1. CONTINUING
NURSING
EDUCATION
BY… ARUN.M.

2. CONTINUING NURSING
EDUCATION

3. DEFINITION
 “Continuing education of health workers
includes the experiences after initial training
which help health care personnel to maintain
and improve existing, and acquire new
competencies relevant to the performance of
their responsibilities. Appropriate continuing
education should reflect community needs in
health and lead to planned improvements in the
health of the community”.

4. FEATURES
 Unified Approach
 Relationships with other systems
 Comprehensiveness
 Accessibility for woman health workers
 Integration with the management process
 Analysis of needs as a basis for learning
continuity
 Internally coordinated
 Relevance in planning
 Credibility and economic
 Appropriateness in implementation

5. NEED
 Safe and effective nursing care.
 Meet the need of the population.
 Update the knowledge.
 Career advancement.
 Acquire specialized skills of personnel and
meet technologic adjuncts.
 Prepare in administrative and leadership
positions.
 Shape their own destiny.

6. FUNCTIONS
 To meet the health needs and public
expectations.
 To develop the practicing abilities of the nurse.
 Recruitment function.
 Recognize gaps in their knowledge.
 To improve the communication between the
participants, faculty, community, and health
sector.

7. Functions………
 To test the participants ability to do formal
academic study.
 To shape or support university educational
policies and practices.
 To ensure the quality of education.
 To grant budget for extension studies.
 To maintain academic standards.
 To meet educational requirements.

8. PHILOSOPHY
 Nurse`s philosophy of life, nursing and
education, belief, etc. will influence the
philosophy of continuing nursing education.
 It focuses on individual learner.
 The thoughtful teacher recognizes that one`s
philosophy of education is always an emerging
one, rather than a static one.

9. Philosophy…….
 Learning must be a continuous process
throughout the lifespan, not limited to
formal courses of study.
 Nursing is based on knowledge of the
physical and psychological functioning of
man within his environment, expanding
the knowledge related to man and his
dynamic, proliferating fields of operation is
of concern.

10. ELEMENTS
Learner
Teacher/ Educator

11. Role of Educator
 Guide and counselor to the learner.
 An arranger and organizer of learning
experiences.
 Motivator and an encourager of
students.
 Evaluator of programmes.
 Involving resources experts for
teaching the students.

12. Role of educator……..
 Providing instructional materials.
 Select and evaluate materials prepared by
others.
 Administrative role
(planning, directing, budgeting and
evaluation).
 Public relations role to change the image
of nursing and in recognizing the
contributions and potentials of nurses.

13. Educational preparation
 Master`s degree in his area of nursing
expertise or with a doctorate in adult
education.
 Credentials with more publications.
 Writing and organizing skills.
 A continuing learner.
 Clinical expertisedness.

14. Educational preparation
 Depth of nursing knowledge and skill in its
application.
 Interest in the subject, enthusiasm in
teaching.
 Skill in working with adult learners.
 Adequate knowledge about teaching skills
and methods of teaching.
 Broad base knowledge.

15. Competencies and other
characteristics
 Concern for people.
 Flexibility.
 Sensitive to group response.
 Willing to travel.
 Detailed advance preparation and organization
for teaching.
 Resourcefulness.
 Determination.

16. Competencies and other
characteristics
 Self-confidence.
 A sense of humour.
 Broader outlook.
 A zest for life.
 An innate curiosity.
 Love of Adventure.
 Desire to search the unknown.
 Interest in self-development and in others
development.

17. PRINCIPLES
 Provision for school and nursing faculty involvement in
planning and teaching the continuing nursing education
courses tends to maintain high educational standards for
the programme.
 An adequate staff is essential to planning, implementing
and evaluating a programme which is based on learning
needs and which has an impact on the quality of nursing
care provided.
 Responsibilities of the director of continuing nursing
education are:
-Determination of learning needs of the nurse
population.

18. Principles………..
 Staff services are required with sufficient
talents and numbers to implement the planned
programme:
- Advisory.
-Secretarial.
- Administrative.
- Supportive
- Assistance with
research, publicity, questionnaire, evaluation
tools, data analysis, computer programming.

