The document discusses various nursing regulatory mechanisms in India including accreditation, licensure, and renewal. It provides details on:
- The functions of regulatory bodies like the Indian Nursing Council which protect patients, define nursing practice, and set minimum standards.
- The accreditation process for nursing programs which involves voluntary review against established standards to ensure quality.
- Eligibility criteria for different nursing programs from ANM to MSc Nursing.
- Criteria used to evaluate nursing programs which address areas like philosophy, administration, students, resources, and facilities.
This document discusses continuing nursing education. It begins by defining continuing nursing education as experiences that help healthcare workers maintain and improve existing competencies or acquire new ones relevant to their responsibilities. These experiences should reflect community health needs and improve community health.
The document then outlines several principles of continuing nursing education. Planning is essential to meet nursing needs using available resources without duplication of efforts. Advisory committees that include various stakeholders can provide input into programming. Continuing education can be decentralized within departments or centralized in separate divisions. Careful planning is needed to establish goals and determine learning needs and priorities. Programs should be evaluated at intervals to assess effectiveness.
In closing, the document emphasizes that a successful continuing nursing education program results from careful,
This document discusses continuing education in nursing. It begins by defining continuing nursing education as planned educational activities intended to enhance nursing practice, education, administration, and research. It describes key concepts like the lifelong nature of continuing education and how it is directed towards meeting nurses' learning needs after basic education. The document outlines characteristics of continuing nursing education programs such as content, preparation, format, delivery methods, functions, and principles. It also discusses the roles of teachers and learners and important elements and agencies involved in planning continuing nursing education.
Regulatory bodies like the Indian Nursing Council and State Nurses Registration Council establish standards for nursing education and practice in India by prescribing curricula, inspecting schools, maintaining registers of nurses, and regulating licensing and registration, while the International Council of Nurses works to advance nursing globally and influence health policy across countries.
The document discusses the role and responsibilities of faculty supervisors in maintaining positive relationships between faculty and staff. It outlines best practices for faculty supervisors such as developing partnerships, fostering open communication, recognizing differences in roles, and expanding training opportunities. Faculty supervisors are responsible for curriculum planning, implementation, evaluation, developing instructional materials, observing teaching staff, and advising faculty and students. They also have important clinical roles like preparing students and guiding them to gain required experience.
This document discusses the history and need for continuing education in nursing. It notes that while the idea of continuing education for nurses is as old as organized nursing, educational institutions have been slow to adopt it. The need for continuing education is driven by rapid technological advances in healthcare that have greatly changed nursing practice. New drugs, surgeries, equipment and more require highly skilled nursing care. The document defines various types of continuing education like orientation, management training, and programs for individual interests. It outlines the planning process for continuing education, including analysis, design, development, implementation and evaluation stages. Finally, it discusses some content areas and benefits of continuing nursing education.
Futuristic nursing and visibility of nursesVinodmohanan55
This document discusses future developments in nursing practice and strategies to increase the visibility of nursing. It outlines developments like expanding technology, genomic mapping, robotic nursing and space nursing. It also discusses factors affecting the visibility of nursing like handmaiden roles, hierarchical structures and nurses' views of themselves. Some strategies suggested to increase visibility include recruitment, enhancing public view, funding, relationships with administrators and governments, and role of media. The document emphasizes expanding professional knowledge and skills through higher education and research to advance the nursing profession.
The document discusses nursing standards and their role in evaluating and improving nursing care quality. It notes that standards provide guidelines for nursing performance and competencies. Standards are developed by nursing organizations to guide practice and are used to assess care quality by comparing actual performance. The document also outlines the roles and functions of regulatory bodies like the Indian Nursing Council in establishing standards, accrediting nursing programs, and ensuring uniform standards are maintained across states.
The document discusses Theodore Levitt's quote that creativity involves thinking up new things while innovation is doing new things. It then provides examples of innovations in nursing education, clinical practice, and other areas to improve patient care and outcomes. Some innovations discussed include use of technology like e-learning, high-fidelity simulators, evidence-based practice, and achieving Magnet hospital status.
This document discusses continuing nursing education. It begins by defining continuing nursing education as experiences that help healthcare workers maintain and improve existing competencies or acquire new ones relevant to their responsibilities. These experiences should reflect community health needs and improve community health.
The document then outlines several principles of continuing nursing education. Planning is essential to meet nursing needs using available resources without duplication of efforts. Advisory committees that include various stakeholders can provide input into programming. Continuing education can be decentralized within departments or centralized in separate divisions. Careful planning is needed to establish goals and determine learning needs and priorities. Programs should be evaluated at intervals to assess effectiveness.
In closing, the document emphasizes that a successful continuing nursing education program results from careful,
This document discusses continuing education in nursing. It begins by defining continuing nursing education as planned educational activities intended to enhance nursing practice, education, administration, and research. It describes key concepts like the lifelong nature of continuing education and how it is directed towards meeting nurses' learning needs after basic education. The document outlines characteristics of continuing nursing education programs such as content, preparation, format, delivery methods, functions, and principles. It also discusses the roles of teachers and learners and important elements and agencies involved in planning continuing nursing education.
Regulatory bodies like the Indian Nursing Council and State Nurses Registration Council establish standards for nursing education and practice in India by prescribing curricula, inspecting schools, maintaining registers of nurses, and regulating licensing and registration, while the International Council of Nurses works to advance nursing globally and influence health policy across countries.
The document discusses the role and responsibilities of faculty supervisors in maintaining positive relationships between faculty and staff. It outlines best practices for faculty supervisors such as developing partnerships, fostering open communication, recognizing differences in roles, and expanding training opportunities. Faculty supervisors are responsible for curriculum planning, implementation, evaluation, developing instructional materials, observing teaching staff, and advising faculty and students. They also have important clinical roles like preparing students and guiding them to gain required experience.
This document discusses the history and need for continuing education in nursing. It notes that while the idea of continuing education for nurses is as old as organized nursing, educational institutions have been slow to adopt it. The need for continuing education is driven by rapid technological advances in healthcare that have greatly changed nursing practice. New drugs, surgeries, equipment and more require highly skilled nursing care. The document defines various types of continuing education like orientation, management training, and programs for individual interests. It outlines the planning process for continuing education, including analysis, design, development, implementation and evaluation stages. Finally, it discusses some content areas and benefits of continuing nursing education.
Futuristic nursing and visibility of nursesVinodmohanan55
This document discusses future developments in nursing practice and strategies to increase the visibility of nursing. It outlines developments like expanding technology, genomic mapping, robotic nursing and space nursing. It also discusses factors affecting the visibility of nursing like handmaiden roles, hierarchical structures and nurses' views of themselves. Some strategies suggested to increase visibility include recruitment, enhancing public view, funding, relationships with administrators and governments, and role of media. The document emphasizes expanding professional knowledge and skills through higher education and research to advance the nursing profession.
The document discusses nursing standards and their role in evaluating and improving nursing care quality. It notes that standards provide guidelines for nursing performance and competencies. Standards are developed by nursing organizations to guide practice and are used to assess care quality by comparing actual performance. The document also outlines the roles and functions of regulatory bodies like the Indian Nursing Council in establishing standards, accrediting nursing programs, and ensuring uniform standards are maintained across states.
The document discusses Theodore Levitt's quote that creativity involves thinking up new things while innovation is doing new things. It then provides examples of innovations in nursing education, clinical practice, and other areas to improve patient care and outcomes. Some innovations discussed include use of technology like e-learning, high-fidelity simulators, evidence-based practice, and achieving Magnet hospital status.
Current trends and issues in nursing administrationpraveenPatel57
This document discusses trends and issues in nursing administration, education, and practice. It outlines changes taking place in society, other professions like medicine, and within nursing itself. Key trends include pursuing higher nursing degrees, changes in working conditions and pay, and adoption of technologies like computers and mobile devices. Issues relate to nursing registration, diploma vs. degree qualifications, specialization, standards of care, and challenges in nursing education like inadequate facilities and shortage of teachers.
Curriculum development-Nursing education 1st year M.Sc NursingAnand Gowda
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. It then outlines the main steps in curriculum development according to Ralph Tyler: [1] formulation of educational objectives, [2] selection of learning experiences, [3] organization of learning experiences, and [4] evaluation of the curriculum. For each step, key aspects are described such as how objectives are formulated, criteria for selecting learning experiences, and approaches to organizing and evaluating the curriculum. Different types of curricula such as knowledge-centered and competence-based are also briefly discussed.
This document discusses continuing nursing education (CNE). It defines CNE as planned educational activities for nurses to meet learning needs after basic nursing education. The goal of CNE is to help nurses improve performance and develop skills for career advancement. Key principles of effective CNE include identifying learning needs, setting objectives, using appropriate teaching methods, and verifying participation. The document also outlines the planning process for CNE, including establishing goals and objectives, determining actions, assessing resources, and evaluating results.
