| General note |
Contents<br/>1. Philosophies of Education .....................................................................1<br/>• Philosophy: An Introduction 1<br/>Definitions 1, Meaning 1, Major Branches 2, Relationship between Philosophy and Education 2,<br/>Philosophy Points Out the Way to be Followed by Education 2, Education is the Best Mean for the<br/>Propagation of Philosophy 2, Influence of Philosophy on Different Aspects of Education 3, Philosophy<br/>and Aims of Education 3, Philosophy and Curriculum 3, Philosophy and Textbooks 3, Philosophy and<br/>Method of Teaching 3, Philosophy and Discipline 4, Philosophy and the Teacher 4, Philosophy and<br/>Evaluation 4, General Impact of Modern Philosophies on Education 4, Importance of Educational<br/>Philosophy to a Teacher 4, Principles of Education 5, Functions of Education 7<br/>• Nursing education 9<br/>Philosophy 9, Spiritual Aspects 9, Moral Aspects 9, Intellectual Aspects 9, Emotional Aspects 10,<br/>Physical Aspects 10, Social Aspects 10, Concept and Meaning 11, Strategies 12, Pre-Nursing Education<br/>12, Historical Development of Nursing Education in India 12, Objectives of Nursing Education 13,<br/>Purposes of Nursing Education 13<br/>• Functions of Nursing Education 13<br/>Trends in Nursing Education 16, Modern Scientific Nursing: Nightingale’s Model of Nursing Education 17,<br/>The Disease Body System Curriculum Model 17, Nursing Education Programs 18, Holistic Curriculum 18<br/>• Aims of Education 19<br/>Factors Determining Educational Aims 19, General Aims of Education 19, Individual and Social Aims of<br/>Education (Ultimate Aim of Education) 20, Educators who Emphasize Individual Aims of the Education<br/>20, Importance of Individual Aims 20, Limitation of Individual Aims 21, Social Aims of Education 21,<br/>State Socialism 21, Social Aim of Education in Democratic Countries 22, Synthesis between the Individual<br/>Aim and Social Aim 23, National Aims of Education 23, Initiating Students to the Art of Living 23, Aims<br/>of Nursing Education 24, Factors Influencing Nursing Education 24, Aims 24<br/>• Traditional Philosophies of Education 25<br/>Naturalism 25, Introduction 25, Definitions 26, Chief Exponents of Naturalism 26, Meaning 26, Forms<br/>of Naturalism 26, Development of Naturalism 26, Naturalism and Education 26, Naturalism and<br/>Education Process 27, Naturalism and Aims of Education 27, Naturalism and Curriculum 27, Naturalism<br/>and Methods of Teaching 28, Naturalism and the Teacher 28, Naturalism and Discipline 28, Weaknesses<br/>of Naturalism in Education 28, Conclusion 28, Application of naturalism in Nursing Education 29<br/>• Idealism 29<br/>Introduction and Meaning 29, Exponents of Idealism Philosophy 29, Chief Assertions of Idealism 29,<br/>Idealism in Education 29, Idealism and Aims in Education 30, Exaltation of Human Personality 30, Selfrealization 30, Swami Vivekananda Explained the four-fold path 30, Acquisition and enrichment of<br/>Cultural Environment 30, Development of Moral Sense: Powers and Rationality 30, Development of<br/>Inventive and Creative Powers 31, Idealism and Curriculum 31, Idealism and Methods of Teaching 3<br/>xii Textbook of Communication and Education Technology for Nurses<br/>Progressivism and Methods of Teaching 39, Progressivism and the Teacher 39, Progressivism and the<br/>School 39, Behaviorism 40, Introduction 40, Principles 40, Techniques/Methods of Teaching 40,<br/>Educational Applications 40, Advantages 40, Limitations 40, Humanism 41, Principles 41, Directions<br/>41, Humanism Attitude is Reflected in Certain Value Systems 41, The Role of Education in Humanism 41,<br/>Curriculum 41, Teacher 41, Experimentalism 41, Ideas of Sociology Adapted by Experimentalists<br/>(according to John Dewey) 41, Experimentalism and Nursing Education 42, Eclecticism 42, Introduction<br/>42, Definition 42, Meaning 42, Need 42, Areas of Agreement or the Eclectic Tendency at Work in<br/>Education 43, Meeting Ground of all Philosophies 43, Methods of Teaching 43, Teacher Training 43,<br/>Aims of Education 43, Conclusion 44, Electicism and Nursing Education 44, Reconstructionalism 44,<br/>Introduction 44, Meaning of Reconstruction 44, Main Elements of Reconstruction 44, Curriculum 45,<br/>Free Education 45, Teaching Methods 45, Discipline 45, Competent Teachers 45, Examination 46,<br/>Guardians 46, Healthy Environment 46, Reconstructionalism and Nursing Education 46<br/>2. Indian Nursing Council ...................................................................... 