msc nursing, nursing education unit 1

2. INTRODUCTION
Presenting By
V.Jhansi
Msc Nursing
GCON

4. DEFINITION
"Education is the all-round drawing out of the
best in child and man- body, mind and spirit"..
- Mahatma Gandhi

5. Contd…..
“Education is the natural,
harmonious and progressive
development of man's innate
powers“
-
Pestalozzi

6. AIMS OF EDUCATION

7. AIMS OF
EDUCATION
Utilitarian aim
Education for vocation
Education for knowledge
Education for culture
Education for character
Education for leisure
Education for spiritualism
Education for individual
development
Education social efficiency

8. Contd….
Individual versus social
aim: the reconciliation
Physical health and well
being
International
understanding
Harmonious
development
Self realization
Mental and emotional
development
Intellectual aim
Citizenship
Moral development

9. AIMS OF NURSING EDUCATION

10. Aims of
Nursing Education
Harmonious development
Including the right attitude
Knowledge and skill aim
Emphasis on high tech-high
tough approach
Prepare students to take up
a role in learning
Professional development
Assist to build a promising
career
Citizenship
Social aim
To prepare Global Nurse
Leadership aim

11. CONCEPTS
OF
EDUCATION

12. CONCEPTS OF EDUCATION
INDIAN CONCEPT
The ancient Indian concept
of Education is 'Shiksha'
which is derived from the
Sanskrit verbal root 'shas'
which means to discipline,
to teach, to instruct or to
control.
'Vidya' (Education) is
derived from the Sanskrit
root 'vid' which means to
know. Thus, 'vidya' actually
means knowledge.
WESTERN CONCEPT
According to Spencer,
"Education is complete
living."
According to John Dewey,
"Education is the process of
living through a continuous
reconstruction of
experiences. It is the
development of all those
capacities in the individual
which will enable him to
control his environment and
fulfill his possibilities."

13. Contd….
BROADER CONCEPT
In the broader sense, education
means the process of
development from 'infancy to
maturity'. It begins at birth and
continues throughout the life, till
death; from 'Womb to tomb' as
they call it.
NARROWER CONCEPT
In its narrower or relatively restricted
meaning, the term education is applied
to whatever taught in school or
university system of education.

15. BRANCHES OF PHILOSOPHY
Metaphysics
Epistemolog
y
Axiology

16. RELATIONSHIP BETWEEN PHILOSOPHY
AND EDUCATION
Axiology Metaphysics
Epistemology
Method
Aims Curriculum
Philosophy
Education

17. IMPORTANT PHILOSOPHIES OF
EDUCATION
TRADITIONAL
PHILOSOPHIES
MODERN
CONTEMPORARY
• Idealism
• Naturalism
• Pragmatism
• Realism
• Supernaturalism
• Human
existentialism
• Progressivism
• Behaviorism
• Humanism
• Experimentalism
• Reconstructionalism
• Eclecticism

18. PHILOSOPHIES AND EDUCATIONAL
IMPLICATIONS
IDEALISM
The word "Idealism" may be derived from "ideals" or "ideas". So
according to Idealism, Idealism or higher values are much more to
explain man and universe in terms of spirit or mind.

19. Idealism
METAPHYSICS
Idealism claims that ultimate reality is spiritual
nature rather than physical idealism maintains
that the universe is an expression of intelligence
and will. It basic idea is the principle of the
priority of consciousness
EPISTEMOLOGY
Truth depends upon the quality of a relation
between an item of knowledge, which within an
individual, and the state of world( which is
outside the knowing individual)
AXIOLOGY
Idealists believe that values are inherent in the
very design of the universe. That is they believe
that values are interpersonal and objectives

20. Principles
of
Idealism
• Presence of universal mind.
• Regards man as a spiritual
being.
• The world of ideas and values
are superior than the
materialistic world.
• The real knowledge is
perceived in the mind.

21. Educational implications of Idealism
 An idealistic philosophy of education, according to Horne,
is an account of man finding himself as an integral part a
spiritual universe
 The first and foremost aim of education, then is to enable
the educand to move towards spiritual self-realization
 Idealism considers student as an individual with inner
potentialities.
 Education should help the student to realize these
potentialities.