This document discusses nursing education in India. It begins by defining education and nursing education. Nursing education aims for the harmonious development of students' physical, intellectual, social, emotional, spiritual and aesthetic abilities in order to provide professional nursing care. Trends in nursing education include curriculum changes, innovations in teaching and learning, emphasis on technology, and preparing global nurses. The current status of nursing education in India includes programs from auxiliary nurse to PhD level, as well as opportunities for education abroad. Future trends may include more flexible programs, addressing faculty shortages, educational mobility programs, and adopting new technologies.
Quality assurance in nursing originated with Florence Nightingale and involves establishing standards of care and measuring patient care against those standards to evaluate and promote excellence. A quality assurance program is a systematic, ongoing process that sets standards, measures patient care, gathers data, and makes recommendations for improvement. The goal is to ensure efficient, effective, and economical care. Approaches include credentialing like licensure and certification, peer review, auditing care standards and documentation, and identifying areas for improvement. Quality assurance helps improve patient care standards and professional development.
This document discusses standards in nursing, including definitions, importance, purposes, and characteristics of standards. It defines a standard as a benchmark of excellence and model for comparison. Nursing standards describe current nursing practice, knowledge, and quality of care, establishing accountability. Standards are important as they influence how healthcare is provided and assure high quality care. The document also discusses sources of standards, classifications of standards, and standards set by organizations like the International Council of Nurses and State Nursing Council. It covers standards for infection control, responsibilities of healthcare workers in following infection control standards, and standard precautions.
The document outlines the roles of various entities in developing and implementing curriculum. It discusses the advisory role of the union government and national bodies in formulating curriculum philosophy and guidelines. It also describes the major role played by state governments in curriculum construction, implementation, and evaluation. Additionally, it details the roles of educational administrators, supervisors, subject specialists, methodology experts, teachers, educational organizations, parents, students, and curriculum coordinators in curriculum planning, development, implementation, and evaluation.
The document discusses the concepts and principles of nursing education. It notes that the unique function of nursing is to assist individuals in performing activities that contribute to their health, recovery, or peaceful death. Nursing education aims to draw out the best in students and help them develop holistically in body, mind and spirit. The document also discusses the concepts of education in ancient Indian texts like the Vedas and Upanishads as well as perspectives from thinkers like Gandhi.
The document discusses various regulatory mechanisms in nursing, including regulation, accreditation, licensure, and registration.
The main points are:
1. Regulatory bodies like the Indian Nursing Council define laws and regulations in nursing practice at international, national and state levels to protect patients, determine nursing scope of practice, and set education and practice standards.
2. Accreditation is a voluntary review process conducted by professional organizations to maintain nursing education standards and protect the public from unprepared nurses.
3. Licensure and registration permit nurses to legally practice after verifying they have met established competency standards through processes administered by nursing councils.
4. Regulatory mechanisms aim to ensure quality healthcare through oversight
This document summarizes a study that examined the cognitive and physiological effects of oxygen versus air inhalation in healthy young adults. The study used a double-blind, placebo-controlled design where subjects inhaled either oxygen or air before performing memory and reaction time tasks. Results found that oxygen administration significantly enhanced cognitive performance, with subjects who received oxygen recalling more words and having faster reaction times, compared to those who inhaled air. Arterial oxygen saturation and heart rate were monitored throughout the experiment. The findings confirm that supplemental oxygen improves memory formation above the level seen with regular air inhalation.
Current trends and issues in nursing educationJays George
This document discusses current trends and issues in nursing education. It outlines trends in general education such as a focus on students, more community participation, and increased reliance on technology. Trends in nursing education include an emphasis on high-tech and high-touch approaches, preparing global nurses, and increased opportunities for higher education. Issues addressed relate to social factors like gender, ethnicity, and economics, as well as ethical issues. The conclusion emphasizes that education aims to develop people and must adapt to changes in modern society.
The document discusses various nursing education programs in India, including certificate, diploma, graduate, postgraduate, MPhil and PhD programs. It provides details on the objectives, eligibility, duration, coursework and examinations for programs like MSc Nursing, MPhil Nursing and PhD Nursing. It also introduces Nurse Practitioner in Primary Health Care as a new dimension for nursing professionals to provide primary healthcare services in rural areas.
Different models of collaboration between nursing service andTHANUJA MATHEW
This document discusses different models of collaboration between nursing education and service. It describes several models including:
1) The clinical school of nursing model which brings academic staff into hospitals to foster exchange between clinical and academic nursing.
2) The dedicated education unit which uses staff nurses as clinical instructors for students on designated hospital units.
3) Research joint appointments where researchers have roles in both educational and clinical settings to improve nursing practice through research.
The document provides details on several other models and discusses the benefits of collaborative partnerships between nursing education and healthcare services.
The document summarizes different methods of organizing nursing services and patient care, including case method nursing, primary nursing care, and functional nursing. It describes the key characteristics and components of each method, such as the nurse's roles and responsibilities, organization of care delivery, advantages, and disadvantages. The case method involves one nurse providing total care to one patient during a shift. Primary nursing assigns each nurse primary responsibility for coordinating and implementing care for a group of patients. Functional nursing divides tasks among nurses with each responsible for specific duties.
This document discusses factors that affect the quality of nursing care and services. It identifies several factors such as the experience of nurses, number of non-nurses involved in patient care, quality of teaching and supervision, physical facilities, equipment and supplies, working hours, and morale. High quality nursing care depends on these factors as well as the services available, degree of illness, hospital affiliation, ward plan, nursing procedures, and standards of nursing care. The document emphasizes the importance of organizing nursing services effectively to maximize the quality of care provided.
Quality assurance in nursing managementAnshu Yadav
This document provides an overview of quality assurance in nursing. It begins with defining quality assurance and its models, including the American Nurses' Association model, Donabedian model, and PDCA model. It then discusses quality improvement, including its concept, steps, and Juran's three-part approach. The document also introduces standards, their development and techniques used in their preparation. Finally, it defines nursing audit, discusses its objectives, types and process.
The document discusses the concepts of faculty, supervisor, and the dual role of faculty supervisor in nursing. It defines key terms and outlines the roles, responsibilities, qualifications, and advantages/disadvantages of a nursing faculty member taking on a dual role as a clinical supervisor. The dual role aims to address shortages in nursing faculty and clinicians while providing hands-on learning for students, though it also presents challenges in fulfilling both functions.
Independent practice issues, Independent nurse, Midwifery practitionersakshi rana
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses perspectives on global and national nursing education. It highlights several issues related to nursing education internationally and locally, including efforts to strengthen standards. Globally, factors like the Millennium Development Goals, globalization, and technological advances are driving changes to nursing education. Nationally, countries face issues like nursing shortages, developing 21st century competencies, and adapting global standards to local practices and cultural diversity. Harmonization of international nursing education standards is an ongoing challenge being addressed through organizations like WHO and efforts like the Bologna Accord.
The document outlines an orientation and action plan for an emergency medicine residency program to achieve and maintain accreditation from the Accreditation Council for Graduate Medical Education (ACGME). It discusses forming committees to address the over 70 accreditation requirements in areas such as curriculum, faculty, evaluations, and quality improvement. Timelines and responsibilities are defined for leadership committees to monitor progress and ensure adherence to accreditation standards.
The document discusses the development and maintenance of standards and accreditation in nursing education programs. It outlines the following key points:
1. Accreditation involves an external evaluation process to recognize educational institutions or programs that meet predetermined standards of quality. This helps ensure quality of education and services.
2. There are regional, professional, state, and national accrediting agencies that perform accreditation. Regional agencies evaluate entire institutions while professional agencies focus on specific professions.
3. The accreditation process for nursing education programs involves self-study, an external evaluation visit, and review of reports to determine if the program meets standards related to mission, administration, curriculum, faculty, resources and more.
Current trends and issues in nursing administrationpraveenPatel57
This document discusses trends and issues in nursing administration, education, and practice. It outlines changes taking place in society, other professions like medicine, and within nursing itself. Key trends include pursuing higher nursing degrees, changes in working conditions and pay, and adoption of technologies like computers and mobile devices. Issues relate to nursing registration, diploma vs. degree qualifications, specialization, standards of care, and challenges in nursing education like inadequate facilities and shortage of teachers.
Curriculum development-Nursing education 1st year M.Sc NursingAnand Gowda
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. It then outlines the main steps in curriculum development according to Ralph Tyler: [1] formulation of educational objectives, [2] selection of learning experiences, [3] organization of learning experiences, and [4] evaluation of the curriculum. For each step, key aspects are described such as how objectives are formulated, criteria for selecting learning experiences, and approaches to organizing and evaluating the curriculum. Different types of curricula such as knowledge-centered and competence-based are also briefly discussed.
This document discusses continuing nursing education (CNE). It defines CNE as planned educational activities for nurses to meet learning needs after basic nursing education. The goal of CNE is to help nurses improve performance and develop skills for career advancement. Key principles of effective CNE include identifying learning needs, setting objectives, using appropriate teaching methods, and verifying participation. The document also outlines the planning process for CNE, including establishing goals and objectives, determining actions, assessing resources, and evaluating results.
