Communication and Nursing Education

Cover
Contents
Foreword
Preface
	Acknowledgement
Chapter 1: Review of Communication Process
	1. Introduction
	2. Definition
	3. Process, Elements, and Channels of Communication
		3.1. Process of Communication
		3.2. Elements of Communication
	4. Types of Communication
		4.1. Verbal Communication
		4.2. Nonverbal Communication
		4.3. Meta Communication
		4.4. Formal Communication
		4.5. Informal Communication
		4.6. Therapeutic Communication
	5. Levels of Communication
		5.1. Intrapersonal Communication
		5.2. Interpersonal Communication
			5.2.1. Assertive Communication
			5.2.2. Nonassertive Communication
			5.2.3. Aggressive Communication
		5.3. Transpersonal Communication
		5.4. Small-group Communication
		5.5. Public Communication
		5.6. Social Communication
	6. Factors Influencing Communication
		6.1. Attitude
		6.2. Sociocultural Background
		6.3. Past Experiences
		6.4. Knowledge of Subject Matter
		6.5. Ability to Relate with Others
		6.6. Interpersonal Perception
		6.7. Environmental Factors
	7. Barriers of Communication
		7.1. Physiological Barrier
			7.1.1. Poor Listening Skills
			7.1.2. Information Overload
			7.1.3. Inattention
			7.1.4. Emotions
			7.1.5. Poor Retention
		7.2. Physical and Environmental Distractions
		7.3. Psychological Barrier
		7.4. Social Barriers
		7.5. Cultural Barriers
		7.6. Semantic Barrier
		7.7. Linguistic Barriers
		7.8. Past Experience
		7.9. Organizational Barriers
			7.9.1. Technological Failure
			7.9.2. Time Pressures
			7.9.3. Complexity in Organizational Structure
		7.10. Barriers Related with the Message
			7.10.1. Unclear Messages
			7.10.2. Stereotypes
			7.10.3. Inappropriate Channel
			7.10.4. Lack of Feedback
		7.11. Some Other Blocks to Communication
	8. Methods of Overcoming Barriers of Communication or Facilitating Communication
		8.1. Facilitators of Communication
	9. Techniques of Effective Communication
		9.1. Listening Actively
		9.2. Use Silence
		9.3. Observe Nonverbal Behavior of the Client
		9.4. Tone and Words
		9.5. Be Consistent Verbally and Nonverbally
		9.6. Ask Open-ended Questions
		9.7. Use Language Understood by the Patient
		9.8. Restating
		9.9. Reflecting
		9.10. Focusing
		9.11. Exploring
		9.12. Giving Broad Openings
		9.13. Offering General Leads
		9.14. Making Observations
		9.15. Encouraging Description of Perceptions
		9.16. Encouraging Comparison
		9.17. Seeking Clarification and Validation
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 2: Interpersonal Relationship