48<br/>• Introduction 48<br/>Aims/Objectives 48, Functions 48, Constitution of the Council 49, INC Committees 50, Norms/Guidelines/<br/>Establishment of Nursing Education Institutions 50, Physical Facilities 50, Teaching Block 51, Hostel<br/>Block 51, Clinical Facilities 52, Collegiate Program 52, School of Nursing 54<br/>• Accreditation of Nursing Educational Institutions in India 54<br/>Definitions 55, Objectives 55, Functions 55, Quality Cycle 56, Quality Assurance 57, Affiliation of<br/>Nursing Educational Institutions 57<br/>• Nursing Programs 57<br/>Philosophy of PhD Nursing in India by INC 57, MSc Nursing Program 58, Distribution of Theory and<br/>Practical Teaching Hours 59, Distribution of Internal Assessment Marks for Various Subjects 60, MSc<br/>Nursing Log Book 61, Dissertation 61, BSc Nursing Program 63, Scheme of Examination 66, Diploma<br/>in General Nursing and Midwifery Program 69, Job Responsibilities of Professionals in College of Nursing<br/>74, Lecturer 79, Tutor/Clinical Instructor 81, Job Description of Teaching Faculty in School of Nursing 82,<br/>Vice principal 84, Tutors 84<br/>• Laboratory Equipment 85<br/>Glass-ware 86, Syringes and Needles 87, Suture Material 87, Rubber Goods 87, Miscellaneous Items 87,<br/>Solutions 88, Linen 88, Equipment in Medical- Surgical Nursing Laboratory 88, Midwifery/Obstetric<br/>Nursing Laboratory 92, Paediatric Laboratory Equipment 93, Nutrition Laboratory 96, Community<br/>Health Nursing Laboratory 97, Anatomy and Physiology Laboratory 98, Computer Laboratory 99,<br/>Audio-visual Aids 99, Equipment in Microbiology Laboratory 100<br/>• College Committees 101<br/>• Professional Organizations 104<br/>• ICN Structure 105<br/>State Nursing Council 105, Karnataka State Nursing Council 106, Functions 106, 3. Tamil Nadu Nursing<br/>Council 108, Constitution of the Council 109, Functions 110, Rajasthan Nursing Council, Jaipur 110,<br/>Trained Nurse’s Association of India 110, Rapport with Government of India 111, Affiliation with Scholarship<br/>Funds 112, Rules for Scholarship in India 112, Union Activities 113, Revision of TNAI Membership Fee<br/>114, Annual Membership Fee (with NJI) 114, Life Membership Fee (Foreign) 114, NJI for Non-Members<br/>114, Indian Society Of Psychiatric Nurses (ISPN) 114, Nursing Research Society of India 115, Aims and<br/>Objectives 115, Records and Reports Maintained in Nursing Educational Institutions 115, Academic<br/>Records 115, Committees Record 116, Examination Records 116, Extracurricular Tecords 116, SNA 116,<br/>Library 116, Laboratory and Audio-visual Aids Registers 117, Student health record 117, Hostel<br/>Records 117<br/>• Library Facilities in Nursing Educational Institutions 117<br/>Library Staff 117, Facilities 117, Functions of Librarian 117, General Duties 118, Records and<br/>Registers maintained in Library 118, Participation in Research Activities, Publications, Journals and in<br/>News Papers 119<br/>• Budgeting 120<br/>Definitions 120, Aims 120, Principles to be Followed in the Process of Budgeting 120, Classification of<br/>Budget—I 122, Classification of Budget—II 122, Features of Budget 123<br/>• Cost Benefit Analysis (CBA) 123<br/>Definitions 123, Principles of Cost Benefit Analysis 123, Cost-Benefit Analysis in Health Care 124,<br/>Techniques of Cost-Benefit Analysis 125, Benefits of CBA 125, Demerits of Cost Benefit Analysis 125<br/>Individual and Social Groups xiii<br/>• Career Opportunities in Nursing 125<br/>Doctorate in Nursing 126, MPhil in Nursing 126, Advanced Practice Nurse(Postgraduate in Nursing) 126,<br/>Registered Nurse(Graduate Nurses or Diploma Holders) 126, Multi Purpose Health Assistants (MPHA),<br/>Multi Purpose Health Supervisors (MPHS), Health Visitors (HV) 126<br/>• Career Ladder 126<br/>Definitions 126<br/>3. Curriculum ......................................................................................... 