This document discusses nursing education in India. It begins by defining education and nursing education. Nursing education aims for the harmonious development of students' physical, intellectual, social, emotional, spiritual and aesthetic abilities in order to provide professional nursing care. Trends in nursing education include curriculum changes, innovations in teaching and learning, emphasis on technology, and preparing global nurses. The current status of nursing education in India includes programs from auxiliary nurse to PhD level, as well as opportunities for education abroad. Future trends may include more flexible programs, addressing faculty shortages, educational mobility programs, and adopting new technologies.
Quality assurance in nursing originated with Florence Nightingale and involves establishing standards of care and measuring patient care against those standards to evaluate and promote excellence. A quality assurance program is a systematic, ongoing process that sets standards, measures patient care, gathers data, and makes recommendations for improvement. The goal is to ensure efficient, effective, and economical care. Approaches include credentialing like licensure and certification, peer review, auditing care standards and documentation, and identifying areas for improvement. Quality assurance helps improve patient care standards and professional development.
This document discusses standards in nursing, including definitions, importance, purposes, and characteristics of standards. It defines a standard as a benchmark of excellence and model for comparison. Nursing standards describe current nursing practice, knowledge, and quality of care, establishing accountability. Standards are important as they influence how healthcare is provided and assure high quality care. The document also discusses sources of standards, classifications of standards, and standards set by organizations like the International Council of Nurses and State Nursing Council. It covers standards for infection control, responsibilities of healthcare workers in following infection control standards, and standard precautions.
The document outlines the roles of various entities in developing and implementing curriculum. It discusses the advisory role of the union government and national bodies in formulating curriculum philosophy and guidelines. It also describes the major role played by state governments in curriculum construction, implementation, and evaluation. Additionally, it details the roles of educational administrators, supervisors, subject specialists, methodology experts, teachers, educational organizations, parents, students, and curriculum coordinators in curriculum planning, development, implementation, and evaluation.
The document discusses the concepts and principles of nursing education. It notes that the unique function of nursing is to assist individuals in performing activities that contribute to their health, recovery, or peaceful death. Nursing education aims to draw out the best in students and help them develop holistically in body, mind and spirit. The document also discusses the concepts of education in ancient Indian texts like the Vedas and Upanishads as well as perspectives from thinkers like Gandhi.
The document discusses various regulatory mechanisms in nursing, including regulation, accreditation, licensure, and registration.
The main points are:
1. Regulatory bodies like the Indian Nursing Council define laws and regulations in nursing practice at international, national and state levels to protect patients, determine nursing scope of practice, and set education and practice standards.
2. Accreditation is a voluntary review process conducted by professional organizations to maintain nursing education standards and protect the public from unprepared nurses.
3. Licensure and registration permit nurses to legally practice after verifying they have met established competency standards through processes administered by nursing councils.
4. Regulatory mechanisms aim to ensure quality healthcare through oversight
This document summarizes a study that examined the cognitive and physiological effects of oxygen versus air inhalation in healthy young adults. The study used a double-blind, placebo-controlled design where subjects inhaled either oxygen or air before performing memory and reaction time tasks. Results found that oxygen administration significantly enhanced cognitive performance, with subjects who received oxygen recalling more words and having faster reaction times, compared to those who inhaled air. Arterial oxygen saturation and heart rate were monitored throughout the experiment. The findings confirm that supplemental oxygen improves memory formation above the level seen with regular air inhalation.
Current trends and issues in nursing educationJays George
This document discusses current trends and issues in nursing education. It outlines trends in general education such as a focus on students, more community participation, and increased reliance on technology. Trends in nursing education include an emphasis on high-tech and high-touch approaches, preparing global nurses, and increased opportunities for higher education. Issues addressed relate to social factors like gender, ethnicity, and economics, as well as ethical issues. The conclusion emphasizes that education aims to develop people and must adapt to changes in modern society.
The document discusses various nursing education programs in India, including certificate, diploma, graduate, postgraduate, MPhil and PhD programs. It provides details on the objectives, eligibility, duration, coursework and examinations for programs like MSc Nursing, MPhil Nursing and PhD Nursing. It also introduces Nurse Practitioner in Primary Health Care as a new dimension for nursing professionals to provide primary healthcare services in rural areas.
Different models of collaboration between nursing service andTHANUJA MATHEW
This document discusses different models of collaboration between nursing education and service. It describes several models including:
1) The clinical school of nursing model which brings academic staff into hospitals to foster exchange between clinical and academic nursing.
2) The dedicated education unit which uses staff nurses as clinical instructors for students on designated hospital units.
3) Research joint appointments where researchers have roles in both educational and clinical settings to improve nursing practice through research.
The document provides details on several other models and discusses the benefits of collaborative partnerships between nursing education and healthcare services.
The document summarizes different methods of organizing nursing services and patient care, including case method nursing, primary nursing care, and functional nursing. It describes the key characteristics and components of each method, such as the nurse's roles and responsibilities, organization of care delivery, advantages, and disadvantages. The case method involves one nurse providing total care to one patient during a shift. Primary nursing assigns each nurse primary responsibility for coordinating and implementing care for a group of patients. Functional nursing divides tasks among nurses with each responsible for specific duties.
This document discusses factors that affect the quality of nursing care and services. It identifies several factors such as the experience of nurses, number of non-nurses involved in patient care, quality of teaching and supervision, physical facilities, equipment and supplies, working hours, and morale. High quality nursing care depends on these factors as well as the services available, degree of illness, hospital affiliation, ward plan, nursing procedures, and standards of nursing care. The document emphasizes the importance of organizing nursing services effectively to maximize the quality of care provided.
Quality assurance in nursing managementAnshu Yadav
This document provides an overview of quality assurance in nursing. It begins with defining quality assurance and its models, including the American Nurses' Association model, Donabedian model, and PDCA model. It then discusses quality improvement, including its concept, steps, and Juran's three-part approach. The document also introduces standards, their development and techniques used in their preparation. Finally, it defines nursing audit, discusses its objectives, types and process.
The document discusses the concepts of faculty, supervisor, and the dual role of faculty supervisor in nursing. It defines key terms and outlines the roles, responsibilities, qualifications, and advantages/disadvantages of a nursing faculty member taking on a dual role as a clinical supervisor. The dual role aims to address shortages in nursing faculty and clinicians while providing hands-on learning for students, though it also presents challenges in fulfilling both functions.
Independent practice issues, Independent nurse, Midwifery practitionersakshi rana
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses perspectives on global and national nursing education. It highlights several issues related to nursing education internationally and locally, including efforts to strengthen standards. Globally, factors like the Millennium Development Goals, globalization, and technological advances are driving changes to nursing education. Nationally, countries face issues like nursing shortages, developing 21st century competencies, and adapting global standards to local practices and cultural diversity. Harmonization of international nursing education standards is an ongoing challenge being addressed through organizations like WHO and efforts like the Bologna Accord.
The document outlines an orientation and action plan for an emergency medicine residency program to achieve and maintain accreditation from the Accreditation Council for Graduate Medical Education (ACGME). It discusses forming committees to address the over 70 accreditation requirements in areas such as curriculum, faculty, evaluations, and quality improvement. Timelines and responsibilities are defined for leadership committees to monitor progress and ensure adherence to accreditation standards.
The document discusses the development and maintenance of standards and accreditation in nursing education programs. It outlines the following key points:
1. Accreditation involves an external evaluation process to recognize educational institutions or programs that meet predetermined standards of quality. This helps ensure quality of education and services.
2. There are regional, professional, state, and national accrediting agencies that perform accreditation. Regional agencies evaluate entire institutions while professional agencies focus on specific professions.
3. The accreditation process for nursing education programs involves self-study, an external evaluation visit, and review of reports to determine if the program meets standards related to mission, administration, curriculum, faculty, resources and more.
Adminiatration of nursing educational institutions .induAmit Tamboli
The document discusses the guidelines for establishing and administering nursing educational institutions in India. It outlines the various nursing programmes available, the purposes of nursing education, and guidelines for setting up new nursing schools and colleges. It also describes the administration of nursing colleges including governing bodies, physical facilities, staffing, and affiliation with clinical sites.
The document discusses accreditation in nursing education. It defines accreditation as a voluntary process where an organization is officially recognized by a board after meeting certain written standards. The purposes of accreditation include maintaining quality standards, encouraging self-evaluation, and protecting nursing institutions from external pressures. The accreditation process involves a self-study, site visits, and a final decision on accreditation status. Key accrediting bodies for nursing education in India are the Indian Nursing Council, state nursing councils, and the National Assessment and Accreditation Council.
This presentation discusses accreditation in healthcare education. Accreditation involves an official review and approval of an institution to ensure it meets set standards. It aims to maintain quality, improve institutions, and protect the public. The process involves a self-study report and site visit, followed by a decision on accreditation. In India, the Indian Nursing Council plays a key role in accrediting nursing programs and regulating nursing education standards.
