Time
30 sec
Specific Objectives
Content
Teaching-Learning Activity
INTRODUCTION:Often illness and
hospitalization are the first
crisis children must face,
especially during the early
years, childrens are
particularly vulnerable to
the crisis of illness and
hospitalization because of
the stress due to
hospitalization and
childrens have lack of
coping mechanism to
resolve stressor.
ANNOUNCEMENT
TOPIC :-
OF
Today, we are going to study
Care of hospitalization child.
Evaluation
Time
Specific Objectives
Content
Teaching-Learning
Activity
Evaluation
After the class group will
be able :
1 min
Hospitalization is a frightening experience
To explain the impact of
for the children who are striving to attain
hospitalization on childs proper development task.
family.
Major stressor of childrens
hospitalization include separation
anxiety, loss of control, bodily injury
and pain.
5 min
To enlist the factors
The major threat improved by
affecting childs response hospitalization in children are :of hospitalization.
1. Developmental
level
and
coping mechanism.
2. Parent child relationship.
3. Cultural
and
religious
influence.
4. Previous experiences.
5. Nature of illness.
6. Childs
perception
and
knowledge of the event.
7. Strange
and
unknown
environment.
Teacher explains impact of How
hospitalization with the
hospitalization
help of OHP.
effect child?
Teacher enlists factors
affecting child response of
hospitalization by flip
card.
What are the
factors
affecting effect
of
hospitalization?
Time
Specific Objectives
2 min
To describe
response of an
infant of
hospitalization.
Content
Infants :They are specially emotionally disturbed by hospitalization at 0-5
month of age and in prolonged illness in neonatal period which is
shown by :1. Interruption in early stage of development.
2. Interruption in healthy mother and child relationship and
family integration.
3. Strange anxiety will be seen by 5 to 7 month of age in which
they show displeasure to unfamiliar people.
4. It is important for nurses to consider each child as individual
who has basic needs for love and security. Like child who is
cared in an intubator in an isolation area or in the intensive care
unit will have sensory deprivation if the child does not have
clothes, no physical contact with another human being may
cause emotional trauma.
TeachingLearning
Activity
Teacher explains
effect of infant
hospitalization
response by
OHP.
Evaluation
How infant will
show his/her
effect by
hospitalization?
2 min
To explain effect of
hospitalization by
toddler.
Teacher
How toddlers
explainseffect of behave after
toddler by OHP. hospitalization?
2 min
To describe effect
of hospitalization
on pre-schooler.
TeachingLearning
Activity
Teacher
explainseffect of
hospitalization
on pre-schooler
with the help of
OHP.
2 min
To enlist features of
cricoid cartilage.
Time
Toddler(1year-3 year):1. Toddler will show protest by crying, shaking, show effect
by negativism especially temper tantrums.
2. Urgent desire to find mother and show signs of distrust
with anger and tears.
3. When the routines are disturpted difficulties can occur in
any or in all of the areas, which leads to the principal of
regression.
4. They found to stop using newly acquired skills and may
return to behavior of an infant.
Specific Objectives
Content
Preschoolers; also suffer from loss of control caused by
physical restriction, altered routines and enforced dependency.
They show symptoms of:1. Child adopts mental mechanism to adjust with the
stressful experience of hospitalization and prolonged
illness.
2. Pre-schoolers egocentric and magical thinking limits their
ability to understand events because they view all
experiences from their own self referenced.
School age :1. School age children have fear of death, abandonment,
permanent injury, loss of pear acceptance, lack of
productivity and inability to cope with the situation.
Teacher explains
school age
effect of
hospitalization
with the help of
Evaluation
What is the
effect of
hospitalization
on pre
schooler?
What is the
effect of school
age on
hospitalization?
2. Because of the nature of patient role, many routines are
disrupt specially power and identity. Like lack of privacy
and use of wheel chair.
3. They react with phobia , unrealistic fear, depression and
negativism.
Time
2 min
Specific Objectives
To describe
adolescent
behavior due to
hospitalization.
Content
lecture cum
discussion.
Teaching-Learning
Evaluation
Activity
Adolescent:Teacher explains
What is the
adolescent
recation of
1. They are concerned with lack of privacy, separation from
behavior with the adolescent after
peers or family.
help of OHP.
hospitalization?