130<br/>• Introduction 130<br/>Definitions 130, Concept and Meaning 131, Nature of Curriculum 133, Aims/Objectives/Purposes 133,<br/>Need and Significance of the Curriculum 134, Functions of the Curriculum 134, Components of Curriculum<br/>134, Levels of Curriculum Planning 136, Factors Influencing Curriculum Planning 137, Factors Influencing<br/>Curriculum Development in Nursing Education 138, Curriculum Construction 145, Curriculum Planning<br/>and Development 147, Curriculum Organization 149, Patterns of Curriculum Organization 150<br/>• Educational Objectives/Learning Objectives 152<br/>Definitions 153, Importance and Meaning 153, Taxonomy of Educational Objectives 154, Components<br/>of a Complete Statement of Objectives 155, Types of Educational Objectives 156<br/>• Learning Experiences 159<br/>Criteria for Selection of Learning Experiences 161, Levels of Learning Experience 165, Role of Instructor<br/>in Selection of Classroom Teaching Activity for a Learner in Nursing Educational Program 166, Organization<br/>of Learning Experiences 166, General Plan for Curriculum 167, Correlation Chart 167, Teaching System<br/>168, Curriculum Plans 169, Master Rotation Plan 169<br/>• Planning and Organization of Clinical Experience 170<br/>Factors to be Considered While Providing Clinical Facilities 170, Principles in Selection of Learning<br/>Experiences in Clinical Area 171, Organization of Clinical Learning Experiences 171, Planning Clinical<br/>Assignments 171, Orientation of Students to the Clinical Area 172, Matching the Right Student with the<br/>Right Client 172, Planning for Continuity of Care 172, Providing Adequate Clinical Supervision 172,<br/>Coordinating Classroom Teaching and Clinical Learning 172, Recording Results to Help with the Planning<br/>of Future Clinical Assignments 172, Clinical Rotation Plan 172, Factors to be Considered in Planning<br/>Clinical Rotations 172, Basic Principles in Planning Clinical Rotation 173, Individual Rotation Plan 173,<br/>Needs of the Students in the Clinical Area 173, Responsibilities of the Nursing Staff in Clinical Area 174,<br/>Faculty Role in Clinical Postings 174, Implementation of the Curriculum 175<br/>• Course Planning 175<br/>Introduction 175, Levels of Course Plan 175, Principles 175, Structure of Course Plan 176, Course Plan<br/>should contain 176, Process of Organizing Learning Experiences 176, Teacher’s Role in Course Planning<br/>176, Teacher-student Planning 177<br/>• Unit Planning 177<br/>Introduction 177, Definitions 177, Characteristics 177, Criteria of a Good Unit 178, Types of Unit<br/>Planning 179, Characteristics 180, Purposes 180, Factors to be Considered While Planning a Unit 180,<br/>Steps in Unit Planning 181<br/>• Lesson Planning /Daily Planning 181<br/>Introduction 181, Definitions 181, Purposes 182, Teacher Competence 182, Components 183, Steps<br/>183, Prerequisites for Making Good Lesson Plan 183, Essentials of a Lesson Plan 183, Elements 184,<br/>Development of the Daily Class Plan 185, Common Problems in Daily Class Planning 185, Aids to<br/>Effective Study 186, Aids to Concentration 186<br/>• Types Of Lesson Plan 186<br/>Knowledge Lesson 186, The Skill Lesson 187, The Appreciation Lesson 187, Essentials of a Well-delivered<br/>Lesson 188, Critical Observation of Lessons 188, Approaches of Curriculum 189<br/>• Curriculum Evaluation 189<br/>Definition 189, Concept and Meaning 190, Need 190, Levels of Curriculum Evaluation 190, Curriculum<br/>Evaluation Plan 191, Management of Curriculum 191, Role of Nursing Education Department 191<br/>• Curriculum administration 192<br/>• Mini Courses 193<br/>Objectives 193<br/>4. Teaching and Learning Process ...................................................... 