Nursing Education
*
Education is that which
makes a man of good character and useful to the society. (Yajnavaikya).
*
Education is the
manifestation of divine perfection already existing in man. (Viveka.nanda).
*
Education is the all-round drawing of the best
in child and man-body-mind and spirit. (M.K. Gandhi).
Nursing education
*
Nursing education is
the professional education for the preparation of nurses to enable them to
render professional nursing care to people of all ages, in all phases of health
and illness, in a variety of settings.
3.A BRIEF HISTORY OF NURSING EDUCATION:
3.1 NURSING EDUCATION WORLDWIDE:
3.1.1. EUROPEAN SCOOLS OF NURSING:
Early nurses did
not receive formal training specifically designed to prepare them to care for
the sick. The school of Kaiserwerth was one of the programs which were
established to train women to care for the sick and poor. The La Source program
was founded in 1859 in Germany to prepare lay women to care for sick in their
homes. The theory consisted of an hour class held daily for five months, for a
total of 120 hours. The students studied anatomy, physiology, hygiene,
pathology and nursing procedures.
At the completion of program the student
was given an oral examination. The students wore no uniforms and were not
called nurses. The La source programme later developed into three year
programme. The first nine months considered a probationary period
after passing a comprehensive examination; students became regular students and
completed the three year programme.
Florence Nightingale was
the first to envision nursing education as a preparation for nursing practice.
She advocated the establishment of nursing education in an endowed school,
where the chief purpose was education rather than service. Nightingale firmly
believed that nursing was a profession based on fundamental principles, and
that it was distinct from medical profession. She wanted nurse to be educated
in a programme of systematic instruction, which included both theory and
nursing skills. Nightingale, as a product of Victorian England was very
concerned about the character and morality of nurses; both had to be
beyond reproach.
3.1.2.
THE NIGHTINGALE SCHOOL FOR NURSES:
Florence
Nightingale advocated nursing as both an art and a science. She strongly
believed that the focus of the training school should be nursing education
rather than nursing service. She felt the curriculum should be flexible and
stress compassion and empathy for the patient. She insisted that the patient
was to be treated as a whole person and not as a disease entity. She also
realized that clinical practice and theory must be con-elated to ensure quality
education. Using monies from the Nightingale fund; a building to house nursing
students was purchased. St.Thomas hospital, London was
selected for the clinical learning experiences. It was
started in June 1860, with
15 probationers selected by Miss. Nightingale.
The
purpose of the school was to train the probationers as hospital and district
health nurses. To attract educated young women there were two classes of
nurses. Special or paying students paid fees and worked as staff for two years
after their probationary-training; while other students did not pay fees and
worked for three years after their training. At the completion of their time
they become certified nurses.
The
Nightingale School is considered the first "modem" school of nursing
and the beginning of nursing as an organized profession. The
programme was one year w length. Evaluation and testing was
done by the school matron. Graduates of the schools were not licensed as they
are today. In fact, nightingale did not approve of licensing examinations because
she felt there were no outside groups capable of testing the knowledge of
nurses. Graduate of the Nightingale school were later head nurses in Scotland,
Germany, Norway, Sweden, Canada, the United States, South Africa, India and
Australia.
3.1.3. EARLY NURSING EDUCATION IN THE UNITED STATES:
During
the first pan of nineteenth century, the only organized preparation of nurses
was in catholic sisterhoods, training was apprenticeship and restricted to
members of the order. In 1839, the nurse society of Philadelphia, under the
direction of Dr.Joseph Warrington, organized a school of nursing which was
patent after the work of Elizabeth fry in England. In 1861 the women's hospital
of Philadelphia, offered a six month's design to appeal higher class of young
women. The courses included medical surgical nursing Materia Medica: and
dietetics a diploma was awarded upon the completion of programme. Dr.Mary
Zakrzewska, a obstetrician attempted to establish a training school at the new
Inland hospital for women and children in Boston, Massachusetts, in 1861.
3.1.4. EARLY PROGRAMMES:
Three
schools-Bellevue Hospital training school in New York, Massachusetts, hospital
training school in Boston, and the Connecticut training school in new heaven
were opened in America during 1873. The schools greatly influenced the
development of nursing education.
Hours
of duty were long and students had one afternoon off every two weeks. Nurses
often slept in rooms located between patient rooms as students were expected to
attend to patient during the night. Student nurses lived in a hospital
dormitory or nurses homes. Obedience was expected and discipline was severe.
3.1.5. BELLEVUE HOSPITAL SCHOOL OF NURSING:
Women
involved in the reform movement turned their interest and efforts toward the
improvement of the hospitals by improving the nursing care within the existing
institutions. One of such group was the New York state charities aid
association, of which Bellevue Hospital visiting committee was an integral
part.
The
nightingale system was followed in New York; it was called the Bellevue system.
The training programme was one year in length, but students were required to
remain for second year doing service. Duties in the second year included
private duty nursing in the patient home and head nursing. In 1876, the school
published the first nursing manual.
3.1.6. MASSACHUSETTS
GENERAL HOSPITAL:
The
training school of the Massachusetts General Hospital
in Boston was opened on November 1st,
1873 with a class of six students. Because this was the
first school to attempt a formalized instructional program. It is recognized as
one of the pioneering schools in nursing education.