	1. Introduction
	2. Interpersonal Relationship
	3. Types of Interpersonal Relations
		3.1. Blood Relation
		3.2. Social Relation
		3.3. Business Relation
		3.4. Intimate Relationship
		3.5. Therapeutic Relationship
	4. Phases of Interpersonal Relationship
		4.1. Preinteraction Phase
		4.2. Orientation and Identification (Introductory) Phase
		4.3. Working Phase (Exploitation Phase)
		4.4. Termination or Resolution Phase
	5. Barriers in Interpersonal Relationship
		5.1. Mistrust
		5.2. Fear of Rejection
		5.3. Inflexibility
		5.4. Lack of Autonomy
		5.5. Lack of Communication
		5.6. Lack of Respect for the Rights of the Other
		5.7. Fear of Intimacy
		5.8. Irresponsible Behavior
		5.9. Low Self-Esteem
		5.10. Chronic Hostility
		5.11. Hiding Feelings
		5.12. Overdependence or Independence
		5.13. Chronic Depression
		5.14. Barriers in Therapeutic Interpersonal Relationship
	6. How to Overcome Barriers in Interpersonal Relationship?
	7. Johari Window
	8. Principles of Change in the Size of Quadrant within the Johari Window
	9. Limitations of the Johari Window
	10. Harry Stack Sullivan Interpersonal Relations Theory
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 3: Human Relations
	1. Introduction
	2. Human Relation
		2.1. Characteristics of Human Relations
		2.2. Importance of Human Relations
		2.3. Factors for Establishing Cordial Human Relations
	3. Understanding Self
		3.1. Development of Self
			3.1.1. Cooley’s Concept of “Looking-Glass Self”
			3.1.2. Mead Theory of I and ME
	4. Social Behavior
		4.1. Factors Influencing Social Behavior
		4.2. Drives
		4.3. Incentives
			4.3.1. Motivation
	5. Theories of Motivation
		5.1. McDougall’s Theory of Instinct
		5.2. Hull’s Drive Reduction Theory of Motivation
		5.3. Freud’s Psychoanalytic Theory of Motivation
		5.4. Adler’s Social Urge Theory of Motivation
		5.5. Behaviorist Learning Theories of Motivation
		5.6. Goal-Oriented Theory of Cognitivism
		5.7. Maslow’s Self-Actualization Theory
	6. Social Attitude
		6.1. Characteristics of Attitude
	7. Individual and Group
		7.1. Definitions of Group
		7.2. Characteristics of Group
		7.3. Classification of Social Group
			7.3.1. Cooley’s Classification of Social Groups
			7.3.2. F.H. Gidding’s Classification of Social Group
			7.3.3. Dwight Sanderson’s Classification of Social Group
			7.3.4. George Hasen’s Classification of Social Groups
	8. Group Dynamics
		8.1. Group Development
			8.1.1. Pregroup Phase
			8.1.2. Initial Phase
			8.1.3. Terminal Phase
		8.2. Group Cohesiveness
		8.3. Group Size and Composition
		8.4. Role and Function in a Group
	9. Teamwork
		9.1. How to Build Successful Work Teams?
	10. Human Relations in the Context of Nursing
		10.1. Nurse–Client Helping Relationships
		10.2. Nurse–Family Relationships
		10.3. Nurse–Community Relationship
		10.4. Nurse Health Team Relationships
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 4: Introduction to Education
	1. Introduction
	2. Definition and Meaning of Education
		2.1. Narrow Meaning of Education
		2.2. Broader Meaning of Education
		2.3. Definition of Education
	3. Aims of Education
		3.1. Social Change—An Aim of Education
			3.1.1. Modernization
			3.1.2. Productivity
			3.1.3. Focus on Local Community
			3.1.4. Values
	4. Purposes and Functions of Education
	5. History and Trends in Development of Nursing and Nursing Education in India
	6. Changing Trends, Impact of Socioeconomical, Political, Technological Changes on Nursing Education
	7. Types of Education
		7.1. Formal Education
		7.2. Informal Education
		7.3. Nonformal Education
	8. Distance Education
		8.1. Types of Distance Education
		8.2. Effectiveness of Distance Education