Patterns of nursing education and training programmes inHiteshJadav17
This document outlines the various levels and patterns of nursing education and training programs in India. It discusses the eligibility criteria and competencies for Auxiliary Nursing and Midwifery (ANM), General Nursing and Midwifery (GNM), Basic BSc Nursing, Post Basic BSc Nursing, MSc Nursing, MPhil, PhD, and various post-basic diploma programs. The highest levels of nursing education include PhD and MSc programs, which develop advanced competencies in areas like nursing research, education, leadership, and clinical specialization. Lower levels include ANM, GNM, and BSc programs that focus on basic nursing skills and community health.
Ppt on evaluation of education programs in nursingArushi Negi
The document discusses guidelines for establishing and evaluating nursing education programs in India. It outlines the requirements to start general nursing, bachelor's, master's, and doctoral programs. Requirements include having an affiliated hospital, meeting physical infrastructure standards, and maintaining appropriate faculty-student ratios. The document also describes various models for conducting program evaluations, emphasizing the importance of ongoing, systematic assessment of curricula, outcomes, teaching effectiveness, and other components to ensure program quality.
This document discusses quality assurance and quality improvement in healthcare. It defines key terms like quality assurance, continuous quality improvement, and total quality management. It also outlines factors that influence healthcare quality like consumer demands, financial viability, and professional accountability. Regulatory requirements from organizations like ISO and NABH are discussed. The document also covers legal implications of quality improvement, the Right to Information Act, nursing education laws, principles of quality improvement, and tools for measuring quality like audits and peer review.
Post-Doctoral Fellowship Course in Reproductive MedicineIVF Treatment
The reproductive Medicine Fellowship Program is a one-year intensive clinical training program that prepares candidates for advanced certification in Reproductive Endocrinology and Infertility.
The program is designed to help candidates manage complex reproductive and fertility issues competently using the most modern and up-to-date treatment procedures:
• Infertility.
• Male Infertility.
• Female Infertility.
• Combined Infertility factors.
• Reproductive technology.
• Reproductive surgery.
• Understanding of the third-party reproduction procedure.
• A rigorous research program in both basic and clinical reproductive sciences.
• biology.
Doctor of Medicine (MD) program at Texila American University – College of Medicine (TAU-COM) is an undergraduate medical program.
The Doctor of Medicine program has the following:
Basic Sciences – 2 Years
Clinical Sciences – 2 Years
In the first two years, the basic medical sciences are taught in the context of their relevance to patient care. Later in the last two years of the program, clinical teaching builds upon and reinforces this strong scientific foundation.
DEVELOPMENT AND MAINTENANCE OF STANDARDS ,ACCREDITATION (2).pptxKaranSingh321255
This document discusses standards and accreditation in nursing education programs. It defines accreditation as the process by which an organization recognizes a program as meeting certain quality standards. There are different types of accreditation bodies, including national agencies, national professional organizations, and state bodies. Standards serve as guidelines for developing, evaluating, and improving nursing education programs to ensure graduates are prepared for safe practice. The document outlines four common standards related to mission/governance, curriculum/teaching, resources, and program/student outcomes. Maintaining accredited status helps programs obtain resources and allows graduates to pursue further education and licensure.
This document discusses competency-based medical education and assessment. It defines assessment, differentiates it from evaluation, and explains why assessment is important. Competency-based medical education assesses trainees on specific competencies and milestones rather than time in training. The Accreditation Council for Graduate Medical Education established six core competencies and specialty-specific milestones to guide competency-based assessments of residents.
The Vocational Nursing program at Dallas Nursing Institute is a four-semester, 51-week program that prepares students to become licensed vocational nurses. Students learn skills in patient care, medical terminology, medication administration, body systems, and nursing procedures. Upon completing the program and obtaining their vocational nursing license, graduates can work in various healthcare settings like hospitals, nursing homes, and doctors' offices. The program costs $27,400 and follows a holistic approach to nursing based on meeting the biological, psychological, and social needs of patients. Upon graduation, students will be able to implement safe nursing skills, develop their nursing knowledge, maintain professional standards, and meet requirements to take the licensing exam to become a licensed vocational
This document discusses quality assurance in medical education. It defines quality assurance as the policies, standards, systems and processes used to maintain and improve the quality of medical education. It states quality assurance includes evaluating the curriculum, teaching methods, assessment methods, and involves institutional monitoring through course evaluations, peer evaluations and assessments. The goal of quality assurance is to produce medical graduates that are competent and able to perform their jobs safely and effectively according to predetermined quality standards.
Lisa Hancock HCCA Board Compliance & Quality PresentationLisa Hancock
This document summarizes the key points from a presentation on compliance responsibility and healthcare quality. It discusses the organization's goals to decrease mortality and morbidity and increase patient satisfaction and safety. Quality is measured using metrics from UHC and Press Ganey. Clinical department chairs report annually on progress to the board. Quality programs are integrated with policies and overseen by a medical management committee. The board receives annual reports on quality metrics and improvement efforts. Adverse events are identified through risk management partnerships and reported according to regulatory requirements.
Kent State University Master of Public Health 100% Onlinecjlaubacher
Highlights the admissions requirements, application processes and curriculum for the 100% Online Master of Public Health (MPH) in Health Policy and Management at Kent State University.
The Health Science program in Wilkes County aims to prepare students for careers or further education in the medical field. It is a large and successful program that graduates approximately 80 students annually who are eligible for CNA certification. Students are taught a rigorous curriculum aligned with state standards and have opportunities to earn industry-recognized credentials. Data shows the program's success, with high proficiency rates on assessments and a 100% graduation rate for students at North Wilkes High School. Teachers are required to have medical experience and credentials to ensure students receive expert instruction.
This document provides an overview of career planning and nursing as a career option. It defines career planning as the process of preparing for future endeavors and explains how career planning helps individuals meticulously plan for their field of interest. The document then discusses the various nursing courses available after high school like GNM, B.Sc Nursing, Post Basic B.Sc, M.Sc, and Ph.D. It also outlines the eligibility criteria and duration of each course. Finally, the document discusses the scope of nursing in India and abroad and highlights reasons for choosing nursing like helping others, career growth opportunities, good salary and benefits, and making a difference.
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
Nurses face various legal issues and responsibilities in their work. They can be held personally liable for negligence in caring for patients, such as medication errors, failure to follow orders, or not monitoring patients properly, which could result in malpractice suits. Employers may also be held liable for employees' negligence. Nurses have a duty to obtain proper medical care for patients, secure informed consent, maintain privacy, and follow all relevant laws and standards of care. Documentation of all care provided is important to defend against any potential malpractice claims.
Various health and welfare committees were established since pre-independence to guide national health planning in India. Key committees included the Bhore Committee, Shetty Committee, Chadda Committee, Mudaliar Committee, Mukherjee Committee, Jain Committee, Junglewala Committee, Kartar Singh Committee, Shrivastav Committee, Rural Health Scheme, Ramalingaswami Committee, Working Group on Medical Education and Manpower Planning, and Bajaj Committee. These committees reviewed health situations and made recommendations to improve public health programs and develop health systems.
The document discusses consumer protection laws and patient rights in India. It provides definitions of key terms like "consumer", "complaint", and "defect" under the Consumer Protection Act. It describes the objectives and composition of Central and State Consumer Protection Councils. The document also outlines some of the fundamental rights that make up a Patient's Bill of Rights, such as the right to privacy and informed consent. Finally, it discusses laws in India related to children's rights and protection, including those prohibiting child labor and child marriage.
This document discusses performance appraisals and provides information on various aspects of the performance appraisal process. It begins by defining performance appraisal and outlining some key factors that influence employee performance such as motivation and ability. It then describes different methods that can be used for performance appraisals, including traditional methods like graphic rating scales and forced choice descriptions, as well as modern methods like behavioral anchored rating scales. The document also discusses the purpose, objectives, elements, guidelines, and obstacles of effective performance appraisals.
The document discusses several theories of motivation:
1. Maslow's hierarchy of needs theory which describes human motivation as arising from five levels of needs.
2. Herzberg's two-factor theory which separates factors that cause satisfaction from those that cause dissatisfaction.
3. Expectancy theory which states that motivation depends on expectations of outcomes from efforts.
It also provides strategies for creating a motivating work climate such as clear expectations, fair treatment, recognition, and challenges that allow growth. Leadership roles in motivation include recognizing individual needs and encouraging development.
This document discusses nursing audits, which are assessments of the quality of nursing care. Nursing audits evaluate whether good nursing practices are being followed. There are two main types of audits: retrospective reviews which assess past patient care based on records, and concurrent reviews which evaluate current patient care through records, staff interviews, and bedside assessments. Setting criteria and forming an audit committee are important initial steps. Audits can examine outcomes, processes, and structures to control quality. While audits ensure quality care, they also have disadvantages like being time-consuming. Overall, audits help nursing achieve desired quality standards.
The document discusses nursing standards and their importance. Standards provide guidelines for nursing practice and help ensure quality of care. They outline what the nursing profession expects, promote best practices, and provide accountability. Standards aid in developing competencies, understanding roles, and guiding decision making. They also provide a framework for research, communication, and legal implications of practice. Standards should be realistic, attainable, clearly defined, and periodically reviewed.
