TY  - BOOK
AU  - Neeraja, K P
TI  - Textbook of Communication and Education Technology for Nurses
SN  - 9789350253502
PY  - 2011///
CY  - New Delhi
PB  - Jaypee Brother
N1  - Contents
1. Philosophies of Education .....................................................................1
• Philosophy: An Introduction 1
Definitions 1, Meaning 1, Major Branches 2, Relationship between Philosophy and Education 2,
Philosophy Points Out the Way to be Followed by Education 2, Education is the Best Mean for the
Propagation of Philosophy 2, Influence of Philosophy on Different Aspects of Education 3, Philosophy
and Aims of Education 3, Philosophy and Curriculum 3, Philosophy and Textbooks 3, Philosophy and
Method of Teaching 3, Philosophy and Discipline 4, Philosophy and the Teacher 4, Philosophy and
Evaluation 4, General Impact of Modern Philosophies on Education 4, Importance of Educational
Philosophy to a Teacher 4, Principles of Education 5, Functions of Education 7
• Nursing education 9
Philosophy 9, Spiritual Aspects 9, Moral Aspects 9, Intellectual Aspects 9, Emotional Aspects 10,
Physical Aspects 10, Social Aspects 10, Concept and Meaning 11, Strategies 12, Pre-Nursing Education
12, Historical Development of Nursing Education in India 12, Objectives of Nursing Education 13,
Purposes of Nursing Education 13
• Functions of Nursing Education 13
Trends in Nursing Education 16, Modern Scientific Nursing: Nightingale’s Model of Nursing Education 17,
The Disease Body System Curriculum Model 17, Nursing Education Programs 18, Holistic Curriculum 18
• Aims of Education 19
Factors Determining Educational Aims 19, General Aims of Education 19, Individual and Social Aims of
Education (Ultimate Aim of Education) 20, Educators who Emphasize Individual Aims of the Education
20, Importance of Individual Aims 20, Limitation of Individual Aims 21, Social Aims of Education 21,
State Socialism 21, Social Aim of Education in Democratic Countries 22, Synthesis between the Individual
Aim and Social Aim 23, National Aims of Education 23, Initiating Students to the Art of Living 23, Aims
of Nursing Education 24, Factors Influencing Nursing Education 24, Aims 24
• Traditional Philosophies of Education 25
Naturalism 25, Introduction 25, Definitions 26, Chief Exponents of Naturalism 26, Meaning 26, Forms
of Naturalism 26, Development of Naturalism 26, Naturalism and Education 26, Naturalism and
Education Process 27, Naturalism and Aims of Education 27, Naturalism and Curriculum 27, Naturalism
and Methods of Teaching 28, Naturalism and the Teacher 28, Naturalism and Discipline 28, Weaknesses
of Naturalism in Education 28, Conclusion 28, Application of naturalism in Nursing Education 29
• Idealism 29
Introduction and Meaning 29, Exponents of Idealism Philosophy 29, Chief Assertions of Idealism 29,
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
Cultural Environment 30, Development of Moral Sense: Powers and Rationality 30, Development of
Inventive and Creative Powers 31, Idealism and Curriculum 31, Idealism and Methods of Teaching 3
xii Textbook of Communication and Education Technology for Nurses
Progressivism and Methods of Teaching 39, Progressivism and the Teacher 39, Progressivism and the
School 39, Behaviorism 40, Introduction 40, Principles 40, Techniques/Methods of Teaching 40,
Educational Applications 40, Advantages 40, Limitations 40, Humanism 41, Principles 41, Directions
41, Humanism Attitude is Reflected in Certain Value Systems 41, The Role of Education in Humanism 41,
Curriculum 41, Teacher 41, Experimentalism 41, Ideas of Sociology Adapted by Experimentalists
(according to John Dewey) 41, Experimentalism and Nursing Education 42, Eclecticism 42, Introduction
42, Definition 42, Meaning 42, Need 42, Areas of Agreement or the Eclectic Tendency at Work in
Education 43, Meeting Ground of all Philosophies 43, Methods of Teaching 43, Teacher Training 43,
Aims of Education 43, Conclusion 44, Electicism and Nursing Education 44, Reconstructionalism 44,
Introduction 44, Meaning of Reconstruction 44, Main Elements of Reconstruction 44, Curriculum 45,
Free Education 45, Teaching Methods 45, Discipline 45, Competent Teachers 45, Examination 46,
Guardians 46, Healthy Environment 46, Reconstructionalism and Nursing Education 46
2. Indian Nursing Council ...................................................................... 48