2. School interference with body image or independence or
self-concept and sexuality.
3. They react with an anxiety related to loss of control and
insecurity in strange environment. They show increased
dependency on parents and staff.
4. They may adopt rejection, depression, denial and
withdrawal.
1 min
To enumerate
stressor and
reactions of the
family of the
hospitalized
child.
Time
Specific
Objectives
Stressor and reaction of the family of the child who is
hospitalized :1. Parental reaction:Parents whose child is admitted feels separation from the
children and feeling of inadequacy. They feel anxiety, anger,
fear, disappointment, lack of confidence and competence. The
parental anxiety help to hospitalization of their children due
to: Separation from child.
Seriousness and threat to the child.
Medical procedure involved in diagnosis and treatment.
Financial obligation through illness.
Cultural and religious beliefs.
Communication patterns among family members.
Previous coping abilities.
Available support system.
content
Teacher explains
effect of
hospitalization of
child on family
with the help of
chart.
TeachingLearning Activity
How family is
affected due to
hospitalization
of child?
Evaluation
2. Sibling reaction: Sibling feels separation anxiety especially from
mother who stays with child.
They suffer more anxiety as they have to live under
some else home.
Receiving little information regarding their sibling
disease.
Perceiving that their parents treat them differently
compared with before their sibling hospitalization.
3. Altered family reaction: Each family member reacts differently; one of the
most common reactions of parents is specialized and
intensified attention towards the sick child.
Other sibling may feel rejecting.
Parents may unable to perceive the childs recovery
and therefore continue the pattern of over protection
and indulgent attention.
Illness may also result in childrens loss of status
within either their family or social group.
Time
Specific
Objectives
Content
Teaching-Learning Activity
Summary :So today we have studied care of hospitalized
child, effect of hospitalization on child as per the
developmental level of child and role of pediatric
nurse on care of child and family.
Conclusion:So we have concluded that hospitalization is a
very threatening process in every body life but
being a nurse we can help the child and parents in
better adjustment with the hospitalization.
Evaluation:Student will be concluded on the basis of
questions which are listed above.
Evaluation
Bibliography:Books:1. Derrickson and tortora. Principle of anatomy and physiology. 11th edition,willey publication, 2007, 851-855.
2. Brunner and suddarth. textbook of medical surgical nursing. 10th edition, Lippincott wilkins publication,2008, 1015-1017.
Net :1. www.wiley.com/apcentral.
Time
5 min
Specific Objectives
To list down role of
pediatric nurse
child.
Content
Teaching-Learning
Activity
Teacher explains role
Role of pediatric nurse for child:The role of pediatric nurse is constantly changing. of pediatric nurse by
Caring is an essential ingredient in the role of flip chart
pediatric nurse. The circle of care should include
the concerned child, the parents and family
members. The role changes as per the
developmental level of child.
a. Infant Frequent touch therapy to ensure an infant
safety.
Family centered care should be provided.
Use a quite tone of voice, words and eye
contact in ways to establish rapport and
communication empathy.
b. Toddler They have limited concept of time so if parents
are going expected time of return should be told
to anticipate anxiety.
Parent child contact should be made during any
procedure to decrease the need for any
restraints.
Nurse should provide a base line for planning
care according to childs usual home activities
to prevent loss of control.
Evaluation
How a nurse can
help to care a
hospitalized
child?
Time
Specific
Objectives
Prepare child for painful procedure.
Provide therapeutic play.
Content
Teaching-Learning
Activity
Evaluation
c. School age and pre-schooler
10 min
To elaborate role
of nurse for
parents and
family for a
hospitalized
child.
They should be provided familiar environment things from
home.
Children should be given honestly information from their
parents regarding visiting hours.
Encourage independence.
Promoting understanding.
They dont like body boundaries so risk of body injury
should be reduced.
Expression play should be encouraged. Provide
educational opportunity.
c. adolescent Helping children to maintain their usual contact.
Promote freedom of movement.
Encourage independence.
Prevent or minimize body injury.
Maximize potential benefits of hospitalization.