197<br/>• Concept of Teaching 197<br/>Definitions 197, Teaching is An Art 197, Principles to be Followed in Planning Learning and Educational<br/>Activities 197, Purposes of Teaching 198, Qualities of a Good Teacher 198, Factors Intrinsic to the<br/>xiv Textbook of Communication and Education Technology for Nurses<br/>Teacher (Personal Attributes) 198, Role/Functions of the Teacher 200, Individual Role 201, The Psychology<br/>of being a Teacher 201, Competencies contributing to maintain good mental health in teacher 201,<br/>Principles of Teaching 202, Maxims of Methodological Teaching 203<br/>• The Educational Process 204<br/>Components of Educational Process 205<br/>• Learning 206<br/>Definitions 206, Characteristics of the Learning Process 207, Characteristics of Learning 207, Characteristics<br/>of Informal Learning 208, Constructivist Learning Environment 208, Characteristics of Constructivist<br/>Learning and Teaching 209, Nature of Learning 210, Types of Learning 211, Organizational Behavior<br/>211, Laws of Learning: 212, Theories of Learning 213, Factors Affecting Learning 213<br/>• Teaching-Learning Process 217<br/>Essential aspects of Teaching-Learning Process 217, Understanding the Three Areas of Learning 220,<br/>Teacher- Student Relationship 223, Management of Teaching-Learning Process 223<br/>• Adult Learning 225<br/>Andragogy 225, Elements that influence Adult Learning 225, Principles of Adult Learning 225, Process<br/>Design / Elements of Adult Learning 225, Principles of Adult Learning 225, The Andragogical Practices<br/>Inventory 226<br/>5. Teaching Methods ............................................................................. 228<br/>• Introduction 228<br/>• Definitions 228<br/>• Meaning 228<br/>• Objectives 228<br/>• Classification 229<br/>• Characteristics 229<br/>• Principles 229<br/>• Demonstration Method 229<br/>Purposes 229, Essential Characteristics 230, Advantages 230, Disadvantages 231, Lecture-demonstration<br/>231, The Television Lecture-demonstration 231<br/>• Lecture Method 231<br/>Introduction 231, Definition 232, Purposes 232, The Ingredients of an Effective Lecture 232, Technique<br/>234, The When-to-lecutre Checklist 235, How to Improve Lectures 236, Ingredients of an Effective Lecture<br/>236, Frequent Criticisms/Limitations 239, Conclusion 240<br/>• Use of Clickers in Nursing Education 240<br/>Steps 240<br/>• Laboratory Method 241<br/>Values 241, Technique 242, Laboratory Method in Nursing Education 243, Rationale for Clinical<br/>Learning Experience 243, Teacher Preparation 243, Selection of Learning Experiences 244, Student’s<br/>Preparation 244, The Working Period 244, Teacher Guidance 245, The Nursing Care Plan 245, Clinical<br/>Conferences 245, Guide to effective use of the Laboratory Procedure in the Clinical Studies 246<br/>• Role Play 246<br/>Definitions 246, Types 246, Values/Advantages 247, Disadvantages 248, Points to Remember While<br/>Conducting Role Playing 248, Steps 248, Process 249<br/>• Sociodrama 250<br/>Process 250<br/>• Programed Instruction 250<br/>Definitions 251, History 251, Characteristics 251, Principles 252, Comparison of Programed Instruction<br/>& Traditional Method 253, Dynamics 253, Comparison between Teaching Machine and Programed Text<br/>253, Types 254, Advantages of Programed Instruction 256, Steps in Program Writing 257, Application of<br/>programed instruction in education 257<br/>• Individualized Instruction 258<br/>Definitions 258, Meaning 258, Objectives 258, Characteristics 259, Methods 259, Problems in implementation<br/>of Individualized Instruction 259, Tentative suggestions to Implement Individualized Instruction 259<br/>• Discussion Method 260<br/>Introduction 260, Definitions 260, Salient Features 260, Activities to be Carried Out During Group<br/>Discussion 260, Types of Discussion 261, Small Group Discussions 261, Values of Group Discussion 264<br/>• Team