I

EVALUATION OF EDUCATIONAL PROGRAMME IN NURSING COURSE AND PROGRAMME

INTRODUCATION

Evaluation is a systematic process by which the worth or value of something ,in nursing education teaching and
learning is judged .Programme evaluation is a complex but integral component of a nursing education programme .It is an
ongoing process of collecting and describing data. Which provide the basis for decision making specially evaluative data
can be used to prepare for accreditation visits, account for budgetary expenditures examine the planned and actual efforts
of the programme within the community and make changes accordingly.

DEFINITION Evaluation is the process of determining to what extent the educational objectives are being realized
(Ralph tyler )

PURPOSE

1)To determine the level of knowledge and understanding of the student in her/his classes at various times during the year
or semester.

2)To determine the level of clinical performance at various stages.

3)To become aware of the specific difficulties of individual students of an entire class as a basis for further teaching .

4)To diagnosis each student is strengths and weaknesses and to suggest remedial measures which may be needed.

5)To encourage students learning by measuring their achievements and inform them of their success.

6)To help students to acquire the attitude of and skills in self evaluation

7)To provide the additional motivation of examinations that provides opportunity to practice critical thinking the
application of principle the making of judgement etc.
8)To estimate the teaching and learning techniques of subject content and of instructional media in reaching the goals of
her course.

9)To gather information needed for administrative purposes ,such as selecting students for higher course placement of
students for advance training ,writing recommendations , meeting ,graduation requirement etc.

Characteristics of Evaluation
• Evaluation includes academic and non-academic subjects. Determining and clarifying what is to be evaluated
always has priority in the evaluation process: No evaluation device should be selected until the purpose of
evaluation has been carefully defined.
• Evaluation technique should be selected according to the purposes to be served.When the particular aspect of
pupil performance to be evaluated has been precisely defined the evaluation technique that is most appropriate for
evaluating the performance should be selected
• Comprehensive evaluation requires a variety of evaluation techniques. No single evaluation technique is adequate
for appraising pupil progress towards all of the important outcomes of instruction. To obtain a complete picture of
pupil achievement; we typically need to combine the results from a variety of technique.
• Proper use of evaluation techniques requires an awareness of both their limitations
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• In examination the emphasis is upon the academic subjects only, whereas evaluation covers all the changes that
take place in the development of a balanced personality.
• Evaluation is a procedure for improving the product.
• According to Wiles, evaluation is a process of making judgments that are to beused as a basis for planning. It
consists of establishing goals, collecting devices concerning growth or lack of growth towards goals, making
judgment about the evidence and revising procedure and goals in the light of the judgments.
• Discovering the needs of an individual and designing learning experiences.

PRINCIPLES

1) Determining and clarifying what is to be evaluation .

2) Selecting evaluation techniques in terms of objectives to be served.

3) Combining a variety of evaluation techniques for comprehensive evaluation .

4) Knowing the strength and limitation of various evaluation techniques.

5) Taking evaluation as a mean to an end ,not an end in itself.

TYPES :-

1)Formative evaluation .

2)summative evaluation.

1)FORMATIVE EVALUATION

1)The term formative denotes the ongoing or systemic assessment of student achievement while the term ,course or
programme in progress.

2) To identify their knowledge ,skill and attitude .

3) Formative evaluation is done during an instructional programme.

4) It is cause seeking .

5) It is interested in the broader experience of the programme users.

6) Formative evaluation design is exploratory and flexible.

7)It tends to ignore local effects particular progarmme

8) It requires analysis of instructional material for mapping the structure of the learning tasks and actual teaching of
course for a certain period.

2) SUMMATIVE EVAUATION

1.The term summative refers to assigning a grade for students at end of a term course or programme.
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2. Summative evaluation should check whether there has been learning or not .
3. Summative evaluation typically comes at the end of course of instruction .it is designed to determine the extent to
which the instructional objective have been achieved and used primarly for assigning course grade or certifying students
instruments is valid and reliable .

4. It provides descriptive analysis.

5. It concerned with broad range of issues .

OTHER TYPES:-

1.Criterion referenced.

2.Norm referenced.

Criterion referenced:-Evaluate an individuals performance with respect to specific characteristics expected in

performance.Used to measure the effectiveness of a programme or instruction.