• Introduction 48
Aims/Objectives 48, Functions 48, Constitution of the Council 49, INC Committees 50, Norms/Guidelines/
Establishment of Nursing Education Institutions 50, Physical Facilities 50, Teaching Block 51, Hostel
Block 51, Clinical Facilities 52, Collegiate Program 52, School of Nursing 54
• Accreditation of Nursing Educational Institutions in India 54
Definitions 55, Objectives 55, Functions 55, Quality Cycle 56, Quality Assurance 57, Affiliation of
Nursing Educational Institutions 57
• Nursing Programs 57
Philosophy of PhD Nursing in India by INC 57, MSc Nursing Program 58, Distribution of Theory and
Practical Teaching Hours 59, Distribution of Internal Assessment Marks for Various Subjects 60, MSc
Nursing Log Book 61, Dissertation 61, BSc Nursing Program 63, Scheme of Examination 66, Diploma
in General Nursing and Midwifery Program 69, Job Responsibilities of Professionals in College of Nursing
74, Lecturer 79, Tutor/Clinical Instructor 81, Job Description of Teaching Faculty in School of Nursing 82,
Vice principal 84, Tutors 84
• Laboratory Equipment 85
Glass-ware 86, Syringes and Needles 87, Suture Material 87, Rubber Goods 87, Miscellaneous Items 87,
Solutions 88, Linen 88, Equipment in Medical- Surgical Nursing Laboratory 88, Midwifery/Obstetric
Nursing Laboratory 92, Paediatric Laboratory Equipment 93, Nutrition Laboratory 96, Community
Health Nursing Laboratory 97, Anatomy and Physiology Laboratory 98, Computer Laboratory 99,
Audio-visual Aids 99, Equipment in Microbiology Laboratory 100
• College Committees 101
• Professional Organizations 104
• ICN Structure 105
State Nursing Council 105, Karnataka State Nursing Council 106, Functions 106, 3. Tamil Nadu Nursing
Council 108, Constitution of the Council 109, Functions 110, Rajasthan Nursing Council, Jaipur 110,
Trained Nurse’s Association of India 110, Rapport with Government of India 111, Affiliation with Scholarship
Funds 112, Rules for Scholarship in India 112, Union Activities 113, Revision of TNAI Membership Fee
114, Annual Membership Fee (with NJI) 114, Life Membership Fee (Foreign) 114, NJI for Non-Members
114, Indian Society Of Psychiatric Nurses (ISPN) 114, Nursing Research Society of India 115, Aims and
Objectives 115, Records and Reports Maintained in Nursing Educational Institutions 115, Academic
Records 115, Committees Record 116, Examination Records 116, Extracurricular Tecords 116, SNA 116,
Library 116, Laboratory and Audio-visual Aids Registers 117, Student health record 117, Hostel
Records 117
• Library Facilities in Nursing Educational Institutions 117
Library Staff 117, Facilities 117, Functions of Librarian 117, General Duties 118, Records and
Registers maintained in Library 118, Participation in Research Activities, Publications, Journals and in
News Papers 119
• Budgeting 120
Definitions 120, Aims 120, Principles to be Followed in the Process of Budgeting 120, Classification of
Budget—I 122, Classification of Budget—II 122, Features of Budget 123
• Cost Benefit Analysis (CBA) 123
Definitions 123, Principles of Cost Benefit Analysis 123, Cost-Benefit Analysis in Health Care 124,
Techniques of Cost-Benefit Analysis 125, Benefits of CBA 125, Demerits of Cost Benefit Analysis 125
Individual and Social Groups xiii
• Career Opportunities in Nursing 125
Doctorate in Nursing 126, MPhil in Nursing 126, Advanced Practice Nurse(Postgraduate in Nursing) 126,
Registered Nurse(Graduate Nurses or Diploma Holders) 126, Multi Purpose Health Assistants (MPHA),
Multi Purpose Health Supervisors (MPHS), Health Visitors (HV) 126
• Career Ladder 126
Definitions 126
3. Curriculum ......................................................................................... 130
• Introduction 130
Definitions 130, Concept and Meaning 131, Nature of Curriculum 133, Aims/Objectives/Purposes 133,
Need and Significance of the Curriculum 134, Functions of the Curriculum 134, Components of Curriculum
134, Levels of Curriculum Planning 136, Factors Influencing Curriculum Planning 137, Factors Influencing
Curriculum Development in Nursing Education 138, Curriculum Construction 145, Curriculum Planning
and Development 147, Curriculum Organization 149, Patterns of Curriculum Organization 150
• Educational Objectives/Learning Objectives 152
Definitions 153, Importance and Meaning 153, Taxonomy of Educational Objectives 154, Components