3.1.7. THE CONNECTICUT TRAINING SCHOOL:
At
the request of the medical staff of new heaven hospital, The
Connecticut training school was established in 1873\ht school
was totally independent of the hospital. This may have brought about the great
success. The school quickly grew in size and its graduates become
superintendents in other school of nursing. Doctors and nurses collaborated to
write comprehensive nursing textbook. The new heaven manual of nursing which
was published in 1879 the text was used by nearly all the nursing schools being
organized throughout the United States. The school was one of the institutions
to obtain university affiliation and endowment. Today it is the Yale university
school of nursing.
3.1.8. THE
DEVELOPMENT OF NURSING EDUCATION:
IN
1879 there were eleven training schools in United States in 1885the reported
number of rose to thirty four. The rapid expansion of scientific medicine
necessitated more hospitals and thus more nurses.
3.1.9. EARLY TRENDS:
In
1895 the American society of superintendents of training school of nurses was
organized. This group was concerned with improvement of curricula and standard
of admission in 1912 the association changed its name to the national league of
nursing education. In 1917 a standard curriculum for schools of nursing was
published which outlined the curriculum for a three year course.
The
curriculum guide for schools of nursing which was third edition was published
in 1937. It established guidelines for curriculum planning and discussed tjie
need for clinical instruction to augment the theoretical courses. It also
refereed to professional education and collegiate education for nurses. In
1907, the American hospital association determined there were three
classifications of nurses:
1.
Administrators and Educators,
2.
Beside nurses, and
3.
Attendant of subsidiary nurse.
The
AHA believed all three groups needed special training but that nurses in the
first two classifications should be examined and licensed by state members and
the third group were to be supervised by the administrative and beside nurses.
3.1.10. THE WINSLOW-GOLDMARK REPORT:
When
World War I began more nurses were needed. Many schools of nursing waived their
admission in order to recruit as many students as possible. The Rockefeller
Foundation became interested in health care and decided to fund the committee.
For the study of nursing education Dr C. A. Winslow, an expert in public health
was the chairman of committee but his secretary, Josephine gold mark was
responsible for study. In its 1923 report, a committee made a number of
recommendations which had great influence on the development of nursing
education.
The
committee further recommended that auxiliary workers be trained to assume
duties which did not require the expertise of the graduate nurse. The
coinmittee recommended that nursing school affiliate with a college or university
and those schools should be funded.
3.1.11. THE
COMMITTEE ON THE GRADING OF SCHOOLS OF NURSING:
In
1925, another committee was developed to continue the study done by wins low
and gold mark. Representatives of the national league of nursing education, the
American nurses association the national organization for public health
nursing, the American medical association and American hospital association
comprised the committee on the grading of schools of nursing. The committee was
given the tasks of studying the supply and demand of nurses. Analyzing nursing
practice and education, and grading the nursing schools. The study took over
seven years .The findings of the committee indicated that nursing education was
inadequate to prepare nurses who could meet the expectations and needs of the
consumers of nursing services. The study led to reform in nursing education.
The
committee on accreditation developed standards for the evaluation of nursing
schools in 1941 the first list accredited schools was published.
3.1.12. THE BROWN REPORT:
In
1944, a postwar planning group the national nursing planning committee was
established to develop professional objectives and determine the areas which
required study and research. In 1947, Dr. Ester Lucile brown, social, scientist
undertook a study of schools of nursing. The study recommended that all
existing schools of nursing in the country should get affiliations with
universities, and the schools of nursing should have their own budgets. It was
recommended that professional nurses should be educated at the baccalaureate
level and two year college programs be developed to prepare nurses to relieve
nursing shortage. Regional planning for nursing education and service was
recommended in order to adequately meet the needs of the community in the
future.
3.1.13. FEDERAL FUNDING:
Florence
nightingale had stated that nursing schools should be responsible to the public
for the quality of work of their graduates. In turn, she felt that nursing
education was a responsible of the public and that public funds should support
schools of nursing. The standards of nursing education were greatly improved
across the country, because in order to obtain federal monies, schools had to
meet the requirements developed by the national league of education.
The
Nurse Training Act of 1943 provided for the establishment of the Cadet Nurse
Coips, post graduate education and refresher courses. In 1964, another Nurse
Training act was passed and it provided federal assistance to schools of
nursing and nursing students. In 1971 the Nurse Training Act. was expanded to
include student aid, research grants, funding for new schools of nursing,
capitation, and preparation of nurse specialists. In 1975, appropriations were
made for construction grants project grants, institutional support, financial
distress, nurse practitioner preparation, traineeships, and student loans.
CURRENT
NURSING EDUCATION PROGRAMMES
IN UNITED
KINGDOM:
Students wishing to train as a nurse
undertake either a pre-registration diploma or degree at university. This is
normally a three year programme designed to combine classroom theory -with
real, practical -nursing experience in hospital or community settings. There is
also an accelerated Diploma for graduates who already hold a health related
degree.
Diploma and degree courses are run at
different academic levels, however there is an element of overlap, as diploma
level students can transfer to degree courses or can opt to come back and 'top
up' their diploma in nursing to a degree at a later stage.
o Post
basic nursing program is provided for the diploma nurses,
o Master's
level nursing program are developing rapidly.