Norm referenced:-Compares individual performance with those of other persons taking the same test. Measures
individual differences and classify learners in various categories.

CLASSIFICATION OF EVALUATION TECHNIQUES

 Quantitative
 Qualitative
Quantitative:-These are mainly used in educational evaluation .These are highly valid and reliable .They possess
all three characteristics of a criterion test which includes appropriateness effectiveness and practical ability .

THREE TYPES:-

1.Oral techniques:-of evaluation are used as lower level in organizing and teaching activities .The oral questions debate
and drama are used for this purposes.

2.Written techniques:-These include the written questions that are asked and student has to write their answers .The
written test are most effective than oral test .The written test is usually essay type and objective type test.

3.Practical :-in practical technique type of evaluation some work is assigned to the student to accomplish it such
techniques are used to assess the skills. The techniques is used in science, medical nursing and engineering etc.

2)Qualitative:-These techniques are used in schools and colleges for internal assessment . These techniques are subjective
and less reliable , but they are used for assessing the effective objective s. These techniques are classified into five
categories.

TYPES:-

1.Cumulative records .The records are prepared in schools and colleges for each students . The cumulative records of
the students include educational progress results of tests ,attendance and participation in games extra- curricular activities
and physical health . The cumulative records of the students provides the awareness about their progress and weakness to
teachers and parents.
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2. Anecodotal records:- Their type of records maintains the description of significant event and performance of
student.The interest and learning of the students can assessed with help of such records.

3. Observation techniques:- IT is used in all the stages of education ,but most useful in evaluating the small children at
primary level . It is used for evaluation cognitive , affective and psychomotor objective.

4. Check list:-This is used for evaluating interest attitude and values of students. It includes certain statement of yes/no
type the student has to check either of two.

5. Rating scale :-The rating scale is used for assessing the attitude of students towards teaching and subjectives . It is
used for higher classes because it requires the power of judgment of students. The statement of scales are concern with the
specific objectives and learning.

 JOINT COMMITTEE OF STANDARDS FOR EDUCATIONAL EVALUATION

 The student evaluation standards:-

1.The propriety standards.

2.The utility standards .

3. The feasibility standards .

4. The accuracy standards .

1.PROPRIETY STANDARDS

The propriety standards help ensure that student evaluations will be conduct legally ,ethically and with due regard for
the well –being of the students being evaluated and other people affected by the evaluation results .

a)P1 Service to student :- Evaluation of students should promote sound education principels , fulfillment of institutional
mission and effective student work ,so that educational needs of students are served.

b)P2 Appropriate policies and procedure :- Written policies and procedure should be developed and implemented and
made available , so evaluations are consistent ,equitable , and fair .

c) P3 Access to evaluation information :-Access to students evaluation information should be provided . but limited to
the student and others with established legitimate permission to view the information , so that confidentiality is
maintained and privacy protected .

d)P4 Treatment of students :-Students should be treated with respect in all aspects of the evaluation process , so that
their dignity and opportunities for educational development are enhanced .

e)P5 Right of students :-Evaluation of student should be consistent with applicable laws and basic principel of fairsness
and human right ,so that students rights and welfare are protected .

f)P6 Balanced student :-Evaluation of students should provide information that identifies the strength and weaknesses,
So that strength can be built upon and problem areas addressed.

2. UTILITY STANDARDS
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The utility standards help ensure that students evaluations are useful .Useful student evaluations are informative timely
and influential.

1.U1Constructive orientation :-Student evaluation should be constructive , so that they result in educational decisions
that are in the best interest of the student .

2.U2Defined users and uses:-The users and uses of a student evaluations should be specified , so that evaluation
appropriately contributes to student learning and development .

3.U3Informative scope :-The information collected for student evaluations should be carefully focused and sufficiently
comprehensive , so that evaluation questions can be fully answered and the needs of student addressed .

4.U4 Evaluation qualifications :- Teachers and others who evaluate students should have necessary knowledge and
skills so that evaluations are carried out competently and the results can be used with confidence.

5.U5Explicit values :- In planning and conducting student evaluations ,teachers and others who evaluate students
should identify and justify the values used to judge student performance ,so that bases for the evaluations are clear and
defensible .

6.U6Effective reporting :- Student evaluations reports should be clear , timely , accurate and relevant ,so that they are
useful to students , their parents/guardians and other legitimate users.