Promote self mastery.
Provide hospitalization.
Role of nurse for parents and family :Although it is not possible for a nurse to know that through
which feeling family is going through but there are some roles
of nurse:1. Therapeutic relationshipNurse should have boundaries which are positive and
professional and promote the families control over childs
health care. In a non-therapeutic relationship these boundaries
are blurred, be friendly, honest, gentle, diligent and humorous .
Teacher explains the
role of teacher with
the help of chart.
How a nurse
can help parent
in reducing
stress due to
hospitalization
of child
Time
Specific Objectives
Content
Teaching-Learning
Activity
Evaluation
1) Correcting misinformation: When students read about a particular topic
for the first time, they may get an incorrect
notion about what they have read.
It is important to correct these erroneous
ideas without seeming to put the student
down for misunderstanding.
Misinformation is a common way for
people to get mixed up, emphasize this so
that the group can avoid the same sort of
problem in the future.
A straightforward explanation conveys
important information and keeps the
students energy focused on meeting the
objectives rather than on trying to regulate
definitions.
6)Drawing to closure : Closure is another ground rule to establish.
It helps to summarize high points in the
discussion or significant realizations the
group has reached.
For the first seminar, give the students
an idea of what should be included in the
summary.
After that continue to take this
responsibility for a few meetings, and
ask a student to do it.
Time
Specific Objectives
Content
Evaluation:In some situation it may be appropriate to
evaluate and grade seminar. Evaluation may
include assessment of the students meeting
the objectives adequately in relation to
content as well as evaluation of the process
itself. The evaluation may be as basic
acknowledging that each objective was met
and how.
Characteristics of seminar evaluation: A seminar grade is also more common
when there is a significant weight
placed on group process as a part of
the framework of curriculum.
Be sure to keep the course objectives
and their relative weights in mind.
Students who are less experienced in
seminar activities the faculty member
any start by doing the total evaluation.
Expect from the outset from the
students who are experienced in
seminar and grade them accordingly.
When student participate in the
grading, a lot different percentages to
Teaching-Learning
Activity
Evaluation
how much the faculty member and
student contribute to final grade.
Time
Specific Objectives
Content
Trying to grade individuals in a
seminar is very complex.
Each individual should be separately
evaluated.
Bibliography card should be given or
short quiz over the reading
assignment should be given.
Teaching-Learning
Activity
Evaluation
Function of teacher in seminar:-
Time
Specific Objectives
a) Selecting the topic.
b) Remaining in the backboard of
seminar but sitting where she can see
whole group.
c) Being prepared to help out in the
initial stages of using this method,
where there is long silence.
d) See that no essential points are
overlooked
and
that
gross
inaccuracies are corrected.
e) See that all have a share in the
discussion and irrelevant discussion
is avoided.
It is a controlled type of discussion.
Students ability to solve problems is
increased by way of rational thinking,
reasoning.
Content
Teaching-Learning
Activity
Evaluation
Advantages of seminar:1. Role of the student is active.
2. If properly conducted, seminar teaches
the method of scientific analysis and
techniques of research.
3. The group as a whole and the individual
students try to solve problems.
4. Exchange of facts and attempts to
crystalize the group opinion which is
sound and workable.
5. By participation in the solution of
problems the students develops skill in
solving problems.
6. By participation, in the solution of
problem, the student become more
articulate and develops a more critical
point of view and more organized,
scientific approach towards issues.
7. Seminar gives self-learning and promotes
independent thinking.
8. Ability to see and solve our own
problems is increased because personal
difficulties can be compared with those
of the group.
9. Skillfully directed, seminar promotes
group spirit and co-cooperativeness.
10. Gives deeper insight into the topic.
11. These methods can be used in political
meetings.
Time
Specific Objectives
Content
Teaching-Learning
Activity
Evaluation
Disadvantages of seminar:1. A seminar cannot be organized on all
the content of a subject matter. A
theme of seminar should be on such
topic on which discussion may be
held.
2. The technique cannot be used for all
the type education.
3. When a seminar being organized, the
person who speak to much dominate
the discussion of the seminar and do
not provide opportunity to others to
take part in the discussion.