CURRENT
NURSING EDUCATION PROGRAMS IN JAPAN:
There
are three types of nursing programs in japan,
o
Baccalaureate
o
Junior college and
o
Diploma nursing program
Diploma to baccalaureate programs for diploma nurses.
Diploma to master in nursing program for diploma nurses is
emerging.
Other
continuing nurse education program includes,
Certified nurse specialist in
■
Cancer
■
Women's health
■
Child health
■
Gerontology
■
Psychiatry
■
Community health
■
Emergency, critical care,hospice care, infection control, diabetes nursing.
CURRENT NURSING EDUCATION STATUS IN RUSSIA:
Level 1 nurse:
3years of training after 12*
standard.
Level 2 nurse:
Considered as nurse educator, additionally 1.5 years of
training is provided.
Level 3 nurse:
4.5 years of university level nursing
is provided. After graduation they were considered as nurse managers.
CURRENT NURSING EDUCATION PROGRAMMES
IN AUSTRALIA:
DIPLOMA OF NURSING
Duration 1.5 Years
Note: one year of study is equivalent to not less than
36 weeks of instruction.
BACHELOR OF NURSING
Duration 3 years full-time
MASTER OF NURSING
(Management / Practice)
Duration 1 year full-time
MASTER OF NURSING (Clinical Education)
Duration 1 year full-time study
MASTER OF CLINICAL NURSING
Duration 1.5 Years
full-time
MASTER
OF NURSING LEADERSHIP
Duration-1 year full-time
CURRENT NURSING EDUCATION
PROGRAMMES IN CANADA:
*
PERSONAL SUPPORT WORKER
*
HEALTH CARE AND NURSING ASSISTANT
DIPLOMA
*
NURSING ASSISSTANT AND COMMUNICATION
*
NURSINF LICENSURE PREPARATION
*
HEALTH CARE ASSISSTANT CERTIFICATE
*
NURSING UNIT CLERK
*
RESIDENT CARE ATTENDANT
*
NURSING ATTENDANT HEALTH CARE AIDE
*
VETERINARY NURSING
*
PRACTICAL NURSING
*
DIPLIMA IN PSYCHIATRIC NURSING
*
PEDIATRIC NURSING CERTIFICATE
*
ONCHOLOGY NURSING CERTIFICATE
*
CARDIOLOGY NURSING CERTIFICATE
*
MATERNAL & NEW BORN NURSING
CERTIFICATE
*
REHABILITATION CARE NURSING
CERTIFICATE
*
LONG TERM CARE NURSING CERTIFICATE
*
FORENSIC NURSING CERTIFICATE
*
DOCTOR OF NURSING PRACTICE
*
MSN
*
PSYCHIATRIC CLINICAL NURSE SPECIALIST
*
LEGAL ETHICAL ISSUES NURSING
CERTIFICATE
*
FNP
*
ACUTE CARE NURSE SPECIALIST
CURRENT
NURSING EDUCATION PROGRAMMES IN UNITED
STATES:
LPN/LVN:
Licensed
practical nurse (LPN) or Licensed vocational nurse: to earn LPN/LVN state
administered nursing examination should be passed. It involves one year
training at a hospital, vocational school, or community college. Eligibility
any degree.
LPN-TO-ASSOCIATE's
This
programme is designed for LPN's who want to earn a degree that will enable them
to sit for NCLEX Examination.
LPNtoBSN:
It
allows the LPN to become BSN in just two year degree programme.
ASSOCIATE OF SCIENCE IN
NURSING: (ASN)
It
is a two year degree programme. It is entry point for technical nursing
practice. ASN allows a student to become a Registered Nurse (RN) For ASN's it
is the stepping stone to a BSN.
RN
to BSN:
This
programme is designed for ASN's to get BSN degree. This programme is also known
as bridge programme.
Second
degree BSN:
It
is designed for non-nurses who have Bachelor degree in non nursing fields.
Duration of course is two years. Entry is through entrance exam.
Accelerated
degree BSN:
A
variation of the Second degree BSN is the Accelerated degree BSN. Here it is
shorter in duration of study i.e. only 12 months of course. Entry is through
entrance exam.
MSN:
It
is an 18-24 month programme that allows a nurse to specialize in any particular
area, such as area of advanced clinical nursing or research. Requirements
include a BSN, a RN license and some period of clinical work experience.
AND
to MSN:
This
programme is for the AND's who want to earn an MSN immediately after earning
BSN.
Direct
entry MSN:
Direct
entry MSN, sometimes called "graduate entry", or masters entry
programmes, are designed for non nurses who hold bachelors degree in non
nursing fields. The duration of study is three years. Course of study involves
under graduate nursing subjects, it also combines preparation for RN licensure
with advances training in master's specialty area. First year is being devoted
for entry-level nursing coursework and last two years for master* s-level
study.
Post
master's certificate programmes:
Post
master's certificate programmes are designed for nurses who already have a
Master of Science degree in nursing who wish to qualify to sit for one of the
certification exams or to expand into a new area of specialization.