7.U6Follow-up:- Student evaluations should include procedures for follow –up ,so that student ,parents /guardians and
other legitimate users can

3.FEASIBILITY STANDARDS

The feasibility standards help ensure that student evaluations can be implemented as planned . Feasible evaluations are
practical ,diplomatic and adequately supported .

1.F1Practical orientation:- Student evaluation procedures should be practical ,so that they produce the needed
information in efficient ,non-discruptive ways ,

2. F2 Political viability :- Student evaluations should be planned and conducted with the anticipation of questions from
students their parents /guardians and other legitimate users ,so that their questions can be answered effectively and their
co-operation obtained .

3.F3Evaluation support :- Adequate time and resources should be provided for student evaluation , so that evaluations
can be effectively effectively planned and implemented their results fully communicated and appropriate follow –up
activities identified .

4.ACCURACY STANDARDS

The accuracy standards help ensure that a student evaluation will provide sound information about a students learning
and performance, sound information leads to valid interpretation justifiable conclusions and appropriate follow –up.

1.A1 Validity orientation :- Student evaluations should be developed and implemented , so that interpretations made
about the performance of a student are valid and not open to misinterpretation .
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2.A2 Defined expectations for students :-The performance expectations for students should be clearly defined so that
evaluation results are defensible and meaningful .

3.A3 Context analysis:- Student and contextual variables that may influence performance should be identified and
considered ,so that a students performance can be validity interpreted .

4.A4 Documented procedures :- The procedures for evaluating students both planned and actual should be described , so
that the procedures can be explained and justified .

5.A5 Defensible information:- The adequacy of information gathered should be ensured , so that good decisions are
possible and can be defended and justified .

6.A6 Reliable information :- Evaluation procedures should be chosen or developed and implemented , so that they
provide reliable information for decisions about the performance of a student.

7.A7Bias identification and management :-Student evaluations should be free from bias , so that conclusions can be
fair .

8.A8 Handling information and quality control:-The information collected processed and reported about students
should be systematically reviewed , corrected as appropriate and kept secure , so that accurate judgements can be
made.

9.A9Analysis of information :- information collected for student evaluations should be systematically and accurately
analyzed so that purposes of the evaluation are effectively achieved .

10.A10 Justified conclusions:- The evaluations conclusions about the student performance should be explicitly
justified , so that the students their parents/guardians and others can have confidence in them.

11.A11 Met evaluation :-Student evaluation procedures should be examined periodically using these and other pertinent
standards or detected and promptly corrected and sound student evaluation practices are developed over time .

CURRICULUM EVALUATION APPROACHES

Five curriculum evaluation approaches

1. Bureaucratic evaluation `
2. Autocratic evaluation
3. Democratic evaluation
4. Norm referenced evaluation
5. Criterion referenced evaluation
BEUROCRATIC EVALUATION

This evaluation is usually initiated by the government or the ministry of education

AUTOCRATIC EVALUATION

This evaluation focuses on what is considered to be the educational needs of a curriculum. Governments or ministries
usually ask independent evaluators such as consultants to conduct this evaluation. The government or ministry is not
obliged to accept the results of the evaluation.
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DEMOCRATIC EVALUATION

This focuses on the experiences and reactions the curriculum initiators had with the programs or project being evaluated.
In this approach, the evaluation does not lead to firm recommendations to be considered by the initiators or program
implementers.

Norm-Referenced Evaluation

This evaluates student’s performance relative to other students' performance. The performance of current students or of
previous students can be compared.

Criterion-Referenced Evaluation

Criterion referencing students' actual performance and compares it with the objectives of instruction identified in the
syllabus

Principles of Evaluation

• Determining and clarifying what is to be evaluated always has the priority in the evaluation process
• Technique should be selected according to the purpose to be served
• Comprehensive evaluation requires a variety of evaluation technique
• Awareness of both their limitations and weakness
• Evaluation is means to an end ,not an end in its self
• Evaluation is continuous process

FUNCTIONS OF CURRICULUM EVALUATION

Decision-Making:The principal purpose of evaluation is to contribute decision-making. In our circumstances, curriculum
evaluations are conducted in order to correct deficiencies make improvements and establish new priorities. For
meaningful decisions to be made, they must be supported by evidence from evaluation exercises.
SELF EVALUATION
Self-Evaluation enables teachers to evaluate themselves. This puts the teacher, at the center of the evaluation exercise. As
are a curriculum developer indulging in research based teaching.