Teaching 265<br/>Definitions 265, Characteristics 265, Objectives 266, Principles 266, Advantages 266, Limitations 267<br/>Individual and Social Groups xv<br/>• Simulated Teaching 267<br/>Definition 267, Meaning 267, Principles 267, Application of Simulation in Teacher Training 267, The<br/>Procedure of Simulation 268, Activities in Simulation 268, Advantages of Simulation in Teacher–<br/>Education 268, Values 269, Limitations 269<br/>• Microteaching 269<br/>Introduction 269, Definitions 269, Meaning 270, Characteristics 270, Principles 271, Strategy 271, Five<br/>‘R’s in Microteaching 271, Need 272, Stanford Model Listed the General Teaching Skills Involved in<br/>Microteaching 272, Apparatus needed in Microteaching 273, Objectives 273, Steps 273, Phases 274,<br/>Role of Supervisor 274, Comparison between Traditional Teaching and Microteaching 274, Advantages<br/>274, Limitations 275<br/>• Assignment Method 275<br/>Types 276, Procedure 276, Advantages 277, Limitations 277<br/>• Problem Solving Method 277<br/>Steps 277, Essential Qualities of a Problem 277, Major Approaches 278<br/>• Process recording/Interpersonal relations recordings/Patient-Nurse interaction interviews 280<br/>Introduction 280, Definition 281, Purposes 281, Elements of Communication Studied Through Process<br/>Recording 281, Technique 281, Format in Process Recording 283<br/>• Project Method 283<br/>Definitions 283, Characteristics of a Good Project Method 283, Types of Projects 284, Essentials of Good<br/>Project 284, Organizing a Project 284, Merits 285, Limitations 286, Teacher’s Role 286<br/>• Case Study 287<br/>Nursing Care Study 287, Values 287, Limitations 287, Principles 287, Oral Nursing Care Study 288<br/>• Workshop 288<br/>Definition 288, Principles 289, Feature 289, Purposes 289, Methods Used to Organize Workshop 289,<br/>Procedure 289, Outcomes of Workshop 290<br/>• Questioning 290<br/>Introduction 290, Levels 290, Functions 290, Purposes 291, Types of Questions 291, Technique of<br/>Questioning 292, Dynamics of Effective Questioning 293, Teacher Reaction to Student Questions and<br/>Responses 293, Computers in Nursing 294, Uses 294<br/>• Puppet Show 295<br/>Purposes 296, Types 296, Procedure of Puppet Show 296<br/>• Educational Field Trips 296<br/>Introduction 296, Definition 297, Types 297, Purposes 297, Problems in Arranging Field Trips 297,<br/>Preparation for Field Trip 297, Planning and Organizing a Successful Field Trip 298, Pros of Field Trips<br/>302, Cons of Field Trips 302<br/>• Clinical Teaching 303<br/>Introduction 303, Clinical Skill 303, Clinical Experiences 303, Purposes 304, Essentials for Good<br/>Clinical Instruction 304, Functions of the Clinical Instructor 305, Qualities of a Clinical Instructor 305,<br/>Clinical Teaching Methods 307, Program of Clinical Teaching 316, Principles of Master Rotation Plan<br/>316, Factors to be Considered in Planning Clinical Rotation 316, Principles in Planning Clinical Rotation<br/>317, Preparation for Clinical Experience 317, Principles for Organizing Clinical Experience 317<br/>• Self Instructional Media 319<br/>Introduction 319, Information and Communication Technology (ICT) 319, Purposes of Technology in<br/>Teaching 320, Advantages of e-learning 322, Disadvantages of e-learning 323, Values 324, Limitation<br/>325, More Examples for Self Instructional Media 325<br/>6. Inservice Education .......................................................................... 328<br/>• Introduction 328<br/>• Definitions 328<br/>• Aims 329<br/>Components 329, Principles 330, Nature 331, Stages in Inservice Education Program-Systems Approach<br/>331, Inservice Education Coordinator 332, Planning and Organization of Inservice education program or<br/>Staff Education Program in Clinical Settings 333, Model of Inservice Education Program 335, Conducting<br/>an Inservice Education Program in Nursing Educational Institutions 335, Evaluation of Inservice Training<br/>Program 335, Selection of Criteria 336<br/>• Continuing Nursing Education 337<br/>Introduction 337, Definitions 337, Features 338, Need 338, Functions 339, Philosophy 339, Elements<br/>339, Principles of CNE 342, Planning 343, Planning Process 343<br/>xvi Textbook of Communication and Education Technology for Nurses<br/>7. Audio-visual Aids (Instructional Media) ......................................... 