4. During the discussion, groups are
formed in two ideas, anti-ideas and
favorable ideas on the theme.as a
result they try to win over others.
Seminar purpose is not served.
5. If the groups already exist among the
participants, they generally try to
oppose even for the constructive or
relevant ideas of opposite group.
6. Time consuming.
7. Timid student cannot be improved.
8. Cannot be applied to new student.
9. If subject is poor, unnecessary
discussion arises.
Time
Specific
Objectives
Content
Teaching-Learning Activity
Research article:1. Meei ,Lou,Yueh-chih. Preliminary evaluation
of the learning outcome achieved by a nursing
research seminar course for doctoral student.
Journal of nursing research, 2008, volume-16,
issue-2, 87-96.
The purpose of this study was to evaluate the learning outcome
of a newly developed course for doctoral students entitled,
Nursing Research Seminar. The course was one semester in
length and required students to attend 2 hours of class per
week. Student learning outcome was evaluated based on the
level of understanding students had of course objectives. The
six objectives of this course were: evaluating and integrating
research papers; enhancing critical thinking skills; gaining an
in-depth understanding of the literature related to topics of
interest; enhancing ability to construct research proposals;
guiding student dissertation work; and refining critical research
skills. Data were collected from the responses provided by 25
students on a 5-point Likert-type evaluation form based on
course objectives filled out during the last class of the semester.
Descriptive and non-parametric statistics were adopted. Results
showed: (1) The average post-course score (24.76 2.89) was
significantly higher than the pre-course score (18.40 5.52);
(2) Students realized significant improvements in all six
objectives at the end of the course; (3) There were statistically
Evaluation
significant differences in improvement scores in all six
objectives for students in different years of their doctoral
program; (4) The lower the year in the program, the higher the
Time
Specific
Objectives
Content
Teaching-Learning Activity
Evaluation
Improvement scores for each course objective; (5) The two
objectives of the six that saw the most significant
improvements were gaining an in-depth understanding of the
literature related to topics of interest, and enhancing critical
thinking skills. Because of the small sample size, conclusions
drawn from this study should be treated as tentative. Findings
provide preliminary information supporting the importance and
necessity of offering the Nursing Research Seminar course to
nursing doctoral students. The course provided different
benefits to students at different years in the program and,
overall, research results encourage that this course continue to
be offered.
2. Ahmad ,TubaishAn investigation into the attitude of
nursing student toward technology. Journal of
nursing research, 2014, volume-22, issue-2,119-125.
The aims of this cross-sectional study were to measure the
attitude of nursing students toward technology and to determine
if demographic characteristics affect their attitudinal measures.
Furthermore, the amount of formal education provided on the
use of technology applications is explored. A convenience
sample of nursing students attending a public university in
Jordan was recruited, and a technology attitude scale designed
to measure the attitude of nursing students toward technology
was used. Scales designed to gather data on participant
demographics, self-reported technology skills, and level of
formal technology education was also used.
Results: The results showed that participants held a positive
attitude toward technology. Students who reported a high level
of technology skill had the most positive attitude toward
technology. The impact years of formal education on the use of
Time
Specific
Objectives
Content
Teaching-Learning Activity
Technology applications were low, whereas academic level had
a significant impact on technology attitudes. Senior student
participants had the highest level of technology education,
likely because of their exposure to relatively more educational
opportunities, and the most positive attitude toward technology.
Conclusions: Despite the positive attitude of nursing students
toward technology, the problem of minimal technology
education should be addressed in future nursing programs to
further enhance positive attitudes toward technology.
3. Nalini, Bengeri. Vocational education system in
India. Indian journal of nursing, 2014, Issue-5, 40-44.
The growth of vocational education in India is basically a PostIndependence phenomenon. Vocational courses at +2 stages
have been designed to impart intensive knowledge and
practical experience of specific vocations in order to develop
desired competencies for entry in to various occupations in the
world of work. However, preliminary initiations to work ethics,
good work habits and creating a distinct work culture at the
earlier stages have been considered crucial. Therefore, the
concept of Work Experience in the form of socially useful and
productive work in the pre-secondary classes, rightly
emphasized by the Education Commission Report (1964-66)
and NPE 1986, is of basic significance in this context.