22. Contd….
 Curriculum should consists of those knowledge and
experiences which help the student to attain development.
 The child should be taught the ways and means to acquire
and verify knowledge.
 The teacher should impact essentials of knowledge and
assist to develop moral and aesthetic values in the child.
 Idealism stresses more on the spiritual development of
the child.

23. Idealism and Aims of Education
Self realization
Exaltation of personality through self realization
Universal education
Development of inventive and creative powers
Conservation, promotion and transmission of cultural heritage
Bringing out or the enrichment of the cultural environment
Development of moral sense
Cultivation of spiritual values

24. Idealism and curriculum
Overall development of child is the aim of idealistic
curriculum. To achieve this overall development, subjects
which assist the child to develop morally, aesthetically
and physically are included in the curriculum.

25. Idealism and methods of teaching
Froebel developed "kinder garden method“
Questioning, discussion, lecture method, single and group projects, imitation etc.
The idealist believes that the method of teaching is distinct from the content of education

26. Idealism and discipline
Strict discipline
is essential for
self-realization.
Teacher's
guidance is
necessary at
every step.
As far as
idealists are
considered,
freedom is not
a means but it
is an end.

27. Idealism and teacher
Idealist teacher has
attained self-
realization.
He is a practical
man based on ideal
and virtuous life.

28. Evaluation
The idealist will not favour objectives measure of
achievement or assessing the rational facilities involved
in the students mental processes- like the ability to
organize, logical consistence and deductive power.

29. REALISM
 Realism is directly related to man and the society.
 Realists grant equal status to mind and matter. It
also go by the principle of the priority of
consciousness.
 According to Butter, "Realism is the reinforcement
of our common acceptance of this world as it
appears to us."

30. Forms of realism
Humanistic
realism
Social
realism
Sense
realism
Neo
realism

31. Realism
METAPHYSICS
The fundamental tenet of all realists is the
principle of independence. Realists grant equal
status to mind and matter. It also goes by the
principle of the priority of consciousness.
EPISTEMOLOGY
The realist also maintains that the relation
between the subject and the object of
knowledge is an external one. Truth - the validity
of knowledge is thus a function of this external
relationship in realist epistemology.
AXIOLOGY
For the realist believes that values have an
objectives references; further it believes that it
can be known through observation and
reasoning.

32. Principles of Realism
Worldly
realities
of
everyday
life are
true
It does
not
believe in
the
existence
of any
absolute
truth.
It accepts
only
sensory
experienc
es of the
external
world as
real.
looks at
man like
a
physical
being
controlle
d by
rules and
laws.
Real
knowled
ge is
obtained
by
analyzing
and
experienc
ing
sensation
s.
It
advocate
s the
methods
and
principles
of
physical
science
for
acquiring
knowled
ge.

33. Educational Implications
Realism considers the child as a dynamic and growing entity to face
the realities of life.
The aim of education is to prepare the child to face the
realities of life and to solve problems.
The knowledge and experiences given in the school should be
appropriate to achieve this aim.
Hence the realists suggests that the curriculum should be broad
based and include varieties of subjects, especially science subjects.

34. Realism and curriculum
Realistic curriculum prepares subjects and
activities which can prepare children for day
to day living. Science and vocational subjects
enjoy predominant position in curriculum
followed by arts, literature and language.

35. Realism and method of teaching
In the choice of methods
two sets of questions are
involved; feasibility,
practical efficiency
Realism oppose bookish
knowledge as it failed to
prepare the child for real
life.
Since realism belief that
knowledge comes
through senses and
words, it justifies the use
of appropriate audio-
visual aids in teaching.

36. Realism and discipline
Realism believes in
self-discipline and
advocate moral and
religious education for
the development of
self-discipline among
children.

37. Realism and teacher
 A realistic teacher is well versed in content and
aware about the needs of the children..
 He is also interested in research and transferring
knowledge in a clear and intelligent way by
employing psychological and scientific
principles.

