Textbook of Nursing Education : Communication...Students (Record no. 33163)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 08467nam a22001577a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 978935090262 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Sharma, Mukesh Chandra |
| 245 ## - TITLE STATEMENT | |
| Title | Textbook of Nursing Education : Communication...Students |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | New Delhi |
| Name of publisher, distributor, etc | Jaypee Brother |
| Date of publication, distribution, etc | 2013 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 352p. |
| 500 ## - GENERAL NOTE | |
| General note | 1. Concept of Education ................................................................................................... 1–33<br/>• Meaning of education<br/>• Definitions of education<br/>• Nature of education<br/>• Aims of education<br/>• Philosophy of education<br/>• Scientific and philosophical foundations of nursing<br/>• School of education philosophy<br/>2. Formulating Objectives .............................................................................................. 34–48<br/>• Educational Objectives:<br/>– Definition<br/>– Types<br/>– Domains<br/>– Levels<br/>– Elements and writing of educational objectives<br/>3. Teaching and Learning Process .................................................................................. 49–75<br/>• Nature and characteristic of learning<br/>– Definition of teaching<br/>– Principles of teaching<br/>– Maxims of teaching<br/>– Phases of teaching<br/>– Definition of learning<br/>– Characteristics of learning process<br/>– Laws of learning<br/>• Lesson plan<br/>• Class management<br/>4. Review of Communication Process ............................................................................. 76–95<br/>• Meaning and definitions of communication<br/>• Communication features<br/>• Importance of communication<br/>• Communication process<br/>• Principles of communication<br/>• Types of communication/communication techniques<br/>• Barriers to communication<br/>• Overcoming communication barrier<br/>5. Interpersonal Relationship ....................................................................................... 96–105<br/>x Textbook of Nursing Education—Communication and Educational Technology<br/>• Johari Window<br/>• Nurse patient relationship<br/>6. Human Relationship............................................................................................... 106–114<br/>• Meaning and definitions<br/>• Characteristics of human relation<br/>• Understanding self<br/>• Human relation motivation and team work<br/>• Types of human relationship to be maintain<br/>• Approaches to human relations<br/>• Importance of human relations<br/>• Group dynamic and team building<br/>• Human relations in Nursing<br/>7. Guidance and Counseling ....................................................................................... 115–135<br/>• Definition of the terms guidance and counseling<br/>• Meaning of guidance and counseling<br/>• Needs for guidance and counseling in general and specifically in nursing<br/>• Purposes of guidance<br/>• Scopes of guidance and counseling<br/>• Principles of guidance<br/>• Types of guidance<br/>• Principles of counseling<br/>• The types of counseling<br/>• Comparison between guidance and counseling<br/>• Tools and techniques of guidance and counseling<br/>• Ethical issues in counseling<br/>• Problems in guidance and counseling<br/>• Emerging trends in guidance and counseling<br/>• Process of counseling<br/>• Organization of school guidance services<br/>8. Instruction Strategy ............................................................................................... 136–181<br/>• Teaching method<br/>• Teaching strategies classification<br/>• Advantages of Lecture method<br/>• Demonstration method<br/>• Discussion method<br/>– Small group<br/>– Buzz method<br/>– Fishbowl<br/>– Seminar<br/>– Symposium<br/>– Panel discussion<br/>– Horse shoe<br/>– Crossover<br/>– Circular questioning<br/>– Talk around/Go-around<br/>– Write around<br/>• Workshop<br/>• Simulation<br/>xi<br/>xii Textbook of Nursing Education—Communication and Educational Technology<br/>- Teacher made<br/>- Standardized<br/>- Purposes<br/>- Problem<br/>– Differences between standardized test and teacher made test<br/>• Teacher made test<br/>– Point to keep in mind<br/>– Construction of classroom achievement test<br/>• Question Banking<br/>• Teacher made paper-and-pencil tests<br/>– Essay question<br/>– Advantages and limitation of essay question<br/>– Suggestion for improving essay question<br/>– Criteria for using different achievement test<br/>– Essay vs MCQ<br/>– Scoring essay tests, suggestion for scoring essays<br/>• Mulitple choice Items<br/>– Meaning Part of multiple choice Item<br/>– Varieties of multiple choice items<br/>– Writing good multiple choice items<br/>– Strengths of multiple choice items<br/>– Limitations of multiple choice items<br/>– Sample multiple choice items related to blooms taxonomy<br/>• True false<br/>• Short answer<br/>• Teacher-made rating scale and checklists<br/>• Rating scale<br/>– Characteristics of rating scales<br/>– Rating scale according to different categories<br/>- Types of rating scale<br/>* Numerical<br/>* Graphical<br/>* Percentage<br/>* Standard scale<br/>* Scale of cumulated