Technological advancement and maintenance of a high level of
economic growth demands the manpower equipped with high
degree of skills in widely diversified areas. This cannot be met
by the present system of general education. Rapid strides in the
Evaluation
sphere of technology and maintenance of a high pace of
economic growth require a qualitative transformation in the
work force towards a manpower equipped with a high degree
of skills in widely diversified vocational streams.
Time
Specific
Objectives
Content
Teaching-Learning Activity
Evaluation
4. NathAbrahm,Ogbonna .E.N.Teachers conduct
and students academic programme in
portharcourt secondary schools. Benegri
journal of nursing, volume-1, issue-11, 10-25.
This paper investigated teacher conduct and students
academic performance in Port Harcourt Secondary Schools.
It was a descriptive survey aimed at determining the extent
to which teachers' conduct influenced student's academic
performance. A sample of 302 teachers representing 50
percent of 604 was selected through simple random
sampling technique. A 2part, 10-item, 4-point scale wellstructured instrument titled "Teacher Conduct and Students'
Academic Performance Questionnaire" (TCSAPQ) was used
to generate data for answering 2 research questions and
testing 2 hypotheses. The instrument was validated by a
team of experts in the Department of Educational
Management, University of Port Harcourt. Test retest
method was used to establish reliability co-efficient using
Pearson's' Product Moment Correlation at 0.85. Means were
used to answer the 2 research questions. T test statistics was
used to test the 2 null hypotheses. The findings among others
are that teaching styles affect students' academic
performance and concluded that interrelationship exists
between teaching styles and students' academic performance.
It was recommended that government should re-examine the
relationship that exists between teachers and students,
teachers and the management with a view to establishing a
good rapport that can lead to improved academic
performance.
Time
Specific
Objectives
Content
Teaching-Learning Activity
Evaluation
5. Savage Jan. a study of seminar training as
experimental learning for qualified nurses. British
Journal of India, 2007, volume-11, issue-18, 4-45.
The study aim was to describe the process of experimental
learning taking place in a seminar programme, to explore role
of seminar leader. Ethnographic approach was chosen to allow
the study of what happens in the seminar and to explore
participants perception of seminar training. 8-12 members of
seminar participants were selected. In between short interviews,
attendance at relevant additional activities attended by seminar
member. After the research it was analyzed that emotional
experience and perception of the participant depend upon the
training. Participant showed the positive expression of seminar
training. It shows that effective learning depend upon the
training.
Time
Specific
Objectives
Content
Teaching-Learning Activity
Evaluation
SUMMARY:
So today we have studied about seminar, characteristics of
seminar , goal of seminar, process of seminar, how to
evaluation of seminar, advantages of seminar and
disadvantage of seminar, research evidences related to
research.
EVALUATION:
So we have concluded that seminar is very essential
method in teaching. Seminar is effective teaching method
of learning. Seminar is useful in learning. Seminar is
essential for teaching. And teachers plays an important
role in nursing.
Bibliography:-
Books:
1. Novotny and Griffin. A nuts and bolts an approach to teaching nursing. Third edition, springer publication, 2006, 61-71.
2. Basavanthappa , nursing education. Second edition. Jaypee publication, 2009, 560-575.
3. Neeraja.kp, text book of nursing education. First edition, jaypee publication,2003,280-281
Net:
1.
2.
3.
4.
5.
6.
www.seminarstopics.com
su.digitaluniversity.ac
www.rcn.org.uk
sph.bumc.bu.edu
www.med.uni-frankfurt.de
iosrjournals.org/
Time
Specific Objectives
Content
Teaching-Learning
Activity
Evaluation
5 min
To elaborate
language
development.
LANGUAGE DEVELOPMENT-
Teacher explain
Childrens are born with the mechanism and language development
capacity to develop speech and language skills. with the help of ppt.
Environment helps them to acquire skills. Speech
requires intact physiological structure and function
plus intelligence, a need to communicate and
stimulation.
Rate of speech is differing from child
to child related to neurological
competence
and
cognitive
development.
Gesture proceeds speech and in this way
small child communicate satisfactorily.