FOCUSES OF EVALUATION
Evaluation generally focuses on the whole curriculum or aspects of it such as objectives, content, methodology and
outcomes.

 Curriculum Objectives: These have to be evaluated because they are the foundation on which the
curriculum program or project is frequently based. In order to conduct evaluations on objectives, a number of
questions must be asked.
-Are the objectives worthwhile?

-Can they be achieved?

-What are the expected outcomes?

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Also, objectives have to be evaluated because curriculum content, methodologies and materials are designed to fit
objectives. Teachers use curriculum objectives to guide classroom activities, hence the need for evaluation.

 Curriculum Content and Methodology: The content must be evaluated in order to establish whether it is
relevant to the needs and aspirations of the society. When evaluating curriculum content, the focus should be
on the effect it has on learners.
 Curriculum Outcomes: The evaluation objectives, content and methodology are conducted simultaneously
as the evaluation of outcomes. The purpose of this evaluation is to supply curriculum designers with
information that can be used in improving the curriculum as a whole

EVALUATION METHOD AND TOOLS

• Observation: To gather accurate information about how a program actually operates, particularly about
processes. The main advantages are view operations of a program as they are actually occurring ,can adapt to
events as they occur
• Interview: When want to fully understand someone's impressions or experiences, or learn more about their
answers to questionnaires
• Questionnaire: When need to quickly and easily gets lots of information from people in a non-threatening way
• Case studies: To fully understand or depict client’s experiences in a program, and conduct comprehensive
examination through cross comparison of cases

CURRICULUM EVALUATION MODELS

• Bradley’s effectiveness model

• Tyler’s objectives and centered model
• Stufflebeam’s context, Input ,Process ,Product method
• Stake’s countenance model
• Eisner’s connoisseurship model
• The kirkpatrick model

Bradley’s effectiveness model

Bradley’s in the book curriculum leadership and development handbook provides 10 key indicators that can be used to
measure the effectiveness of developed curriculum The indicators are vertical curriculum continuity, Horizontal
curriculum continuity, Instruction based on curriculum, curriculum priority, Broad involvement, Long range planning,
Decision making clarity, Positive human relations, Theory into practice approach, Planned change This model is mainly
assessed to help identify perceptions regarding the 10 indicators to appraise curriculum effectiveness in school building.
To assess how a school or district meets each of the indicators, respond with a yes or no in the column provided.
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THE TYLER MODEL One of the best known curriculum models is the Tyler Model introduced in 1949 by Ralph Tyler
in his classic book Basic Principles of Curriculum and Instruction in which he asked 4 questions:

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?
It is sometimes known as the “Tyler rationale' or the 'objectives model”. The model provides a framework of how to
construct a planned curriculum. The rationale for the model is based on four questions which were posed in Tyler's book
Basic Principles of Curriculum and Instruction.
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CONTEXT, INPUT, PROCESS, PRODUCT MODEL (CIPP MODEL)

The CIPP model of evaluation concentrates on:
• Context of the program
• Input into the program
• Process within the program  Product of the program.

Daniel L. Stufflebeam (1971), who chaired the Phi, Delta, Kappa, National Study Committee on Evaluation, introduced a
widely cited model of evaluation known as the CIPP (context, input, process and product) model. The approach when
applied to education aims to deter- mine if a particular educational effort has resulted in a positive change in school,
college, university or training organization. A major aspect of the Stufflebeam's model is centered on decision-making or
an act of making up one's mind about the program introduced. For evalua- tions to be done correctly and aid in the
decision-mak- ing process, curriculum evaluators have to:

First delineated what is to be evaluated and determine what information that has to be collected effective has the new
science program has been in enhancing the scientific thinking skills of children in the primary grades).

Second is to obtain or collect the information using selected techniques and methods Third is to provide or make
available the information to interested parties . To decide whether to maintain ,modifyor eliminate the new curriculum or
programme ,information is obtained by conducting the following four types of evaluation: contex ,input,Process and
product

Stufflebeam's model of evaluation relies on both formative and summative evaluation to determine the overall
effectiveness a curriculum program Evaluation is required at all levels of the program implemented.