	9. Philosophy of Education
		9.1. Meaning of Philosophy
		9.2. Idealism (Idea-ism)
		9.3. Realism
		9.4. Pragmatism
			9.4.1. Pragmatism and Education
		9.5. Naturalism
			9.5.1. Naturalism & Curriculum
			9.5.2. Role of Teacher
		9.6. Reconstructionism
		9.7. Existentialism
			9.7.1. Existentialism as an Educational Philosophy
		9.8. Educational Reforms and Various Education Commission Reports
			9.8.1. University Education Commission, 1948–1949
			9.8.2. The Secondary Education Commission (Mudaliar Commission), 1952
			9.8.3. National Education Commission (Kothari Commission), 1964–66
			9.8.4. National Policy on Education, 1968
			9.8.5. National Education Policy, 1986
			9.8.6. Yashpal Committee, 1992
			9.8.7. Revised National Education Policy, 1992
			9.8.8. Right of Children to Free and Compulsory Education Act, 2009
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 5: Teaching–Learning Process
	1. Introduction
	2. Defining Teaching
	3. Concept of Teaching
	4. Principles of Teaching used in Nursing Education
		4.1. Principle of Activity or Learning by Doing
		4.2. Principle of Goal Setting
		4.3. Principle of Stimulation
		4.4. Principle of Association
		4.5. Principle of Exercise or Repetition
		4.6. Principle of Feedback and Reinforcement
		4.7. Principle of Group Dynamics
		4.8. Principle of Creativity and Recreation
	5. Maxims of Teaching
		5.1. Proceed from the Known to the Unknown
		5.2. Proceed from Simple to Complex
		5.3. Proceed from Easy to Difficult
		5.4. Proceed from the Concrete to Abstract
		5.5. Proceed from Particular to General
		5.6. Proceed from Indefinite to Definite
		5.7. Proceed from Empirical to Rational
		5.8. Proceed from Psychological to Logical
		5.9. Proceed from Whole to Part
		5.10. From Analysis to Synthesis
		5.11. From Actual to Representative
		5.12. Proceed from Induction to Deduction
	6. Concept of Learning
	7. Nature of the Learning: Learning Theories
		7.1. Behavioristic Learning Theories
		7.2. Cognitive Learning Theories
		7.3. Humanistic Learning Theories
		7.4. Social or Situational Learning Theories
	8. Characteristics of the Learning
	9. Types of Learning
		9.1. Sensitization and Habituation (Nonassociative Learning)
		9.2. Associative Learning
		9.3. Observational Learning
		9.4. Enculturation
		9.5. Multimedia Learning
		9.6. E-learning/M-Learning
		9.7. Rote Learning
		9.8. Informal Learning
		9.9. Formal Learning or Learning Conscious
		9.10. Nonformal Learning
	10. Learning Styles
		10.1. Kolb’s Learning Styles Model
	11. Relationship between Teaching and Learning
	12. Educational Aims and Objectives
		12.1. Determinants of Education Objectives
	13. Purposes of Educational Objectives
	14. Types of Educational Objectives
	15. Qualities of Educational Objectives
	16. Characteristics of Specific Objective
	17. Classification of Domains of Learning Objectives
		17.1. Levels in Cognitive Domain
		17.2. Levels of Psychomotor or Cognitive Domain
		17.3. Levels of Affective Domain
	18. Elements or Components of the Specific Learning Objectives
		18.1. Act or Verb
		18.2. Content
		18.3. Criteria
		18.4. Condition
	19. Writings of Educational Objectives
	20. Competency-Based Education (CBE)
		20.1. Concept and Definition
		20.2. Development of Competency-Based Education Programs
		20.3. Challenges in Competency-Based Education
	21. Objective-Based Education (OBE)
		21.1. Concept and Definition
		21.2. Need of Objective-Based Education in Nursing
		21.3. Characteristics of Objective-Based Education
		21.4. Principles of Objective-Based Education
			21.4.1. Clarity of Focus About Outcomes
			21.4.2. Backward Designing of Curriculum
