THEORIES OF NURSING EDUCATION

PRESENTED BY;

MS. JAYS GEORGE

1ST YEAR MSC (N)

D Y P S O N

INTRODUCTION

• Any task for its effective performance has to be dealt with

theoretically and practically as well, theory in general, provides a

framework, useful planning and scheme incorporating effective steps

to be taken for performing a task or experiencing any activity as

successfully as possible

DEFINITION

THEORY IS A SET OF INTERRELATIONSHIP CONCEPTS, DEFINITIONS AND

PROPOSITIONS THAT PRESENTS A SYSTEMATIC VIEW OF PHENOMENA BY SPECIFYING

RELATIONSHIPS AMONG VARIABLES WITH THE PURPOSE OF EXPLAINING AND

PREDICTING THE PHENOMENA

- KERLINGER (1964)

TEACHING

TEACHING IS A FORM OF INTERPERSONAL INFLUENCE AIM AT CHANGING THE

BEHAVIOUR POTENTIAL OF ANOTHER.

- N L GARE

FORMAL THEORIES OF TEACHINGMEUTIC THEORY OF TEACHING

• It is an earliest philosophical theory originated from the ideas and methodology

of teaching .

• Put forward by the ancient Greek philosopher Socrates and Plato.

• It also reflects the essentials of the educational philosophers of great Indian

educationist like Vivekananda and Gandhi.

• All knowledge rest with in the individual child and task of teaching unfold this

knowledge.

• Hereditary plays an important role in the teaching process.

COMMUNICATION THEORY

• Quite contrary to Meutic theory , this theory believes that the child

has nothing with him like forgotten knowledge or inherent capacities

which needs to be reproduced or unfolded through teaching.

• It is not the child but the teachers who are pre-equipped with

knowledge and skill at the time of teaching.

• It is their duty to communicate the same but adopting proper methods

to the child for his welfare and development.

MOULDING THEORY

• This theory considers teaching as process of behaviour modification

or way of shaping and modelling the students behaviour and

personality in a desired pattern.

• The environmental influences play a great role in the shaping and

moulding human behaviour and personality.

• Teaching is nothing but an attempt for the proper organisation of

environmental influences to help the child in the shaping and

moulding of his behaviour in a desirable way.

• In the process of behaviour modification carried out through

teaching due to care should be taken to maintain proper link

between the stimulus and response by arranging relevant

learning situation.

• The teachers main task lies in arranging proper learning

situation and provide reasonable freedom to the child for

learning and developing his potential in a desired way.

• In this process of behaviour modification carried out through

teaching due to care should be taken to maintain proper link

between the stimulus and response by arranging relevant

learning situations.

• The teachers main task lies in arranging proper learning

situations and provide reasonable freedom to the child for

learning and developing his potential in a desired way.

MUTUAL INQUIRY THEORY

• The nature , interest and basic potential of the child .

• The nature of the subject matter or learning experiences and needs of

the learners.

• The nature of the environmental settings that can be helpful in making

use of such inquiry and problem solving approach.

• Knowledge is best acquired through inquiry and investigation.

• Better teaching involving the organisation of teaching learning

situation in such a way as to help the child to discover knowledge with

limited guidance from the teacher

DESCRIPTIVE THEORIES

GAGNE’S HIERARCHICAL THEORY OF INSTRUCTIONS

• Gagne provided eight types of learning and arranged them in a hierarchical

order proceeding from simple to complex

1. Signal learning

2. Stimulus response learning

3. Chaining

4. Verbal association

5. Discrimination learning

6. Concept learning

7. Rule learning

8. Problem solving

• Gagne along with associate Briggs 1974 after then identified 5

learning outcomes associated with his eight types of learning

namely as motor skills ,verbal informal, intellectual skills ,

attitudes and cognitive strategies and arranged them in a

hierarchy

• Gagne proposed that instructional procedure must be planned ie

,that child's should be made to learn the motor skills and

provided with verbal information before teaching him intellectual

skills and others cognitive strategies.

• Get the students motivated to learn.

• It can be associated through creating students interest in the

learning task.

• To inform the learner about the learning outcomes or

objectives trained may prove a good motivating force.