350<br/>• Introduction 350<br/>Definitions 350, Concept 350, Meaning 350, Need of Educational Communication Media 351, Drawbacks<br/>in Using Audio-Visual Aids 354, Problems in Using Teaching Aids 354, Classification of Audio-Visual<br/>Aids—I 354, Classification of Audio-Visual Aids—II 355, Classification of Audio-Visual Aids—III 355,<br/>Classification of Audio-Visual Aids—IV 355, Classification of Audio-Visual Aids—V 355, Characteristics of<br/>Good Teaching Aids 356, Sources of Audio-Visual Aids 356, Principles to be Followed for the Effective Use<br/>of Audio-Visual Aids 357, Criteria for Selecting Audio-Visual Aid 358, Guides for Selecting and Preparing<br/>an Audio-Visual Aid 358, The Effective Use of Audio-Visual Aids 359<br/>• Description of Visual Aids 359<br/>Non-Projected Aids 359, Types 361, When Using the Whiteboard 362, Bulletin Board 362, Uses 362,<br/>Principles in the Use of the Bulletin Board 363, Types 363, Charts 367, Types of Charts 368, Maps 370,<br/>Graphs 370, Newspapers 375, Puppets 375, Museum 376, Cone of Experience 377<br/>• Use of Concept Mapping in Nursing Education 377<br/>Introduction 377<br/>• Projected Visual Aids 382<br/>Opaque Projector/Epidiascope 382, Filmstrip 383, Slide Projector 383, Over Head Projector 384, Micro<br/>Projector 386, Document Cameras 386<br/>• Audio-devices 387<br/>Radio 387, Principles and the Procedure for the Effective Utilization of Radio 388, Problems and<br/>Limitations 389, Educational Recordings 389, Gramophone Record 390, Tape Recorder 390<br/>• Audio-visual Aids 393<br/>Motion Pictures 393, Educational Television 394, Educational Television/Enrichment Television 394,<br/>Instructional Television 394, Functional Characteristics of Television 394, Educational Value of Instructional<br/>TV 394, Limitations 395, Videotapes Played Through TV 395, Video Cassettes 395, Video Recorder 395,<br/>During Viewing 396, LCD Projectors (Liquid Crystal Display Projectors) 397, Instruction through the use<br/>of LCD’s 398, Public Address System (PA system) 398, Types of Players 401, Equipment Repairs 401,<br/>Computer Basics Equipment (Hardware) 405, Desktop Computer System 409, Storage 409, Hard Disk<br/>Drive 409, CD and DVD Drives 409, Modem 410<br/>• The Microscope 410<br/>Introduction 410, Lenses and Bending of Light 410, Types of Microscopes 411, Optical Components of a<br/>Compound Microscope 412, Other Microscopes 413<br/>8. Evaluation .......................................................................................... 417<br/>• Introduction 417<br/>• Concepts 417<br/>• Measurement 417<br/>Types of Measurements 417, Evaluation 417, Educational Evaluation 418, Meaning 418, Scope of<br/>Evaluation 419, The Philosophy of Evaluation 419, The Psychology of Evaluation 420, Characteristics<br/>of a Good Evaluation Instrument 420, Principles of Evaluation 423, Purposes of Evaluation 423,<br/>Functions of Evaluation in an Educational Program 424, Evaluation and Teacher 425, Evaluation and<br/>Administrator 425, Evaluation and Students 425, Types of Evaluation 425<br/>• Achievement test 428<br/>Introduction 428, Definition 428, Functions 428, Characteristics of a Good Achievement Test 429, Steps<br/>of Achievement of Test Construction 429, Steps 430, Using Item Analysis Results 431, Test Construction<br/>431, The Process of Evaluation 432, Evaluation Tools 433, Educational Test or Achievement Tests 434,<br/>Qualitative Techniques 435, Essay type examinations or Essay Test 435, Features 435, Types 435, Short<br/>Open Answer Type Tests (Restricted Response Tests) 437, Forms of Objective Type tests 437, Assessment<br/>Techniques of Affective and Psychomotor Domain 443, Rating Scales (Directed Observation) 444, Types<br/>445, Types 447, Cumulative Record 453, Criteria for evaluating student-teacher 457, Audio-visual Aids<br/>457, Presentation 457, Principles of Teaching and Learning 457, Methods of Teaching 457, Objective<br/>Structured Clinical Examination (OSCE) 461, Introduction 461, Definitions 461, Purposes 461, Types of<br/>OSCE 465<br/>• Recruitment 465<br/>Introduction 465, Definitions 466, Purposes 466, Elements in Recruitment Strategies 466, Recruitment<br/>Process 467, Steps/Stages 467, Processes in Successful Recruitment 467, Recruitment Strategies 468,<br/>Performance Appraisal/Employee Appraisal/Performance Review/CareerDevelopment Discussion 474,<br/>Concept 474, Performance Improvement 477, Personal and Demonstrated Personality Traits 486<br/>Individual and Social Groups xvii<br/>9. Communication.................................................................................. 489<br/>• Introduction 489<br/>• Definitions 489<br/>Meaning 489, Qualities of a Good Communicator 497, Principles of Communication 498, Facilitation:<br/>Communicative Functions 499, Communication Model 500, Barriers in Effective Communication 500<br/>• Therapeutic Communication 506<br/>Introduction 506, Definitions 506, Purposes/Goals/Functions 506, Modes/Types 507, Therapeutic<br/>Communication Techniques 507, Characteristics of Therapeutic Communication 510<br/>10. Health Education ............................................................................... 514<br/>• Introduction 514<br/>• Definitions 514<br/>Concept 515, Objectives 515, Aims 515, Philosophy 516, Principles 517, Importance of Health<br/>Education Utilization of Community Resources 518, Approaches to Health Education 519, Role of<br/>Trained Health Educator 521, Information Education and Communication (IEC) 523<br/>• Health Information 525<br/>Components 525<br/>11. Guidance ............................................................................................ 528<br/>• Introduction 528<br/>• Definitions 528<br/>Meaning 529, Elements 530, Nature 530, Characteristics 531, Principles 531, Need for Guidance 533,<br/>Educational Guidance 539, Principles 540, Problems in Educational Guidance 540, Vocational Guidance<br/>540, Personal Guidance 541, Recreational Guidance 541, Group Guidance 541<br/>12. Counseling .......................................................................................... 544<br/>• Definitions 544<br/>Concept 544, Meaning 544, Scope of Counseling Services 545, Levels of Counseling 545, Elements in<br/>Counseling Process 545, Elements that Hinder Counseling Process: (Problems of Counseling Process) 546,<br/>Need of Counseling 546, Aspects 546, Characteristics 546, Principles 547, Range of Skills Required for<br/>Effective Counseling 547, Differences between Guidance and Counseling 547, Relationship of Guidance<br/>and Counseling 548, Bases of Guidance and Counseling 548, Attributes and Skills Required for the Counselor<br/>548, Nature and Functions of the Counselor 551, Counselor Preparation 552, Ethical Principles to be Considered<br/>for Professional Growth of Counselor 552, Principles to be Followed in Counseling Technique 554, Counseling<br/>Personnel 557, Resources for Counseling 558, Phases of Counseling 558, Types of Counseling 560<br/>13. Discipline ............................................................................................ 573<br/>• Introduction 573<br/>• Definitions 573<br/>Meaning 573, Differences between Discipline and Punishment 574, Aims 574, Types 574, 6.Progressive<br/>Discipline 576, Building Positive Teacher-Student Relationships 578, Encouragement Strategies 580,<br/>Class Room Management 580, Disciplinary Procedure 582, General Principles 583, Policy Review 585<br/>14. Individual and Social Groups .......................................................... 