Seminar

Teachers’ role in procuring and

managing instructional aids

Submitted to: Mrs. Jaya Mathew

Vice principal of TMM college of nursing
TMM College of nursing

Submitted by: Elsy mayjo

First year MSC, nursing student
TMM College of nursing

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Introduction
Audiovisual aids are the instructional aids that are frequently used to aid teaching.
It helps teachers to impact all senses of students and make teaching learning
meaningful and attractive. Audiovisual aids are used in each and every program
and so in nursing. Be it, modern or traditional forms of audio or Visual aids. These
aids in enhancing learning, these aids must be procured by the teacher after
thorough consultation with other management in college or school of nursing.
These audiovisual aids should be stored appropriately so that these can be used and
reused in future by other colleagues and students.

Definition
● According to Burton: “Audiovisual aids are those sensory objects or images
which initiate or stimulate and reinforce learning”.
● According to Edger Dale: “Audiovisual aids are those devices by which the
communication of ideas between persons and groups in various teaching and
training situations is helped. These are also termed as multisensory materials.
● Audio Visual aids are being increasingly used in modern day education
programs and has become inevitable to make the classroom, teaching,
colorful and vivid. These are the devices by which the teacher helps the
students to clarify, establish and correlate concepts, and appreciate them
through utilization of one or more than one sensory channel.
Instructional aids are tools of the teacher, the amusement of the learners and the
catalytic agents. Aids teaching and learning, which increase the effectiveness of
the teacher.
Instructional aids are a common term that is used for audiovisual aids, and refers
to any device or material that are used by instructors or tutors to assist them in
teaching. Moreover, this also helped them to prepare lessons, unit plans for pupils.
Moreover, these also help in preparation of prepared lessons, unit of the study.
These are popularly known as teaching learning materials.
These resources form a part of educational resources, and are used increasingly in
order to improve knowledge of students. By improving knowledge, skills, and
abilities of Students are also improved, and hence their attitude and positive

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growth. This leads to their overall development of students and contributes to their
positive upbringing.
Audio visual aids help a teacher in the teaching learning process. Instructional aids
are not self-supporting; They are supplementary training devices.

Classification of instructional aids

● Printed and duplicated materials
● Non-projected displays
● Still Projected displays
● Audio materials
● Linked audio and still visual materials
● Film and video materials
● Computer, mediated materials
● Hand out
● Individual Study materials
● Resource materials for group exercise
● Assignment sheets

Handouts
These comprise all the different types of information providing materials that are
given to students or trainees. They include a set of notes, tables, diagrams, maps,
and illustrative or extension materials.

Assignment sheets
These include problem sheets, reading lists, Lab sheets, briefing sheets for projects
and seminars, worksheets, etc. They can be used in practically all types of
instructional situations. An assignment sheet is a type of instructional aid that
provides students with detailed information about tasks, expectations, and
deadlines for a particular assignemnet.it typically includes instructions, objectives,
and any specific criteria for assignment. The sheet helps the students understand,
clarify, and effective communication between educators and learners.

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Individualized study materials

These comprise all the different types of textual materials that are used in
connection with individualized learning. The audiovisual aids include handouts,
study, notes, materials, study guides, Structured notes, etc.

Resource materials for group exercise

This comprises all the various printed and duplicated materials that are used in
connection with group learning exercises. They include background reading,
material, briefing material roll sheets, instructional sheets, data sheets, open
learning materials, and so on.

Non-Projected displays
1. CHALKBOARDS
2. MARKER BOARDS
3. FELT BOARDS
4. HOOK AND LOOP BOARDS
5. MAGNETIC BOARDS
6. FLIPCHARTS
7. CHARTS AND WALL CHARTS
8. POSTERS
9. PHOTOGRAPHIC PRINTS
10. MOBILES
11. MODELS
12. DIORAMAS
13. REALIA

Marker boards
These are the smooth surfaces that can be light colored made up of traditional
material, like wood or Latest ones that are whiteboards. The material can be written
on it, or printed or drawn. The markers can be chalk, pens, or crayons, or any other
material that can be used to make something on board. Marker boards are preferred
for their ease of use, erasability, and versatility, allowing for dynamic
presentations, brainstorming, and interactive learning activities. They have largely
replaced traditional chalkboards in many educational environments.

