Video-Based Learning refers to learning experiences facilitated through video. Video based learning helps to improve learner's retention, enables micro learning and on demand learning. Objective: To determine the student perception on Video Based Learning of Clinical Procedural skill. Design: Non experimental Descriptive Survey Design. Settings: Selected Nursing College of Metropolitan city. Methods: Selected nursing procedure was video recorded at the time of demonstration which was uploaded in the Google Classroom for the students for later reference. Students perception about the Video Based Learning was obtained. Results: Descriptive Statistics used for data analysis. Student perception on Video Based Learning collected using 5 point Likert Scale. Majority of the students given positive perception about the new teaching method. Overall rating of the Likert scale was 4.44. Conclusion: Video Based Learning helped the students to reinforce the procedural steps and arouse the interest of learning.

The meaning of the term integration is coordination of different activities. Over the years, the subjects under the curriculum for the under graduate's students was taught separately. The study was planned to integrate three subjects namely Medical Surgical Nursing, Pathology and Pharmacology together for better understanding and relevant learning. The research approach for this study was quantitative research approach. A Pre experimental Single group pretest posttest design was used. Total 30 students were enrolled in the study. Pretest was conducted followed by introducing integrated teaching module and Posttest after the completion of the Module. Opinionnaire was obtained from the participants. Result was analyzed using inferential statistics. The calculated t value 6.07 is greater than the table t value of 2.756 which is statistically signicant at p value <0.001. This indicates that the integrated teaching can be used to improve the cognitive domain of the students.

Background: Given the importance of globalization as well as the need to train skilled and knowledgeable employees for the 21st century workforce, higher education needs to take a more critical look at the educational practices and instructional methods which lead to improvements in students' essential skills such as selfdirected learning. This study sought to examine the effects of project-based learning method on students' self-directed learning skills among undergraduate nursing students. Objectives: To evaluate the effectiveness of Project-based Learning method on Self-directed Learning Skills among Under Graduate Nursing Students, To elicit opinion on project-based learning method. Design: Non-Experimental, Descriptive survey design. Setting: Selected nursing colleges in a metropolitan city Participants: 29 undergraduate nursing students. Methods: Participants were assigned to complete a project work to learn the topic. Opinionnaire was obtained to assess the effectiveness of project-based learning method. Results: Study results shows that project-based learning strategy was effective in improving the affective and conceptual learning skills among the participants. Conclusions: Project-based learning method can help student to develop there self-directed learning skills.

Background: A study conducted on HI I CARE: A mnemonic device to frame safe patient encounters and support simulation experiences for novice nursing students by Velinda J.Chapman et,al. concluded that the mnemonic helped the novice students to remember and organize key safety behaviors and patient care activities.Methods: Non experimental Cross Sectional design was used.HI I CARE mnemonic based procedural checklist was prepared to assess the student's performance and Opinionnaire collected about the HI CARE mnemonic.Results: Data analyzed using the descriptive statistics. Students were able to do the procedure without missing the steps with the assistance of the mnemonic.Study results shows that the HI I CARE mnemonic was effective as a performance support tool for the nursing students

Background: A study conducted on HI I CARE: A mnemonic device to frame safe patient encounters and support simulation experiences for novice nursing students by Velinda J. Chapman et,al. concluded that the mnemonic helped the novice students to remember and organize key safety behaviors and patient care activities. Methods: Non experimental Cross Sectional design was used. HI I CARE mnemonic based procedural checklist was prepared to assess the student’s performance and Opinionnaire collected about the HI CARE mnemonic. Results: Data analyzed using the descriptive statistics. Students were able to do the procedure without missing the steps with the assistance of the mnemonic. Study results shows that the HI I CARE mnemonic was effective as a performance support tool for the nursing students.