) Pace the steps and verbal explanations in a student friendly manner. f) Make sure that students have understood each step, repeat if they have not understood it. g) Wherever possible involve students in the performance phase. h) In-between ask questions and encourage to seek clarifications in order to get a feedback from students, complete the procedure with a summary. i) Replace the articles, demonstrate the after care of them and wash hands. j) Show the way of recording the procedure. k) Conclude the performance phase with a discussion. Discussion will help to provide any further clarifications. EVALUATION PHASE

Evaluation is done mainly through return demonstration and asking thought provoking questions. ADVANTAGES OF DEMONSTRATION 1. Through demonstration teacher illustrates the co-ordination of head, heart and hands, which is essential for the development and refining of psychomotor skills. 2. Students are very much interested to see the application of the theory which they have learned in the previous classes. This interest along with the use of multiple senses promotes learning and brings out the correlation between theory and practice. 3. Amount learned and retained is directly proportional to the students interest and senses involved so the amount learnt and retained is high in demonstration compared to other methods. 4. Accompanying explanation helps the student to understand and clarify the scientific principles involved in each step of the procedure. 5. Observational skill is important in assessing patients condition and demonstration is a good means for developing the same. 6. Return demonstration helps the teacher to evaluate the knowledge and skills acquired by the student. If she is not satisfied with the return demonstration, she can redemonstrate the procedure for making it more clear to students. This provision for immediate evaluation and rectification of noted shortcomings by employing appropriate remedial measures in considered as the greatest advantage of demonstration. In fact, through return demonstration teacher can correct students then and there as needed. Thus, return demonstration ensures competency of students in carrying out nursing procedures and thereby protect the patient from ill-prepared students. 7. Gratification gained through the application of theory motivates the students to attend demonstration classes. 8. Demonstration demands adequate preparation from the side of nurse educator and immediate feedback from the students through return demonstration will serve as a means to critically evaluate her competency in handling this teaching method. 9. Exploring the scientific principles underlying the steps in demonstration foster critical thinking. DISADVANTAGES OF DEMONSTRATION Demonstration is a teacher centered, small group teaching method but return demonstration is student centered. As a method of teaching nursing skills, obviously there is no clear-cut

disadvantage for demonstration. Theoretical background and a good explanation from the side of teacher reduce the possibility of blindly following the procedure book. As already stated, demonstration is the apt method for developing psychomotor skills and by realizing the importance of psychomotor skills in clinical practice, students are less likely to remain inattentive while attending demonstration. GUIDELINES FOR GOOD DEMONSTRATION 1. It should be planned and rehearsed by the teacher before hand. 2. The equipments used for demonstration should be visible on the whole class. 3. Adequate lighting arrangements be made on demonstration table and a proper background table need to be provided. 4. All the equipments are placed in order before starting the demonstration. The equipment likely to be used should be placed in the left hand side of the table and it should be arranged in the same order in which it is likely to be used. 5. Before actually starting the demonstration a clear statement about the purpose of demonstration be made to the students. 6. The teacher makes sure that the demonstration method leads to active participation of the students in the process of teaching. 7. The demonstration should be quick and slick and should not appear to linger on unnecessarily. 8. The demonstration should be interesting so that it captures the attention of the students. 9. For active participation of students the teacher may call individual student in turn to help him/her in demonstration. 10. The teacher should write the summary of the principles arrived at because of demonstration on the blackboard. The blackboard can be also used for drawing the necessary diagrams. 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.

Teacher may fail to ask the right type of questions.

SIMULATION MEANING OF SIMULATION Simulation may be defined as a role playing in which the process of teaching is enacted artificially and an effort is made to practice some important skills of communication through this. Under this, the student-teacher and the students stimulate a particular role and try to develop an identity with the actual classroom environment. Thus, the whole simulated teaching program becomes training in role perception and role playing. DEFINITION OF SIMULATION 1. R Wynn (1964): simulation is an accurate representation of realistic situation. 2. WR Fritz (1965): simulation may be considered as a dynamic implementation of model representing a physical or a mathematical system. 3. DR Cruickshank (1966): simulation is the creation of realistic games to be played by participants in order to provide them with like problem-solving experiences related to their present or future work. TYPES OF SIMULATION There are 3 types of simulation: Simulation exercise Simulation game Role playing

Simulation exercise: - A controlled representation of a piece of reality that learners can manipulate to better understand the corresponding real situation. Simulation game:- A game that represents real life situations in which learners compete according to a set of rules in order to win or achieve an objective. Role playing: - a form of drama in which learners spontaneously act out roles in an interaction involving problems or challenges in human relations. A variety of simulations is available for nursing and health care education. Ziv classifies the simulations available for nursing in the following manner. Simple models or mannequins.