			21.4.3. Consistent, High Expectations of Success
			21.4.4. Expanded Opportunity
	22. Instructional Design: Need and Importance of the Lesson Plan
		22.1. Planning and Designing the Lesson: A Practical Approach
			22.1.1. Preplanning Activities
			22.1.2. Formulating Learning Objectives
			22.1.3. Determine Prerequisite Knowledge of the Students
			22.1.4. Planning for each Specific Learning Objective
			22.1.5. Planning for Content for Each Learning Objective
			22.1.6. Planning for Introduction
			22.1.7. Preparing AV Aids or Learning Material
			22.1.8. Planning for Flow of Teaching Activities
			22.1.9. Planning for Conclusion or Closure
			22.1.10. Summary
			22.1.11. Plan for Follow-up Lessons or Activities
			22.1.12. Plan for Assignments
			22.1.13. Bibliography
		22.2. Format of Lesson Plan
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 6: Classroom Management
	1. Introduction
	2. Purposes of Classroom Management
	3. Principles of Classroom Management
	4. Domains of Classroom Management
	5. Classroom Management Strategies
		5.1. Proactive Planning
		5.2. Systematic Arrangement of the Classroom
		5.3. Communicate Expectations to the Students
		5.4. Use Preventive Strategies
		5.5. Time Management
		5.6. Overplanned Lesson
		5.7. Avoid Leniency
		5.8. Fair Treatment
		5.9. Dealing Disruptions with Little Interruption
		5.10. Use Humor
		5.11. Avoidance of Confrontation
		5.12. Consistencies in Dealing with Students
		5.13. Simple and Understandable Classroom Rules
		5.14. Use Sarcasm Cautiously
		5.15. Consistent Discipline Administration
	6. Behavior Modification Strategies
		6.1. Classical Conditioning Approach
		6.2. Operant Conditioning
	7. Common Mistakes In Classroom Management
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 7: Instructional Strategies
	1. Introduction
	2. Lecture Method
		2.1. Definition
		2.2. Pros of the Lecture Method
		2.3. Cons of the Lecture Method
		2.4. Guidelines to Improve the Lecture Method
	3. Discussion
		3.1. Execution of Group Discussion
		3.2. Pros of the Discussion Method
		3.3. Cons of the Discussion Method
	4. Small Group Discussion
		4.1. Pros of Small Group Discussion
		4.2. Cons of Small Group Discussion
	5. Demonstration
		5.1. Definition
		5.2. Pros of the Demonstration Method
		5.3. Cons of Demonstration
		5.4. Steps of Demonstration
	6. Lecture-Cum-Demonstration Method
		6.1. Pros of the Lecture-Cum-Demonstration Method
		6.2. Cons of the Lecture-Cum-Demonstration Method
	7. Simulation
		7.1. Types of Simulation
			7.1.1. Physical Simulation
			7.1.2. Interactive Simulation
			7.1.3. Training Simulation
			7.1.4. Pros of Simulation
			7.1.5. Cons of Simulation
	8. Seminar
		8.1. Pros of the Seminar Method
		8.2. Cons of the Seminar Method
	9. Panel Discussion
		9.1. Definition
		9.2. Members Involved in Panel Discussion
		9.3. Execution of Panel Discussion
		9.4. Guidelines for Panelists
		9.5. Pros of Panel Discussion
		9.6. Cons of Panel Discussion
	10. Symposium
		10.1. Pros of Symposium
		10.2. Cons of Symposium
	11. Workshop
		11.1. Organization of Workshop
		11.2. Roles in Organizing a Workshop
		11.3. Pros of the Workshop Technique
		11.4. Cons of the Workshop Technique
	12. Project Method
		12.1. Phases of Project
		12.2. Broader View of the Project Method
		12.3. Teacher’s Role
		12.4. Problems in the Project Method
		12.5. Strategies to Overcome Problems in the Project Method
		12.6. Pros of the Project Method
	13. Role Play
		13.1. Definition
		13.2. Difference Between Role Play and Simulation
		13.3. Prerequisites for Effective Role Play
		13.4. Steps in Role Play
		13.5. Pros of Role Play