CONTEXT EVALUATION (WHAT NEEDS TO BE DONE AND IN WHAT CONTEXT?)

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This is the most basic kind of evaluation with the purpose of providing a rationale for the objectives. The evaluator
defines the environment in which the curriculum is implemented which could be a classroom, school or training
department. The evaluator determines needs that were not met and reasons why the needs are not being met. Also
identified are the shortcomings and problems in the organization under review (e.g. a sizable proportion of students in
secondary schools are unable to read at the desired level, the ratio of students to computers is large, a sizable proportion of
science teachers are not proficient to teach in English). Goals and objectives are specified on the basis of context
evaluation. In other words, the evaluator determines the background in which the innovations are being implemented

The techniques of data collection would include observation of conditions in the school, background statistics of teachers
and interviews with players involve in implementation of the curriculum.

INPUT EVALUATION (HOW SHOULD IT BE DONE?)

Is that evaluation the purpose of which is to provide information for determining how to utilize resources to achieve
objectives of the curriculum? The resources of the school and various designs for carrying out the curriculum are
considered. At this stage the evaluator decides on procedures to be used. The prevalent practices for input evaluation
include committee deliberations, ermine appeal to the professional literature, the employment of consultants and pilot
experimental projects.

Process Evaluation (Is it being done?) is the provision of periodic feedback while the curriculum is being implement
Product evaluation (Did it succeed?) or outcomes of the initiative. Data is collected to determine whether the curriculum
managed to accomplish it set out achieve (e.g. to what extent students have developed a more positive attitudes towards
science)?. Product evaluation involves measuring the achievement of objectives, interpreting the data and providing with
information that will enable to decide whether to continue ,continue ,terminateor modify the curriculum.

STAKE’S COUNTENANCE MODEL

The model propsed by Robert (1967) suggest three phases of curriculum evaluation : The antecedent phase the transaction
phase and the outcome phase.Antecent phase includes conditios existing prior to instruction that may relate to
outcome .Thetransaction phase constitutes the process of instructions while the outcome phase related to the effect of te
program .Stake emphazises two operations ;Description and judgements.Description are divided according to whether
they refer to what was intended or what actually was observed.Judgements are sepperated according to whether they
refer to what was intend or what actually was observed
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EISNER’S CONNOISSEURSHIP MODEL

Elliot eisner proposed the connoisseurship model in which he claimed that a knowledgeable evaluator can determine
whether a curriculum programme has been a successful, using a combination of skills and experience. For example, to be
a connoisseur of food, paintings or films, you must have knowledge about and experience with different types of food,
paintings or films before you are able to criticise. To be a food critic, you must be a connoisseur of different kinds of
foods. To be a critic, you must be aware and appreciate the subtle differences in the phenomenon you are examining. In
other words, the curriculum evaluator must seek to be an educational critic. When employing the procedure of educational
criticism the following questions maybe asked:

• What has happened in the classrooms as a result of implementation of the new curriculum?
• What are some of the events that took place? (e.g. more students are participating in field work, more students are
asking questions in class, even academically weak students are talking in group activities) •
• How did students and teachers organize themselves in these events?
• What were the reactions of participants in these events?
How can the experiences of learners be made more effective as suggested by students, teachers and administrators? (e.g.
more resources are needed for fieldwork, more computers are needed to integrate the internet in teaching and learning

According to the Connoisseurship Model, evaluators provide a description and interpretation of the curriculum plan
implemented:

Description: The evaluator records the actions, the features of the environment and experiences of students, teachers and
administrators. People who read the evaluation report will be able to visualize what the place looks like and the processes
taking place. The aim here is to help the reader 'see the school or classroom and get a feel of what the curriculum
evaluator or critic is attempting to understand and help others understand? Interpretation: The evaluator explains the
meaning of events reported by putting it in its context. For example, why academically weak students were motivated to
ask questions; why reading comprehension skills improved; why enthusiasm for doing science experiments increased and
so forth.
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To be able to describe and interpret the implementation of a curriculum the evaluator has to collect data and the following
are examples of activities an evaluator may engage in:

• The evaluator observes what is going on the classroom and records teachers and students in action using
videotapes, audiotapes and photographs.
• The evaluator keeps notes of what is done, what is said and more importantly what is not said?
• The evaluator should strive to describe the tone of the curriculum inn actionThe evaluator interview students,
teachers and administrators about the quality of the curriculum. The evaluator would analysis student's work

THE KIRKPATRICK MODEL

According to this model, evaluation should always begin with level one, and then, as time and budget allows, should
move sequentially through levels two, three, and four.