of a Complete Statement of Objectives 155, Types of Educational Objectives 156
• Learning Experiences 159
Criteria for Selection of Learning Experiences 161, Levels of Learning Experience 165, Role of Instructor
in Selection of Classroom Teaching Activity for a Learner in Nursing Educational Program 166, Organization
of Learning Experiences 166, General Plan for Curriculum 167, Correlation Chart 167, Teaching System
168, Curriculum Plans 169, Master Rotation Plan 169
• Planning and Organization of Clinical Experience 170
Factors to be Considered While Providing Clinical Facilities 170, Principles in Selection of Learning
Experiences in Clinical Area 171, Organization of Clinical Learning Experiences 171, Planning Clinical
Assignments 171, Orientation of Students to the Clinical Area 172, Matching the Right Student with the
Right Client 172, Planning for Continuity of Care 172, Providing Adequate Clinical Supervision 172,
Coordinating Classroom Teaching and Clinical Learning 172, Recording Results to Help with the Planning
of Future Clinical Assignments 172, Clinical Rotation Plan 172, Factors to be Considered in Planning
Clinical Rotations 172, Basic Principles in Planning Clinical Rotation 173, Individual Rotation Plan 173,
Needs of the Students in the Clinical Area 173, Responsibilities of the Nursing Staff in Clinical Area 174,
Faculty Role in Clinical Postings 174, Implementation of the Curriculum 175
• Course Planning 175
Introduction 175, Levels of Course Plan 175, Principles 175, Structure of Course Plan 176, Course Plan
should contain 176, Process of Organizing Learning Experiences 176, Teacher’s Role in Course Planning
176, Teacher-student Planning 177
• Unit Planning 177
Introduction 177, Definitions 177, Characteristics 177, Criteria of a Good Unit 178, Types of Unit
Planning 179, Characteristics 180, Purposes 180, Factors to be Considered While Planning a Unit 180,
Steps in Unit Planning 181
• Lesson Planning /Daily Planning 181
Introduction 181, Definitions 181, Purposes 182, Teacher Competence 182, Components 183, Steps
183, Prerequisites for Making Good Lesson Plan 183, Essentials of a Lesson Plan 183, Elements 184,
Development of the Daily Class Plan 185, Common Problems in Daily Class Planning 185, Aids to
Effective Study 186, Aids to Concentration 186
• Types Of Lesson Plan 186
Knowledge Lesson 186, The Skill Lesson 187, The Appreciation Lesson 187, Essentials of a Well-delivered
Lesson 188, Critical Observation of Lessons 188, Approaches of Curriculum 189
• Curriculum Evaluation 189
Definition 189, Concept and Meaning 190, Need 190, Levels of Curriculum Evaluation 190, Curriculum
Evaluation Plan 191, Management of Curriculum 191, Role of Nursing Education Department 191
• Curriculum administration 192
• Mini Courses 193
Objectives 193
4. Teaching and Learning Process ...................................................... 197
• Concept of Teaching 197
Definitions 197, Teaching is An Art 197, Principles to be Followed in Planning Learning and Educational
Activities 197, Purposes of Teaching 198, Qualities of a Good Teacher 198, Factors Intrinsic to the
xiv Textbook of Communication and Education Technology for Nurses
Teacher (Personal Attributes) 198, Role/Functions of the Teacher 200, Individual Role 201, The Psychology
of being a Teacher 201, Competencies contributing to maintain good mental health in teacher 201,
Principles of Teaching 202, Maxims of Methodological Teaching 203
• The Educational Process 204
Components of Educational Process 205
• Learning 206
Definitions 206, Characteristics of the Learning Process 207, Characteristics of Learning 207, Characteristics
of Informal Learning 208, Constructivist Learning Environment 208, Characteristics of Constructivist
Learning and Teaching 209, Nature of Learning 210, Types of Learning 211, Organizational Behavior
211, Laws of Learning: 212, Theories of Learning 213, Factors Affecting Learning 213
• Teaching-Learning Process 217
Essential aspects of Teaching-Learning Process 217, Understanding the Three Areas of Learning 220,
Teacher- Student Relationship 223, Management of Teaching-Learning Process 223
• Adult Learning 225
Andragogy 225, Elements that influence Adult Learning 225, Principles of Adult Learning 225, Process
Design / Elements of Adult Learning 225, Principles of Adult Learning 225, The Andragogical Practices