The document discusses quality and quality assurance in healthcare. It defines quality as the degree to which health services increase desired health outcomes consistent with current knowledge. Quality assurance aims to promote the best possible patient care through ongoing evaluation. It ensures delivery of quality care and demonstrates efforts to provide the best results. Various methods are used to evaluate quality, including assessing structures, processes, and outcomes of care. Quality assurance is important to improve care, assess competence, and identify issues to correct.
The document discusses several childhood disorders categorized into 10 diagnostic subgroups. These include mental retardation, learning disorders, motor skills disorders, communication disorders, pervasive developmental disorders, attention deficit and disruptive behavior disorders, feeding and eating disorders of infancy and early childhood, tic disorders, elimination disorders, and other disorders of infancy, childhood, or adolescence. Specific disorders discussed in more depth include mental retardation, learning disorders, tic disorders, attention deficit hyperactivity disorder, conduct disorder, oppositional defiant disorder, separation anxiety disorder, autism, and Asperger's disorder. Causes, characteristics, prevalence, gender differences, treatments and prognoses are described for each.
This document provides an overview of sexual disorders presented by Ujjwal Sharma. It classifies sexual disorders into four main types: gender identity disorder, psychological and behavioral disorders associated with sexual development, paraphilias (disorders of sexual preferences), and sexual dysfunction. Potential causes of sexual disorders include physical, hormonal, psychological, and lifestyle factors. Specific disorders like transsexualism, dual-role transvestism, and gender identity disorder of childhood are described. Symptoms and treatment options for sexual dysfunction are outlined. The nurse's role in assessment and management is also discussed.
Dissociative disorders are characterized by a disconnection from reality through dissociative symptoms like detachment from one's body or loss of memory. The three main types are dissociative identity disorder, dissociative amnesia, and depersonalization/derealization disorder. Treatment involves psychotherapies like CBT and EMDR as well as medications which can help manage related conditions. While difficult to treat, dissociative disorders can be managed through therapy and coping strategies.
This document discusses pain disorder and hypochondriasis. Pain disorder is classified as a mental disorder because psychological factors play an important role in pain. It can cause negative cognition, inactivity, increased pain, insomnia, disrupted relationships, and depression/anxiety. Treatment includes antidepressants, analgesics, and cognitive-behavioral therapy. Hypochondriasis is excessive worry about illness despite medical reassurance. It affects men and women equally and commonly appears in people aged 20-30. Treatment focuses on cognitive therapy, exposure therapy, and stress management. Pharmacotherapy may help if an underlying condition is present. Both disorders can cause relationship, work, and financial problems if left untreated.
This document discusses anger, aggression, and their management in mental health nursing. It defines anger and aggression, describes their characteristics and functions, and presents several theories to explain them. Anger is an emotional response to threats or injustice that involves physiological arousal, while aggression refers to intended harmful behaviors. Both can have positive and negative effects depending on how they are expressed. The document also outlines principles for safely managing aggressive patients, as well as pharmacological and behavioral nursing interventions.
Individual psychotherapy involves meeting with a therapist to explore one's feelings, attitudes, thoughts, and behaviors in order to bring about positive change. The goals are to reduce symptoms, modify disturbed patterns, and promote personal growth. Different types were discussed, including psychoanalysis which focuses on unconscious forces, supportive therapy for chronic conditions, hypnosis using relaxation techniques, and reality therapy which emphasizes present coping skills. The nurse's role is to reinforce positive behavior, coordinate care, develop trust, and explain the treatment process.
Trauma Outpatient Center is a comprehensive facility dedicated to addressing mental health challenges and providing medication-assisted treatment. We offer a diverse range of services aimed at assisting individuals in overcoming addiction, mental health disorders, and related obstacles. Our team consists of seasoned professionals who are both experienced and compassionate, committed to delivering the highest standard of care to our clients. By utilizing evidence-based treatment methods, we strive to help our clients achieve their goals and lead healthier, more fulfilling lives.
Our mission is to provide a safe and supportive environment where our clients can receive the highest quality of care. We are dedicated to assisting our clients in reaching their objectives and improving their overall well-being. We prioritize our clients' needs and individualize treatment plans to ensure they receive tailored care. Our approach is rooted in evidence-based practices proven effective in treating addiction and mental health disorders.
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This article explores the potential for combining allopathy and homeopathy in India, examining the benefits, challenges, and the emerging field of integrative medicine.
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In order to protect visitors' safety and wellbeing, Travel Clinic Leicester offers a wide range of travel-related health treatments, including individualized counseling and vaccines. Our team of medical experts specializes in getting people ready for international travel, with a particular emphasis on vaccines and health consultations to prevent travel-related illnesses. We provide a range of travel-related services, such as health concerns unique to a trip, prevention of malaria, and travel-related medical supplies. Our clinic is dedicated to providing top-notch care, keeping abreast of the most recent recommendations for vaccinations and travel health precautions. The goal of Travel Clinic Leicester is to keep you safe and well-rested no matter what kind of travel you choose—business, pleasure, or adventure.
Healthy Eating Habits:
Understanding Nutrition Labels: Teaches how to read and interpret food labels, focusing on serving sizes, calorie intake, and nutrients to limit or include.
Tips for Healthy Eating: Offers practical advice such as incorporating a variety of foods, practicing moderation, staying hydrated, and eating mindfully.
Benefits of Regular Exercise:
Physical Benefits: Discusses how exercise aids in weight management, muscle and bone health, cardiovascular health, and flexibility.
Mental Benefits: Explains the psychological advantages, including stress reduction, improved mood, and better sleep.
Tips for Staying Active:
Encourages consistency, variety in exercises, setting realistic goals, and finding enjoyable activities to maintain motivation.
Maintaining a Balanced Lifestyle:
Integrating Nutrition and Exercise: Suggests meal planning and incorporating physical activity into daily routines.
Monitoring Progress: Recommends tracking food intake and exercise, regular health check-ups, and provides tips for achieving balance, such as getting sufficient sleep, managing stress, and staying socially active.
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This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is summary of hypertension -
Hypertension, also known as high blood pressure, is a serious medical condition that occurs when blood pressure in the body's arteries is consistently too high. Blood pressure is the force of blood pushing against the walls of blood vessels as the heart pumps it. Hypertension can increase the risk of heart disease, brain disease, kidney disease, and premature death.
Michigan HealthTech Market Map 2024. Includes 7 categories: Policy Makers, Academic Innovation Centers, Digital Health Providers, Healthcare Providers, Payers / Insurance, Device Companies, Life Science Companies, Innovation Accelerators. Developed by the Michigan-Israel Business Accelerator
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The South Beach Coffee Java Diet is a variation of the popular South Beach Diet, which was developed by cardiologist Dr. Arthur Agatston. The original South Beach Diet focuses on consuming lean proteins, healthy fats, and low-glycemic index carbohydrates. The South Beach Coffee Java Diet adds the element of coffee, specifically caffeine, to enhance weight loss and improve energy levels.
MBC Support Group for Black Women – Insights in Genetic Testing.pdfbkling
Christina Spears, breast cancer genetic counselor at the Ohio State University Comprehensive Cancer Center, joined us for the MBC Support Group for Black Women to discuss the importance of genetic testing in communities of color and answer pressing questions.
2. The standard of nursing care delivery is set by certain
regulations of nursing practice called ― nurse practice acts‘.
Nurse practice acts are legally defined and describe
regulations of nursing actions by an administrative board such
as a state board of nurse examiners. These boards generally
have the authority to regulate nursing practice and education
within the states.
3. NURSING REGULATORY MECHANISMS
The main functions of these regulations include:
To protect patient or society
To define the scope of nursing practice
To identify the minimum level of nursing care that must be
provided to clients
4. The regulatory bodies that define the laws and regulations in
nursing practice are:
• International council of nurses
• Indian nursing council
• State nursing council
5. ACCREDITATION
• The concept of accreditation of educational programs in
nursing is very important. Accreditation is an internationally
recognised evaluation process used in many countries to
assess the quality of care and services provided.
• It focus on continuous quality improvement strategies.
6. DEFINITION
• Accreditation refers to voluntary review process of education
program by a professional organization. The organization is
called an accreditating agency which compares the educational
quality of the program with established standard and criteria
• “Accreditation is a process whereby an organizations or
agency recognizes a college or university or a program of
study as having met certain predetermined qualifications and
standards.”
7. NURSING ACCREDITATION
• Accreditation is a form of independent, professional
certification that focuses on schools and programs in a
particular field. Accreditation of nursing schools and programs
therefore assures that the institutions and school adheres to
high quality standards.
8. Objectives:
• To improve the quality of nursing education in country.
• To agree upon the guidelines on quality assurance and
accreditation of institutions.
• To provide recommendations on the roles and functions of
nursing educational institutions, nursing councils or regulatory
bodies and national authority on the quality of education.
9. Purposes:
Maintenance of adequate admission requirements.
Maintenance of minimum academic standards.
Stimulation of institutional self improvements.