Post-certificate
Master's:
In
the past, many states allowed RNs to earn certification as nurse anesthetist
(CRNA), nurse practitioner (NP), or nurse midwifes (CNM) without earning a
Master's degree. These requirements have generally changed, and some schools offer
programs that allow these certified nurses to earn their master's degrees while
earning credit for their past educational and work experience. More and more
states and employers are now requiring Master's degrees to allow these
certified non-master's nurses to practice. In some ways these programs are
parallel to the RN to BSN programmes, which don't qualify you for any new
certifications and licenses, but which add to your professional credentials and
make you more employable.
Doctoral
programmes:
In
a doctoral programme everyone receives training in research methods (including
statistics and data analysis), the history and philosophy of nursing science,
and in leadership skills.
Doctor
of nursing programme:
ND
programmes usually require 3-5 years
of full-time study. The doctor of nursing degree generally builds on the role
of the advanced practice nurse and is more focused on developing advanced
practice nurse specialist skills. The goal is to prepare leaders who can affect
change through system redesign and evidenced-based decision making in a variety
of clinical, organizational and educational settings.
Doctor
of Nursing Practice Programs:
DNP
programmes usually require 3 years of full-time study and emphasize clinical
practice-oriented leadership development. The goal is to prepare graduates for
leadership positions in research, clinical care delivery, patient outcomes and
system management. Graduates will be experts managing the complex balance
between quality of care, access and fiscal responsibilities.
Doctor
of Nursing Science:
Graduates
of a DNSc programme are prepared as nurse scientists with the investigative
skills of a researcher and the clinical and leadership skills necessary to
influence the health care system. Health outcomes measurement, health care
economics, statistical analysis and informatics are common focus areas. A
clinical defense and dissertation are common requirements.
Doctor
of Philosophy Programmes:
PhD
programmes prepare nurse scholars and researchers who will contribute to the
growth of nursing science through scholarly research that advances the
theoretical foundation of nursing practice and health care delivery. Graduates
will be qualified to engage in all dimensions of professional and scholarly
life, including the conduct of scholarly inquiry, leadership in health care
delivery systems and public policy formation.
MSN/PhD
Dual Degree:
The MSN/PhD Dual Degree programme is
for highly qualified nurses with a bachelor's degree in nursing who are
interested in an intensive, accelerated program simultaneously offering
master's preparation and advanced research training at the doctoral level. A
typical program takes five years to complete.
A
ccelerated BSN to PhD:
These relatively rare programs are focused on students who
have definite plans for being a researcher or teacher of nursing in your
future. The programs efficiently take you through a BSN, to an MSN, PhD in
nursing.
JOINT
DEGREE PROGRAMS:
MSN/MPH:
MSN/MBA:
MSN/MSHA:
32.
NURSING EDUCATION IN INDIA:
In the past the progress of nursing in
India has been hindered by many difficulties such as low state of women, the
system of Pardah among Muslim women, caste system among Hindus, illiteracy, poverty, political unrest, etc. Since
independence in 1947, many changes have taken place and attitude toward nursing is still
changing.
Modem nursing education started on the basic of Florence
Nightingale work and training plan developed
in hospital school of Nursing in London, it is hard to realize that recognized preparation
for modern nursing education began with the establishment of Nightingale school
of nursing in London.
Florence
Nightingale is created with rounding ordinary nursing and creating the first
educational system for nurses. After hospital came into existence in Western
Europe and prior to the influence of Florence Nightingale, hospital care was
given by women such as prisoners.
Miss Nightingale also believes than the Nursing school should
be separate financially and administered from hospitals where the students
trained. Nurses were educated under an apprenticeship model of education
characterized as a training program in which students could learn by working
with and being directed by nurses on a clinical unit. Early apprentice nursing
program had no formal classes or textbooks. This model of nursing training
questions as early 1500s with recommendation from curriculum committee from
NLNE proposed guidelines by establishing norms for nursing education. Thus it
signaled an expectation by the nursing communities than preparation of nurses
should be an educational rather than apprentice.
3.2.1. MILITARY
NURSING:
It
is the earliest type and 1664 the East India Company helped to start a hospital
for soldiers at Fort. St. George, Madras. In 1797 a lying hospital was built
and 1854 government sanctioned training School for midwives. In 1861 through
the (efforts of civilian hospitals) reform in military hospital led to reform
in civilian hospitals. This laid foundation for Public Health Nursing.
3.2.2.CIVILIAN HOSPITALS:
Nursing in the Military hospital was of poor quality carried
on by male orderliness and the menial staff In 1871 the Governmental General
Hospital, Madras, undertook a plan to train nurses. Nurses were brought from
England to be in charge and the first six students were those who had
previously received their diploma in midwifery. Later this plan was reversed.
General training was taken first, followed by a course in midwifery. In 1878
the government invited the Sister of the Community of all saints to come from
England and taken over the work of nursing. Their work was appreciated and the
need for training nurses was felt. At this time it was difficult to get nurses.
There were only a few Anglo-Indians and Indian Christian girls working on mission
hospital. The sisters of all saints were the first to establish'a training
school for nurses in the hospital. 1891, Bai Kashibat Ganapat, was the first
Indian Nurse to come for training.
3.2.3. MISSION HOSPITALS:
Mission hospitals were the first to begin the training of
Indian as nurses. In the beginning there was no uniformity of course or
educational requirements. About 1907-1910 the North India United Board of
Examiners for Mission Hospital was organized and set up rules for admissions
and standards of training and conducted a public examination. On 24th
may 1909 the Indian Medical Mission Association granted the nursing Diploma
after examining student by Central Board of Nurses training schools in South
India.