Inventory 226
5. Teaching Methods ............................................................................. 228
• Introduction 228
• Definitions 228
• Meaning 228
• Objectives 228
• Classification 229
• Characteristics 229
• Principles 229
• Demonstration Method 229
Purposes 229, Essential Characteristics 230, Advantages 230, Disadvantages 231, Lecture-demonstration
231, The Television Lecture-demonstration 231
• Lecture Method 231
Introduction 231, Definition 232, Purposes 232, The Ingredients of an Effective Lecture 232, Technique
234, The When-to-lecutre Checklist 235, How to Improve Lectures 236, Ingredients of an Effective Lecture
236, Frequent Criticisms/Limitations 239, Conclusion 240
• Use of Clickers in Nursing Education 240
Steps 240
• Laboratory Method 241
Values 241, Technique 242, Laboratory Method in Nursing Education 243, Rationale for Clinical
Learning Experience 243, Teacher Preparation 243, Selection of Learning Experiences 244, Student’s
Preparation 244, The Working Period 244, Teacher Guidance 245, The Nursing Care Plan 245, Clinical
Conferences 245, Guide to effective use of the Laboratory Procedure in the Clinical Studies 246
• Role Play 246
Definitions 246, Types 246, Values/Advantages 247, Disadvantages 248, Points to Remember While
Conducting Role Playing 248, Steps 248, Process 249
• Sociodrama 250
Process 250
• Programed Instruction 250
Definitions 251, History 251, Characteristics 251, Principles 252, Comparison of Programed Instruction
& Traditional Method 253, Dynamics 253, Comparison between Teaching Machine and Programed Text
253, Types 254, Advantages of Programed Instruction 256, Steps in Program Writing 257, Application of
programed instruction in education 257
• Individualized Instruction 258
Definitions 258, Meaning 258, Objectives 258, Characteristics 259, Methods 259, Problems in implementation
of Individualized Instruction 259, Tentative suggestions to Implement Individualized Instruction 259
• Discussion Method 260
Introduction 260, Definitions 260, Salient Features 260, Activities to be Carried Out During Group
Discussion 260, Types of Discussion 261, Small Group Discussions 261, Values of Group Discussion 264
• Team Teaching 265
Definitions 265, Characteristics 265, Objectives 266, Principles 266, Advantages 266, Limitations 267
Individual and Social Groups xv
• Simulated Teaching 267
Definition 267, Meaning 267, Principles 267, Application of Simulation in Teacher Training 267, The
Procedure of Simulation 268, Activities in Simulation 268, Advantages of Simulation in Teacher–
Education 268, Values 269, Limitations 269
• Microteaching 269
Introduction 269, Definitions 269, Meaning 270, Characteristics 270, Principles 271, Strategy 271, Five
‘R’s in Microteaching 271, Need 272, Stanford Model Listed the General Teaching Skills Involved in
Microteaching 272, Apparatus needed in Microteaching 273, Objectives 273, Steps 273, Phases 274,
Role of Supervisor 274, Comparison between Traditional Teaching and Microteaching 274, Advantages
274, Limitations 275
• Assignment Method 275
Types 276, Procedure 276, Advantages 277, Limitations 277
• Problem Solving Method 277
Steps 277, Essential Qualities of a Problem 277, Major Approaches 278
• Process recording/Interpersonal relations recordings/Patient-Nurse interaction interviews 280
Introduction 280, Definition 281, Purposes 281, Elements of Communication Studied Through Process
Recording 281, Technique 281, Format in Process Recording 283
• Project Method 283
Definitions 283, Characteristics of a Good Project Method 283, Types of Projects 284, Essentials of Good
Project 284, Organizing a Project 284, Merits 285, Limitations 286, Teacher’s Role 286
• Case Study 287
Nursing Care Study 287, Values 287, Limitations 287, Principles 287, Oral Nursing Care Study 288
• Workshop 288
Definition 288, Principles 289, Feature 289, Purposes 289, Methods Used to Organize Workshop 289,
Procedure 289, Outcomes of Workshop 290
• Questioning 290
Introduction 290, Levels 290, Functions 290, Purposes 291, Types of Questions 291, Technique of
Questioning 292, Dynamics of Effective Questioning 293, Teacher Reaction to Student Questions and
Responses 293, Computers in Nursing 294, Uses 294
• Puppet Show 295
Purposes 296, Types 296, Procedure of Puppet Show 296
• Educational Field Trips 296