Simulated/ standardized patients. Computer screen based clinical case simulators Realistic high-tech procedural simulators (task trainers) Virtual reality Realistic, high-tech interactive patient simulators

PURPOSE OF SIMULATION Simulation can serve the following purposes: 1. Simulation is intended to help students practice decision making and problem solving skills and to develop human interaction abilities in a controlled and safe setting. 2. Through an active involvement in a simulation exercise, a game or role playing situation, the student achieves cognitive, affective and psychomotor outcomes. 3. Simulation provides a chance to apply principles and theories students have learned and to see how and when these principles work. 4. Through simulation students can learn how to learn and test various approaches in a setting where patients cannot be hurt and where wrong decisions can always be reminded. It is hoped that the knowledge gained through simulation can be easily transferred to the real patient care settings. SIMULATION TECHNIQUE DR Cruickshank (1968) developed a teacher training system which is capable of presenting the student with upto thirty-one different simulated problems related to teaching. Following are the various steps: 1. The participant is introduced into the situation, that is, if he was a new teacher in a college. 2. The participant is provided with information and opportunities to solve the problems of a beginning teacher. 3. The participant is exposed to a variety of potential solutions to particular problems. 4. The participant is given the opportunity of observing the results of his chosen line of action. 5. The participant is introduced to the situation by filmstrips. 6. The participant is also given the materials that a teacher going to the college would actually receive- things such as the college rules and regulations, curriculum handbook and record cards of all students in the class. 7. The participant is, then, presented with thirty-one problems, ten in films and others in role playing situations, written incidents or combinations.

8. After the presentation of each problem, the participant responds to an incident response sheet. 9. The participant, then identifies the factors influencing the problems, locates the relevant information, suggests appropriate alternative course of action, communicates and implements a decision. 10. Small group discussions follow which consider the analysis and action taken. 11. Small group discussions are followed by large group discussions. 12. The objective of the discussion id to push the analysis of the teaching problem, and not to come up with the right answer. The following mechanism of simulated teaching as given by JC Aggarwal is given below: 1. Orientation of the student teachers with the concept of simulation, its use in teacher training, steps to be followed in simulated teaching, role of students, teachers and observes and the setting for adopting simulated teaching. 2. Selection of the specific teaching skills to be practiced. 3. Demonstration lesson by the teacher educator. 4. Formation of groups of student teachers. 5. Assignment of roles-teacher, student and observer, to student teachers. 6. Determining the procedure and technique of observation of the student teachers. 7. Delivering the lesson by the student teacher. 8. Follow-up and further modification in the teaching technique. VALUE OF SIMULATION 1. Simulation ensures safe nursing practice by nursing students through bridging the gap between theory and practice. 2. Simulation is an effective technique to learn psychomotor skills. 3. Simulation helps the students to develop critical thinking abilities and problem- solving skills. 4. Simulation not only helps the students to learn the decision making process but also provides feedback regarding the consequences of the decisions made. 5. Simulations, especially the role play enables students to empathise with the real life situations. 6. By way of simulation teacher can easily inculcate proper attitude among nursing students. 7. Simulation can also be used to evaluate students. SIMULATION IN EDUCATION

The International Dictionary of Education defines the term as, teaching technique used particularly in management education and training in which a real life situation and values are simulated by substitutes displaying similar characteristics. It also means Techniques in teacher education in which students act out or role play teaching situations in an attempt to make theory more practically oriented and realistic. REASONS FOR THE USE OF SIMULATION TECHNIQUE NA Fattu (1966) gives the following reasons for the use of simulation: 1. When an environment cannot be duplicated exactly, then it may be made as realistic as possible. 2. When a process is to be examined systematically, it may yield information through developing and operating a situation. 3. When a system is too difficult to manage, simulation may suggest a way of breaking it down into sub-systems. Then it may be noted how the skills and the information required may be pooled. 4. When a difficult problem is confronted beyond a teachers ability. Simulation may help him synthesize and infer a good solution. 5. Cost may be reduced by simulating rather than by alternative forms of experimenting. 6. Simulation may also indicate which variables in a complex operation or system are important and how they are related to each other. 7. The amount of time accomplished is controllable by the simulator. ADVANTAGES OF SIMULATION 1. 2. 3. 4. 5. 6. 7. 8. Simulation helps to build confidence in the student-teacher. It bridges the gulf between the theory and practice. It enables the learner to learn directly from experience. It promotes a high level of critical thinking. It develops in the students an understanding of the decision-making process Role-playing enables the individual to empathize with the real-life situations. It provides feedback to the learners on the consequence of actions and decisions made. Simulation technique motivates students by making real-life situations exciting and interesting. 9. Post-simulation analysis enables teachers and learners to assess the realism of the situation by uncovering misconceptions. DISADVANTAGES OF SIMULATION

1. The beginner participants may face some difficulty in asking different kinds of questions. A simple task such as open and closed questions may provide an introductory challenge. 2. It is quite possible that during an exercise, the observer may record incorrectly. 3. The most common error in serious skill training is the misconception that adults can play the role of pupils. 4. Simulation attempts to portray real situation in a simple way and which is very difficult. 5. There is a tendency to use the results of a single simulation as the sole basis of generalization. 6. Commercially developed simulation games are expensive. BIBLIOGRAPHY 1. Sindhu B, Sankaranarayan B., (2009), learning and teaching nursing, 3 rd edition, Nagesh Rao publishers Pvt. Ltd., Calicut: Pp-141-158. 2. R. Pramilaa., Nursing Communication and Educational Technology, Pp-259-260, 276278.