38. Evaluation
 The idealist ,it may be pointed out there for
contrast, would give less importance to facts than
to principles and would look for the insightful
understanding of irrational world

39. NATURALISM
Naturalism is a system of which the salient characteristics is the
exclusion of whatever is spiritual are indeed, whatever is
transcendental of experiences from our philosophy of nature and
man.
Naturalism is a doctrine that separates nature from God,
subordinates spirit to matter and setup
According naturalists, human life is a part of nature, it is a self-
sufficient entity having its own natural matter, natural force and
natural laws.

40. Forms of Naturalism
Physical
naturalism.
Biological
naturalism
Mechanical
naturalism.

41. Naturalism
METAPHYSICS It basic principle is netural matters
EPISTEMOLOGY
The naturalists subscribe to the dictum that the
senses are the gateways of knowledge.
Naturalism accept the validity of empirical data
as a source of knowledge
AXIOLOGY
Since man is innately good according to
naturalists," the value consisted in the flowering
of the innate potentialities of man

42. Principles of naturalism
Child centered education
Education as natural development of the child’s power and capacities
Negative education is early childhood
Education should be based on child’s psychology
The role of teacher should be that of guide

43. Educational Implications
 Education must confirm to the natural process of growth
and mental development.
 Pupil will be given freedom to determine the form of
learning process.
 Education should be a pleasurable activity for children and
it engages the spontaneous self activity of the children.
 Acquisition of knowledge is an important aspect of
education related to body and mind.
 Punishment should be based on the consequences of
wrong deeds, but with sympathy its frequency will be
reduced.

44. Aims of education
Self
expression
Self
preservation
Redirection
of human
instincts
Struggle for
existence
Education
according to
nature
Perfect
development
of individual

45. Naturalism and curriculum
 The naturalists deemed a purely literacy curriculum as
inadequate.
 It include training of the 5 senses and vocational training..
 The curriculum of the naturalists is more activity - centered
than book-centered.
 It is a combination of actual living and preparation for
living.
 No fixed curriculum.

46. Naturalism and method of teaching
Learning and
doing
Play way
method
Observation
and
experimentatio
n
Self education
and self effort

47. Naturalism and discipline
 Naturalism favors total freedom and oppose
punishment or external discipline.
Naturalism and Teacher
In naturalism, teacher's place is behind the scene.
Instead of passively transferring information, the
teacher has to arrange an environment or stage with
necessary opportunities and materials required

48. Evaluation
 Since the naturalist aimed at the all-round, total
development of the educand, the conservative
tools and techniques of evaluation were woefully
inadequate.

49. PRAGMATISM
 It is derived from the Greek word, "Pragmatism"
which means 'practice' or 'action', 'active and
efficient’.
 A pragmatist lives in the world of facts rather than
ideas or ideals.
 According to Ross, Pragmatism is a essentially a
humanistic philosophy maintaining that man
creates his own values in course of activity, that
reality is still in making and awaits its part of
completion from the future.

50. Forms of Pragmatism
Experimental
Pragmatism

51. Pragmatism
METAPHYSICS
Pragmatism has a relativistic conception of
values. According to Dewey man is an organism
who grows and involves as he intelligently
interacts with his environment
EPISTEMOLOGY
Pragmatism would accept empirical knowledge
and rational knowledge
AXIOLOGY
For Dewey it is the source of values.
Dewey values the process of growth as an end in
itself.

52. Principles of pragmatism
 Man is considered as essentially a biological and social
organism.
 Knowledge should be experimentally verified and it
should be useful to the learner.
 Pragmatism has faith in man's capacity to shape his destiny.
 Only those theories which can work in practical situations
are true.

53. Educational implications
 The school becomes child centered, education will
help the child to grow.
 Education is centered in the experience of the
children and the sense of need experienced by the
children should be fulfilled.
 In the school, the child learns the activities by
practicing it, so the school has to provide
conducive environment for the children.