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Felt Boards
These are sheets, if felt on which movable displays can be produced by sticking
shapes, cut out of or backed with felt onto them.

Magnetic Boards
These are ferromagnetic display boards on which movable displays can be
produced using materials that are made up of magnetic materials, or are fitted with
small magnets. They can be used in much the same way as felt boards and hook
and loop boards.

Flipcharts
These are large sheets of paper that are generally hung from an easel of some sort,
so that they can be flipped towards or backwards in order to display the required
information on sheets, particularly made from special material.

Photographic prints
These are the large prints or medium sized prints, obtained from photographic
negatives, and then are incorporated in texts or study material to make learning
easy example hand, hygiene, practice, and its steps in a text. These photographs
are usually captioned. The captions explain the step and meaning of the photograph
used. Thus, it supports the photograph in its meaning.

Mobiles
These are those systems that are used for showing pictures and videos in the class
that may be two dimensional or three dimensional. This may be hung from a roof
as well by a thread in order to produce a visually attractive display.

Models
These are the three-dimensional aids that are used as a symbol for representation
of real objects, things, etc. in nursing, we may use different models like that of
organs systems like eye, heart, kidney, spleen, etc. If we have models that are

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similar to actual organs and prepared in factories, we call them as a replica and if
somehow, we get access to real objects, things we call them realia.

Dioramas
These are those aids that use a two-dimensional background, and three-
dimensional foreground, thus creating a situation of realism.

Still projected aids

These are
1. Overhead projector Transparencies and similar materials
2. Slides
3. Film strips
4. Micro forms
OVERHEAD PROJECTOR TRANSPARENCIES AND SIMILAR
MATERIALS
These are those Instructional aids that are used in textual and graphical
forms. Here we make use of acetate sheets on which we can write and draw
and put on a transparent screen of OHP and thus is projected. These texts
and graphical representations can be viewed by a small number of persons or
groups who are within the range.
SLIDES
These are single frames of 35mm photographic film mounted in cardboard,
Plastic or metal binders, often between twin sheets of glass. They are one of
the most useful methods of displaying photographic or graphic images to a
class, small group, or individual student.
FILM STRIPS
These are simply strips of 35 mm film, carried linked to a sequence of
photographic images, each usually half the size of the standard 35 mm frame,
but one times the full size. They are convenient, and when purchased
commercially, comparatively cheap alternatives to slide sequences. Filmstrip
is a now somewhat outdated instructional aid that was popular in educational
settings before the widespread use of digital media. however, advancements

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in technology have largely replaced filmstrips with more interactive and

dynamic multimedia options.
MICRO FORMS
Microform is a generic term for any 7 medium that is used to carry micro
images, example photographically, reduced images of pages of text, graphic
material, etc. The most common types are microfilms.

Audio materials
● Radio broadcasts
● Audio disc
● Audio tapes

Audio Disc
Recordings of music, plays, etc. on compact discs or vinyl discs constitute a
relatively inexpensive and readily available instructional resource in certain
subject areas. They are suitable both for playing to a class or group and for private
listening by individuals.

Audio tapes
Audio material recorded on open reel tape or tape acid constitutes one of the most
useful resources at the hood disposal of the modern teacher, trainer, and can be
used in a wide range of instructional situations, either on its own, or in conjunction
with visual materials of some sort.

Linked audio and still- visual materials

● TAPE SLIDE PROGRAMS

● FILM STRIPS WITH SOUND
● TAPE- TEXT
● TAPE -MODEL, TAPE REALIA, ETC.

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Tape slide programs

Audio tape recordings, synchronized, with linked sequences of slides, constitute
one of the most useful and commonly used, integrated audio-visual media.