		13.6. Cons of Role Play
	14. Field Trip
		14.1. Planning for a Field Trip
		14.2. Follow Up and Evaluation
		14.3. Pros of Field Trip
		14.4. Cons of Field Trip
	15. Exhibition
		15.1. Planning for the Exhibition
		15.2. Pros of Exhibition
		15.3. Cons of Exhibition
	16. Clinical Teaching Methods
		16.1. Definitions of Clinical Teaching
		16.2. Value of Clinical Teaching
	17. Bedside Clinic
	18. Nursing Rounds
		18.1. Pros of Nursing Rounds
		18.2. Cons of Nursing Rounds
	19. Nursing Report
	20. Individual Conference
		20.1. Pros of Individual Conference
	21. Group Conference
		21.1. Role of the Clinical Instructor in Leading Group Conference
		21.2. Pros of Group Conference
	22. Nursing Care Plan
		22.1. Pros of Nursing Care Plan
	23. Nursing Case Study
		23.1. Pros of Nursing Case Study
	24. Process Recording
		24.1. Phases in Process Recording
		24.2. Pros of Process Recording
		24.3. Cons of Process Recording
	25. Common Problems in Clinical Teaching
	26. Problem Based Learning
		26.1. Problem Tutorials
		26.2. Steps Involved in PBL Process
		26.3. PBL Scenarios
		26.4. Role of Teacher in PBL
		26.5. Pros of PBL
		26.6. Cons of PBL
	27. Programmed Instruction
		27.1. Concept of Programmed Instruction
		27.2. Salient Features of Programmed Learning
		27.3. Principles of Programmed Instruction
		27.4. Styles or Types of Programming
			27.4.1. Linear or Extrinsic Style of Programming
			27.4.2. Branching or Intrinsic Style of Programming
	28. Computer Assisted Instruction (CAI)/Computer Assisted Learning (Cal)
		28.1. Historical Background of CAI
		28.2. Salient Features of CAI/CAL
		28.3. Research Studies on CAI/CAL
		28.4. Pros of CAI/CAL
		28.5. Cons of CAI/CAL
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 8: Educational Media
	1. Introduction
	2. Definition of AV Aids
	3. Purposes of AV Aids
	4. Principles of AV Aids
	5. Key Concepts in the Selection and Use of Media
		5.1. Learning Objectives
		5.2. Size and Nature of the Group
		5.3. Availability of Resources
		5.4. Technical Support
		5.5. Know your Expertise in Preparation on Media
		5.6. Media Characteristics
		5.7. Electricity
		5.8. Learner’s Response
		5.9. Legal Consideration
		5.10. Other Concepts
	6. Teacher’s Role in Procuring and Managing Instructional Aids
	7. Types of AV Aids
		7.1. Visual Aids (Non-Projected)
			7.1.1. Blackboard or Green Board
			7.1.2. Flannel Board
			7.1.3. Bulletin Board
			7.1.4. Flash Cards
			7.1.5. Flip Chart
			7.1.6. Poster
			7.1.7. Charts
			7.1.8. Graphs
			7.1.9. Cartoon
		7.2. Visual Aid (Three Dimensional)
			7.2.1. Objects
			7.2.2. Dioramas
			7.2.3. Specimen
			7.2.4. Models
			7.2.5. Puppets
		7.3. Visual Aid (Printed)
			7.3.1. Leaflets
			7.3.2. Pamphlet
		7.4. Visual Aids (Projected)
			7.4.1. Overhead Projector
			7.4.2. Slides
		7.5. Audio Aids
			7.5.1. Public Address System
			7.5.2. Radio
			7.5.3. Tape Recorder
		7.6. Audio Visual Aids
			7.6.1. Multimedia
			7.6.2. LCD Projector
			7.6.3. PowerPoint Slides
			7.6.4. Films
			7.6.5. Television
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 9: Microteaching
	1. Introduction
	2. Origin of Microteaching
	3. Concept of Microteaching
	4. Steps of Microteaching
	5. Microteaching Cycle
	6. Phases of Microteaching: Role of the Teacher-Trainer
		6.1. Knowledge Acquisition Phase
		6.2. Skill Acquisition Phase
		6.3. Transfer Phase
	7. Assumptions of Microteaching
	8. Teaching Skills
	9. Important Teaching Skills and their Specifications
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 10: Measurement and Evaluation
	1. Introduction
	2. Concepts of Measurement, Assessment and Evaluation
	3. Process of Evaluation