54. Aims of education
Harmonious development of the
individual
Continuous experience
Social efficiency

55. Pragmatism and cirriculum
Principles of
Utility
Principles of
Interest.
Principles of
Experience
Principles of
Integration

56. Pragmatism and method of teaching
Project method
Practical oriented
Touching an handling the
objects
Discussion
Questioning

57. Pragmatism and Discipline
 Pragmatism does not believe in strict and rigid discipline. They believe
in social discipline. Social discipline may develop in child from
experiences and help which the child receive from the society, school
and home.
Pragmatism and Teacher
 Pragmatism consider teacher as a friend, philosopher and guide to the
children.The Pragmatist teacher teaches his pupils to think and act
for themselves rather than to know or to react.
Evaluation
 The pragmatist tools would include objectives tests, project reports,
anecdotal records, attitude and rating scales and aptitude and
personality inventories.

58. MODERN CONTEMPORARY PHILOSPHIES-
EDUCATIONAL IMPLICATIONS
SUPERNATURALISM
Education are social development,
economic competency, moral
development, spiritual perfection and
physical development.
HUMANISTIC EXISTENSIALISM
That is an individual must have as
accurate an awareness in general like
guilt, tragedy, suffering and death of his
human condition that exist
PROGRESSIVISM
Education is centered on the present life
itself. The development of an individual
and the society is only possible, when
education facilitates the growth of every
phase of the child.

59. Contd…
BEHAVIORISM
Aims at changing maladaptive behavior
with adaptive behavior. Learning is
governed by man's action and reaction
to various media
HUMANISM
Children must be taught to respect
language, a sense of language
perfection must be trained in modern
literacy standards of academics.
RE-CONSTRUCTIONALISM
The primary aim of education is an all
round development of personality, to
develop faith in democratic principles,
improvement of mental abilities.
ECLECTISM An efficient education system promptly
foresee the future needs of the society
and reprioritize its aims

61. IMPACT OF
SOCIAL,ECONOMICAL,
POLITICAL & TECHNOLOGICAL
CHANGES ON EDUCATION

62. SOCIAL CHANGE
 "Social changes is a term used to describe variation
in or modifications of any aspect of social process,
social pattern, social inter-action or social
organization“
-Jones.

63. Factors of social change
Endogenous
Exogenou
s

64. Types of social change
Cultural
change
Civilization
change
Change in
social
relationship

65. Nature of social change
 Social change in universal
 Social change in not uniform
 Social change cover the whole community
 Duration of change varies
 Nature and speed of social changes is affected by and
related to time factor
 Social change is an essential law and it becomes as a
necessity
 Definite prediction of social change is not possible
 Social change is a network
 It occurs in form of modification or replacement

66. Impact of social change on education
Education and social change
 Education can initiate social changes by bringing about a
change in outlook and attitude of man. It can bring about
a change in the pattern of social relationships and thereby
it may cause social changes.
 Modern educational institutions do not place much
emphasis upon transmitting a way of life to the students.
 The traditional education was meant for an unchanging
static society not marked by any change.
 But today education aims at imparting knowledge.
 Education was associated with religion.

67. Education and culture
 Education has as one of its fundamental goals the
imparting of culture from generation to generation.
 Culture is a growing whole. There can be no break in the
continuity of culture. The cultural elements are passed on
through the agents like family, school and other
associations.
 Education has this function of cultural transmission in all
societies.
 The curriculum of a school its extra- curricular activities and
the informal relationships among students and teachers
communicate social skills and values.

68. Relationship between and education and
social change
Education
as an effect
of social
change
Education
as an
instrument
of social
change
Education
as a social
change

69. Teachers role in social change
Teacher is an agent of positive social changes
 A believe in social change.
 He should expose himself to mass media and been couraged to use
mass media to increase their own knowledge.
 The rigidities of the education system should be replaced in an
enlighten manner.
 He has to give positive and constructive suggestions for social
change.
 He should encourage adult education, women education, education of
backward classes.
 He should participate in the activities Remove obstacles in the way of
social change.
 The teacher must present things before public.
 A teacher has to welcome social change.

70. IMPACT OF ECONOMICAL CHANGE ON
EDUCATION
 Knowledge is the driving force in the rapidly changing
globalised economy and society.
 Quantity and quality of highly specialized human resources
determine their competence in the global market
 Emergence of knowledge as driving factor results in both
challenges and opportunities.
 The funds for higher education in India come mainly from
three different sources, viz, government, fee income from
students and other sources of income

71. Contd…
 On the other side, the needs of the higher
education system have been growing rapidly.
 Increase of poverty.
 40-50% of Indian live under threshold of poverty
 Increase price for the needed product.
 To increase the higher education various revenue
raising measure are needed in education.