3.2.4. DUFFERIN FUND:
Until the late 19th century there was no women
doctors and therefore no care for women except in mission hospitals, this fact
was brought to the attention of Queen Victoria. At this time Lady Duffer in was
coming out to India with her husband who was on government service. Queen
Victoria instructed the Lady Dufferin about the need for medical care for women
and children in India and asked her to take a special interest in this problem,
lady dufferin wrote to her to get the-financial aid. Thus in 1885, Lady
Dufferin was responsible for starting the "National Association for
Supplying Medical Aid by women of India''. This is commonly called the
"Dufferin Fund' and continues to provide education for women to train
nurses and midwives for hospitals and private work.
3.2.5. TEXT- BOOKS:
One of the handicaps in the development of nursing, schools
was the lack of text-books. A beginning has been made in this work and the
first text-book for nurses in India was put out by the south India examining
board of the nurse's league of Christian medical association of India in 1941.
3.2.6. NURSING EDUCATION:
Nursing education in India began with very brief periods of
training. The basic programme for combined general nursing and midwifery
developed rapidly after 1871. The training for general was extended to two
years and men for three years before they enter midwifery training. The first
four year basic bachelor degree programmes were established in 1946 at RAK
(Rajkumari Amrit Kaur) college of nursing in Delhi, and CMC College of Nursing,
Vellore.
In 1963 the school of nursing in Trivandrum instituted the
first two year post certificate Bachelor degree programme. The first Master's
Degree course, a two year post graduate programme, was begun in 1960 at RAK
College of Nursing in Delhi.
3.2.7. AUXILIARY NURSING:
A two year programme for the Auxiliary nurse midwife was
first established in 1951 at St. Mary's Hospital, Tarn Taran in Punjab state.
The practice of the Auxiliary nurse midwife has helped to improve the amount of
care given to the patient as well as the health teaching given itb the public.
3.2.8. REGISTRATION
FOR NURSES:
As training for nurses, midwives, and health visitors
progressed, the need for legislation to provide basic minimum standards in
education and training was felt. In 1926* Madras state formed the first
registration council.
3.2.9. THE
INDIAN NURSING COUNCIL:
The Indian nursing council Act was introduced in the
constituent Assembly of India m November 1947. It was passed and came into
force on December 31, 1947. The purpose of council is to coordinate the
activities of the various state registration councils, to set up standards for
nursing education and to make sure these standards are carried out.
VARIOUS
NURSING COURSES IN INDIA:
ANCILLARY NURSE/MIDWIFE:
Eligibility
criteria: 10th std.
Duration
of study: 1.5 years.
Examination:
Nursing Examination Board
Registration: R. ANM
REGISTERED
NURSE/MIDWIFE:
Eligibility
criteria: 12th std.
Duration
of study: 3.5 years.
Examination:
Nursing Examination Board
Registration: R.N, R.M .
B.SC
BASIC:
Eligibility
criteria: 12th std. (subjects: physics, chemistry, biology)
Duration
of study: 4 years.
Examination:
University
Registration: R.N, R.M
B.SC
POST BASIC:
Regular:
Eligibility
criteria: 10th 712th std. +GNM+2 years Experience
Duration
of study: 2 years.
Examination:
university.
Registration:
Additional
Distance
education:
Eligibility
criteria! 10th /12th std. +GNM+2 years Experience
Duration
of study: 3 years.
Examination:
university.
Registration:
Additional.
Universities
providing distance education in nursing:
IGNOU
1.
B.Sc, Post Basic (Nursing)
Duration:
3 Years
2.
Certificate programmes:
Certificate in Disaster management, certificate in
environmental studies, certificate in food and nutrition, certificate in HIV
and family education, certificate in Health care waste management, certificate
in maternal and child health care.
3.
Diploma programmes:
Diploma in HIV and Family Education
Diploma in Nutrition and health Education
Diploma in Nursing Administration.
4.
P.G. Diploma programmes:
P.G. Diploma in Disaster management, P.G. Diploma in clinical
cardiology, P.G, Diploma in Maternal and child health, P.G. Diploma in hospital
and health management.
5. Master
degree programmes:
M.A.Sociology
M.A.Sociology
M.A. Public Administration M.A Rural development M.Sc.
Hospital Administration. Duration: 2 years.
6. Doctorate
programmes:
Ph.D. Sociology
Ph.D. Sociology
Ph.D. Public
Administration, Ph.D. in Nursing
Duration: 2 years.
v National
institute of health and family welfare:
1.
Certificate course - Health and family welfare
v Vinayaka
Missions University:
1. Certificate
course:
In Food and nutrition,
disaster management.
2. Diploma course:
In Acupuncture, Nursing Administration, Food and Nutrition,
Child health, Diabetology.
3. U. G. degree course:
B.A. Public
administration, B.Sc, Health care and Hospital management.
4. P. G. degree course:
M.A.Sociology, M.SW-Master of social work. M.Sc, Applied
Psychology, M.Sc, Health care and hospital administration.
5. Doctorate in nursing
v Sri
Venkateswara University
1.