	4. Problems in Evaluation/Measurement
		4.1. Lack of Time
		4.2. Lack of the Skills to Carry Out Evaluation
		4.3. Continuous Evaluation is not Cost Effective
		4.4. We Already Know Everything Which an Evaluation Will Tell Us
		4.5. Problem of Workloads of the Teachers
		4.6. Problem of Lack of Curriculum Guidelines for Internal Assessment
		4.7. Lack of Uniform Standards of Evaluation
	5. Principles of Evaluation
	6. Types of Evaluation
		6.1. Formative Assessment
			6.1.1. Bloom’s Mastery Learning
		6.2. Characteristics of Formative Assessment
		6.3. Merits of Formative Assessments (Boston, 2002)
	7. Summative Assessment
		7.1. Characteristics of Summative Assessment
	8. Internal Assessment and External Examination: Advantages and Disadvantages
		8.1. External Examination
			8.1.1. Advantages
			8.1.2. Disadvantages
	9. Internal Assessment
		9.1. Purposes of Internal Assessment
		9.2. Advantages
		9.3. Disadvantages
	10. Criterion- and Norm-Referenced Evaluation
		10.1. Criterion-Referenced Evaluation
			10.1.1. Purposes
		10.2. Norm-Referenced Evaluation
			10.2.1. Purposes
			10.2.2. Disadvantages
			10.2.3. Advantages
	11. Demerits of Continuous Comprehensive Evaluation
		11.1. Time Consuming
		11.2. Heavy Work Load for Teachers
		11.3. Incomplete Without External Examination
		11.4. Unethical Practices
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 11: Evaluation Tools
	1. Introduction
	2. Standardized Tests
		2.1. Meaning
		2.2. Characteristics of Standardized Test
		2.3. Pros of Standardized Tests
		2.4. Cons of Standardized Tests
	3. Non-Standardized Tests
		3.1. Meaning
		3.2. Formats of Non-Standardized Tests
	4. Characteristics of a Good Test
		4.1. Validity
		4.2. Types of Validity
			4.2.1. Content Validity
			4.2.2. Construct Validity
			4.2.3. Criterion Validity
		4.3. Factors Influencing Validity
	5. Reliability
		5.1. Test–Retest
		5.2. Equivalent Test
		5.3. Split Half Method
	6. Measure to Improve Reliability
	7. Objectivity
	8. Evaluation Tools for the Assessment of Knowledge
		8.1. Essay Type Questions
			8.1.1. Definition
			8.1.2. Purpose
			8.1.3. Principles for Construction
			8.1.4. Before the Test is Conducted
			8.1.5. After the Test is Conducted
			8.1.6. Criteria for Answering
			8.1.7. Pros of Essay Type Questions
			8.1.8. Cons of Essay Type Questions
		8.2. Short-Answer Questions
			8.2.1. Purpose
			8.2.2. Principles for Construction
			8.2.3. Pros
			8.2.4. Cons
			8.2.5. Types of Short-Answer Questions
		8.3. Multiple-Choice Questions
			8.3.1. Characteristics of Multiple-Choice Questions
			8.3.2. Types of Multiple-Choice Questions
			8.3.3. Pros of MCQs
			8.3.4. Cons of MCQs
	9. Evaluation of Skills
		9.1. Observation Checklist
		9.2. Rating Scale
			9.2.1. Descriptive Rating Scale
			9.2.2. Numeric Rating Scale
			9.2.3. The Graphic Rating Scale
			9.2.4. Basic Principles for Preparing Rating Scales
		9.3. Anecdotal Record
		9.4. Critical Incident Technique
		9.5. Objective Structured Practical Examination
		9.6. Objective Structured Clinical Examination
	10. Evaluation of Attitude
		10.1. Thurstone Scales
		10.2. Likert Scale
		10.3. Guttman Scale
		10.4. Osgood’s Semantic Differential Scale
	11. Sociometry
	12. Item Analysis
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 12: Curriculum Development
	1. Introduction
	2. Meaning and Definition
	3. Purposes of Curriculum
	4. Types of Curriculum
		4.1. Core Curriculum
		4.2. Open Curriculum
		4.3. Explicit (Expressed) or Overt or Written or Official Curriculum
		4.4. Implicit (Or Hidden) Or Covert Curriculum
		4.5. Null Curriculum
		4.6. Societal Curriculum
		4.7. Institutional Curriculum