Protection of institutions of higher education against
educationally and socially harmful
10. Elements of accreditation
Self-assessment by the home against the Accreditation
Standards
Submission of an application for re-accreditation (with or
without the self-assessment)
Assessment by a team of registered aged care quality assessors
at a site audit
A decision about the home’s accreditation by a decision-maker
Issue of an accreditation certificate
Publication of the decision on this website
Unannounced visits to monitor homes’ on-going performance
11. Accrediting organizations: -
In higher education are generally classed into three
types:
• National accreditating agency
• National professional accreditating agency
• State accreditating bodies
12. National agency
India has following all India Educational councils:
Central advisory board of education
All India council for elementary education
All India council for secondary education
University grant commission
All India council for technical education
National assessment and accreditation council
13. National professional accreditating agency
Medical council of India
Indian nursing council
Dental council of India
Pharmacy council of India
Central council of Indian system of medicine
But now....National council for human resources in health
NCHRH....this one will cover the above all
National professional accreditating agency:-National professional accreditating agency:-
14. Areas generally scrutinized in accreditation
review are:
• Administration and governance
• Finances and budget
• Faculty and students
• Curriculum and resources
15. • Criteria and standards are established in each area,
programs under review prepare reports, than show how school
and college meet each criterion.
• Once accredited and in good standing, continuing
accreditation review take place every 8 years or 5 years.
• Programs that do not meet standards may be placed on
warning and given a specific time period to correct the
deficiencies.
• Accreditation can be withdrawn if deficiencies are not
corrected with in specific time.
16. Criteria for appraisal of nursing programs:
1) Philosophy, purposes and objectives:-
• The philosophy and purposes of the colleges of nursing are developed and
clearly stated by the faculty.
• The philosophy and purposes of the colleges of nursing are consistent with
the published statements of characteristics of educational programs in
nursing accepted by the membership of the statuary bodies like INC or any
other agency.
• The objective of each program interprets the purposes in definite terms.
17. 2) Organization and administration:-
• Adequate and stable financial support for the college is assured.
• The policy in effect for faculty members of the college is those in
effect for faculty members throughout the institutions, with
adjustments for differences that may be required in education for a
profession.
• The organization of the college’s faculty is appropriate to its size,
and its effective functioning is promoted.
• The faculty conducts planned periodic evaluations of the
organization and administration.
18. 3) Types of Nursing Program
Nursing programs Training &
duration
Examination Registration
ANM 2 yrs Nursing
examination board
R. ANM
GNM 31/2 yrs Nursing
examination board
R.N & R.M
B.Sc 4 yrs University R.N & R.M
B.Sc (Post Basic) Regular: 2yrs
Distance: 3 yrs
University Additional
qualification
M.Sc. 2 yrs University Additional
qualification
M. Phil Regular: 1yrs
Distance: 2 yrs
University Additional
qualification
Ph D 3-5 yrs University Additional
qualification
19. 4) Students:-
• The policies pertaining to admission, progression, and
graduation are consistent with those of the parent institutions.
• Participation in program development and evaluation by the
students is encouraged.
• Criteria for determining student progress at periodic intervals
in the program have been developed and are utilized and
evaluated.
20. Eligibility Criteria Nursing Programs
A. N. M.
• minimum age 17 years on or before 31st December of the year in
which admission is sought.
• maximum age 35 years.
• The minimum educational requirements shall be 10 + 2 in Arts
(Mathematics, Physics, Chemistry, Biology, Biotechnology,
Economics, Political Science, History, Geography, Business Studies,
Accountancy, Home Science, Sociology, Psychology, and
Philosophy) and English Core/English Elective or Science or Health
care Science - Vocational stream ONLY passing out from
recognized Board.
• Student shall be medically fit.
• Student shall be admitted once in a year.
21. G. N. M.
• Minimum and Maximum age for admission will be 17 and 35 years.
• Minimum education:
▫ 10+2 class passed preferably Science (PCB) & English with aggregate of
40% marks.
▫ 10+2 in Arts (Mathematics, Biotechnology, Economics, Political Science,
History, Geography, Business Studies, Accountancy, Home Science,
Sociology, Psychology, Philosophy) and English Core/English Elective or
Health care Science - Vocational stream ONLY, passing out from recognized
Board under AISSCE/CBSE/ICSE/SSCE/HSCE or other equivalent Board
with 40% marks.
▫ 10+2 vocational ANM under CBSE Board or other equivalent board from
the school and recognized by Indian Nursing Council with 40% marks.
▫ Registered as ANM with State Nursing Registration Council.
• Student shall be medically fit.
• Student shall be admitted once in a year.
22. B. Sc. (N)
• minimum age 17 years on 31st December of the year in which
admission is sought.
• Minimum education:
▫ 10+2 class passed with Science (PCB) & English
Core/English Elective with aggregate of 45% marks from
recognized board under CBSE/ICSE/SSCE/HSCE or other
equivalent Board.
• Student shall be medically fit.
• Students appearing in 10+2 examination in Science conducted
by National Institute of Open School with 45% marks.
• Student shall be admitted once in a year.
23. Post Basic B. Sc. (N)
• Passed the Higher Secondary or Senior Secondary or Intermediate
or 10+2 or an equivalent examination recognized by the university
for this purpose.
• Obtained a certificate in General Nursing and Midwifery and
registered as R.N.R.M. with the State Nurses Registration Council.
▫ O.T. Techniques
▫ Ophthalmic Nursing
▫ Leprosy Nursing
▫ TB Nursing
▫ Psychiatric Nursing
▫ Neurological and Neuro surgical Nursing
▫ Community Health Nursing
▫ Cancer Nursing
• Candidates shall be medically fit.
24. M. Sc. (N)
• The candidate should be a Registered Nurse and Registered midwife of
equivalent with any State Nursing Registration Council.
• The Minimum education requirements shall be the passing of: B.Sc.
Nursing/B.Sc. Hons. Nursing/Post Basic B.Sc. Nursing with minimum of 55%
aggregate marks.
• The candidate should have undergone in B.Sc. Nursing / B.Sc. Hons. Nursing
/ Post Basic B.Sc. Nursing in an institution which is recognized by Indian
Nursing Council.
• Minimum one year of work experience after Basic B.Sc. Nursing.
• Minimum one year of work experience prior or after Post Basic B.Sc.
Nursing.
25. 5) Resources, facilities and services:-
• Resources, facilities and services of the institutes are availed
to and used by the college of nursing.
• Resources, facilities and services are adequate to the needs of
the faculty and the students and to the number and the type of
programs in nursing offered.
• The physical facility of the college of nursing is adequate to
the needs of the instructional programs and to size of the
faculty and the student body.
26. GUIDELINES AND MINIMUM REQUIREMENTS TO ESTABLISH
B.Sc. (N) COLLEGE OF NURSING
1. Any organization under: (i) Central Government/State Government/Local
body
(ii) Registered Private or Public Trust
(iii) Missionary or any other organization registered under Society
Registration Act
2. Any organization having 100 bedded Parent (Own) hospital is eligible to
establish B.Sc. (N) Course.
3. Above organization shall obtain the Essentiality Certificate/No Objection
Certificate for the B.Sc. (N) programme from the respective State
Government. The institution name along with Trust Deed/Society address
shall be mentioned in No Objection Certificate/Essentiality Certificate.
27. Contd..
4. An application form to establish Nursing programme is available on the
website viz., www.indiannursingcouncil.org, which shall be downloaded.
Duly filled in application form with the requisite documents mentioned in
the form shall be submitted before the last date as per the calendar of
events of that year.
5. The Indian Nursing Council on receipt of the proposal from the Institution
to start nursing programme, will undertake the first inspection to assess
suitability with regard to physical infrastructure, clinical facility and
teaching faculty in order to give permission to start the programme.
28. Contd..
6. After the receipt of the permission to start the nursing programme from
Indian Nursing Council, the institution shall obtain the approval from the
State Nursing Council and University.
7. Institution will admit the students only after taking approval of State
Nursing Council and University.
8. Upgradation is not a additional B.Sc. (N) programme, but is the convert
from School of Nursing into College of Nursing.
29. Minimum Requirement to establish B.Sc. (N)
Programme
Building:
• The College of Nursing should have a separate building.
• The college of Nursing should be near to its parent hospital having space
for expansion in an institutional area.
• For a College with an annual admission capacity of 40-60 students, the
constructed area of the college should be 23720 square feet.
• Adequate hostel/residential accommodation for students and staff should
be available in addition to the above mentioned built up area of the Nursing
College respectively.
30. PHYSICAL FACILITIES
1. Nursing Educational institution should be in Institutional
area only and not in residential area.
2. If the institute has non-nursing programme in the same
building, Nursing programme should have separate teaching
block.
3. Shift-wise management with other educational institutions
will not be accepted.
31. 4. Separate teaching block shall be available if it is in hospital
premises.
5. Proportionately the size of the built-up area will increase
according to the number of students admitted.
6. School and College of nursing can share laboratories, if they
are same campus under same name and under same trust, that
is the institution is one but offering different nursing
programmes.