Certificate course in specialized in
cardiolog
v Kerala
University
1.
B.Sc. (Nursing) post basic. Duration:
3 years
2.
P. G. Diploma course:
In Health and hospital
administration,
In Clinical child
development
In Adolescent and family
counseling
3.
M.Phil. In Sociology and Psychology
v Alagappa
University
1.
B.Sc, Nursing, Post basic.
Duration: 3 years.
v Annamalai
University
1.
P.G. Diploma in Health Sciences
2.
P. G. Diploma in Public Health
3.
P.G. Diploma in Medical law and
ethics
4.
P. G. Diploma in Critical Care
Nursing
M.SC
NURSING:
Eligibility
criteria: B.Sc nursing (+1year exp.) / B.Sc Hons Nursing (+lyear exp.) / Post
Basic B.Sc with 55%aggregate marks
Duration
of study: 2 years.
Examination:
University
Registration: Additional
M.PHIL
IN NURSING:
Eligibility
criteria: M.Sc Nursing
Duration
of study: 1 year (full time), 2 years (part time).
Examination:
University.
Registration: Additional.
PhD IN NURSING:
Eligibility criteria: M.Sc Nursing/ M.Phil Duration of study:
3-5 years. Examination: University.
Registration: Additional
POST
BASIC SPECIALTY DIPLOMA COURSES:
Eligibility
criteria: R.N, R.M with one year experience.
Duration
of study: 1 year.
Examination:
University/ board.
Registration:
Additional.
Post
basic specialty courses:
❖ Post basic diploma in oncology nursing
§ Provide
quality care to patients with an actual or potential diagnosis of cancer.
§ Manage & supervise patient care in
clinical and community settings.
§
Teach nurses, allied health
professionals, patients and communities in areas related to oncology nursing.
§ Conduct
research in areas of oncology nursing.
❖ Post basic diploma in nurse practitioner in midwifery
§
Provide quality care to mother and
neonate.
§ Manage
and supervise care of mother and neonate at all the three levels of care.
§
Teach nurses, allied health
professionals, patients and communities in areas related to mother and neonate
care.
§
Conduct research in areas of mother
and neonate care.
v Post
basic diploma in neonatal nursing
§
Provide quality care to neonates.
§
Manage & supervise care of
neonates at all the three levels of care.
§
Teach nurses, allied health
professionals, patients and communities in areas related to neonatal nursing.
§
Conduct research in areas of neonatal
nursing.
v Post
basic diploma in psychiatric/ mental health nursing
§
The students after completion of the
course will be able.
§
Provide quality nursing care to
individuals suffering from mental and emotional disorders.
§
Manage & supervise care of
mentally ill patients in clinical and community settings
§
Teach nurses, allied health
professionals, family members and communities in areas related to mother and
psychiatric nursing.
§
Keep pace with the developments in
other related discipline for effective management of psychiatric patients.
§
Conduct research in areas of
psychiatric nursing.
v Post
basic diploma in emergency and disaster nursing
§
Provide quality care in emergency
& disaster situations.
§
Manage & supervise patient care
in pre hospital and hospital settings.
§
Teach nurses, allied health
professionals, patients and communities in areas related to emergency and
disaster nursing.
§
Conduct research in areas of
emergency and disaster nursing.
v
Post basic diploma in
critical care nursing
§
Provide quality care to critically
ill patients.
§
Manage & supervise care of ill
patients.
§
Teach nurses, allied health
professionals and family members in areas related to critical care nursing.
§
Conduct research in areas of critical
care nursing.
v Post
basic diploma in cardio-thoracic nursing
§
Provide quality care to patients
cardio-thoracic disorders.
§ Manage
& supervise care-of patients with cardio-thoracic disorders.
§
Teach nurses, allied health
professionals and family members in areas related to cardio-thoracic nursing.
v Post
basic diploma in orthopedic & rehabilitation nursing
§ Provide
quality care to patients with orthopedic & neuromuscular disorders.
§
Manage & supervise care of
patients with orthopedic & neuromuscular disorders.
§ Teach
nurses, allied health professionals, parents and communities in areas related
to orthopedic & rehabilitation nursing.
§ Conduct
research in areas of orthopedic & rehabilitation nursing.
v
Post basic diploma in neuro
science nursing
§
Provide quality care to neuro
patients.
§
Manage & supervise care of neuro
patients.
§
Teach nurses, allied health
professionals and patients and communities in areas ' related; to neuro patients.
§
Conduct research in areas of neuro
science nursing.
v Post
basic diploma in operation room nursing
§
Provide quality care to patients in
OR.
§
Manage & supervise care of
patients in OR.
§
Teach nurses, allied health
professionals and family members in areas related to OR nursing.
§
Conduct research in areas of OR
nursing.
4. CALL FOR CHANGE IN NURSING
EDUCATION:
It is estimated that between 44,000 and 98,000 Americans die
each year as a result of medical errors. More resent estimates say that these
numbers may be much higher. The IOM (institute of medicine) report focused on
the fragmented nature of the health-care delivery system as being the major
contributor to the high and inexcusable error rate. This fragmentation leads to
a lack of continuity and multiple patient handoffs.
