Development of nursing education in India: past, present and future

Authors

  • Ahilan Vinoth Kumar R. Department of Nursing, Meenakshi Academy of Higher Education and Research (MAHER), Chennai, India
  • Mary Shini D. Department of Medical Surgical Nursing, Government Nursing College, Kavaratti, Lakshadweep, India
  • S. Niranjani Department of Community Health Nursing, Tagore College of Nursing, Chennai, India
  • Lakshmi Priyadharshini V. R. Department of Mental Health Nursing, OPR Memorial College of Paramedical Science, Cuddalore, Tamil Nadu, India
  • Patanwal Swati Ompal Rajkiya Medical College Jalaun, Orai, U.P, India
  • Geethanjali Jerald Department of Community Health Nursing, Malwanchal University, Madhya Pradesh, India
  • Biplab Dinda Narayan Nursing College, Sasaram, Bihar, India
  • Mohammed Umar Department of Nursing, Uttar Pradesh University of Medical Sciences, U. P., India https://orcid.org/0000-0001-8249-3803

DOI:

https://doi.org/10.18203/2394-6040.ijcmph20244083

Keywords:

Nursing education, Development of nursing, History of nursing, Modern nursing, Nursing curriculum

Abstract

The nursing education landscape in India has undergone significant changes over the past several decades. The current state of nursing education in India presents a mixed picture. On the one hand, there has been an expansion of nursing education programs, with the number of nursing colleges and institutions increasing substantially in recent years. The standardization of nursing curricula and training programs marked a significant milestone in the professionalization of nursing in India. This initiative aimed to ensure consistent quality in nursing education across the country, enabling nurses to develop a uniform set of skills and knowledge. As a result, the standardization efforts helped to elevate the overall competency of nurses and improved the quality of healthcare delivery throughout India. As nursing education in India continues to evolve, it is essential that innovative approaches are explored to better prepare students for the realities of clinical practice. One such approach is the incorporation of high-fidelity simulation.

Metrics

Metrics Loading ...

References

Nursing Practice and Service and the Social and Economic Welfare of Nurses. Am J Nurs. 1969;69(10):2177–9.

Habibi S, Hachesoo PR, Tabaghi R. Enhancing information literacy as a base of developing evidence-based nursing. Heal Inf Manag. 2010;7(3):371–8.

Hung HY, Wang YW, Feng JY, Wang CJ, Lin ECL, Chang YJ, et al. Evidence-based practice curriculum development for undergraduate nursing students: The preliminary results of an action research study in Taiwan. J Nurs Res. 2019;27(4):30.

Ilic D. Teaching evidence-based practice: perspectives from the undergraduate and post-graduate viewpoint. Ann Acad Med Singap. 2009;38(6):559–65.

Fitzpatrick JJ. The International Council of Nurses, the NLN, and you and I. Nurs Educ Perspect. 2009;30(3):145–6.

Borger AL. The institute of medicine and the future of nursing. J Dermatol Nurses Assoc. 2012;4(2):87–8.

Gale J, Ooms A, Grant R, Paget K, Marks-Maran D. Student nurse selection and predictability of academic success: The Multiple Mini Interview project. Nurse Educ Today. 2016;40:123–30.

Jamshidi N, Molazem Z, Sharif F, Torabizadeh C, Kalyani MN. The challenges of nursing students in the clinical learning environment a qualitative study. Sci World J. 2016;2016:1–7.

Miguel PJ, Puga MP, Ana R, Jose R, and Costa P. Clinical virtual simulation in nursing education: randomized controlled trial. J Med Internet Res. 2019;21(3):11529.

Grading System. GPA. CGPA, Advantages disadvantage. Available at: https://targetstudy. com/articles/grading-system.html.

Jacobs GM, Farrell TSC. Paradigm shift: Understanding and implementing change in second language education; 2001.

Eyikara E, Baykara GZ. The importance of simulation in nursing education. World J Educ Technol Curr Issues. 2017;9(1):2–7.

Prasuna J, Sharma R, Osce. TEM: Different approaches to assess clinical skills of nursing students. Iran J Nurs Midwifery Res. 2017;22(1):78–80.

Goswami G, Sharma SK, Sharma R, Rani R. Simulation and skill training facilities in nursing institutes at Uttarakhand: A cross-sectional study. Iran J Nurs Midwifery Res. 2021;26(5):454.

Sharma R, Mohanty A, Singh V, Va S, Gupta PK, Jelly P. Effectiveness of Video-Based Online Training for Health Care Workers to Prevent COVID-19 Infection: An Experience at a Tertiary Care Level Institute Uttarakhand, India. Cureus; 2021;13:14785–8.

Burns PB, Rohrich RJ, Chung KC. The Levels of Evidence and their role in Evidence-Based Medicine. Plast Reconstr Surg. 2011;128(1):310.

Glasofer A, Townsend AB. Determining the level of evidence: Experimental research appraisal. Nurs Crit Care. 2019;14(6):22–5.

Konwar G, Kalita J. The Barriers and Challenges of Conducting Nursing Research and Communicating Research Findings into Practice. Int J Heal Sci Res. 2018;8(6):222.

Institute of Medicine (US) Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the Institute of Medicine. Washington (DC; US): National Academies Press. 2011. Available at: https://www.ncbi.nlm.nih. Accessed on 12 August 2024.

University Grants Commission, editor. Quality Mandate for Higher Education Institutions in India. New Delhi: Secretary, University Grants Commission; 2021. Available at: https://www.ugc.ac.in. Accesed on 13 August 2024.

Downloads

Published

2024-12-30

How to Cite

R., A. V. K., D., M. S., Niranjani, S., V. R., L. P., Ompal, P. S., Jerald, G., Dinda, B., & Umar, M. (2024). Development of nursing education in India: past, present and future. International Journal Of Community Medicine And Public Health, 12(1), 622–627. https://doi.org/10.18203/2394-6040.ijcmph20244083

Issue

Section

Review Articles