• Make the students attend to presented learning material.

• To assimilate new learning material by stimulating recall of

the previous related learning

• To provide sufficient learning , guidance for learning and memorizing

the presented material.

• To help the learners to transfer or generalise the facts , principle or

concept of new situations.

• To help the students to demonstrate their achievement or performance

and to provide them with immediate feedback.

ATKINSONS OPTIMAL LEARNING THEORY

• Richard c Atkinson (1968)

• Computer assisted instruction

• Composed of 3 steps;

1. The teacher first must layout instructional objectives specified in

behaviour terms.

2. The teacher should then check out a model of teaching – learning

process by specifying the necessary instructional activities.

3. A proper strategy is to be checked out by measuring the attainment

of each instructional objective.

BRUNER’S COGNITIVE THEORY

• Proposed by J.s burner

1.Learning is not simply a stimulus response conditioning but rather

cognitive process.

• It involves three simultaneous acts;

• Acquisition of new knowledge or information.

• Transformation of knowledge that one already process

• Checking the pertinence and adequacy of knowledge one has.

2. Curiosity is the basic possessed by every individual.

3. Conceptualization and categorization is the first step in the process of learning.

4.The development of cognitive abilities in the human being is continuous process it takes place quite systematically by involving the 3 developmental stage.

• Enactive stage

• Iconic stage

• The symbolic representation stage

5. Knowledge is important.

• Nature of individual children

• Nature of the knowledge to be received by the children.

• Nature of the knowledge getting process.

6. The children should not be made to repeat , reproduce and present the ideas

, concepts and principles. but should be encourage to learn on their own and

discover the things by themselves. For this purpose;

Structuring the knowledge

Sequencing of the presented material

Providing the reinforcement.

NORMATIVE THEORIES OF TEACHING

GAGE’S COGNITIVE THEORY

• Proposed by N.I Gage

• Ideas propagated by the school of cognitive psychology.

• Cognitive psychology does not allow the teacher to resort to simple

stimulus response mechanism or habit formation.

• They should be given proper opportunities for having their own

active involvement in the knowledge getting process.

• Organisation of perceptual field, information processing, independent

problem solving etc. for utilizing the cognitive abilities of the

learners to the maximum.

RYAN’S THEORY OF TEACHER BEHAVIOUR

D.G Ryan put forward a theory of teaching based on concept of teacher behaviour.

• According to it teaching is greatly influenced by the verbal and nonverbal

behaviour of the teacher demonstrated by him /her in the classroom instruction is

dependent on the quality of the teacher behaviour demonstrated by the teacher in

the classroom activities.

• Teacher behaviour is a function of a situation factors that present at the time of

teaching and personal characteristics of the individual teacher.

• Teacher behaviour is observable and thus can be measured in terms of desirable

or undesirable behaviour for the purpose of a good teaching.

MIRA’S PSYCHOLOGICAL THEORY

• This theory put forward by Sahib .k. Mira

• A former director of NCERT.

• Attempt to apply the psychological principle's in the teaching.

• Teaching need to be restricted to the formalized instructional situation, however it

may takes place In and outside the classroom.

• There must be at least 2 persons need to be bound contractual relationship.

• Teacher should analyse teaching task

• Identifying entry behaviour of the pupils.

• Defining teaching objectives

• Selecting teaching strategies

CLARKE’S GENERAL THEORY OF TEACHING

• Propagated by s.c.t Clarke (1970)

• It consider teaching as a generalised phenomenon or process instead of

specific ones .

• It takes into account the teaching –learning situation in general

common to all types of learning.

• Principles in this theory are generally applicable to all types of teaching

carried out at different stages for attaining general teaching objectives.

• Teaching refers to activities ( general in nature) that are designed and

performed to produce change in the students behaviour.

• VARIABLES OF THEORY

Independent variable

Dependent variable

Intervening variable

• LEVELS OF TEACHING

Level one

Level two

Level three

CONCLUSION

•The different types of theories put forward by various

thinkers and educationist nature of teaching and point

out the various measures helpful in better teaching

and instruction in their own ways. they have their

own strengths and weakness as a theory of teaching.