19. Principles………..
 An advisory committee has to be appointed, which
includes:
-Faculty members from a variety of
areas of nursing practice.
-Directors of hospital nursing services.
-Representatives from the state
licensing authority, health department and
voluntary agencies.
-Extended care facilities
-Hospital association.
-Medical and allied health
professionals.
-Regional medical programme.

20. Principles……….
 Other agencies involved in the delivery of health
care in the community.
 The community may serve as a liaison between
the school of nursing and the health community
and fulfill a communication and public relations
function for the university.
 Continuing nursing education programme may
be decentralized or centralized.

21. Principles………
 Decentralization is characterized by programming
within each academic department, faculty involved
in consultation and surveys with the public
interested in their subject field were most
knowledgeable about the needs for continuing
nursing education.
 Centralization is characterized by a separate
department or extension division. Financial support
is by either university grants or self-supporting.
Faculty may be assigned to continuing education as
a regular part of the normal teaching load, but for
periods they will get extra-remuneration or non-
university faculty may hired on a contract basis to
teach specific courses.

22. PLANNING
A successful continuing nursing education
programme is the result of careful and detailed
planning.
Aspects of continuing nursing education
planning:
 Broad planning by institution and agencies
responsible for continuing nursing education.
 Specific planning by individuals for their own
continuing education.

23. Planning……
 Planning is essential to:
-Meet the nursing needs.
-Use available resources.
-Meet needs at all levels i.e., local,
state, regional, national, and international.
-Avoid duplication and fragmentation
of efforts.
-Help keep at a minimum any gaps in
meeting the continuing education needs of the
nurses.

24. Planning………
-The selection of teaching faculty may
depend on the availability of the person rather than his
expertise or teaching ability. The content of the
programme is designed around faculty knowledge and
learning needs of the participants.
-In interdisciplinary approach requires
representation of all the groups involved;
determination of common and compatible goals for
successful programming.
 Planning is an ongoing process, the rapid technologic
advances and proliferation of knowledge demands
continuous planning to meet ever changing learning
needs.

25. PLANNING PROCESS
1.Plan
2. Establishing goals and objectives.
3. Determining needs and priorities.
4. Assess the available resources.
5. Plan the budget appropriate for the
programme.

26. EVALUATE THE RESULTS AT
STATED INTERVALS
 Evaluation is needed to assess the
effectiveness of the programme or the
progress in order to find out to what extent pre-
set goals have been achieved evaluations
should be done at different stages of the
programme. E.g. Preparatory stage;
Implementation stage; the impact of
programmes; the process of programme
operation, the management systems, efforts
and performance evaluation.

27. Purpose of evaluation:
 To identify the areas which require greater
attention in-terms of participation of
trainees, academic activities and management (at
planning stage).
 To identify bottlenecks in various activities carried
out during the operation of the programme
(implementation stage).
 To assess the applicability of training in field or
actual situation.
 Qualitative improvement in instruction, promotes
better learning, determines future changes and
needs.
 For quality control or qualitative improvement.

28. What to evaluate?
Evaluation should cover:
 The growth and satisfaction of participants.
 The outcome course and the whole
programme/activity/task.
 Effectiveness of faculty members.
 Transfer of knowledge.
 Effect on the system.

29. Procedures for evaluation
 Pre-test and post-test.
 Attitude tests.
 Observation of skills.
 Questionnaire.
 Audio or visual tapes.

30. Evaluation Design
 Focus of evaluation- what do you want to find out?
 Device the instrument- collection of information.
 Organize the formation-coding, organizing, storing
and retrieving.
 Analyze the information.
 Report the findings.
 Reassessing the goals.
 Updating, modifying the plan periodically based
on needs.
 Evaluate the design for
validity, reliability, credibility, timeliness and
pervasiveness.

33. CORRESPONDENCE
COURSE

34. LIBERAL EDUCATION

36. DEFINITION
"It is the education of grown up
men and women who are more
than 18yrs old. Education for
adults mainly those who could not
get any formal education in the
early days of their lives".