Film strips with sound

These are simply film strips that have an accompanying sound commentary,
usefully on a compact tape cassette. They can be used in much the same way as
tape slide programs.

Tape text
Combination of printed, or duplicated materials with audio recordings constitutes
and extremely useful individualized instruction technique.

Tape -model, Tape- Realia, etc.

These are combinations of audio tapes and other still -visual display material, such
as three-dimensional models, collections of real and microscopes slides.

Film and video materials

● Fine films
● Videotape recordings (Videos)

Fine films
Such films were once the main way of showing moving images in a way class.
They have now been almost entirely replaced by the use of video, however, as in
the case of educational radio broadcasts, educational television broadcasts
constitute an extremely useful free resource for teachers and trainers.

Videotape recordings(videos)
Television sequences, or tailored programs, recorded on video cassette, now
contribute one of the most useful and powerful instructional media, at the disposal
of teachers and trainers, and can be used in a wide of teaching learning situations.
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ROLE OF TEACHER IN PROCURING AND MANAGING

INSTRUCTIONAL AIDS
PROCUREMENT:
It may be defined as the process of looking and finding goods and services from
external Sources for the use of a person or group through a competitive bidding
process. Here both the parties agreed to the terms and conditions for acquiring and
supplying goods and services, in exchange of money or material.
A variety of teaching-learning materials need to be procured in schools. These
include textbooks, workbooks, supplementary reading materials, teaching-aids -
charts, pictures, models, maps, etc., science and mathematics kits, material and
equipment for science laboratories, other materials like audio-video materials and
computers, etc. The Head has to be the key person to share the responsibility of
procuring /such materials.
Procurement activities are also often split into two distinct categories, direct and
indirect procurement.
Direct procurement
Refers to the production related procurement that encompasses all items that are
part of finished products, such as raw material, components and parts.
Direct procurement of instructional AV Aids involves obtaining these resources
directly from manufactures or authorized distributors. In this approach,
educational institutions, businesses, or organizations engage with the producers of
AV equipment to purchase the required tools for teaching and learning. this
method provides the advantages of a direct relationship with the manufacture or
distributor, potentially offering cost savings, customization options, and direct
access to product information and support. Direct procurement allows entities to
have more control over the specific features and specifications of the AV aids they
are acquiring for instructional purposes.
Indirect procurement
Concerns, nonproduction related acquisition: Obtaining “Operating resources”
Which a company/Institution/College purchases to enable its operations. Indirect
procurement comprises, a wide variety of goods and services.

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Management: it can be defined as the process of administering and controlling the

affairs of the organization, irrespective of its nature, type, structure and size. Thus,
it may be explained as an act of creating and maintaining an environment
conducive for business, in which organization and its members can work unison
with each other and achieves set goals, objectives, and aims in an efficient and
effective manner.
This process often includes the purchasing from external vendors or distributors
rather than directly from manufactures. Educational institutions, businesses, or
organizations may use procurement methods such as requests for proposals or
engage with suppliers to obtain the necessary instructional AV aids for their
specific needs. this indirect approach allows entities to benefit from the expertise
and variety offered by external suppliers in the audiovisual industry.
THE PROCUREMENT PROCESS
The process of procurement needs to be transparent and efficient. In order to ensure
this, the following steps need to be taken:
a) PLANNING It is the stage of assessing the requirements and taking decisions as
to what is to be procured, how much would suffice, what quality standards
would be essential, when should these materials reach the institution, what
should be the mode of operation in undertaking the procurement exercise, etc.
i) NEED ASSESSMENT: The first and foremost thing would be the assessment
of needs in various areas. It should be undertaken by constituting a committee
comprising experienced teachers who will deliberate upon the requirements visa-
vis budgetary allocation and the college/school needs (both curricular and co-
curricular) as per the size of the school and vision of future development.
ii) SITUATIONAL ANALYSIS: Situational analysis is a means to see thinks as
they are. It provides the current status of the practices in use for procurement of
materials. It would not provide value judgments but indicate the procedures being
adopted for procurement. A close scrutiny of these will help develop insights in
dealing with the issues pertaining to procurement of materials. The following are
the likely outcomes of undertaking a situational analysis.
• whether there exists a manual on financial management and procurement
• to what extent the procedures laid down in the manual have been followed
• what are the existing practices in the institution with regard to procurement
Learning Resources of materials.
• what are the strengths and weaknesses of the existing practices
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The answers to the above queries as obtained through situational analysis