72. Contd…
 Economic conditions, economic policies and economic
system are the important factors that constitute
educational environment.
 Collaboration with foreign universities exchange of
students and faculty members from one county to another
country
 Loans for higher studies and educational institutions

73. ECONOMIC FACTORS AND EDUCATION
Funding for
education
Investment
in education
Strategies
for resources
mobilization

74. IMPACT OF POLITICAL CHANGES ON
EDUCATION
 Government polices in education are based on prevailing
environment
 Dual degree course, job oriented courses, vocational
courses, short term courses relating to information
technology
 Uniform curriculum
 Uniformity of conducting exams
 Financial support

75. Political environment
1. Sarva
Shiksha
Abhiyan
2. National
Policy on
Education
3. District
Primary
Education
Program
4. Mid-Day
Meal Scheme
5. Pradhan
Mantri
Gramodaya
Yojana
6.National
program for
education of
girls at
elementary
schools
7.Beti
bachao,beti
padhao

76. National Policy on Education
Streamlining
higher
secondary
education
Centralized
admission
for
professional
education
Medium of
instruction.
Reservation
policy

77. IMPACT OF EDUCATIONAL TECHNOLOGY
 Education technology refers to the
development of set systemic methods,
practical knowledge, operating and testing
in schools.

78. Nature & Characteristics of Educational
Technology
 It is the application of scientific principles of education.
 It lays stress on development of methods and techniques for effective
teaching.
 It stresses the organization of learning situations for effective
realization of the goals of education.
 It emphasizes the designing and measuring instruments for testing
learning outcomes.
 Involves input, output and process aspect of education.
 It is not confined to the use of electronic media in education, it
includes system approach also.
 It is important media of communication.

79. General objectives of educational
technolgy
Transmitting
information
Serving as role
Assisting the
practice of
specific skills
Contributing to
the provision of
feed back
The need to
reach more
students
To reach them
with an improved
range of learning
materials
To offer greater
opportunities for
independent
study.
To permit at least
a limited student
response.
It is the mother of
civilizations, of
arts and of
sciences.

80. IMPACT ON EDUCATION
Technology is
teaching aid
Technology
has made
student life
easier
It’s easier to
store
information
Information is
easily
accessible
Technology
has eliminated
time and
space
constraints
Technology is
sharing
Mutual impact

81. Contd….
Providing
continuing
education
Research
Globalization
Educational
games
Distance
education
Web
seminars
Meeting the
problem of
mass
education

83. TRENDS AND ISSUES IN
EDUCATION

84. TRENDS IN EDUCATION
The use of
internet and
social media as a
teaching tool
Student
teaching
teachers
Paying close
attention to
each students
needs
The education
industry
Online
education
E-learning
Cost of
education
Methodology of
education
Results

85. CURRENT ISSUES IN EDUCATION
Discipline and
security
Public versus
private
Race , ethnicity
and equality
Bilingual
education
Mainstreaming
Social issues
Gender issues
Emotional
issues
Economic
Cultural
Ethical issues

86. TRENDS IN NURSING EDUCATION
Curriculum
changes
Innovations
in teaching
and
learning
Educational
quality
assurance
More
reliance on
technology
Emphasis
on high
tech high
tough
approach
Preparation
of global
nurses
Trans
national
approach
Ensuring a
promising
career

87. Contd…
Uniformity
and
standardizati
on
Dimnishing
government
role
Potential
shortage of
nurse
educators
Preference of
short term
clinical
programs
than
postgraduate
programs
Increased
opportunitie
s for higher
education
Emergence
of new
specialities

88. Trends in nursing programs
Practical
nurses
programs-
12-18
months
duration
Diploma
programs- 2
to 3 years
Associate
degree
programs- 4
years
Master’s degree
programe- 2
years
Doctoral
programe

89. NATIONAL EDUCATION
POLICY

90. NATIONAL POLICY ON EDUCATION-1986
 Our young and dynamic former prime minister late Sri Rajiv
Gandhi announced his desire to introduce a new education
policy for the country as soon as he assumed his office in
1985. that policy was formulated and announced in 1986 as
THE NATIONAL POLICY ON EDUCATION-1986 (NEP-86).

