SEMINAR

Introduction

There are so many methods of teaching and learning process, like class – room
teaching, role plays, seminars, symposium, case presentation, journal presentation,
lecture, discussion, demonstration, simulation, symposium, workshop, projects, computer
assisted instruction etc. As we grow we learn many things daily from our parents, elders,
teachers, friends, mass media, news papers, research works experience etc. now I am
going to discuss about the lecture method, discussion demonstration and simulation.

ORIGINS OF THE WORD:

The word seminar is derived from the Latin seminarian, meaning, “ speed plot”.

MEANING:
A seminar as an instructional technique involves generating a situation for a group
to have guided interaction among themselves on a theme which is generally presented to
the group by one or more members.
 any meeting for an exchange of ideas.
 A course offered for a small group of advanced students.

DEFINITIONS:
Seminar is an instructional technique of higher learning which involves paper
reading on a theme and followed by the group discussion to clarify the complex aspects
of theme.
Seminar is generally, a form of academic instruction, either at a university or
offered by a commercial or professional organization. It has the function of bringing
together small groups for recurring meeting, focusing each time or some particular
subject, in which everyone present is requested to actively participate. This is often
accomplished through a more formal presentation of research. Normally, participants
must not be begins in the field under discussion (at US universities, seminar classes are
generally reserved for upper-classes students, although at UK and AUSTRALION
universities seminar are often used for all year). The idea behind the seminar system is to
familiarize students more extensively with the methodology of their chosen subject and
also to allow them to interact with examples of the practical problems that always crop up
– during research work. It is essentially a place where assigned readings are discussed,
questions can be raised and debates conducted. It is relatively informal at least compared
to the lecture system of academic instruction.in some European universities, a seminar
may be a large lecture course, especially when conducted by a renowned thinker.
OBJECTIVES OF SEMINAR TECHNIQUE:
This technique is employed to realize the higher objectives of cognitive
and affective clomping which have been enumerated as follows:

CONGNITIVE OBJECTIVES:

 To develop the higher cognitive abilities.

 To develop the ability of responding in this manner would involve higher
cognitive actions.
 To develop the ability of keen observations experiences, feelings and to
present them effectively.
 To develop the ability to seek clarification and defend the ideas of others
effectively.

AFFECTIVE OBJECTIVES:

1. To develop the feeling to tolerance the opposite ideas of other.

2. To develop the feeling co-operation with other colleagues and respect of the
ideas & feelings of others.
3. To develop the emotional stability among the participants of the seminar.
4. To acquire the good manners of putting questions and answering the questions
of others effectively.

SEMINAR TECHNIQUE:

1. Organizers should make necessary management for the seminar.

2. Organizers should distribute study material to the participants one or two hours
before the seminar.
3. An introductory speech by the chairperson.
4. Chairperson then invites the speakers.
5. The speaker to present the latest information about different aspects of the
seminar topic.
6. Chairperson then invites the speaker to present the latest information about
different aspects of the seminar topic.
7. Questions and clarifications should be addressed to the chairperson instead of
contributions.
8. Seminar will come to an end after the discussion session with a concluding
note by the chairpersons.
9. Chairperson summaries the whole information exchanged in the seminar and
congratulates organizers, speaker and participants.
CLASIFICATION:
 There are four types of seminars

1. Mini seminar
2. Main seminar
3. National seminar
4. International seminar
MINISEMINAR:
The seminar conducted in classroom is called Mini Seminar.
MAIN SEMINAR:
The seminar is organized at the departmental or institutional level.

NATIONAL & INTERNATIONAL:

The seminars are conducted at the national and international level.

CLASS ROOM SEMINAR :

In class room seminar, one student presents a particular
topic (or) problem and the group will conduct a detailed discussions based on the
presentation under the guidance of the teacher
The person who guides the seminar is the Chairperson, experts who present the
information are speakers, and the group members who are benefited from the seminar are
participants.