would lead to the following:
• identification of the present requirement in terms of quantum, quality and
approach to be followed in procuring the teaching-learning material
• likings and disliking’s of faculty and staff towards the existing practices
• development of certain guiding principles for procurement of materials.
iii) PROCUREMENT CHART: Based on needs assessment and situational
analysis, a procurement chart may be developed so as to match the calendar of
events. It would state the nature, type and requirement of various items, modes of
operation for procurement arid details of the proposed activities. A sample is
provided below:
b) CONDUCTING THE PROCUREMENT PROCESS
i)Selection of Suppliers: Careful thought needs to be given to the identification of
prospective suppliers of goods and services. Their capacity, credibility and past
records should be examined and the selection be made on the basis of a
comparative study of the terms and references. Again, a committee of experienced
faculty and staff may be involved in this process.
ii) Placement of orders and Monitoring: This is the activity which requires care
and caution as the orders once placed would need to be honored. The following
precautions may be taken in placing orders:
1. orders placed should clearly specify the terms and conditions on which the
material will be procured.
2. the quantity should match the requirements ascertained in the planning.
3. clear-cut specifications of quality should be provided so that there is no scope
for ambiguity.
4. time frame for supplying the items should be mentioned.
5. the venue and mode of delivery should also be notified.
6. proper arrangements should be made to check the quantity and quality of the
materials received.
7. plans for utilization of the material procured should be developed beforehand.
8. the detailed programme for their use should be chalked out.
9. regular inflow of materials should be ensured as per the requirements.
iii) Monitoring the Procurement Process: Since the need for certain materials
would arise at specific point of time, the regular inflow of materials needs to be
ensured. As such the procurement processes will have to be monitored effectively.

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The schedule of supply of materials should be as per the timetable which could be
monitored through personal contact or correspondence as per the schedule. A
system of sample check would need be put to use. This will facilitate quality
assurance and timely delivery.
iv) Storage and Retrieval Process: Storage and retrieval of material may be done
methodically. The following points may be kept in view:
▪ storage facilities should be thought of in advance for the incoming teaching
learning materials
▪ proper maintenance of records should be emphasized
▪ the person in-charge of the storage should be properly trained to facilitate
teachers and pupils in the use of the materials effectively.
▪ proper cataloguing and classification should be incorporated. Besides,
maintaining an issue and return register for the material procurement from
outside, certain materials developed locally by the teachers should be kept
separately. Each item should be optimally utilized
▪ proper arrangements should be made for replenishing the material as per the
requirements.

Procurement of instructional aids

A variety of instructional aids are needed to be procured in schools and colleges.
These include textbooks, workbooks, supplementary reading materials, charts,
pictures, models, maps, kids, computers, projectors, other materials, and
equipment for nursing laboratories.

Effectiveness of instructional aids

Procuring of materials can be termed to be effective if it meets the following
criteria:
● Timely procurement: The materials should reach the school or college in
required numbers on time. If the supply has to be staggered, it should be as per
plan. Proper planning and follow up may ensure it.
● Total quality assurance: The quality of the instructional material should be as
per specifications, approved earlier and proper safeguards would need to be
introduced for having quality checks.