The IOM in two follow up reports in 2001 and 2003 stressed
that the health care system as currently structured does not, as a whole, make
the best use of its resources and called on all health care organizations and
professional groups to promote health care that is safe, effective, client
centered, timely, efficient, and equitable. The IOM committee on the health
professions Education Summit urged that all health professionals be educated to
deliver patient centered care as members of an interdisciplinary team,
emphasizing evidenced based practice, quality improvement approaches and
informatics.
It is evident that the leadership in nursing is of supreme
importance at this time. Nursing has faced many critical situation in its long
history, but probably none more critical than the situation it is now in, and
none in which the possibilities, both of serious loss and of substantial
advance, are greater. What the will be depends in large measure on the kind of
leadership that the nursing profession can give in planning for the future and
in solving stubborn and perplexing problems. If past experience is any
criterion, little constructive action will be taken without intelligent and
courageous leadership.
Each of these prevailing health problems is suited to the
nursing paradigm. Their amelioration is what nursing students are educated to
do. The advancement of medical, science and technology has changed the
landscape of health and illness. Not only are people living much longer, they
are living with chronic illness.
One of natural responses to the changes in health care, new
technologies, and calls for a better educated workforce has been to expand
current educational requirements. Course requirements, clinical hours, and
credit hours required for graduation from associate degree (ADN), baccalaureate
(BSN), and master's degree in nursing (MSN) programs have grown exponentially.
Despite the growth in these requirements, graduates and employees still
identify additional content and experiences needed to practice in today's
health care environment, including business principle of health care,
evidence-based practice, and emerging areas of science such as genomics and
environmental health.
The institute of Medicine, American Hospital Association, the
Robert Wood Johnson Foundation, and other groups external to nursing have
called on all the health professions to change the way future health
professionals are educated. New ways of educating health professionals,
including inter-professional education and practice, and new practice models
must be developed.
5. EXCELLENCE IN
NURSING EDUCATION MODEL:
5.1.
HALLMARKS OF EXCELLENCE IN NURSING EDUCATION
Students
Students
are excited about learning, exhibit a spirit of inquiry and a sense of
wonderment, and commit to lifelong learning
Students
are committed to innovation, continuous quality/performance improvement, and
excellence
Students
are committed to a career in nursing.
Faculty
The
faculty complement includes a cadre of individuals who have expertise as
educators, clinicians, and researchers.
Faculty
members are accountable for promoting excellence and providing leadership in
their area(s) of expertise.
All
faculties have structured preparation for the faculty role, as well as
competence in their area(s) of teaching responsibility.
Continuous Quality Improvement
The
program engages in a variety of activities that promote excellence, including
accreditation from national nursing accreditation bodies.
The
program design, implementation and evaluation are continuously reviewed and
revised to achieve and maintain excellence.
Curriculum
The
Curriculum is flexible and reflects current societal and health care trends and
issues, research findings and innovative practices, as well as local and global
perspectives.
The
curriculum emphasizes students' values development, socialization to the new
role, commitment to lifelong learning, and creativity.
The
curriculum provides learning experiences that prepare graduates to assume roles
that are essential to quality nursing practice.
The curriculum is evidence-based.
Teaching/Learning/Evaluation strategies
Teaching/Learning/Evaluation
strategies are innovative and varied to facilitate and enhance learning by a
diverse student population.
Teaching/Learning/Evaluation strategies used by faculty are
evidence-based.
Resources
Partnerships
in which the program is engaged promote excellence in nursing education,
enhance the profession, benefit the community and expand service/learning
opportunities.
Technology is used effectively to support
teaching/learning/evaluation processes.
Financial
resources of the program are used to support curriculum innovation, visionary
long range planning, faculty development, an empowering learning environment,
creative initiatives, continuous quality improvement of the program.
Innovation
The design and implementation of the program is innovative.
The innovativeness of the program helps to create a preferred
future for nursing.
Educational Research
Faculty
and students contribute to the development of the science of nursing education
through the critique, utilization, dissemination or conduct of research
Environment
The
educational environment empowers students and faculty and promotes collegial
dialogue, innovation change, creativity, values development, and ethical
behavior.
Leadership
Faculty,
students, and alumni are prepared for and assume leadership roles that advance
quality nursing care; promote positive change, innovation, and excellence; and
enhance the power and influence of the nursing profession.
6. A NEW MODEL FOR
NURSING EDUCATION:
The
core essentials are
1.
Scientific underpinnings for
practice.
2.
Organizational and system leadership
for quality improvement in systems thinking.
3.
Clinical scholarship and analytical
methods for evidenced based practice
4.
Information system and technology for
the improvement and transformation of patient-centered health care.
5.
Health-care policy for advocacy in
health care.
6.
Interprofessional collaboration for
improving patient and population health outcomes.
7.
Clinical prevention and population
health for improving the nation's health.
8.
Advanced nursing practice for
specialty roles
7. ROLE OF
THE NURSE EDUCATOR
IN THE 21 CENTURY:
There are many national reports indicating the need for
change in health care and in the education of health-care professionals in
particular. In its report entitled crossing the Quality Chasm: A New Health
System for the 21st Century, the Institute of Medicine (IOM, 2001)
acknowledges that the education of health professionals in need of major change
and asserts that the clinical education of health professionals is outdated and
not responsive to the present or future needs in health care. As its guiding
vision, the IOM (2003) makes the recommendation that health professionals
should be educated to deliver patient-centered care within an interdisciplinary
team that emphasizes evidence-based practice, quality improvement approaches,
and informatics. The backdrop of needed change will serve as the starting point
for discussions regarding essential attributes needed in nursing education.