Information from each prior level serves as a base for the next level's evaluation.

Reaction: Reaction measure the learner's perception of the course.

Learning: Addresses the extent to which the learners had a change in attitude, or increase of knowledge or skill.

Performance: This primarily addresses whether the student is now performing the new skill or knowledge in the
workplace.

Impact: Level four addresses the overall effectiveness of the program or training. .
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TYPES OF NURSING PROGRAMMES :

1. ANM
2. GNM
3. BSC NURSING
4. POST- BASIC B.SC
5. M.SC NURSING
6. M. PHIL
7. PHD

I ) AUXILIARY NURSE MIDWIFE(ANM)

Introduction

Philosophy

Health is a fundamental human right. Maintenance of optimum level of health Entails individual as well as social
responsibility. However health can never be adEquately protected by health services without active involvement of the
community.Indian Nursing Council (INC) believes that ANM/FHW plays a vital role in the Rural health care delivery
system. She should be sensitive and accountable to meet The health needs of the community. She should be able to
provide accessible, equi-Table, affordable and quality health care. ANM/FHW can act as a catalyst for proMoting inter-
sectoral convergence in promotive and preventive health care ANM curriculum intends to prepare skilled and effective
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female health workers to Achieve the goals of National Rural Health Mission which aims at bringing about Dramatic
improvement in the health system and health status of the country. ANM/ FHW would be trained in community health
skills to practice basic health care at a Defined level of proficiency in accordance with local conditions and to meet local
Needs’. Further, the programme fits into the general educational pattern as well as Nursing education system

Purpose

The purpose of the ANM/FHW course is to prepare an ANM to function at the Community level/village with specific
skills to fulfill the health needs of the Community. She will be an active link between the community and the health care
System.

General objectives:

On completion of the course, the ANM/FHW will be able to:

Appreciate the concept of holistic health and understand the influence of

Socioeconomic and environmental factors on the health status of the community.

Identify health problems/needs and resources in the community and mobilize

Social support for active participation of the community in health care activities.

Provide preventive, promotive, restorative and emergency health care to individuals And community as required.

Provide treatment of minor ailments

Provide skilled midwifery services to all mothers in the community and refer mothers At risk to hospitals.

Provide skilled care to all neonates in community and refer neonates at risk to the Appropriate levels.

Render skilled child care services at home, clinic and school.

Guide/Train birth attendants, Anganwadi workers (AW\Y)s , other community health

Activists and volunteers.

Provide need-based information and counselling related to health of individuals, family And groups.

Participate in all the National health and Family welfare programmes at community Level Act as a team member in the
health care delivery system

Coordinate and collaborate with the other health team members and com munity based Organizations, non-govt.
organizations (NGO) and village administration

Manage the health centre including equipments and supplies, and maintain the records In order to provide quality based
people friendly services.Update knowledge and skills for professional and personal growth.

Note: The competencies, guidelines and protocols as given in the following documents

Should from the basis of teaching.

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1. SBA module of MOHFW including use of selected life saving drugs and Interventions of obstetric emergencies
approved by the MOHFW.
2.IMNCI Module for basis health worker

3. Standard safety guidelines for infection control practicies (Universal precausions)

4. Biomedical waste management policies

Guidelines for starting a School of Nursing for conduction ANM/ FHW Training

1.Any organization under the Central Government, State Government, Local Body or a Private or Public Trust, Mission or
Voluntary, registered under Society Registration Act or, a Company registered under company’s act that Wishes to open
an ANM Training School, should obtain the No Objection/Essentiality certificate from the State government.

2.If any Nursing Programme is recognised by Indian Nursing Council, then the Will be institution will be exempted from
NOC/Essentialiry certificates for ANM from the state government.

3.The Indian Nursing Council on receipt of the proposal from the institution to Start ANM training program, will
undertake the first inspection to assess the Suitability with regard to physical infrastructure, clinical facility and teaching
Faculty in order to give permission to start the programme.

4.After the receipt of the permission to start ANM training program from Indian Nursing Council, the institution shall
obtain the approval from the State Nursing Council and Examination Board.