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● After sales service: Certain items may be on warranty and guarantee. There
should be proper arrangements for after sales service. Example charts,
dummies, and models if defectives can be replaced with new ones if they come
in Warranty.
● Cost-effectiveness: The items should be procured at competitive rates. The
whole process has to be cost-effective. The bidders are allowed to provide
instructional aids at cheaper rates, and one who does so for the least amount can
be hired for that.
● Assertiveness: attempts should be made to evolve procedures, which may
motivate faculty and staff to innovate. In flow of ideas and experimentation
should be allowed and encouraged.

Management of instructional aids

Instructional aids contribute significantly towards quality improvement of the
teaching learning process. The human material and financial resources need to be
managed effectively and efficiently. The basic idea of managing such AV aids is
that nothing should go to waste. Also, all resources like AV aids, should be
Optimally utilized. The management has to be participatory, objective, and
transparent. The teacher will have to be careful in managing these instructional
aids.

Management of human resources

Human resources constitute a very important aspect, which has a direct bearing on
the quality of teaching learning in schools and colleges. The organizational climate
of the institution has to be such that each individual considers himself herself to be
an important person who would be contributing significantly. In fact, Man -
Management is the soul of the total management process.

Management of teaching learning materials

Audiovisual aids, or teaching learning materials, whatsoever; Procured locally or
purchased from outside, as such must enhance the quality of learning of students
and must be utilized appropriately.
These audiovisual aids must be of good use, and must be procured in sufficient
amounts. At the same time, when we take care of quantity, we have to ponder on
quality as well. This means that teaching learning materials should be reasonably

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high-quality. The tutors should be in encouraged to develop more and more

material and store them for future use. Moreover, the teacher should use all of the
available resources at appropriate level with consideration.
The faculty members should share their experience on a one-to-one basis, and in
groups as well. This exchange of ideas and experiences are done within college
and from outside as well. The sharing is focused on the effectiveness of materials
using the feedback, so obtained should form the basis for further procurement of
materials. The faculty members and in charge are responsible for identifying the
needs for the future, and should be based on past experience and discussion among
the faculty colleagues, head of the institution and other experts from outside. Each
and every audiovisual aid should be properly maintained, stored and retrieved for
use. The teachers should be trained in the proper use of materials and also in
developing locally specific materials as per the contexts. There should be enough
room for no cost and low-cost teaching learning materials.

Managing financial resources

The budget for the procurement of teaching learning material remains limited. We
must try to raise financial contributions from authority within the college and from
faculty members and colleagues as well. The Community participation can help to
resolve local issues quite effectively. We must obey the rules and regulations of
institutions while utilizing financial resources. We should procure as per need, and
not as per personal choice. The teachers must maintenance records of financial
transactions in a transparent manner. This transaction should be done properly with
no fault or error or fraud by any member of the faculty. Faculty must constitute
committees whenever needed, and there should be crystal clear instructions, or
guidelines, for all who participate in the procurement and management of
audiovisual aids. Proper arrangement for auditing and accounting could also be
made. Surprise internal audits should be made a part of the mechanism. Timely
actions must be ensured for each financial activity.

Teachers’ role in procuring managing instruction aids

The teacher happens to be a key functionary in the college and school. He or she
has to be a role model for others. He or her words and actions should carry weight.
He or she has to be a person endowed with a good personality. His role in

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procurement and management of teaching learning resources may be identified as

under:

Planner of activities
The teacher has to plan for procuring and maintaining instructional aids in great
detail with the corporation of experienced teachers. He or she should be a firm
believer in the fact that learning teaching resources contribute towards qualitative
improvement in learning in the schools.

Leader
The teacher showed himself to have an optimistic attitude, and encouraged the
same amongst Teachers and pupils. Thus, he should act as a role model, or leader
for his colleagues and students, so that he may be followed.

Provider of services
The head happens to be responsible for all over conduct of activities in the school,
both ill curricular, and co-curricular areas in which he has to involve himself
wholeheartedly and solicit cooperation and support of the faculty.

Liaison officer
The teacher has to act as a link between colleagues and community/Students. His
own conduct and behavior will, therefore, have a great impact in roving the school
environment. The teacher is supposed to be effective In Harnessing community
support.