-EXAMPLE :
Cardiology Nursing department in association with medical and surgical
department of the college of nursing can conduct a seminar on “Innovations in
cardiovascular nursing” for M.S.C. nursing students and staff nurses.
1. Cardiology nursing department &
Medical surgical nursing department are the} Organizers

2. M.S.C. Nursing students and staff }

Nurses are } Participants

3. An convenient nursing person from the }

Cardiology institute who guide the seminar} Chair person
As a }

4. Cardiologist both physician and surgeon }

And two nursing personnel specialized } Speaker.
In cardiovascular nursing as }
TOPIC:
Innovations in cardiovascular Nursing is divided into four interrelated
components
a) Innovations in the movement of cardiac diseases.
b) Innovations in the cardiac surgery.
c) Innovation in the Nursing management.
d) Role of Nurse in the rehabilitation f cardiac patients.
The use of the seminar as a teaching method for clinical nursing in the
undergraduate curriculum might be best described as emerging. The seminar is emerging
as an effective means to problem solving.
The seminar method could be introduced early in the course of the nursing
programmed by utilizing the student’s problems of adjusting to nursing situation as the
focus for developing beginning problem solving skills.
The seminar, albeit a misnomer, has currently become a popular method for
teaching in upper division courses.
The seminar also may be used at this level for the purpose of determining ways of
maintaining and improving the health status of patient with complex nursing problems in
a variety of clinical setting.
Creativity in the use of this method largely depends on the teacher ability to assist
students in assuming increased responsibilities for solving, typical Nursing problems
through the synthesis of accumulated knowledge, skills and experience into an integrated
whole.

THE SEMINAR AS A METHOD OF TEACHING:

The seminar is a class organization that utilizes a scientific approach to the
analysis of the problem chosen for discussion.
It is an organized guided discussion with the focus on the discovery new
relationship It is differ from initiative

THE SEMINAR AS A METHOD OF TEACHING

The seminar is a form of a class organization that utilize a scientific
Approaches to the analysis of the problem chosen for discussion.
It is an organized guided discussion with the focus on the discovery new
relationship by the participating individuals. It is differ from intellectual initiative.
The student’s role is active in contrast to the relatively passive role assumed in a
lecture.
The objective of the seminar is to give students the opportunity to participate in
methods of scientific analysis and research procedure.
A seminar group is mainly concerned with academic matter rather then individual
students and commonly involves the reading of an essay (or) paper by one group member
followed by a discussion by the group on the topic.
 The seminar is a group discussion method of teaching in which an informal group
of 10-15 students 9 (not more then 25) participants to solve the problem in a scientific
approach and analysis.

REQUIREMENT OF SEMINAR:
1. The teacher is a leader. (Student can also function as a leader)
2. 10 - 15 members are participants.
3. The students present the topic only 15 - 20 minutes.
4. Duration is 1 to 2 hours.
5. Leader should keep the discussion within the limits of the problem discussed.
6. Students present their data in an informal way under the leadership of the
teacher.
7. Care should be taken to avoid stereotype.
8. The entire member taken part in discussion in an informal way but orderly in
manner.
9. The chairman should be skilled in encouraging the participants.
10. A student secretary should record the problems, which arise, and the solution
given.

ADVANTAGES:
1. Role of the student is active, it presupposes that student has background
Knowledge.
2. If properly conducted, the 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 crystallize the group opinion which is sound
and workable.
5. By participate in the solution of problem, the student becomes more articulate
and develops is more critical toward issue.
6. Seminar gives training in self-learning and promotes independent thinking.
7. By participation in the solution of problems the student develops skill in solving
problem.
8. Ability to see and solve our own problems is increased because personal
difficulties can be compared with those of the group.
9. Skill filly, directed, seminar promotes group spirit and co – operative.
DISADVATAGES:
1. Time consuming
2. Cannot be applied to new students.
3. Timid students cannot improve.
4. If subject knowledge is poor, unnecessary discussion arises.
5. The approach to problems extends to their professionals and personal activities.
CONDUCTING SEMINAR:
The establishment of an environment that contributes to the purpose of the
seminar is of importance and requires a skilled teacher.

 A motivating learning situation that is not too highly organized (OR) too relaxed
is essential.
 The discussion needs to be kept active, while at the same time the orderly
o Development of the subject content should be maintained.
 The teacher usually guides the seminar, however student may carry out this
o Function under the guidance of teacher.

RULES FOR CONDUCTING A SEMINAR:

1. Define the purpose of the discussion.

2. Relate the topic of discussion to the main concept or the objectives to be
attained.
3. Direct and focus the discussion on the topic.
4. Help the students express their ideas.
5. Keeps the discussion at a high level of interest, so the discussion at a high
level of interest, so the students will listen attentively to those who are
contributing ideas.
6. Plan comments and questions that relate to the subject and will also help to
guide the discussion.]
7. Set time limitation for each person to contribute.
8. Guard against monopoly of the discussion by any member of the seminar.
9. Plan for summary at intervals during discussion and also at the end related the
ideas expressed to the purpose of discussion.
10. Have the discussion recorded either by a student as a recording secretary can
have it tape recording.
11. Plan for teacher and student self-evaluation of the progress made towards the
immediate objectives.

