Jays george Msc Nursing

1. THEORIES OF NURSING
EDUCATION
PRESENTED BY;
MS. JAYS GEORGE
1ST YEAR MSC (N)
D Y P S O N

2. 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

3. 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

5. FORMAL THEORIES OF TEACHING
MEUTIC 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.

6. 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.

7. 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.

8. • 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.

9. • 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.

10. 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

11. DESCRIPTIVE THEORIES

12. 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

13. • 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.

14. • 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

15. • 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.

16. 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.

17. 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.

18. 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

19. 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.

20. NORMATIVE THEORIES OF
TEACHING

21. 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.

22. 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.

23. 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

24. 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.

25. • VARIABLES OF THEORY
Independent variable
Dependent variable
Intervening variable
• LEVELS OF TEACHING
Level one
Level two
Level three

27. 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.