At all stages of language
development
childrens
comprehension vocabulary and
this development reflects a
continuing process of modification
that involve both acquisition of
new words and expanding and
refining of word meaning which is
previously learned.
First part of speech used is nouns,
sometime verbs and combination of
words. Slowly they started talking
simple, structurally complete sentences
that average five to seven words.
What is the
language
development in
childrens?
Time
10 min
Specific Objectives
To illustrate three
levels of moral
development.
Content
I)
Moral
development(KOHLBERG)-
Children also acquire moral reasoning
in a development sequence. According
to KOHLBERG moral development is
based on cognitive development theory
and consists of following three levels:-
Pre conventional level
Conventional level
Post conventional level
Teaching-Learning
Activity
Evaluation
Teacher explain moral What are the
development three levels three levels of
with the help of ppt.
moral
development.
Time
Specific Objectives
Content
Teaching-Learning
Activity
Evaluation
1) Preconventional level-
Moral development parallels preoperational
level of cognitive development and intuitive
thought.
Culturally oriented to the labels
of good/bad/right/wrong children
integrate these in term of
physical/pleasurable
consequence of their action.
They avoid punishment and obey
without question those who have
the power to determine and
enforce the rules and labels.
Children determine behavior
which satisfies their own needs.
2) Conventional level Children are concerned with
conformity and loyalty. The
value the maintenance of family,
group or national expectations
regardless of consequence.
Behavior that meets with
approval and pleases or helps
other is considered good.
Time
Specific Objectives
Content
3) Post conventional, autonomous or
principle level Individual has reached cognitive
stage of formal operation.
Correct behavior tends to be defined
in terms of general individual rights
and standards that have been
examined and agreed on by the entire
society.
The most advanced level of moral
development is one in which selfchosen ethical principles guide
decisions of conscience. These are
abstract and ethical but universal
principles of justice and human rights
with respect for dignity of person as
individuals. It is believed that few
person reach this stage of moral
reasoning.
Teaching-Learning
Activity
Evaluation
Time
1 min
5min
Specific Objectives
Content
To explain spiritual
II) SPIRITUAL
development in
DEVELOPMENT(FOWLER)
personality.
It is closely related to moral and ethical
portion of childs self-concept and must be
considered as part of the childs basic needs
assessment. Children need to have meaning
purpose and hope in their lives. Fowler has
given seven stages of development of faith,
four of which are closely associated and
parallel cognitive and psychosocial
development in childhood.
To enlist stages of Stages of spiritual development:spiritual
development.
a) Stage-0-undifferentiated
Children have no concept of right or
wrong, no belief, no conviction to guide
their behavior.
b) Stage-1-Intuitive-Projective
Toddlerhood is primarily a time of
imitating the behavior of others. Children
imitate the religious gesture and behavior
of other without comprehending any
Teaching-Learning
Activity
Evaluation
Teacher explain spiritual What is the
development with the spiritual
help of ppt.
development of
Fowlers.
Teacher explains stages What are the
of spiritual development stages of spiritual
with the help of ppt.
development?
meaning or significance to activities.
Time
Specific Objectives
Content
Teaching-Learning
Activity
Evaluation
c) Stage 2 mythical-literalSchool age years- spiritual development parallels
cognitive development and is closely related to
childrens experience and social interaction.\
They think good behavior is rewarded and
bad is punished.
They have reverences for thoughts and
matters and are able to articulate their fate.
They may even question its validity.
d) Stage-3-synthetic conventionAdolescence. They become aware of spiritual
disappointment. They know prayers are not always
answered. They begin to reason to question some
of established parental religious standards and to
drop or modify some religious practice.
e) Stage-4-individuative reflexiveAdolescent become skeptical and begin to
compare religious standards of their parents with
those of others. Religious standard review with
scientific point. Uncertain about much religious
idea.
Time
2 min
Specific Objectives
To describe
development of selfconcept.
Content
Teaching-Learning
Activity
Evaluation
Teacher
describe What is selfdevelopment of self- concept?
Development of self-concept:concept with the help of
Self-concept includes all notions, beliefs
ppt.
and convictions that constitute an
individuals self-knowledge and influence
individual relationship with others.
It develops gradually as a result of
unique experience.