FUNCTIONS OF THE TEACHER IN SEMINAR:

1. Selecting the topic (giving reasonable time for preparation)

2. Remaining in the background at the seminar, but sitting where she can see
the whole group.
 3. Being prepared to help out in the initial stages of using the method, where
there are long silences.
4. See that no essential points are overlooked and that gross inaccuracies are
corrected. ( preferably by another member of the class)
5. See that all have a share in the discussion and that irrelevant discussion is
avoided. It is a controlled type of discussion, student ability to solve
problems is increased by way of rational thinking, reasoning.

ROLE OF ORGANISERS:

1. The organizers who decides the topic of seminar.

2. The topic are related to the current trends (or) recent developments in the
clinical practice or nursing education.
3. Once the topic is decided and objectives are formulated.
4. The organizers start searching for a suitable chairperson.
5. An eminent person who is well versed in the concerned topic as the
chairperson.
6. In consultation with the chairperson, organizers modifies the objectives if
needed, finalize the various aspects of the topic and select speakers.
7. Date and time is fixed according to the convenience of the chairperson and
speakers.
8. If needed the organizers have to form various committee like finance
committee, academic committee etc.
9. They co-ordinate effectively for the successful conduction of the seminar.

ROLE OF THE CHAIR PERSON:

1. Chairperson should possess in depth knowledge regarding the topic and his
Duty is to guide the seminar in a fruitful manner.
2. Seminar begins with an introductory speech by the chairperson.
3. In the introductory talk, he justifies the topic selection by stating its
relevance and importance in the current context.
4. Introduce the speaker by highlighting their achievements.
5. Introductory speech chairperson invites speakers according to the order.
6. When one speaker completes his speech he/she gives a brief summary of it
and invites next speaker to present his viewpoint.
7. Once all the speakers complete their presentation chairperson open the
discussion session by inviting participants to come out with their doubts,
clarifications and contributions.
ROLE OF SPEAKER:

Seminar depends on how well the discussion session is utilized by the

Participants.
1. The quality and quantity of the information presented by the speakers.
2. The seminar is largely determined by the performance of the speakers.
3. The study material is given to the participants one or two hours before the
seminar.
4. Speaker are expected to present relevant information in an interesting and
comprehensible manner with the help of suitable A.V Aids.

ROLE OF PARTICIPANTS:

1. Always the participants make the seminar very live and interesting.
2. The study material issued by the organizers before the seminar, will also
provide the required information.
3. participants should use discussion to enrich their knowledge rather than
testing the knowledge of the speaker (or) the chairperson.
4. Objectives of seminar are framed in accordance with the learning needs of
the participants.
BIBLIOGRAPHY

BOOK REFERENCE:

 BasavanthappaB.T,(2009),Nursing education. 2nd edition, new delhi:Jaypee

brothers medical publishers (P) Ltd
 Elakkuvanna Baskara Raj D,Nima Bharker,(2013),”Textbook of Nursing
Education,”1St editon , Bangalore, emmem medical publishers.
 Heidgerkan.L.E (2002),Teaching&learning in school of nursing,11th
edition,Philadephia:lipincott company.
 Kumar,K.L,(2008),”educational technology”2nd edition, NewDelhi,New age
international (P) Ltd publishers.
 Neeraja K.P. (2003) “The textbook of Nursing Education” First edition,
Jaypee publications, New Delhi
 Pramila .R(2010),Nnursing communication and educational technology, 1st
edtion,New delhi: Jaypee brothers, medical publishers(P) Ltd

 Sankaranarayan B.(2008), “Learning and Teaching Nursing”first edition, ,

Brinfill publications, Calicut.
 Sarah B. Keating (2009), Curriculum development in Nursing, Elsivier,
Missouri.

JOURNAL REFERENCE:
 International Journal of Nursing Education Scholarship
 Vol. 1 (2004) / Issue 1 / Articles

NET REFERENCES:
 Medi-smart Nursing resources’.
 www.nursecenter.com.