91. Objectives of NPE-19861
 The main trust of the policy is the man and his/her preparation to face the 21st
century.
 The concept of national education system implies that up to a given level all
students irrespective of caste, creed, sex etc have access to education of a
comparable quality.
 To motivate the younger generation for international cooperation and peaceful
coexistence.
 To establish network arrangements between different institutions in the country
to pool their resources & participate in projects of national importance in the
areas of research development
 To provide opportunities to the youth, house wives & industrial workers etc to
continue the education of their choice at the pace suited to them.

92. NATIONAL EDUCATION POLICY -1992
Presenting the revised national education policy in both the
houses of parliament of May 7, 1992, the human resources
department minister Arjun Singh stated that though the policy
formulated in 1986 had stood best of time; the development
during the past few years had necessitated certain alterations.

93. Revised national education policy
Women’s education
Education for SC,ST and other backward sections
Education of minorities
Education of the handicapped
Adult education
Early childhood care and education (ECCE)
Elementary education
Secondary education

94. Contd…
Vocational education
Higher education open studies
Rural universities and institutions
Technical manpower education
Research and development
Sports ,physical health and youth
Evaluation process and examination prerforms

95. TRENDS IN DEVELOPMENT
OF NURSING EDUCATION IN
INDIA

96. DEVELOPMENT OF NURSING EDUCATION
Training of Dais (Birth Attendant)
 The Dai training continued past independence.
 The goal was to train one Dai in each village and ultimate goal was to
train the entire practicing Dais in country
 Duration of training was 30 days.
 No age limit was prescribed, training include theory and practice,
more emphasis on field practice.
 This training was done at sub centre and equipments provided by
UNICEF.

97. Auxiliary Nurse Midwife
 In 1950 Indian Nursing Council came out with some important decisions
relating to future patterns of nursing training in India.
 One of the important decisions was that there should be only two
standard of training nursing and midwifery, subsequently the curriculum
for these courses was prescribed.
 The first course was started at St. Mary's Hospital Punjab, 1951.
 The entrance qualification was up to 7/8 years of schooling.
 The period of training was 2 years which include a 9 month of midwifery
and 3 months of community experience.

98. Contd…
 In 1977, as a result of the decision to prepare multipurpose health
worker& vocationalization of higher secondary education,
curriculum was revised a designed to have 1.5 year of vocationalized
ANM programme and six months of general education.
 The entrance qualification was raised from 7th passed to
matriculation passed.
 Under multipurpose scheme promotional avenue was opened to
senior ANM’S for undergoing six months promotional training for
which course was prescribed by INC.

99. Lady Health Visitor Course
 Training of LHV course continued post
independence. The syllabus prepared and
prescribed by INC in 1951.
 The entrance qualification was matriculation.
 The duration was two and a half years which
subsequently reduced to 2 years.

100. General Nursing and Midwifery Course
GNM course existed since early years of century.
 In 1951, syllabus was prescribed by INC.
 In 1954 a special provision was made for male nurse.
 In 1954 public health was integrated into basic nursing course.
 First revision of course was done in 1963.
 In 1964- 65 Psychiatric nursing was included in curriculum.

101. Contd…
 The duration of course was reduced from 4 years to 3.5
years.
 Second revision was done in 1982.
 The duration of the course reduced to 3 years.
 The Midwifery training of one year duration was
gradually reduced to 9 months and then six months,
finally three year integrated programme of GNM was
prescribed in 1982.

102. Post-Basic/Post Certificate Short-Term
Courses and Diploma Programmes
 During 1948-50 four nurses were sent to the U.K.by Govt.
of India for mental health nursing diploma.
 During 1954 Manzil Medical Health centre, Lucknow gave
psychiatric nursing orientation course of 4-6weeks
duration.
 In 1951 a one year course in public health was started at
college of nursing Delhi. Govt. of India felt urgent need
for psychiatric nurses during 1953-54; this resulted in first
organized course at

103. Contd…
 All India Institute of Mental Health.
 In 1962 diploma in pediatric nursing was established at
J.J.Group of Hospitals, Bombay.
 At present there are many other courses of three months
duration which are monitored and recognized by INC.
 The ultimate aim of the entire post-basic/post certificate
programme is to improvement of quality of patient care
and promotion of health.