		4.8. Instructional Curriculum
		4.9. Integrated Curriculum
	5. Principles of Curriculum
		5.1. Principle of Utility
		5.2. Principle of Flexibility
		5.3. Principle of Community-Centeredness
		5.4. Principle of Activity-Centeredness
		5.5. Principle for the Use of Leisure
		5.6. Principle of Development of Culture and Civilization
		5.7. Principle of Need Based Activity
		5.8. Principle of Value-Orientedness
		5.9. Conservative Principles
		5.10. Principle of Harmony
	6. Forces & Issues Influencing Curriculum Development
		6.1. Societal Determinants
			6.1.1. Demographic Revolution
			6.1.2. Major Health Problems
			6.1.3. Advancement in Medical Technology
			6.1.4. Change in Health Care Delivery System
			6.1.5. Cultural Diffusion & Family Disintegration
			6.1.6. Changes in Patient’s Expectations
		6.2. Educational Determinants
			6.2.1. New Educational Strategies
			6.2.2. New Methods of Assessment
		6.3. Economical Determinants
		6.4. Philosophical Determinants
	7. Curriculum Development
		7.1. Formulation of Philosophy of Nursing Education Programme
		7.2 Education Objectives
			7.2.1. Determinants of Educational Objectives
			7.2.2. Importance of Educational Objectives in Curriculum Development
	8. Four Key Components of Educational Objectives
	9. Selection of Learning Experience
		9.1. Criteria for the Selection of Learning Experience
		9.2. Principles for Selecting Learning Experiences
		9.3. Organization of Learning Experiences
		9.4. Principles of Organization of Learning Experience
		9.5. Integration and Co-ordination
		9.6. Organization of Clinical Learning Experiences
			9.6.1. Rotation Plan
			9.6.2. Factors Related to Planning Clinical Rotation
			9.6.3. Basic Principles in Planning Clinical Rotation
	10. Evaluation of the Curriculum or Learning Experiences
		10.1. Types of Assessments
	11. Curriculum Development Models
		11.1. Linear, Prescriptive Model/Product Model/ Behavioral Objective Model (Tyler 1945, Bloom 1965)
		11.2. Process Model of Curriculum (Key Thinker Stenhouse (1975))
		11.3. Competency Based Curriculum Model
		11.4. Objective Based Curriculum
	12. Curriculum Development and Action Research
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 13: Information, Education, and Communication for Health
	1. Introduction
	2. Defining Health Behavior
		2.1. Health Belief Model
		2.2. Social Learning/Social Cognitive Theory
		2.3. Theory of Reasoned Action
		2.4. Theory of Planned Behavior
		2.5. Transtheoretical/Stages of Change Model
	3. Health Education
		3.1. Purposes of Health Education
		3.2. Characteristics of Effective Health Education
		3.3. Contents of Health Education
		3.4. Planning of Health Education
			3.4.1. Identifying the Need for Health Education
			3.4.2. Planning for Venues of Health Education
			3.4.3. Communicating Health Message
			3.4.4. Individual and Group approach to Health Education
			3.4.5. Audio Visual Aids
		3.5. Principles of Health Education
			3.5.1. Principle of Motivation
			3.5.2. Principle of Interest
			3.5.3. Principle of Participation
			3.5.4. Principle of Comprehension
			3.5.5. Principle of Reinforcement
			3.5.6. Principle of Learning by Doing
			3.5.7. Principle of Known to Unknown
			3.5.8. Principle of Simple Language
			3.5.9. Principle of Role Model
	4. Mass Media/Mass Approach for Health Education
		4.1. Developing Media Strategy for Health Education
		4.2. Mass Media Campaign
			4.2.1. Use High-Quality Messages, Sources, and Channels
			4.2.2. Disseminate the Messages Well
			4.2.3. Attract the Attention of Target Audience
			4.2.4. Cause Individual Change
			4.2.5. Cause Societal Change
		4.3. Important Mass Media