5.Institution will admit the students only after taking approval of State Nursing Council and Examination Board.

6.The Indian Nursing Council will conduct inspection every year till the first Batch completes the programme. Permission
will be given year by year till The first batch completes.

Minimum Standard Requirements

A school for training of the ANMs should be located in a Community Health Centre (PHC annexe) or a Rural Hospital
(RH) having minimum bed strength of 30 And maximum 50 and serving an area with community health programmes. The
school Should also be affiliated to a district hospital or a secondary care hospital in order to Provide experiences of
secondary level health care and an extensive gynae-obstertical Care.An organization having a hospital with 150 beds with
minimum 3j>50 obstetrics And gynaecology beds , and 100 delivery cases monthly can also open ANM school They
should also have an affiliation of PHC/CHC for the community health nursing Field experience.Existing ANM schools
attached to District Hospitals should have PHC annexe (accommodation facility for 20-30 students) for community health
field experience.

Clinical Facility: School has to be affiliated to district hospital or a secondary care hospital with minimum 150 beds, in
order to provide adequate maternity, childcare and basic medical surgical experiences. The hospital to have adequate
number of trained nursing staff round the clock. Bed occupancy on the average to be between 60%-70%.

Teaching facility
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 Emergency.
 Cleaning , security , mess facility may be engaged on contractual basis.

Physical facilities:

School building - There should be a separate building for the school and hostel. It should have an open space to facilitate
outdoor games for the students.

Office - There should be individual furnished office rooms for: Principal, Teachers. Clerical staff. A separate telephone
connection for the school is necessary.

Class-room- There should be two adequately large classrooms, accommo- dating required number of students (i.e., for
20-40 students size of the room should be 72p sq. ft.). Rooms should be well ventilated and properly lighted. There should
be chairs with arms or desks according to the number required. Suitably placed black/green or white board should be
available in the class- rooms.

Nursing laboratory- There should be a demonstration room with at least two to four beds and adequate number of
cupboards with necessary articles for demonstration. Pro vision should be made for community, midwifery and first aid
demonstration and practice.

Nutrition laboratory -There should be provision for nutrition practical. Cooking gas, stove and wash basin with tap
connections, suitable working tables and sufficient number of necessary utensils for conducting cooking classes should be
available.

Library cum study- There should be a room of adequate size in order to accommodate 40 students at a time, with
sufficient number of cupboards, library books and adequate number of chairs and tables for the students. Library should
have updated edition of textbooks, referral books, few professional journals and general knowledge magazines as well as
storybooks etc. in sufficient numbers.

Audio visual aid - School must have a TV, DVD player, an overhead projector, LCD projector, laptop for projection
computer facility, models, charts, skeleton & manikin/simulators, neonatal resuscitation equipment, home visiting bags,
delivery kits etc.

Toilets -There should be adequate toilets facility in the school building for the students and teachers atleast in the ratio
1:10

Garage - There should be a garage for (he mini bus.

Residential Facilities for Students

ANM training, being a residential programme, has to have adequate hostel facilities for the students. The hostel has to
accommodate 40-80 students. It has to have the following facilities:

 Safe drinking water facility should be available. All the rooms should to have adequate number of lights and fans
 Dinning room to accommodate forty students at a time with a hygienic kitchen, pantry and storing facility
 There should be sufficient number of living rooms, to accommodate all stu dents, preferably not more than two in
a room.
 Bathrooms and toilets sufficient in number (one for every 10 students).
 One visiting room with sitting arrangement and an attached toilet.
 XIX

 One recreation room with TV, radio & indoor games,

 One sick room to accommodate 2-4 students, with toilet attached.
 Other facilities like hot water arrangement for winter and water cooler for summer should be there.
 Hostel should have telephone connections.

1 Budget

School should have separate budget and Principal/Principal Nursing Officer should be the drawing and disbursing officer.
Budget should make provision for the following

Salary of Staff:

Remuneration of external lecturers

Purchase of library books

Cost of fuel for the school vehicle

Purchase of audio visual aids

Office expenses:

Water, electricity, telephone charges etc.