The class rooms should be available as per the requirement
stipulated by Indian Nursing Council of each programme.
32. 1. Class rooms
• There should be at least four classrooms with the capacity of
accommodating the number of students admitted in each class.
• The rooms should be well ventilated with proper lighting
system.
• There should be built in Black/Green/White Boards. Also
there should be a desk/ dais/a big table and a chair for the
teacher and racks/cupboards for keeping teaching aids or any
other equipment needed for the conduct of classes also should
be there.
33. Departments: College should have following
departments:
1. Fundamentals of Nursing including Nutrition
2. Medical Surgical Nursing
3. Community Health Nursing
4. Obstetric and Gynaecological Nursing
5. Child Health Nursing
6. Psychiatry and Mental Health Nursing
34. 2. Laboratories
There should be at least Seven laboratories as listed below:
• Nursing Foundations and Medical Surgical
• Community Health Nursing
• OBG and Paediatrics
• Nutrition
• Computer with 10 computers
• Pre Clinical Science Lab. (Biochemistry,
• Microbiology, Biophysics, Anatomy & Physiology)
35. 3. Auditorium
• Auditorium should be spacious enough to accommodate at
least double the sanctioned/actual strength of students, so that
it can be utilised for hosting functions of the college,
educational conferences/ workshops, examinations etc.
• It should have proper stage with green room facilities. It
should be well – ventilated and have proper lighting system.
• There should be arrangements for the use of all kinds of basic
and advanced audio-visual aids.
4. Multipurpose Hall
• College of Nursing should have multipurpose hall, if there is
no auditorium
36. 5. Library
• There should be a separate library for the college. The size of
the Library should be of minimum 2400 sqr. ft. It should be
easily accessible to the teaching faculty and the students.
• Library should have seating arrangements for at least 60
students for reading and having good lighting and ventilation
and space for stocking and displaying of books and journals.
• The library should have at least 3000 books. In a new College
of Nursing the total number of books should be
proportionately divided on yearly basis in four years.
• .
37. • Atleast 10 sets of books in each subject to facilitate
for the students to refer the books. The number of
journals should 15 out of which one- third shall be
foreign journals and subscribed on continuous basis.
• There should be sufficient number of cupboards,
book shelves and racks with glass doors for proper
and safe storage of books, magazines, journals,
newspapers and other literature
38. In the library there should be provision for:
- Staff reading room for 10 persons.
- Rooms for librarian and other staff with intercom
phone facility
- Video and cassette / CD room (desirable)
- Internet facility.
39. 6. Offices Requirements
(a) Principal’s Office
• There should be a separate office for the Principal with attached
toilet and provision for visitor’s room.
• Independent telephone facility is a must for the Principal’s office
with intercom facility connected/linked to the hospital and hostel
and a computer with internet facility.
• The size of the office should be 300 sqr. ft.
(b) Office for Vice-Principal
• There should be a separate office for the Vice-Principal with
attached toilet and provision for visitor’s room.
• Independent telephone facility is a must for Vice principal’s office
with intercom facility connected/linked to the hospital and hostel
and a computer with internet facility. The size of the office should
be 200 sqr. ft.
40. (c) Office for Faculty Members
• There should be adequate number of office rooms in proportion to the
number of teaching faculty. One office room should accommodate 2
teachers only. Separate toilet facility should be provided for the teaching
faculty with hand washing facility. There should be a separate toilet for
male teachers. The size of the room should be 200 sqr. ft. Separate
chambers for heads of the department should be there.
7. Common Rooms
• A minimum of 3 common rooms should be provided. One for the teaching
faculty, one for the student and one for the office staff.
• Sufficient space with adequate seating arrangements, cupboards, lockers,
cabinets, built-in-shelves and racks should be provided in all the common
rooms. Toilet and hand washing facilities should be made available in each
room.
41. 8. Record Room
• There should be a separate record room with steel racks, built-
in shelves and racks, cupboards and filing cabinets for proper
storage of records and other important papers/ documents
belonging to the college.
9. Store room
10. Room for Audio-Visual Aids
• This room should be provided for the proper and safe storage
of size 600 sq. ft. for all the Audio- Visual Aids.
42. 11. Other Facilities
• Indoor games hall of size 4000 ft. Safe drinking water and adequate
sanitary/toilet facilities should be available for both men and women
separately in the college in each floor common toilets for teachers
(separate for male and female) i.e 4 toilets with Wash basins.
• Common toilets for students (separate for male and female) 12 with
Wash Basins for 60 students.
12. Fire Extinguisher
• Adequate provision for extinguishing fire should be available as per
the local bye-laws.
13. Playground
• Playground should be spacious for outdoor sports like Volleyball,
football, badminton and for Athletics.
43. Hostel Block (60 Students):
1. Single Room, Double Room
2. Sanitary One latrine & One Bath room (for 5 students)
3. Visitor Room
4. Reading Room
5. Store
6. Recreation Room
7. Dining Hall
8. Kitchen & Store
9. Pantry
10. Sick room
11. Guest room
12. Warden’s room
13.Canteen
14. Transport
44. Residential Accommodation:
• Crèche
There should be a crèche in the college campus.
• Staff for the Hostel:
1. Warden (Female) -3: Qualification- B.Sc. Home Science or Diploma in
Housekeeping/ Catering. Minimum three wardens must be there in every
hostel for morning, evening and night shifts. If number of students s
more than 150, one more warden/ Asst. Warden/ House keeper for every
additional 50 students.
2. Cook-1: For every 20 students for each shift.
3. Kitchen & Dining Room helper- 1: For every 20 students for each shift.
4. Sweeper-3
5. Gardener-2
6. Security Guard/ Chowkidar-3
45. QUALIFICATIONS & EXPERIENCE OF
TEACHERS OF COLLEGE OF NURSING
• Post Qualification & Experience
1 Principal –cum-Professor - M.Sc. (N) with 15 years
experience after M.Sc.(N) out of which 12 years should
be teaching experience with minimum of 5 years in
collegiate programme. Ph.D. (N) is desirable
2 Vice Principal -cum-Professor- M.Sc. (N) with 12 years
experience after M.Sc.(N) out of which 10 years should
teaching experience with minimum of 5 years in
collegiate programme. Ph.D. (N) is desirable
46. 3 Professor- M.Sc. (N) with 10 years experience after
M.Sc.(N) out of which 7 years should be teaching
experience. Ph.D. (N) is desirable
4 Associate Professor- M.Sc. (N) with 08 years experience
after M.Sc.(N) including 5 years teaching experience.
Ph.D. (N) desirable
5Assistant Professor- M.Sc. (N) with 3 years experience
after M.Sc.(N)
6 Tutor- M.Sc.(N) Or B.Sc.(N)/P.B.B.Sc.(N) with 1 year
experience
48. Other Staff (Minimum requirements)
(To be reviewed and revised and rationalized keeping in mind the
mechanization and contract service)
• Ministerial
a) Administrative Officer 1
b) Office Superintendent 1
c) PA to Principal 1
d) Accountant/Cashier 1
• Upper Division Clerk 2
• Lower Division Clerk 2
• Store Keeper 1
a) Maintenance of stores 1
b) Classroom attendants 2
c) Sanitary staff As per the physical space
d) Security Staff As per the requirement
49. • Peons/Office attendants 4
• Library
a) Librarian 2
b) Library Attendants as per the requirement
• Hostel
a) Wardens 2
b) Cooks, As per the requirement
c) Sanitary Staff, Ayas/Peons As per the requirement
d) Security Staff As per the requirement
e) Gardeners & Dhobi Depends on structural facilities (desirable)
50. NOTE:
No part time nursing faculty will be counted for
calculating total no. of faculty required for a college.
Irrespective of number of admissions, all faculty
positions (Professor to Lecturer) must be filled.
For M.Sc.(N) programme appropriate number of M.Sc.
faculty in each speciality be appointed subject to the
condition that total number of teaching faculty ceiling is
maintained.
51. Cont….
All nursing teachers must possess a basic university or
equivalent qualification as laid down in the schedules of the
Indian Nursing Council Act, 1947. They shall be registered
under the State Nursing Registration Act.
Nursing faculty in nursing college except tutor/clinical
instructors must possess the requisite recognized postgraduate
qualification in nursing subjects.
All teachers of nursing other than Principal and Vice-Principal
should spend at least 4 hours in the clinical area for clinical
teaching and/or supervision of care every day.
52. College Management Committee
Following members should constitute the Board of
Management of the College.
Principal Chairperson
Vice-Principal Member
Professor/Reader/Senior Lecturer Member
Chief Nursing Officer/ Nursing Superintendent Member
Representative of Medical Superintendent Member
• Admission /Selection Committee
Principal Chairperson
Vice-Principal
Professor
Chief Nursing Officer or Nursing superintendent
53. CLINICAL FACILITIES
• College of nursing should have a 100 bedded Parent Hospital.
i. Distribution of beds in different areas/ for 40 annual intake is
• Medical 30
• Surgical 30
• Obst. & Gynaecology 30
• Paediatrics 20
• Ortho 10
ii. Bed Occupancy of the Hospital should be minimum 75%.
iii. The size of the Hospital/Nursing Home for affiliation should not be less
than 100 beds.