Introduction 296, Definition 297, Types 297, Purposes 297, Problems in Arranging Field Trips 297,
Preparation for Field Trip 297, Planning and Organizing a Successful Field Trip 298, Pros of Field Trips
302, Cons of Field Trips 302
• Clinical Teaching 303
Introduction 303, Clinical Skill 303, Clinical Experiences 303, Purposes 304, Essentials for Good
Clinical Instruction 304, Functions of the Clinical Instructor 305, Qualities of a Clinical Instructor 305,
Clinical Teaching Methods 307, Program of Clinical Teaching 316, Principles of Master Rotation Plan
316, Factors to be Considered in Planning Clinical Rotation 316, Principles in Planning Clinical Rotation
317, Preparation for Clinical Experience 317, Principles for Organizing Clinical Experience 317
• Self Instructional Media 319
Introduction 319, Information and Communication Technology (ICT) 319, Purposes of Technology in
Teaching 320, Advantages of e-learning 322, Disadvantages of e-learning 323, Values 324, Limitation
325, More Examples for Self Instructional Media 325
6. Inservice Education .......................................................................... 328
• Introduction 328
• Definitions 328
• Aims 329
Components 329, Principles 330, Nature 331, Stages in Inservice Education Program-Systems Approach
331, Inservice Education Coordinator 332, Planning and Organization of Inservice education program or
Staff Education Program in Clinical Settings 333, Model of Inservice Education Program 335, Conducting
an Inservice Education Program in Nursing Educational Institutions 335, Evaluation of Inservice Training
Program 335, Selection of Criteria 336
• Continuing Nursing Education 337
Introduction 337, Definitions 337, Features 338, Need 338, Functions 339, Philosophy 339, Elements
339, Principles of CNE 342, Planning 343, Planning Process 343
xvi Textbook of Communication and Education Technology for Nurses
7. Audio-visual Aids (Instructional Media) ......................................... 350
• Introduction 350
Definitions 350, Concept 350, Meaning 350, Need of Educational Communication Media 351, Drawbacks
in Using Audio-Visual Aids 354, Problems in Using Teaching Aids 354, Classification of Audio-Visual
Aids—I 354, Classification of Audio-Visual Aids—II 355, Classification of Audio-Visual Aids—III 355,
Classification of Audio-Visual Aids—IV 355, Classification of Audio-Visual Aids—V 355, Characteristics of
Good Teaching Aids 356, Sources of Audio-Visual Aids 356, Principles to be Followed for the Effective Use
of Audio-Visual Aids 357, Criteria for Selecting Audio-Visual Aid 358, Guides for Selecting and Preparing
an Audio-Visual Aid 358, The Effective Use of Audio-Visual Aids 359
• Description of Visual Aids 359
Non-Projected Aids 359, Types 361, When Using the Whiteboard 362, Bulletin Board 362, Uses 362,
Principles in the Use of the Bulletin Board 363, Types 363, Charts 367, Types of Charts 368, Maps 370,
Graphs 370, Newspapers 375, Puppets 375, Museum 376, Cone of Experience 377
• Use of Concept Mapping in Nursing Education 377
Introduction 377
• Projected Visual Aids 382
Opaque Projector/Epidiascope 382, Filmstrip 383, Slide Projector 383, Over Head Projector 384, Micro
Projector 386, Document Cameras 386
• Audio-devices 387
Radio 387, Principles and the Procedure for the Effective Utilization of Radio 388, Problems and
Limitations 389, Educational Recordings 389, Gramophone Record 390, Tape Recorder 390
• Audio-visual Aids 393
Motion Pictures 393, Educational Television 394, Educational Television/Enrichment Television 394,
Instructional Television 394, Functional Characteristics of Television 394, Educational Value of Instructional
TV 394, Limitations 395, Videotapes Played Through TV 395, Video Cassettes 395, Video Recorder 395,
During Viewing 396, LCD Projectors (Liquid Crystal Display Projectors) 397, Instruction through the use
of LCD’s 398, Public Address System (PA system) 398, Types of Players 401, Equipment Repairs 401,
Computer Basics Equipment (Hardware) 405, Desktop Computer System 409, Storage 409, Hard Disk
Drive 409, CD and DVD Drives 409, Modem 410
• The Microscope 410
Introduction 410, Lenses and Bending of Light 410, Types of Microscopes 411, Optical Components of a
Compound Microscope 412, Other Microscopes 413
8. Evaluation .......................................................................................... 417
• Introduction 417