104. University level programmes
Basic B.Sc Nursing
 First university programme started just before
independence in 1946 at university of Delhi and CMC
Vellore In 1949.
 On recommendation of university education committee
and education commission (1964-66) and conference
& workshop held by TNAI, The WHO and UGC, some
more colleges came up in different state affiliated to
different state university.

105. Post basic B.Sc Nursing
 INC prescribes the syllabus which has been revised three
times, the last revision was done in 1981.
 It was done on basis of the 10+3+2 system of general
education.
 At present the B.Sc Nursing programme which is
recommended by the INC is of four years and has
foundations for future study and specialization in
nursing.

106. Post Basic Nursing by Distance
EducationMode
 In 1985 Indira Gandhi National Open University
was established.
 In 1992 Post Basic B.Sc Nursing programme was
launched, which is three years duration course is
recognized by INC.

107. Post-Graduate Education
 M.Sc Nursing First two years course in masters
of nursing was started at RAK College of
Nursing in 1959 and in 1969 in CMC Vellore.
 At present there are many colleges imparting
M.Sc Nursing degree course in different
specialties.

108. M.Phil
 INC felt need for M.Phil programme as early on
1977 for this purpose committee was appointed.
 In 1986 one year full time and two years part time
programme was started in RAK College of nursing
Delhi.

109. Ph.D in Nursing
 Indian nurses were sent abroad for Ph. D
programme earlier.
 From 1992 Ph D in nursing is also available in India.
MAHI is one of the university having PhD
programme.

110. Current Educational Patterns in Nursing
1. Non
University
Programme
• Basic ANM
• GNM
• Advance-Post-Certificate diploma
2. University
Programme
• Basic- B.Sc (N)
• Post-Basic B.Sc (Regular)
• Post-Basic B.Sc (N).IGNOU
• Advance's (Nursing)
• M. Phil
• Ph.D.

111. Development of nursing education in
India-pre independence
Nursing in
pre-
historic
period
Nursing –
vedic
period
(3000 B.C-
1400) B.C
Nursing
post vedic
period
(600 B.C-
600 A.D)
Nursing in
mogul
period(10
00 A.D)
British period (16th century
onwards)
Military
nursin
g
Civilian
nursin
g
Mission
aries
nursing

112. Development of nursing education in
India-post independence
 The formation of many commission and
committees, establishment of INC and tremendous
work of TNAI brought about change in nursing
education post independence.

113. Trained Nurses Association of India TNAI
 It helps the initiation of university level
education in India.
 Recommendations of the Bhore committee
were implemented within year.
 Passing of the INC act
 Deputation of Indian nurses abroad for post
basic education

114. Contd…
 The TNAI made significant achievements in the
field of nursing education.
 It creates awareness among nurses through
Nursing journal of India and organizing continuing
education programmes.
 TNAI also offers scholarships to deserving
candidates to take up studies within the country
and abroad.

115. Establishment of Indian Nursing Council
INC
 The INC was constituted to establish a uniform
standard of education for nurses, midwives, health
visitors and auxiliary nurse midwives. The INC act was
passed following an ordinance on December 31st
1947.
 The council was constituted in 1949.

116. Contd…
Main proposes of the council
 To set standards and to regulate the nursing education of
all types in the country.
 Top prescribe and specify minimum requirement for
qualifying for a particular course in nursing. Advisory role
in the state nursing council
 To collaborate e with state nursing councils,schools and
colleges of nursing and examination board.

117. State Registration Council
Functions
 Inspect and accredit schools of nursing in their state.
 Conduct the examinations Prescribe rules of conduct.
 Maintain registers of nurses, midwives, and ANM and
health visitors in the state.
 The state registration council is autonomous except
they do not have power to prescribe the syllabi for
courses.