Organizer of activities
The teacher has to be a pioneer in organizing activities related to curriculum and
non-curriculum. In the curriculum he has to make students attentive and learning
should be Enhanced by the use of various aids that strike the minds of pupils. The
teacher has to be a visionary who will anticipate the future scenario and derive the
required inputs to be provided on both short term and Long-term basis.

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Guide
The teacher has to keep the morale of the faculty and pupils high. For this he or
she should be enthused with positive energy. The teacher should behave like a
friend, philosopher, and guide to facilitate teaching learning activities in the school
or college. He should conduct faculty meetings for all issues.

Monitor
The teacher has a monitor of the programs, including identification, selection, and
procurement of teaching, learning resources and management of teaching learning
in the school.

Manager
The teacher as a time manager to follow the schedules, drawn up earlier, and to
monitor them in letter and spirit, and the teacher as a quality assurance and
supervisory officer.
The teacher's role in the procurement of instructional aids typically involves
identifying educational needs, assessing available resources, and collaborating
with relevant stakeholders. Teachers may:

1. Identify Needs: Recognize the instructional requirements and areas where aids
can enhance learning experiences.
2. Provide Input: Offer insights into the types of instructional aids that would be
most effective for their teaching methods and the curriculum.
3. Research Options: Explore available instructional aids, considering factors such
as relevance to the curriculum, durability, and cost.

4. Collaborate with Administrators: Work with school administrators or

department heads to align procurement decisions with educational goals and
budgets.
5. Attend Demonstrations: Participate in demonstrations or trials of instructional
aids to evaluate their suitability for the classroom.
6. Advocate for Resources: Advocate for necessary instructional aids by presenting
a case for their importance in supporting effective teaching and student learning
outcomes.

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7. Provide Feedback: Offer feedback on the effectiveness of instructional aids after

implementation, contributing to continuous improvement.
While teachers may not be directly involved in the financial aspects of
procurement, their input is crucial in selecting aids that align with educational
objectives and facilitate an optimal learning environment.

ROLE OF THE SCHOOL/ COLLEGE HEAD

The school or college head plays a pivotal role in the procurement of instructional
audio-visual (AV) aids, contributing to the overall educational strategy and
resource allocation. Their role includes:
1. STRATEGIC PLANNING: Align procurement decisions with the institution's
educational goals and strategic plans, ensuring instructional aids support the
curriculum and teaching methodologies.
2. BUDGET ALLOCATION: Oversee budgetary considerations for acquiring AV
aids, balancing financial resources with the institution's needs.
3. POLICY DEVELOPMENT: Establish procurement policies that adhere to
regulations, promote transparency, and ensure fair practices in selecting vendors
or suppliers.
4.COLLABORATION WITH TEACHERS: Engage with teachers to understand
their instructional needs, ensuring that the chosen AV aids complement teaching
strategies and enhance the learning experience.
5.VENDOR SELECTION: Work with procurement officers to evaluate and select
reputable vendors or suppliers, considering factors such as product quality, support
services, and cost-effectiveness.
6.NEGOTIATION: Lead negotiations with vendors to secure favorable terms,
including pricing, warranties, and support services.
7.QUALITY ASSURANCE: Ensure that purchased AV aids meet specified
standards, align with educational objectives, and are suitable for the institution's
learning environment.
8.TRAINING AND IMPLEMENTATION: Oversee the training of teachers and
staff on how to effectively use the new instructional aids, supporting seamless
integration into the educational process.