In infancy only awareness of ones
independent existence learned in a
part as a result of social contact and
experience with others but as toddler
child explores limits of their
capacities and mature impact on
them.
School age, children are more aware
of differences among people are
more sensitive to social pressure and
more preoccupied with self-criticism
and self-evaluation. Self-concept
crystallized later adulthood.
Time
Specific Objectives
1 min
To define self-esteem.
Content
Teaching-Learning
Activity
Evaluation
Teacher define self-esteem What is selfSelf-esteem:esteem?
It refers to personal, subjective judgment of with the help of ppt.
ones worthiness derived from and
influenced by the social groups in
immediate environment and individual
perceptions of how they are valued by
others.
Positive feedback enhances their selfesteem they are vulnerable to feeling of
worthlessness and are anxious about
failure. Children competencies increase and
meaningful relationship develop which
leads to increase in self-esteem.
1 min
To list down the
factors influencing
self-esteem.
Time
Teacher explain factors What are factors
Factors influence childs self-esteem:influencing
self-esteem influencing self1. Child temperament and personality.
esteem?
2. Abilities and opportunity available to with the help of ppt.
accomplish
age
appropriate
development tasks.
3. How significant other interact with
child.
4. Social rules assumed and expectation
of these roles.
Specific Objectives
Content
Teaching-Learning
Activity
Evaluation
1 min
To explain competence. Competence-
Teacher
How adequate are my cognitive, physical competence
and social skill. Sense of control, is how help of ppt.
explain What is
with the competence?
well can I complete tasks needed to
produce desired action? Is someone
something special/s luck or chance are
responsible for my success or failure.
Moral worth- how closely do my
action and behavior meet moral
standard that have been set.
Worthiness
of
love
and
acceptance:How worth am I of love and
acceptance from parents, other
significant adult, siblings or pears.
Time
Specific Objectives
Content
Teaching-Learning Activity
Evaluation
SUMMARY:
Today we have discussed about the topic
theories in growth and development. We
studied different types of theories given
by psychologist in the development of
personality
and
factors
affecting.
Personality.
CONCLUSION:
So after the study we came to know that
personality development is started from
the infancy period itself and continues till
the end of life. Personality get affected by
many factors in life.
EVALUATION:
Students will be evaluated by questions
written in evaluation column.
Time
Specific
Content
Teaching-
Evaluati
Objectives
Reflex
Babinski reflex
Stimulation to
elicit reflex
Stroking the lateral
aspect of the sole
of the foot with a
relatively sharp
object (finger nail)
from the head
towards the little
toe and across the
foot to big toe.
Expected
response
Fans the toes
(positive Babinski
reflex)
The adult normally
flexes toe, the new
born reflex is due
to immature is due
to immature level
of development of
nervous system.
Age of
disappearance
Three month of
age is variant.
So after all this new
born assessment will
be completed and we
can find out any
abnormalities.
Learning
Activity
on
Teacher used
lecture with
the help of
ppt.
What are
normal
reflexes
of new
born?
Time
Specific Objectives
Content
Teaching-Learning Activity
SUMMARY:
Today we have discussed about the topic new
born assessment,phases of new born
assessment,Apgarscore,normal and abnormal
findings in new born and all the reflexes of
new born.
CONCLUSION:
So after the study we came to know that new
born assessment is the complex and
individually specific process of gathering
information in order to identify areas of
strengths and weakness in new born..
EVALUATION:
Students will be evaluated by questions
written in evaluation column.
Evaluation
Role of pediatric nurse for child:The role of pediatric nurse is constantly changing. Caring is an essential ingredient in the role of pediatric nurse. The circle of care should
include the concerned child, the parents and family members. The role changes as per the developmental level of child.
d.
e.
InfantFrequent touch therapy to ensure an infant safety.
Family centered care should be provided.
Use a quite tone of voice, words and eye contact in ways to establish rapport and communication empathy.
ToddlerThey have limited concept of time so if parents are going expected time of return should be told to anticipate anxiety.
Parent child contact should be made during any procedure to decrease the need for any restraints.
Nurse should provide a base line for planning care according to childs usual home activities to prevent loss of control.
