COMBINED (P.G.

) INSTITUTE OF MEDICAL
SCIENCES & RESEARCH
DEHRADUN, UTTARAKHAND

SEMINAR
ON
DEMONSTRATION

Submitted To Submitted By
Ms. Heena Negi Mohamad Dildar
Assistant Professor M.Sc. Nursing 1st Year
CIMS College of Nursing CIMS College of Nursing

Submitted On
/2022
 GENERAL INFORMATION:
1.Name of the Supervisor : Ms. Heena Negi
2.Name of the Student : Mohamad Dildar
3.Subject : Nursing Education
4.Topic : Demonstration
5.Venue : M.Sc. 1st year Classroom
6.Group : M.Sc. 1st year students
7.Time /Duration : 1 hour.
8.Date :
9.Methods of Teaching : Lecture cum Discussion
10.A.V Aids : PPT, chart paper, black board

General objective

At the end of the class students will be able to acquire knowledge regarding Demonstration and
also will be able to apply the knowledge while providing education to the students.

Specific objectives

At the end of the class students will be able to:

• Define demonstration.
• Describe purpose of demonstration.
• Describe Characteristics of demonstration.
• Explain about preparation and performance of demonstration
• Discuss phases of demonstration method
• Elaborate ways to ensure effective use of demonstration
• Discuss advantages and disadvantages of demonstration
• Explain common errors in using demonstration for teaching
Demonstration
'Knowledge advances NOT by repeating known facts, but by refuting false dogmas.’
-Karl Popper

Introduction
The dictionary meaning of the word "Demonstration" is the outward showing of a feeling, etc., a
description and explanation by experiment; so also, logically to prove the truth; or use the demonstration
to teach the skills. This method of teaching is based on the simple, yet sound principal that we learn by
doing. Students learn physical or mental skills by actually performing those skills under supervision.
Demonstration is a method of presentation of skills in which it is illustrated and shown how a particular
skill or procedure is performed. The demonstration method is based on the principle of "Learning by
Doing". This method is recommended for teaching skill because it covers all the necessary steps in
systematic and an effective learning order.
In nursing education demonstration method is very useful and relevant. Demonstration is a method of
teaching by performance, exhibition and explanation combined to illustrate a procedure (or) experiment.
It trains the student in the area of careful observation, a quality, which is essential for every nurse. Hence,
it is considered to be one of the best methods for teaching skills in nursing and health-related education.

Definition
Demonstration is defined as visualized explanation of facts, concepts and procedures. Demonstration
implies the presentation of a prearranged series of events or equipment to a group of students for their
observation. This is accompanied by explanatory remarks. Demonstrating is the process of teaching
through examples (or) experiments.

Purposes
The demonstration method of teaching can be used to serve the following purposes:

 To carry out experiments related to nursing practical.

 To teach nursing procedure in the classroom and clinical settings.
 To equip the patients and family members with skills to provide health related self-
care.
 To enable establishment of effective nurse-patient relationship.
 To show the learner 'how' to perform certain psychomotor skill. Here the learner must
reproduce exactly the behavior of demonstration.
 To show the learner 'why' certain things occur. Here the behavior is intended only as
a strategy to aid the learners to understand concepts and principles.
 A demonstration is useful either by itself or to accompany a formal lecture or
informal talk in the classroom, a laboratory or clinical area.
  In respect of a procedure in which the student needs to gain a degree or skills, she
should be asked to make a return demonstration which should be followed by
opportunities for practice.
 Demonstration by teacher alone should be carried only where the procedure is not
one that the student has to master or when the time which it would take for the return
demonstration is out of proportion to its value. One of the important methods to teach
nursing. In nursing, it is used for the purposes and also for clinics, conferences,
laboratory classes, symposium, autopsies and teaching or health to patients
obviously, this method is of utmost importance in teaching of nursing.

Characteristics of demonstration

 The demonstrator should understand the entire procedure before attempting to

perform.
 All equipment’s needed should be assembled and pretested before demonstration.
 Knowledge (theoretical aspects) about the procedure should be given to the students,
before starting
 procedure/demonstration.
 A positive approach should be used.
 Everybody should have a good view of the demonstration. The person in charge of
the demonstration should accompany it with running comments related to materials
used, amounts necessary, process taking place, and anticipated results.
 The setting for the demonstration should be as true to life as possible, wherever
possible.
 A discussion period should always follow the demonstration.
 The students should be provided with the opportunities for prompt practice of the
procedure (demonstration).
Preparation and performance

Planning and preparation

 Plan all activities related to demonstration.
 State the objectives to the learner.
 The entire group, maximum of 15 students need to be in a single row so that the
procedure can be viewed clearly.
 It should be planned and rehearsed by the teacher beforehand.
 The apparatus/articles used for demonstration should be big enough to be seen by the
whole class. If the class to give them a better view.is disciplined, He/She may allow
them to sit on the benches to give them a better view.
 Adequate lighting arrangements be made on demonstration table and a proper
background table should be provided.
 All the pieces of apparatus are placed in order before starting the demonstration
provided.
 The apparatus likely to be used should be placed in the left-hand side of the table and
it should be arranged in the same order in which it is likely to be used.
 Before actually starting the demonstration a clear statement about the purpose of
demonstration should be made to the students.
 Ensure that all the equipment, illustrations and other relevant material are procured in
time and kept ready before the demonstration begins.
 The procedure to be demonstrated should be in steps so that it can be easily
understood by the students.

