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Quality nursing education

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MR. BHUSHAN R JOSHI (IV B. BSc. NSG

The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”

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Quality nursing education

  1. 1. QUALITY NURSING EDUCATION: EVERYONE’S CONCERN DONE BY : MR. BHUSHAN R. JOSHI (IV YEAR BASIC BSc. NURSING) COLLEGE OF NURSING SIR J.J.GROUP OF HOSPITAL, MUMBAI- 08 GUIDED BY : MRS. PALLAVI LELE & MRS. PRAFULLA NATEKAR
  2. 2. CONTENT  Introduction  Problem statement  Aims and objectives  Review of literature  Research methodology  Procedure of data collection  Finding and interpretation  Conclusion  Recommendation  Bibliography
  3. 3. Quality learners Quality learning environments Quality content Quality processes Quality outcomes QUALITY EDUCATION “The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”
  4. 4. “A study to assess the various factors affecting quality nursing education among nurses in selected government organization”
  5. 5.  1. To explore the knowledge of nurses regarding factors affecting quality nursing education.  2. To evaluate various suggestions to improve quality nursing education.
  6. 6. REVIEW OF LITERATURE  Teaching Quality Improvement Study is done by Mary Ellen Murray, & Stephen Douglas, et.al.  NLN Think Tank on transforming Clinical Nursing Education April 14-15, 2008 Indianapolis, Indiana
  7. 7. Research approach : Exploratory survey Research Design : Quantitative Population : Student nurses taking basic nursing education Sampling technique : Non probability purposive sampling Samples : Student nurses Sample size : 100 Setting : Government organization RESEARCH METHODOLOGY
  8. 8. DATA COLLECTION RATING SCALE To assess various factors affecting quality of nursing education, 14 items are considered under various sub points within 5 point scale  5-very essential,  4-essential,  3-very important,  2-important,  1-not required
  9. 9.  potentiality of student,  change in curriculum,  qualified and experienced teachers,  teaching methods,  physical facilities,  clinical infrastructure,  constructive supervision,  incidental teaching,  nurse patient ratio and teacher student ratio,  new technology,  evaluation system,  institutional policies,  guidance and counseling,  opportunity of self development
  10. 10. 0 10 20 30 40 50 60 70 80 90 very essential essential very important important not required
  11. 11. FINDING AND INTERPRETATION . Out of that 90% of the students given views as VERY ESSENTIAL regarding individual potentiality of student, required change in curriculum, lecture and demonstration as teaching methods, constructive clinical supervision, qualified and experienced teachers and use of new technology for quality nursing education.
  12. 12. CONCLUSION • continuous guidance is needed for competent and up to date knowledge about clinical practice, Which will help student nurses work efficiently and confidently. • Up to date Nurse educators play important role in quality nursing education and quality nursing care. CONCLUSION
  13. 13. RECOMMENDATION • There is more scope for this study by considering various other institutions and different courses which will help to improve nursing education. • Students’ views and suggestions should be considered seriously and action should be taken accordingly. • “Nursing as a career”- awareness drive should be done for higher secondary standard students to improve interest towards nursing education. • Efforts should be made to design a comprehensive and standardize QUALITY NURSING EDUCATION MODEL as baseline.
  14. 14. BIBLIOGRAPHY  REPORT OF THE WILLIS COMMISSION ON NURSING EDUCATION, 2012. Title: “Quality with compassion: the future of nursing education” -Report of the Willis Commission 2012.  EDUCATIONAL INNOVATIONS -“Teaching Quality Improvement” Mary Elien Murray, PhD, RN; Stephen Douglas, MSN, RN-C; Diana Girdley, MS, RN; Paula Jarzemsky, MS, RN Journal of Nursing Education August 2010 - Volume 49 · Issue 8: 466-46  NLN THINK TANK ON TRANSFORMING CLINICAL NURSING EDUCATION April 14-15, 20 08 Indianapolis, Indiana  Bhatia, Hans Raj Elements of Educational Psychology, Bombay, Qnent Conpman, Sthed, 2010.  Neeraja, Nursing Education, New Delhi, Jaypee Brother, 2011. REGULATORY MODEL ON TRANSITIONING NURSES FROM EDUCATION TO PRACTICE, NANCY SPECTOR, SULLING Li, JOAN’S HEALTH CARE, ETHICS AND REGULATION / VOLUME 9 NO. 1 JANUARY- MARCH, 2007, P.NO. 19-22.

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