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9.MONITORING AND EVALUATION: Establish mechanisms for monitoring

the effectiveness of instructional aids and conducting periodic evaluations to assess
their impact on teaching and learning outcomes.
10.He/she should be a firm believer in the fact that teaching-learning resources
contribute towards qualitative improvement in learning in the schools/colleges.
11.He or she himself herself should have an optimistic attitude and encourage the
same amongst teachers and pupils.
12.The Head has to plan for procuring and maintaining teaching-learning
resources in great detail with the cooperation of experienced teachers.
13. Proper materials should be identified prior to their procurement.
14.The leader has to keep the morale of the faculty and pupils high. For this, he or
she should be enthused with positive energy. The Head should behave like a friend,
philosopher and guide to facilitate teaching-learning activities in the
school/colleges. He should conduct faculty meetings for all issues.
15.The Head has to be a visionary who will anticipate the future scenario and
derive the required inputs to be provided on both short-term and Iong-term bases.
16. The Head happens to be responsible for overall conduct of activities in the
school both in curricular and co-curricular areas in which he has to involve himself
wholeheartedly and solicit cooperation and support of the faculty.
17.The Head has to act as a link between teachers and community. His own
conduct and behavior will, therefore, have a great impact in improving the school
environment. The Head is supposed to be an effective in harnessing community
support.
By taking on these responsibilities, school or college heads contribute to creating
a conducive learning environment and fostering continuous improvement in the
educational experience through the strategic procurement of instructional AV aids.

Conclusion
Audiovisual aids help us in striking the minds of pupils. These help us to clarify
our point of view clearly. AV aids help us to add to the meaning of text and books
that can be felt by our sense organs like eyes, nose, ears, etc. AV Aids when used
properly and displayed adequately add to the meaning of lecture. Audio visual aids

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can be used in any form and range from traditional blackboard to modern tablets
or laptops. The teacher using AV aids has the responsibility of purchasing good
quality and locally available audio-visual aids, and later on stores them for future
use. The budget needs to be considered, while procuring the same and head of the
institution need to be taken in confidence. Thus, audiovisual aids should help a
student to learn more and recall Comprehend the concept easily. Moreover, this
should make pupils realize their way of teaching when working as student teachers.
Audiovisual aids should make himself self-reliant to synthesize and analyze
various concepts that are inter related and must evaluate those for good teaching
learning experience.

References
1. Basavanthappa BT, Nursing Education 2nd edition, Jaypee brothers’ medical
publishers, page no: 227-272
2. Jaspreet Kaur Sodhi, Comprehensive Textbook of Nursing Education,2nd edition,
Jaypee brothers’ medical publishers, Page no :130-170
3. Neerja KP, Text book of Nursing Education, Jaypee brother’s medical publisher,2nd
edition , 2003.Page no:40-78,351
4. Sankara Narayan B and Sindhu B learning and teaching nursing 3rd Edition
5. DlaK Kuvana Bhaskara Raj Nima Bhaskar, Text book of nursing education, Second
edition, Emmess Medical publishers.
6. Sudha R; Nursing Education Principles and Components; first Edition:2013; Jaypee
Brothers Medical Publishers(P) Limited.
7. Laffont, Jean-Jacques; Tirole, Jean (1993). A Theory of Incentives in Procurement and
Regulation. MIT Press. ISBN 9780262121743.
8. Weele, Arjan J. van (2010). Purchasing and Supply Chain Management: Analysis,
Strategy, Planning and Practice (5th ed.). Andover: Cengage Learning. ISBN 978-1-
4080-1896-5

Journals References
9. Noorul Amin, Mohammed Rafiq Wani., Nursing officer, Sher I Kashmir Institute of
Medical Science’s. “A Brief explanation of audio-visual aids, its classification and role
of teacher in procurement and management of AV aids”, Journal of nursing research,
education and management, volume-3, issue -1 (January -June, 2021)

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Web References
10. https://egyankosh.ac.in/bitstream/123456789/8691/1/Unit-11.pdf
11.http://www.slideshare.net/saimasam/role-of-media-in education
12.https://avaudiovisualaids.blogspot.in/2010/10/av-aids-in-teaching.html
13.file:///c:/users/harry%20patel/desktop/CHAPTER%208%20%20EDUCATIONAL%2
0MEDIA%20%20communication%20and%20nursing%20educaation.html

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