Textbook of Nursing Education : Communication..Nursing Students (Record no. 33167)

MARC details
000 -LEADER
fixed length control field 08481nam a22001577a 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789350902622
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Sharma, Mukesh Chandra
245 ## - TITLE STATEMENT
Title Textbook of Nursing Education : Communication..Nursing 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 XVIII,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. 2617Nursing
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Books
Holdings
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 Date last borrowed Uniform Resource Identifier Price effective from Koha item type
    Dewey Decimal Classification     Amity Central Library Amity Central Library NURSING 18/09/2015 SBA 450.00 SBA / 10950 07/08/2015 12 610.73071 SHA-T 2617Nursing 20/05/2022 15/03/2022 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 450.00 SBA / 10950 07/08/2015 10 610.73071 SHA-T 2618Nursing 04/05/2018 19/04/2018 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 450.00 SBA / 10950 07/08/2015 5 610.73071 SHA-T 2619Nursing 16/08/2023 31/07/2023 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 450.00 SBA / 10950 07/08/2015 11 610.73071 SHA-T 2621Nursing 01/05/2018 13/04/2018 https://epgp.inflibnet.ac.in/UploadedContent.php 18/09/2015 Books
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