points<br/>* Forced choice scale<br/>- Other types of rating scale<br/>* Q-short<br/>* Semantic differential scale osgood scale<br/>* Summated scale<br/>* Staple scale<br/>* Gutman scale<br/>* Thurstone scale<br/>* Limitation of rating scales<br/>• Checklist<br/>– Definition and meaning<br/>– Characteristics of checklist<br/>– Advantages and disadvantages<br/>– Example of checklist<br/>– Points to keep in mind regarding checklist<br/>xiii<br/>• Teacher-made performance and product assessment<br/>• OSCE/OSPE<br/>– Definition and meaning<br/>– Features of the objective structured clinical examination<br/>– Advantages<br/>– Methodology - Requirements for conducting OSCE<br/>– Task included in OSCE<br/>– Steps of conducting OSCE<br/>– Strengths<br/>– Limitation<br/>• Anecdotal record<br/>– Meaning and definition<br/>– Characteristics of anecdotal records<br/>– General guideline for writing anecdotal record<br/>– Purpose of maintain anecdotal record<br/>– Advantages and disadvantages of anecdotal record<br/>• Sociometry<br/>– Meaning and definition<br/>– Use of sociometry<br/>– Advantages and disadvantages<br/>• Critical incident technique<br/>– Component of critical incident technique<br/>– CIT five step process<br/>– Uses of critical incident technique<br/>– Advantages and disadvantages of critical incident technique<br/>12. Standardized Test .................................................................................................. 290–306<br/>• Standardized ability test<br/>• Standardized achievement test<br/>• Intelligence test<br/>• Aptitude test<br/>• Achievement vs aptitude test<br/>• Standardized personality test<br/>• Interest inventory<br/>13. Curriculum .......................................................................................................... 307–329<br/>• Curriculum<br/>• Definition curriculum<br/>• Determinants of curriculum<br/>• Approaches to curriculum<br/>• Types of curriculum<br/>• Principles of curriculum construction<br/>• Process of curriculum development<br/>• Elements of curriculum development<br/>• Curriculum design models<br/>• Course equivalence<br/>• Credit system<br/>14. Information, Education & Communication for Health ............................................. 330–341<br/>• Health, illness and behavior<br/>• Healthy and unhealthy behavior<br/>• Understanding behavior<br/>Contents<br/>xiv Textbook of Nursing Education—Communication and Educational Technology<br/>• Health education<br/>– Steps of planning and delivering health education<br/>– Goal of health education<br/>– Health education with individuals<br/>– Health education with groups<br/>– Health education with community<br/>• Methods & media for communicating health messages<br/>– Communicating the health message<br/>– The nature and role of communication<br/>– Some prerequisites to efficient communication<br/>– Putting educational methods into practice<br/>• Methods and media<br/>– Using mass media<br/>– Definition<br/>– The mass media used for<br/>– When to use the media<br/>– Types of mass media<br/>– Advantages vs disadvantages of mass media.<br/>Glossary ........................................................................................................................................... 343–347<br/>Suggested Reading .......................................................................................................................... 348–350<br/>Index ................................................................................................................................................ 351–352 |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Sharma, Mukesh Chandra |
| 901 ## - LOCAL DATA ELEMENT A, LDA (RLIN) | |
| Acc. No. | 2631Nursing |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Cost, normal purchase price | Inventory number | Total Checkouts | Full call number | Barcode | Date last seen | Uniform Resource Identifier | Price effective from | Koha item type | Date last borrowed |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Amity Central Library | Amity Central Library | NURSING | 18/09/2015 | SBA | 425.00 | SBA / 10950 07/08/2015 | 610.73071 SHA-T | 2631Nursing | 18/09/2015 | https://epgp.inflibnet.ac.in/UploadedContent.php | 18/09/2015 | Books | ||||||
| Dewey Decimal Classification | Amity Central Library | Amity Central Library | NURSING | 18/09/2015 | SBA | 425.00 | SBA / 10950 07/08/2015 | 6 | 610.73071 SHA-T | 2632Nursing | 30/05/2022 | https://epgp.inflibnet.ac.in/UploadedContent.php | 18/09/2015 | Books | 03/10/2017 | ||||
| Dewey Decimal Classification | Amity Central Library | Amity Central Library | NURSING | 18/09/2015 | SBA | 425.00 | SBA / 10950 07/08/2015 | 9 | 610.73071 SHA-T | 2633Nursing | 30/04/2019 | https://epgp.inflibnet.ac.in/UploadedContent.php | 18/09/2015 | Books | 16/04/2019 | ||||
| Dewey Decimal Classification | Amity Central Library | Amity Central Library | NURSING | 18/09/2015 | SBA | 425.00 | SBA / 10950 07/08/2015 | 11 | 610.73071 SHA-T | 2634Nursing | 23/04/2019 | https://epgp.inflibnet.ac.in/UploadedContent.php | 18/09/2015 | Books | 16/04/2019 | ||||
| Dewey Decimal Classification | Amity Central Library | Amity Central Library | NURSING | 18/09/2015 | SBA | 425.00 | SBA / 10950 07/08/2015 | 10 | 610.73071 SHA-T | 2635Nursing | 17/08/2023 | https://epgp.inflibnet.ac.in/UploadedContent.php | 18/09/2015 | Books | 31/07/2023 |