Emphasis on student learning, promotion of evidence-based practice and
development of authentic student-teaejier relationships are those attributes that
are foundational to effective teaching.
7.1
EMPHASIS ON STUDENT LEARNING:
Over the past decade, education has shifted from a
teacher-centered to a student centered approach. Understanding and facilitating
student learning must be a priority for the nurse educator of the 21st
century.
In nurse education research, there always has been a greater
focus on the outcomes of learning, rather than on understanding the processes
involved in learning. Research aimed at understanding how students learn result
in the development of best practices in teaching. For example, there is some
empirical support for the use of concept mapping as a strategy that promotes
critical thinking. In order to facilitate learning, nurse educators must be
cognizant (aware) of a variety of factors that students bring to the learning
setting. For example, a typical classroom may consist of second-degree students
or second career students (Boomers), returning or transfer students who may be
in their mid 20s and 30s (Genexers) or students who attend college immediately
after graduating from high school (Millennials).
Skillful assessment of student learning outcomes is also
needed in order to evaluate how students learn and the degree to which teaching
strategies encourage meaningful learning. A recent survey of nursing students
suggests that the content demands of the nursing curricula are so great that
little time is left for students to assimilate that content into useful
clinicaj knowledge. Novice nurses are less aware of their thinking and learning
processes when compared with experiences nurses.
7.2.
PROMOTION OF EVIDENCE-BASED PRACTICE:
The primary focus of health care institutions today is on the
provision of quality care within a cost effective framework. This emphasis on
outcomes has led to a national movement requiring evidence based care. A survey
to determine the readiness of U.S. nurses for evidence-based practice and found
that respondents reported a lack of value for research in practice.
The movement toward evidence based practice requires that
educators and practitioners engage in collaborative research. The nurse
educator of the future must form collaborative relationships not only with
practicing nurses but also with other members of the health care team.
With patient-centered care as its focus, nursing and
medicine, for example, need to collaborate in clinical studies in order to
improve outcomes of care. Most importantly, nurse educators must role model
this behavior for students so that students learn that practice and research
coexist and cannot be seen as separate entities. Research becomes meaningfully
grounded in practice rather than a theoretical topic unrelated to the practice
setting.
Evidence-based practice is here to stay and discussions
centering on nursing education and nursing practice must be strongly grounded
in nursing research.
7.3. EMPHASIS ON AUTHENTIC STUDENT-TEACHER
RELATIONSHIPS:
There is mounting evidence to suggest that a thoughtful
student-teacher relationship is essential for students to develop and grow. The
traditional behaviorist model viewed students as empty vesicles who were eager
to receive knowledge transmitted from the teacher. The humanistic approach
recognizes that students have their own experiences that enrich learning while
also viewing the student as a participant in learning.
Since
that time, others have carefully examined the centrality of the student-teacher
connection in promoting learning. The current research suggests that learning
and student development are promoted through strategies aimed at getting to
know students and connecting to students through more thoughtful, concerted
means.
When investigating student perceptions of effective and
ineffective clinical instructors, it was found that students perceived that the
most effective clinical instructors were those having strong interpersonal
relationships with students. The nurse educator of the future will need to
establish authentic relationships with students grounded in mutual trust and
respect so that students gain the self-confidence to achieve their potential.
8. MUSINGS: REFLECTING ON THE FUTURE OF NURSING
EDUCATION:
8.1.
SKILLED STUDENT-CENTERED TEACHING:
All leaders in nursing education and committed nurse
educators have contributed central exemplars toward a prototype of skill in
student-centered teaching in nursing education. There are three
themes of skilled Student-centered teaching in nursing
education.
These
are:
1.
The nurse educator maintains in
student-centered teaching and in self as a student-centered teacher.
2.
The nurse educator focuses on how his
or her teaching practices influence students learning.
3.
The nurse educator is critically
reflective about his or her teaching practices, beliefs, and assumptions.
Confidence:
The ability to teach in a student-centered way requires
considerable confidence in one's professional knowledge, teaching skill, and
knowledge of the learners. Several authors suggested that nurse educators
develop confidence in student-centered teaching as they develop a "firm
grounding in the pedagogy of the teaching/learning experience".
Without such a foundation, nurse educators have a tendency to
believe in the mode of teaching rather than in their skill as student-centered
teachers. Nurse educators grounded in the tenets of student-centered teaching
know that the most significant thing about teaching is that students learn in
the context of a learning partnership in which their voice is equal in
importance to that of the teacher
Focusing on Students' Needs:
The authors present student-centered teaching as a journey of
creative discovery of what teaching behaviors and responses will best meet the
diverse needs and ways of various students. They highlight the need to make
connections so that the learner will be able to engage and find meaning in the
learning experience.
Young refers to student-centered teaching as focusing on
students'needs, rather than imposing what the teacher believes is essential to
learn, as "letting learn". The ideal of student-centered teaching is
that rather than students expending energy determining what the teacher wants,
they explore and discover what they want and need to know.
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