• Concepts 417
• Measurement 417
Types of Measurements 417, Evaluation 417, Educational Evaluation 418, Meaning 418, Scope of
Evaluation 419, The Philosophy of Evaluation 419, The Psychology of Evaluation 420, Characteristics
of a Good Evaluation Instrument 420, Principles of Evaluation 423, Purposes of Evaluation 423,
Functions of Evaluation in an Educational Program 424, Evaluation and Teacher 425, Evaluation and
Administrator 425, Evaluation and Students 425, Types of Evaluation 425
• Achievement test 428
Introduction 428, Definition 428, Functions 428, Characteristics of a Good Achievement Test 429, Steps
of Achievement of Test Construction 429, Steps 430, Using Item Analysis Results 431, Test Construction
431, The Process of Evaluation 432, Evaluation Tools 433, Educational Test or Achievement Tests 434,
Qualitative Techniques 435, Essay type examinations or Essay Test 435, Features 435, Types 435, Short
Open Answer Type Tests (Restricted Response Tests) 437, Forms of Objective Type tests 437, Assessment
Techniques of Affective and Psychomotor Domain 443, Rating Scales (Directed Observation) 444, Types
445, Types 447, Cumulative Record 453, Criteria for evaluating student-teacher 457, Audio-visual Aids
457, Presentation 457, Principles of Teaching and Learning 457, Methods of Teaching 457, Objective
Structured Clinical Examination (OSCE) 461, Introduction 461, Definitions 461, Purposes 461, Types of
OSCE 465
• Recruitment 465
Introduction 465, Definitions 466, Purposes 466, Elements in Recruitment Strategies 466, Recruitment
Process 467, Steps/Stages 467, Processes in Successful Recruitment 467, Recruitment Strategies 468,
Performance Appraisal/Employee Appraisal/Performance Review/CareerDevelopment Discussion 474,
Concept 474, Performance Improvement 477, Personal and Demonstrated Personality Traits 486
Individual and Social Groups xvii
9. Communication.................................................................................. 489
• Introduction 489
• Definitions 489
Meaning 489, Qualities of a Good Communicator 497, Principles of Communication 498, Facilitation:
Communicative Functions 499, Communication Model 500, Barriers in Effective Communication 500
• Therapeutic Communication 506
Introduction 506, Definitions 506, Purposes/Goals/Functions 506, Modes/Types 507, Therapeutic
Communication Techniques 507, Characteristics of Therapeutic Communication 510
10. Health Education ............................................................................... 514
• Introduction 514
• Definitions 514
Concept 515, Objectives 515, Aims 515, Philosophy 516, Principles 517, Importance of Health
Education Utilization of Community Resources 518, Approaches to Health Education 519, Role of
Trained Health Educator 521, Information Education and Communication (IEC) 523
• Health Information 525
Components 525
11. Guidance ............................................................................................ 528
• Introduction 528
• Definitions 528
Meaning 529, Elements 530, Nature 530, Characteristics 531, Principles 531, Need for Guidance 533,
Educational Guidance 539, Principles 540, Problems in Educational Guidance 540, Vocational Guidance
540, Personal Guidance 541, Recreational Guidance 541, Group Guidance 541
12. Counseling .......................................................................................... 544
• Definitions 544
Concept 544, Meaning 544, Scope of Counseling Services 545, Levels of Counseling 545, Elements in
Counseling Process 545, Elements that Hinder Counseling Process: (Problems of Counseling Process) 546,
Need of Counseling 546, Aspects 546, Characteristics 546, Principles 547, Range of Skills Required for
Effective Counseling 547, Differences between Guidance and Counseling 547, Relationship of Guidance
and Counseling 548, Bases of Guidance and Counseling 548, Attributes and Skills Required for the Counselor
548, Nature and Functions of the Counselor 551, Counselor Preparation 552, Ethical Principles to be Considered
for Professional Growth of Counselor 552, Principles to be Followed in Counseling Technique 554, Counseling
Personnel 557, Resources for Counseling 558, Phases of Counseling 558, Types of Counseling 560
13. Discipline ............................................................................................ 573
• Introduction 573
• Definitions 573
