Demonstration and Laboratory Method of Teaching in Nursing

Teaching-learning session is almost the same to the nursing process that is used in clinical settings (Habel,2006). In the learning process, the initial step is assessment of the learners understanding towards their health condition, which is then followed by the questions what do they need to learn and what will be the appropriate approach to teach them (Habel, 2006).

Learning can be the result of many activities which can include formal classes and training sessions, on the job training and mentoring or self-study. Every time we encounter something new, there is an opportunity to learn and improve skills.

By giving examples, the audience can relate to the topic and see what they have

Reinforces important lesson concepts and prepares students for the next lesson. Loops back to the objective and involves students.

It is extremely important that the Learner / group clearly articulate what the problem / situation is to the class. It is essential that the

(P2) – This approach can be applied in health practice such as a health clinic. For example, if a service user is unsure of how to use a form of contraception, they can seek assistance in a health clinic. A nurse can demonstrate how to use different contraception, so that the service user is able to imitate and learn.

Reason abstractly and quantitatively- It’s important that students are able to pause during solving the problem and continue to analyze, reflect and strategize for the solution as needed.

The outcome of Phase 1 is for the learner to look at, reach for, pick up, and hand the picture/symbol to their communication partner. These are the basic skills to use PECS (Frost & Bondy, 2002). For example: if a student wants to play on the slide, it is a good opportunity to have the book with the appropriate icon and teach the student to point it out the slide icon in his/her book and let him/her play on it.

Max cannot read information written on the whiteboard and sitting at the front of the class (preferably close to a power source if he using ICT resources) will enable Max to listen to the teacher (the teacher should talk while teaching because Max may miss visual clues and written instructions). For practical demonstrations or using visual aids it must be remembered that it would be beneficial for Max to be close to the adult. The adult who is supporting Max could read out the board work that the teacher is writing and the use of auditory descriptions would help Max follow along text in books and on the whiteboard. Colour highlighting would help to differentiate information on a page. Multi sensory learning will enrich Max’s learning within the classroom but it must be remembered that visual and special concepts will need further explanation because he would miss out on vital visual information. Also, the use of real objects when teaching will enable Max to have more of hands on learning and also allow him to change his thoughts from concrete ideas to abstract concepts. An example of this may used in his application of maths skills whereby Max could be investigating the area of shapes and this could then be extended to area of a room for carpeting. It will also be important for the teacher to be aware of Max’s strengths and these can be used to develop goals, dreams and aspirations.

I use this method in consultation with the learner and we create a plan around the best way of performing it.

doing tasks and learn from taking time to go over the task at hand. This is

It is important to decide at an early stage on the most appropriate teaching method for each candidate, to enable every candidate to achieve their learning goal in the easiest way possible. Some candidates will not respond well to classroom style teaching and may require one to one assistance for them to develop, others may develop their understanding better through demonstration or through explanations given by the tutor.

This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.

Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.

The teacher should demonstrate solving a problem and observe whether the learner can imitate the