			4.3.1. Television
			4.3.2. Radio
			4.3.3. Newspaper
			4.3.4. Other Print Media
			4.3.5. Outdoor Media
			4.3.6. Folk Media
			4.3.7. Advantages and Disadvantages of Mass Communication
	5. Health Education in India
	6. Role of the Health Educator
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 14: Guidance and Counseling
	1. Introduction
	2. Guidance
		2.1. Meaning and Definition
		2.2. Types of Guidance
			2.2.1. Educational Guidance
			2.2.2. Vocational Guidance
			2.2.3. Social Guidance
			2.2.4. Personal Guidance
			2.2.5. Advocational Guidance
			2.2.6. Health Guidance
	3. Purpose of Guidance
	4. Principles of Guidance
	5. Need for Guidance
	6. Counseling
		6.1. Meaning and Definition
		6.2. Need for Counseling Services
			6.2.1. Need of Counseling in General
			6.2.2. Need at Nursing Educational Institution
			6.2.3. Need of Counseling Services at Nurses’ Workplace Setting
		6.3. Purposes of Guidance and Counseling Services
		6.4. Scope of Guidance and Counseling
		6.5. Difference Between Guidance and Counseling
		6.6. Principles of Counseling
		6.7. Steps in the Counseling Process
			6.7.1. Establish Trustworthy Relationship
			6.7.2. Assessment
			6.7.3. Setting Goals
			6.7.4. Intervention
			6.7.5. Termination and Follow-Up
		6.8. Types of Counseling Approaches
			6.8.1. Directive Counseling or Counselor-Centered or Clinical Counseling
			6.8.2. Nondirective Counseling Approach
			6.8.3. Eclectic Approach of Counseling
	7. Group Counseling
	8. Qualities of a Counselor
	9. Skills/Techniques Required for Effective Counseling
	10. Role and Preparation of Counselor
		10.1. Personal Preparation
		10.2. Physical Preparation
	11. Organization of Counseling Services
		11.1. Programme Structure
			11.1.1. Purpose of Organizing Guidance and Counseling Programme
			11.1.2. Domains of the Programme
			11.1.3. Characteristics of the Programme
			11.1.4. Steps to be taken in Planning and Implementation of the Programme
			11.1.5. Advisory Committee for Planning and Coordinating the Programme
			11.1.6. Resources Required
	12. Role of Guidance Counselor
	13. Tools for Counseling
		13.1. Nontesting Tools
		13.2. Psychological Test
	14. Problems in Counseling
	15. Managing Disciplinary Problems
		15.1. Disciplinary Problems
		15.2. Preventive Discipline Management Strategies
		15.3. Supportive and Corrective Discipline Management Strategies
	16. Management of Crisis and Referral
		16.1. Crisis Management Plan
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 15: In-Service Education
	1. Introduction
	2. Nature and Scope of In-Service Education
	3. Concept of Staff Development
		3.1. Orientation
		3.2. In-Service Education
		3.3. Continuing Education
	4. Need for In-Service Education
	5. Characteristics of In-Service Education
	6. Principles of Adult Learning
	7. Areas of In-Service Education
	8. System Approach To In-Service Education Process
	9. Organizing In-Service Education Program
	10. Benefits of Ongoing In-Service Education
	11. Problems in Staff Development
	12. Preparation of Report
	Appendix
	Chapter Highlights
	Evaluate Yourself
	References/Further Readings
Chapter 16: Nursing Education Programs in India
	1. Introduction
	2. Diploma Courses
	3. Degree Courses
		3.1. ANM (Auxiliary Nurse and Midwife)
		3.2. GNM (General Nursing and Midwifery)
		3.3. B.Sc. Nursing (Bachelor of Science in Nursing)/B.Sc. Nursing (Honors)
		3.4. Postbasic B.Sc. Nursing (Postbasic Bachelor of Science in Nursing)
		3.5. Master of Science in Nursing (M.Sc. Nursing)
		3.6. M.Phil. in Nursing
		3.7. Ph.D. in Nursing
	4. Postbasic Diploma Programs
	Chapter Highlights
	Evaluate Yourself
	References
Index