Meaning 573, Differences between Discipline and Punishment 574, Aims 574, Types 574, 6.Progressive
Discipline 576, Building Positive Teacher-Student Relationships 578, Encouragement Strategies 580,
Class Room Management 580, Disciplinary Procedure 582, General Principles 583, Policy Review 585
14. Individual and Social Groups .......................................................... 586
• Definitions 586
• Aspects 586
Relationship between Individual and Society 586, Role of Nurse in Indian Society 588
• Social Groups 588
Definitions 589, Characteristics of Group Life 589, Classification of Groups 589, Primary Group 590,
Secondary Group 590, Differences Between Primary and Secondary Group 591
• Group Dynamics 591
Definitions 592, Group 593, Group Processes 593, Group Size 594, Group Structure 594, Group
Formation, Membership and Development 594, Group Functions 596
• Group Norms 597
Definitions 597, Types 597, Meaning and Nature 597, Purposes 597, Conformity of Norms 598, Group
Roles 598, Transactional Analysis 599, Effective Teams 600, Aspects of Group Discipline 600, Group
Morale 600, Uses of Morale 601, Morale Building 601
xviii Textbook of Communication and Education Technology for Nurses
• Leadership 602
Introduction 602, Definitions 602, Meaning 602, Nature 603, Elements in Leadership 603
• Power orientation 603
Definition 603, Types 603, Principles of Leadership 604, Origin and Development of Leadership 604,
Emergence of a Leader 605, Spotting of a Leader 605, Leader as Mentor 606, Theories Related to
Leadership 607, Importance of Leadership 612
• Leadership Styles 613
Autocratic Leadership/Authoritarian Leadership/Directive Leadership/Monothetic Style 613
• Team Work 617
Introduction 617, Definitions 617, Differences between Group functions and Team functions 617,
Characteristics 618, Stages of Team Growth 618, Tips for Team Building 619, Phases in Team Work 619
• Biological basis of intrinsic motivation 620
• Motivation 622
Introduction 622, Definitions 622, Nature of Motivation/Process of Motivation 622, Importance of
Motivation 623, Theories of Motivation 623, Evaluation of Theory 626, Merits 626, Contrasting Views of
Satisfaction and Dissatisfaction 627
• Process Theories 628
• Attitude 631
Definitions 631, Types 631, Formation of Attitudes 631, Attitude Systems 632, Attitude Change 632,
Importance of Attitudes 634, Crisis 635, Introduction 635, Definitions 635, Crisis Proneness 636,
Developmental Phases of Crisis 637, Types of Crisis 637, Crisis Therapy 640, Principles 41, Techniques
of Crisis Intervention 641, The Role of the Nurse in Crisis Intervention 643, Referral in Crisis Situations
645, Capacity Development 645, District/State Plans 646
• Childline 652
• Childline Today 653
15. Relationship and Behavior ............................................................... 655
• Introduction 655
Definitions 655, Nature 655, Self Introspection Skills 655, The Targets of Introspection 657, The Products
of Introspection 657, Self Accounts 657, Behavioral Observation Accounts 657, Self-Shaping 657
• Social Behavior 658
Definition 658
• Public Relations (PR) 659
Introduction 659, Definitions 659, Components 659
• Public Relations in Context of Nursing 660
• Interpersonal Relations (IPR) 661
Definitions 661, Types 662, Stages of IPR 662, Ways to Build-up Good IPR 662, Phases in IPR 663,
Characteristics of IPR 664
• Interpersonal Communication 664
Definition 665, Basic Elements in the Process of Interpersonal Communication Process 665, Interpersonal
Skills 665, Definitions 666, Ways to Improve Interpersonal Skills 666, Basic Principles 667, Modes in
Cognitive Processes 668, Interpersonal Therapeutic Process 668, Categorical Approach 670, Symptoms
Indicate Barriers in Interpersonal Relationship 671
• Human Relations 676
Introduction 676
• Human Relation in context of Nursing 677
Definitions 677
• Health Behavior 684
• Models of behavior change 687
• Collective Bargaining 690
Aims 691, Importance to Employees 691
Bibliography ............................................................................................................................................... 709
Index ........................................................................................................................................................ 717
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