Performance
 Proceed with the demonstration slowly, so that all the students may grasp the details.
 Whenever possible involve the students in demonstration.
 Make sure, after every step whether the students have grasped the meaning, contents
and explanation. Repeat it if they have not followed it.
 Give suitable verbal explanation for heightening the interest of the student.
 Encourage students to analyze, record and tabulate the results of their observation.
 Make an assignment based on the demonstration.
 The teacher should make sure that the demonstration lecture method leads to active
participation of the
 students in the process of teaching.
 The demonstration should be quick and slick, and should not appear to linger on
unnecessarily.
 It would be better if the teacher demonstrated with materials or things the children
handle in everyday
 life.
 For active participation of students, the teacher may call individual students in turn to
help him with the
 demonstration.
  The teacher should write the summary of the principles arrived at as a result of the
demonstration, on the black-board.
 The black-board can also be used for drawing.

Evaluation

 Evaluate through return demonstration by observing students (or) trainees. Good and
effective demonstration will result in good feedback of return demonstration.
 This is done by taking return demonstration and comparing steps of the procedure
with planned set
 criteria of the procedure.
 As the teacher receives feedback from the students, the goals can be established for
improving skills.
 Strengthen positive behavior and elimination of limitations.

Guidelines of return demonstration

 Teacher should remain silent and should offer cues, when required.
 Breaking steps of procedure and doing will produce good re-demo.
 Practice should be supervised by the teacher.
 Return demo should be planned close to the demonstration class.
 Teacher should encourage students, which improves psychomotor skills. These are
some of the requirements of good demonstrations.
Phases of demonstration method

1.Explanation Phase
Explanation must be clear, pertaining to the objectives of the particular lesson to be presented and based
on the known experiences and knowledge of the students. In teaching, the instructor must convey to the
students the precise actions they are to perform. In addition to the necessary steps, the instructor should
describe the end results of these efforts. Before leaving this phase, the instructor should encourage
students to ask questions about any step of the procedure that they do not understand.

2.Demonstration Phase
The instructor must show the students the actions necessary to perform a skill. As little extraneous
activity as possible should be included in the demonstration, if students are to clearly understand that the
instructor is accurately performing the actions previously explained. If, due to some unanticipated Us
circumstances the demonstration does not closely conform to the explanation, this deviation should be
immediately acknowledged and explained.
Student Performance Phase: This phase requires students to act and do. To learn the skills, students must
practice. It is important that the students must be given opportunities to perform the skills as soon as
possible after a demonstration. Prior to termination of the performance phase, they should be allowed to
independently complete the task at least once, with supervision and coaching as necessary.

3.Evaluation Phase:
In this phase, the instructor judge's student's performance. The student displays whatever competence has
been attained, and the instructor discovers just how well the skill has been learned. To test each student's
ability to perform, the instructor requires students to work independently throughout this phase. The
teacher determines the effectiveness of the instructions, by measuring student's achievement in this phase.
Ways to ensure effective use of demonstration

1. Preparing before head the required materials is necessary; selection of time and appropriate place
also plays an important role.
2. Practicing good communication skills and questioning techniques, answering all questions to
clarify students’ doubts; and closing in appropriate manner will result in good demonstration.
3. Every step of a well-conducted demonstration should be shown properly giving explanation and
rationale.
4. The teacher should practice the entire procedure and should be skillful and confident before
demonstrating the same.
5. All equipment should be tested before the demonstration to ensure that they are in working
condition and in order.
6. It is better that the students and the teacher review the theory of sequence and steps of procedure
in advance and have its knowledge.
7. A positive approach should be applied, lay emphasis on 'What to do' sequel rather than 'What to
avoid'.
8. Every student should be able to watch all the steps of demonstration properly. Avoid over-
crowding and
9. congestion by keeping the size of group-viewers small.
10. The verbal communication should synchronize with the steps of procedure. Keep the speech
clear, audible and understandable.
11. Allow students to practice the demonstration procedure. Return demonstration should be taken
for all procedures from the students. All the return demonstrations must be supervised to ensure
that the students are per-forming them effectively.