54. vi. Other Specialities/Facilities for clinical experience required are as follows:
• Major OT
• Minor OT
• Dental
• Eye/ENT
• Burns and Plastic
• Neonatology with Nursery
• Communicable disease
• Community Health Nursing
• Cardiology
• Oncology
• Neurology/Neuro-surgery
• Nephrology etc.
• ICU/ICCU
55. v. Affiliation of psychiatric hospital should be of minimum 50 beds.
vi. The Nursing Staffing norms in the affiliated Hospital should be as per the
INC norms.
vii. The affiliated Hospital should give student status to the candidates of the
nursing programme.
viii. Affiliated hospitals should be in the radius of 15-30 kms.
ix. 1:3 student patient ratio to be maintained.
• If the institution is having both GNM and B.Sc (N) programme, it would
require 240 bedded parent/affiliated hospital for 40 annual intakes in each
programme to maintain 1:3 student patient ratio.
*Parent Hospital: The same trust which has established nursing institutions
and has also established the hospital, then only it will be considered as
“Parent Hospital” of that institute.
56. 6) Evaluation of the program
• The statement in each of the proceeding sections is
evaluation criteria in themselves. In addition, the self
evaluation report submitted by a faculty to the board of
reviews should include the following:
▫ A description of the methods and the procedures uses by the
faculty in the appraised of its program, including evidence of
participation by students and graduates.
57. ACCREDITATION BODIES FOR HOSPITAL
• National Accreditation Board for Hospitals:
NABH is an acronym for National Accreditation Board for
Hospitals & Healthcare Providers is a constituent board of
Quality Council of India, set up to establish and operate
accreditation programme for healthcare organizations. NABH
was established in year 2006.
• Joint commission organization:
58. LICENSURE
• A nursing license is a credential granted by an individual
state. Most states require that healthcare practitioners with
direct patient contact be licensed.
• Each individual state has the sole authority to license health
care practitioners in their jurisdiction.
• A license confers a legal property right to the
holder. Consequently, the license cannot be taken away from
the practitioner without due process. Legally speaking due
process includes the right to a hearing and access to the courts
in a proceeding to remove a legal right.
59. A license differs from certification or registration.
• Registration requires a practitioner only register their intent to
practice within a jurisdiction.
• Certification is a credential provided by an organization rather
than the state and is usually granted after an applicant has
completed an approved course of study and passed and
examination.
60. Nursing licensure: - A nursing license is a credential
granted by an individual state. Most states require
that health care practitioners with direct patient
contact be licensed.
61. Components of nursing practice
• Each state develops rules and regulations to govern the
practice of nursing within that state.
• These rules are in the state’s nursing practice act or its
accompanying rules and regulations to administer the act
• Many nursing practice acts are patterned after the ANA or the
National Council of state Boards of Nursing model practice
acts, and all contain comparable information.
62. Purposes of act: - 2 essential purposes
• First each includes statements that refer to protecting the
health and safety of the citizens of the jurisdiction.
• The act describes the qualifications and responsibilities of
those individuals covered by the regulations.
• The second purpose is to protect the title of RN. The legal title
RN is reserved for those who have met the requirements to
practice nursing and who have attained licensure.
• Thus unlicensed personnel are prevented from using the title
of registered nurse.
63. Licensure Requirements
• An initial requirement in all jurisdictions is graduation from high
school and an accredited nursing program.
• Candidate for licensure must submit evidence of graduation as
defined by the state.
• Additional requirements for licensure may include the mental and
physical health status of the applicant.
• A temporary permit is still available for nurses moving from state to
another.
• To obtain a license to practice in another state, the nurse applies for
licensure by endorsement
64. Licensure by endorsement
• The process of obtaining a nursing license in a new state
(when already licensed in another state) is called licensure by
endorsement.
• In licensure by endorsement, each case is considered
independently, based on rules and regulation of the state.
• The same licensure examination and same passing standards
are used nationwide, no state requires the examination be
retaken.
• Basic educational and legal requirements of the individual
state where a license is sought must be met.
65. Types
• Mandatory: Anyone who practice nursing must be
licensed
• Permissive: The title RN is reserved for licensed but
the practice of nursing is not prohibited to others who
are not licensed or registered.
66. Permissive Nursing Licensure
• Permissive licensure allowed nurses who met certain standards to use the
title, registered nurse. Requirements included graduating from a nursing
school that met predetermined standards and passing a comprehensive
examination.
• Permissive licensure allowed nurses to choose whether or not to obtain the
additional registered nurse credential. Permissive licensure provided the
public with protection by establishing a way for the public to identify a
qualified practitioner. Permissive licensure did not protect the title
“nurse”. Anyone could call themselves a nurse, however in order to be
called a “registered nurse” the practitioner had to complete the
requirements determined by the state.
67. Mandatory nursing licensure
• Permissive licensure allows for those meeting certain standards voluntarily
to be licensed, whereas mandatory licensure requires that all individuals
who wish to practice in the field be licensed to practice.
• Mandatory nursing licensure requires that all the persons who wish to
practice nursing meet established standards for education, pass
standardized examinations, and secure a license to practice in the state,
province or territory in which they wish to work.
• The first mandatory licensure law took effect in NEW York in 1947
• Today mandatory licensure is the standard in the United States and Canada
and in most other countries
68. Types of Inspection for Licensing for Various
Nursing Programs
First Inspection
• First Inspection is conducted on receipt of the proposal
received from the institute to start any nursing program
prescribed by Indian Nursing Council. The proposal should
have the following requisite documents:
• Application
The requisite annexure for School of Nursing:
▫ Permission letter by State Government/Essentiality certificate of
the respective State Government, duly attested by notary.
▫ Duly attested Registration Certificate of Society or Trust Deed
▫ A bank draft for Rs. 50,000/- towards first inspection fee for
School of Nursing in favour of Secretary, Indian Nursing
Council, New Delhi (ANM, GNM, Post Basic Diploma Course).
▫ Proposal for starting School of Nursing, which includes in detail
teaching, clinical & physical facility including budget.
69. • The requisite annexure for College of Nursing:
▫ Permission letter by State Government/Essentiality certificate of the
respective State Government.
▫ Consent letter from the University.
▫ Duly attested Registration Certificate of Society or Trust Deed
▫ A bank draft for Rs. 1,00,000/- towards first inspection fee for College
of Nursing in favour of Secretary, Indian Nursing Council, New Delhi
{P.B.B.Sc.(N), B.Sc.(N), M.Sc.(N), M. Phil(N), Ph.D(N)}
▫ Proposal for starting College of Nursing, which includes in detail
teaching, clinical & physical facility including budget.
70. Re Inspection
• Re-inspections are conducted for those institutions, which are found
unsuitable by Indian Nursing Council.
• The institutions and the government are informed about the deficiencies
and advised to improve upon them.
• Once the institution takes necessary steps to rectify the deficiencies,
institution should submit the compliance report with documentary proof of
the deficiencies pointed out and re-inspection fees.
• On receipt of the Compliance report & fees from the institution application
will be considered for re-inspection.
71. Periodic Inspection
• Indian Nursing Council conducts periodical (after 1 year of 3
years) inspection of the institution once the institution is found
suitable by Indian Nursing Council to monitor the standard of
nursing education and the adherence of the norms prescribed
by INC.
• Institution are required to pay annual affiliation fees every
year. However, if the institution does not comply to the norms
prescribed by Indian Nursing Council for teaching, clinical &
physical facilities, the institution will be declared unsuitable.
72. Enhancement of Seats
• Indian Nursing Council will conduct inspection after one year
from the last inspection conducted subject to the condition that
the students are admitted.
• Proposal of enhancement of seats will be considered only from
those institutions that are found suitable by Indian Nursing
Council.
• Indian Nursing Council will conduct inspection on above
guidelines and on receipt of the fees and the proposal for
Enhancement of seats.
73. Renewal of licensure
• In addition to outlining requirements for initial licensure, each
nursing practice act includes the requirements and information
necessary to renew ones nursing license.
• These regulations define the length of time license is valid.
Generally from 2-3 year
• All nurses are expected to remain competent to practice
through various means of continuing education.
74. Bibliography:
• B T Basavanthappa. Nursing administration. 1st ed. New
Delhi: Jaypee Brothers Medical Publishers; 2002. 474 – 510.
• Accreditation. Available at
http://aam.govst.edu/projects/scomer/student_page1.html.
Accessed on 20 March 2012.
• Accreditation. Available at
http://www.accreditation.org.au/accreditation/accreditationove
rview/. Accessed on 5th March 2012.
• Licensure. Available at
http://whoindia.org/LinkFiles/Workshop_Health_Services_02-
Nandraj-Anagha.pdf. Accessed on 5th March 2012.
• ncdrc.nic.in/1_1.html
• www.indiannursingcouncil.org