37. Purpose of adult education
i) Individuals point of view: From individual's
point of view the purpose of adult education
are,
 Remedial
 Development of physical health
 Vocational development
 Development of social skills
 Self development
 Recreational aim

38. Purpose of adult education
ii) Social point of view:
 Promotion of social cohesion
 Conservation and Improvement of national
resources
 Building Co-operative groups
 Inculcation of social ideology

39. NEED & IMPORTANCE OF ADULT
EDUCATION
 A new hope for the illiterate
 to wider intellectual horizon of partially illiterate adults.
 to broaden the political horizon of the adults ie. value of
vote.
 to complete India's political awakening.
 to set the cultural tone of the community.
 to make adult life a happy and joyous living.
 to satisfy the recreational needs of rural adults.
 to train the adult in co-operative living.
 to compulsory primary education.
 Continuing education - Education does not end with
schooling. It is a life long process.

40. ORGANIZATION OF ADULT
EDUCATION
i) Village level: Youth clubs and Mahila mandals are
organized for this purpose. In village
panchayats, secretary of co-operative society if
any, primary school teachers should combine their
efforts.
ii) Block level: 2 full time officers at the block level 1 - one
man & one women.
iii) District level: district social education officer.
iv) State level: the rank of a joint or Deputy director at
the state level to look after the administration of all
aspects of adult education.
v) Central level: Ministry of education is in-charge of all
the programmes of adult education. So all these
programmes are directly implemented by it either

41. The changing concept of adult
education:

42. MATERIALS FOR ADULT
EDUCATION
1. Reading Materials:
 Books and pamphlets
 Daily Newspapers: All adults are interested in news,
and all over the world the daily news - sheet
provides the chief reading matter for adults.
 Periodicals, Charts, Graphs and Maps were also
used.
2. Audiovisual Materials:
 The main A.V. aids used are black board, bulletin
board, film, film strips, maps, graphs, charts,

43. METHODS OF TEACHING
ADULTS:
1. Learner - dominated methods: In these methods the
learner dominates. He initiates and mostly depends
upon himself. These are following 3 subgroups
within these methods.
 Trial & Error Method: drill and practice.
 Individual investigation method: Here the process
involves thinking out a thing or learning by
insight, supplemented by use of library, use of
laboratory, Questionnaire, survey and field trips.
 Project method: It combines the essentials of first
two methods.

44. METHODS OF TEACHING
ADULTS…..
2. Teacher - dominated methods:
Here the teacher is more active and dominates
the learning process. It includes
 a) Lecture Method
 b) Counseling
 c) Case work - Here the teacher goes into the
history of an individuals case and teaches him
the way to lead a happy and satisfying life.

45. METHODS OF TEACHING
ADULTS ….
 d) Demonstration: This is of 2 types.
 Method demonstration - pupils are shown how
to do a thing. Eg: Washing a baby's sore eyes.
 Result demonstration - adults are shown the
start and end of an demonstration.

46. METHODS OF TEACHING
ADULTS ….
 3. Co-operative methods:
 Apprenticeship - a student learns through
working in close co-operative with his teacher.
 Group discussion

47. AGENCIES OF ADULT
EDUCATION:
 Classes of people like teachers, government
servants, volunteers, social education workers etc.
 Regular educational institution like
schools, colleges, universities, libraries, museums, c
orrespondence schools, community
centres, agriculture extension groups.
 Informal educational device like forums, study
circles, discussion groups, listening groups, camps
etc.
 Recreational educational bodies like theatres.
 Institutions whose primary function is not education.

48. PROBLEMS OF ADULT
EDUCATION
 1. Non co-operation of adults:
 2. Problem of social education workers:
 3. Problem of attendance :
 4. Problem of vocational training:
 5. Problem of Equipment:
 6. Problem of social backwardness:
 7. Problems of suitable literature
 8. Problem of Finance:

49. TEACHER EDUCATION

50. INSERVICE EDUCATION

51. THANK YOU!!!!!!!!!!!!!!!!!!