Uses of demonstration

1. To demonstrate experiments and the use for experimental equipment in the science laboratory,
medical,
2. nursing, etc.
3. To introduce a new procedure or to revise a procedure to meet a special situation.
4. To teach the patient/client a procedure to treatment which he must carry out in the home.
5. To demonstrate a procedure at the bedside or in the ward conference room, demonstration in a
natural
6. setting.
7. To teach the use and care of new equipment’s.
8. To teach health maintenance and preventive healthcare measure to patients and families.
9. To teach ways of establishing effective nurse patient communications and interpersonal
relationships.
10. To teach application of observation techniques and skills to nursing situations.
Advantages of demonstration

1. Demonstration enables the students to acquire first-hand information.

2. It brings close relationship between theory and practice and helps to bridge this gap
3. Activates several senses by 'hands on experience' thus providing better learning opportunity.
4. It creates interest in the students as it gives them a better understanding.
5. It makes the students familiar with the nature and use of apparatus.
6. This method provides for coordination and develops psychomotor skills.
7. It activates several senses-increases learning because the more senses used, the opportunities for
learning.
8. It trains the students in the art of careful observation a quality which is so essential to good nurse.
9. It is a method of self-learning through observation and it uses several of the senses.
10. It provides opportunities for observational learning.
11. The students not only hear the explanation, but also can see the procedure or process.
12. It projects a mental image in the student's mind, which fortifies verbal knowledge.
13. It clarifies the underlying principles of the procedure.
14. It commands interest by the use of concrete illustrations.
15. It gives the teacher an opportunity to evaluate the student's knowledge of procedure and to
determine
16. reteaching if necessary.
17. It serves as strong motivational force, keeps the students active. The students have the
opportunity to gain knowledge and apply it immediately.
18. Return demonstration by the students under supervision of the teacher provides an opportunity for
well-directed practice before the student must use the procedure on the ward.

Disadvantages of demonstration

1. The demonstration strategy suffers from the following disadvantages:

2. Number of students is limited
3. Keeps the students in passive situation
4. Offers little possibility of checking the learning process
5. Does not allow for individual paces of learning
6. High cost in personnel and time
7. Difficulty in repeating demonstration in order to acquire competence
Common errors in using demonstration for teaching

 Equipment/Apparatus may not be ready for use or may not be working and may be out of order.
 There may not be an apparent relation between the demonstration experiment and the topic under
 discussion.
 The theory class may not have been taken, but the teacher demonstrates the procedure which
results in difficulty with synthesis of information and lack of coordination.
 Teacher may not address the issue of individual differences among students.
 Teacher may be in a hurry to arrive at a generalization without allowing students to arrive at a
generalization from facts.
 Teacher may talk too much or unnecessarily which will suppress the enthusiasm of the students.
 Teacher may fail to ask the right type of questions related to the procedure under demonstration.
 The group may be too large to see the demonstration of the procedure properly and grasp the
steps.
Circle of learning
Circle of Learning

The Circle of Learning is a framework that identifies learning in healthcare education and illustrates the
process of going from theoretical knowledge to clinical practice. It consists of five steps:

1. Knowledge acquisition is the process of acquiring knowledge through textbooks, charts, anatomical
models etc.

2. Skills proficiency is the process of developing psychomotor skills through repetitive practice to
master practical procedures typically using task trainers and simulators. Here, checklists and skills labs
play an important role. Checklists ensure objective and standardized learning of skills. Demonstrations
are used for skill proficiency.

3. Critical thinking/decision making is using problem-based learning/computer programs/case studies

that provide intelligent feedback to develop critical thinking and decision-making skills.

4. Simulation in teams allows a group of students to practice and role play realistic scenarios to improv
technical-critical thinking, physical skills and clinical decision-making skills and non-technical skills like
communication, time-management during clinical care, leadership and teamwork. Students have the
opportunity to apply their previous knowledge and skills attained in a classroom to real world situations
which require making decisions that in many cases well before they experience it in their clinical
practicum experiences.

5. Clinical experience and practice is learning through reflecting on the management of real patients,
personal tuition, and exchange of knowledge with colleagues.
SUMMARY

I Mohamad Dildar, MSc 1st year prepared a seminar topic on “Demonstration”. Today we have
discussed about the introduction of demonstration, definition of demonstration, purposes of
demonstration, characteristics of demonstration, preparation and performance, guidelines for
return demonstration, phases of demonstration method, uses of demonstration, advantages and
disadvantages of demonstration and common errors in using demonstration for teaching.

CONCLUSION

“Demonstration is a method of teaching by exhibition and explanation or experiments.” The

demonstration method is based on the principal of “Learning by doing”. It is useful in demonstrating
scientific experiments, procedures and application of equipment.
Bibliography
1. Sodhi JK. Teaching and learning methods. In: Comprehensive Textbook of Nursing Education.
Jaypee brothers medical publisher; 2022:71-75.
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