Small Group Learning
The students are divided into group and each group is guided by the facilitator to ensure group progress. Small group learning allows students to develop problem solving, interpersonal, presentation and communication skills, all beneficial to life outside the classroom. These generic skills are difficult to develop in isolation and require feedback and interaction with other individuals.
Context Based Learning
The new approach of teaching and learning which was not introduced in our Nursing colleges is Context-based learning (CBL) in Community Health Nursing. It refers to the use of real-life and fictitious examples in “Teaching" environments in order to learn through the actual, practical experience with a subject rather than just its mere. The principles of CBL are that the starting point for learning should be a problem/situation and be student-centred with emphasis on self-directed learning. Students work in groups on real-life nursing situations. The group identifies and researches concepts and principles needed to work as a practicing nurse. The clinical scenarios encourage research, critical thinking, and developing lifelong learning skills.
Multi Interactive Learning Algorithm (MILA)
Introduced Multi Interactive Learning Algorithm (MILA) for B.Sc(N) I year students in Nursing Foundation Subject. This method of teaching This method consists of Twenty minutes of teaching time followed by a Twenty minute activity time to better understand and learn the concept. Activities such as jigsaw, POGIL(Process Oriented Guided Inquiry Learning), mind mapping, game based learning, critical pedagogy, peer-led team based learning, role play and scale up. This method of teaching was very interactive, attracts the student attention, retains the memory of the content and makes the student to search for books, journals and internet to find the solution to the questions.
E-learning resources provided to undergraduate and post graduate students to promote self learning and widen the knowledge. It broadens the horizons of many students as it exposes students to the world outside their city or country town. This method creates learn not to rely on the teacher, accountable themselves and become independent.
Self Assessment Module
Self Assessment module is one the method of self evaluation of the students as well which create the critical thinking and better understand of their own. It evolves in response to need based assessment, investigations and therapeutic management providing an opportunity for the undergraduate students for proficiency in patient management skills.
Self Learning Desk
The steps of procedure with principles is prepared and displayed in the lab and students read and do the procedure to the manikin. This method develops the skill and competent among the students.
Simulation corner is designed to give students hands-on clinical experience. All Laboratories are equipped with simulation model to practice the procedures before they practice on the patients and it creates real life experience and develops skill.
Students from different disciplines who learnt together developed interpersonal and teamwork skills and gained knowledge of how other professionals work. The healthcare professional may have been exposed to situations in training that can be reflected on, they know how to behave towards other staff and should have good communication skills that will help them work well in a team. The IPL is to prepare students with the interprofessional skills that will later form the core of their professional identity and pave a smoother route to optimal patient care.
JOB ORIENTED TRAINING COURSE
Employers of alumni suggested to implement job oriented skillbased oriented training programme for better employability of the students.Hence introducedjob oriented training for the B.Sc(N) students after the course periodwhich will review topractice so that they will be able to work efficiently in workplace.There are 3 following courses are there
Basic Nursing Skill
Ventilator Nurse Specialist
School Health Nurse
Health care Personnel suggested that special training need to be conducted during the course so that student will be skilled in specialized area. Hence we introduced the following certificate curses for M.Sc(N) Nursing and P.B.B.B.Sc(N) final year students.
Critical Care Nursing
Guidance and Counselling
Communication and leadership skills
Some of the faculty alumni in the abroad suggested to implement job oriented short term training courses like Diabetic Nurse Educator, Dialysis Nurse Specialist etc. for employability. Hence introduced the elective course in B.Sc(N) IV Year. The student can choose an optional subject from the following subject which is as opposed to a required course which the student must take during the B.Sc(N) IV year course for better learning experience which will build or increase a specific skill set for the global placement.
Home care Nursing
Diet Nurse Therapist
Nurse Consultant for LearningDisabilities
Diabetic Nurse Educator
Dialysis Nurse Specialist
VALUE ADDED COURSE
To bridge the gap between the academic and industry need, Value Added Courses (VAC) are conducted regularly to enable students to widen their horizon of knowledge in addition to the curriculum. The number of the elderly is projected to grow rapidly every year and occupy major portion of health care industry, many of the patients with chronic illnessassist with disability are needed to attain and maintain maximum function and infertility is also one of the leading problem. Considering these introduced the following value Added courses for B.Sc(N) students.
Infertility Management Nursing
OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)
OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)
An objective structured clinical examination (OSCE) is a modern type of examination often used in health sciences (e.g. audiology, midwifery, occupational therapy, optometry, orthoptics, medicine, physician assistants, physical therapy, radiography, rehabilitation medicine, dietetics, nursing, pharmacy, dentistry, chiropractic, paramedicine, podiatry, veterinary medicine, athletic training). It is designed to test clinical skill performance and competence in skills in basic and advanced nursing procedures.
An OSCE usually comprises of short stations (5–10 minutes usually), in which each candidate is examined on a one-to-one basis with one or two impartial examiner(s) and either real patients or electronic patient simulators). Each station has a different examiner, as opposed to the traditional method of clinical examinations where a candidate would be assigned to an examiner for the entire examination. Candidates rotate through the stations, completing all the stations on their circuit. In this way, all candidates take the same stations. It is considered to be an improvement over traditional examination methods because the stations can be standardized enabling fairer peer comparison and complex procedures can be assessed without endangering patients’ health.
It gives the chance for the students to develop critical thinking and promoting by questioning themselves scientifically. Nursing is a profession where the students have to critically analyzed while assessing the patients to provide care to the patients. OSCE is the method which stimulates the concept so that the students apply this experience while working as a nurse in the hospital.
The feedback from the students revealed that they realized how much they learned clinically by using this method and not only that they also found out their mistakes so that it is guidance for them to correct it in the future.