586<br/>• Definitions 586<br/>• Aspects 586<br/>Relationship between Individual and Society 586, Role of Nurse in Indian Society 588<br/>• Social Groups 588<br/>Definitions 589, Characteristics of Group Life 589, Classification of Groups 589, Primary Group 590,<br/>Secondary Group 590, Differences Between Primary and Secondary Group 591<br/>• Group Dynamics 591<br/>Definitions 592, Group 593, Group Processes 593, Group Size 594, Group Structure 594, Group<br/>Formation, Membership and Development 594, Group Functions 596<br/>• Group Norms 597<br/>Definitions 597, Types 597, Meaning and Nature 597, Purposes 597, Conformity of Norms 598, Group<br/>Roles 598, Transactional Analysis 599, Effective Teams 600, Aspects of Group Discipline 600, Group<br/>Morale 600, Uses of Morale 601, Morale Building 601<br/>xviii Textbook of Communication and Education Technology for Nurses<br/>• Leadership 602<br/>Introduction 602, Definitions 602, Meaning 602, Nature 603, Elements in Leadership 603<br/>• Power orientation 603<br/>Definition 603, Types 603, Principles of Leadership 604, Origin and Development of Leadership 604,<br/>Emergence of a Leader 605, Spotting of a Leader 605, Leader as Mentor 606, Theories Related to<br/>Leadership 607, Importance of Leadership 612<br/>• Leadership Styles 613<br/>Autocratic Leadership/Authoritarian Leadership/Directive Leadership/Monothetic Style 613<br/>• Team Work 617<br/>Introduction 617, Definitions 617, Differences between Group functions and Team functions 617,<br/>Characteristics 618, Stages of Team Growth 618, Tips for Team Building 619, Phases in Team Work 619<br/>• Biological basis of intrinsic motivation 620<br/>• Motivation 622<br/>Introduction 622, Definitions 622, Nature of Motivation/Process of Motivation 622, Importance of<br/>Motivation 623, Theories of Motivation 623, Evaluation of Theory 626, Merits 626, Contrasting Views of<br/>Satisfaction and Dissatisfaction 627<br/>• Process Theories 628<br/>• Attitude 631<br/>Definitions 631, Types 631, Formation of Attitudes 631, Attitude Systems 632, Attitude Change 632,<br/>Importance of Attitudes 634, Crisis 635, Introduction 635, Definitions 635, Crisis Proneness 636,<br/>Developmental Phases of Crisis 637, Types of Crisis 637, Crisis Therapy 640, Principles 41, Techniques<br/>of Crisis Intervention 641, The Role of the Nurse in Crisis Intervention 643, Referral in Crisis Situations<br/>645, Capacity Development 645, District/State Plans 646<br/>• Childline 652<br/>• Childline Today 653<br/>15. Relationship and Behavior ............................................................... 655<br/>• Introduction 655<br/>Definitions 655, Nature 655, Self Introspection Skills 655, The Targets of Introspection 657, The Products<br/>of Introspection 657, Self Accounts 657, Behavioral Observation Accounts 657, Self-Shaping 657<br/>• Social Behavior 658<br/>Definition 658<br/>• Public Relations (PR) 659<br/>Introduction 659, Definitions 659, Components 659<br/>• Public Relations in Context of Nursing 660<br/>• Interpersonal Relations (IPR) 661<br/>Definitions 661, Types 662, Stages of IPR 662, Ways to Build-up Good IPR 662, Phases in IPR 663,<br/>Characteristics of IPR 664<br/>• Interpersonal Communication 664<br/>Definition 665, Basic Elements in the Process of Interpersonal Communication Process 665, Interpersonal<br/>Skills 665, Definitions 666, Ways to Improve Interpersonal Skills 666, Basic Principles 667, Modes in<br/>Cognitive Processes 668, Interpersonal Therapeutic Process 668, Categorical Approach 670, Symptoms<br/>Indicate Barriers in Interpersonal Relationship 671<br/>• Human Relations 676<br/>Introduction 676<br/>• Human Relation in context of Nursing 677<br/>Definitions 677<br/>• Health Behavior 684<br/>• Models of behavior change 687<br/>• Collective Bargaining 690<br/>Aims 691, Importance to Employees 691<br/>Bibliography ............................................................................................................................................... 709<br/>Index ........................................................................................................................................................ 717 |