Contingency

Stipend for students (if given)

Inspection and affiliation fees

ANM School Management committee:

The school should have a management committee comprising of

Principal/Principal Nursing Officer - Chairperson

Nursing Tutor - Secretary

Nursing Tutor/PΗΝ - Member

District Public health Nurse/Nursing Officer- Member

Nursing Superintendent/Nursing incharge of the Hospital/CHC/RH- Member

Superintendent/Medical Officer incharge of Hospital/CHC/RH- Member

Quarterly (Once in three months) meetings to be convened regularly to monitor curriculum implementation and
examinations.

Transport

School must have a 20-25 seater minibus

 XX

There should be 6-8 Mopeds for students for community health nursing practice.

Communication

School must have an independent telephone line.

Annual Admission

Minimum students intake is 20

Maximum students intake is 40

Duration of Course

The total duration of the course is 2 years (18 months 6 months internship)

First Year:

i. Total weeks - 52 weeks

ii. Vacation - 4 weeks
iii. Gazatted holidays -2 weeks
iv. Preparatory holidays and examination -3 weeks
v. Teaching hours in weeks - 43 weeks
vi. Teaching hours per week -43 weeks x 40 hours/ weeks 1720 hrs

Second Year (including internship)

I. Total weeks -52 weeks

II. Vacation -4 weeks
III. Gazatted holidays -2 weeks
IV. Preparatory holidays and examination- 2 weeks
V. Teaching hours in weeks - 44 weeks
VI. Teaching hours per week -44 weeks x 40 hours/weeks = 1760hrs.

Admission Terms and Condition

1) The minimum age for admission shall be 17 years on or before 31.

2) December of the year in which admission is sought. The maximum age for admission shall be 30 years.
3) The minimum educational requirements shall be the passing of 12 years of schooling (10+2 year course)
recognized by CBSE/ICSE/SSSCE/HSCE or a recognized equivalent examination.

Medical Fitness: Admission is subject to satisfactory medical examination report.

COURSE OF STUDY:

First year:
XXI
 XXII

Guidelines for Internship:

a The ANM students (in a group of 4-5) should beposted in the sub center primary health cense with a regular
ANM for one month 4 weeks for super vised independent practice in the community which should be residential.
b The students should participate in all National Health and Family Welfare programms during their clinical
experience.
c At least 80% of all the clinical requirements should be completed before apperating for the final (second year)
examination,
d The principal of the ANM School should certify for each student that she has undergone successfully the
internship program completed 100% of the clinical requirements and acquired the equisite competencies as lived
in the syllabus before the award of the certificate diploma by the state nursing council/ examination board.
e The casebook and competency recond book should be completed and signed by the competent authority of the
school belure appearing for the second year practical.
 XXIII

Scheme of examination:

Grand total for second year 600 marks.

Note
 XXIV

 Question paper for Nursing courses to be set by qualified nursing teachers only.. The venue for practical
examination shall be Government District Hospital for all the students of government and private ANM
institutions.
 Practical examination should be for only 10 students per day.
 Supplementary examination should be conducted at six monthly intervals for the failures
 Internal assessment should be done on class test, assignments, report of visits and group work.
 All practical examinations must be held in the respective clinical areas and on patients.
 One internal and One external examiners should jointly conduct practical examination for each student.
 An examiner should be a BSc nursing teacher with minimum of 5 years of teaching experience in ANM
programme.
OR
M.Sc. (N) with 3 years of teaching experience in ANM programme Internal assessment will be made on the
basis of classroom tests, written assignments, performance in the community and clinical area along with
records and reports maintained by the students.
 Pass mark for each nursing subject on aggregate will be 50%.
 A candidate has to pass in theory and practical exam separately in each of the paper.
 Average internal marks of the total students shall not be more than 75% i.e, if 40 students are admitted in a
course the average score of the 40 students shall not exceed 75% of total internal marks.
 Maximum number of attempts permitted for each paper is 3 including first attempt
 Maximum duration of completion of the course is 4 years
 A candidate failing in more than one subject will not be promoted to the next year.
 No candidate shall be permitted to appear in the second year examination unless the candidate has passed the
first year examination.

Eligibility for Admission to Examination

1. A candidate must have minimum of 80% attendance (irrespective of the kind of absence) in theory and
practical in each subject for appearing for examination.
2 A candidate must have 100% attendance in each of the practical areas before the award of completion
certificate diploma by the state mursing council ex- amination board.
3 On completion of practical experience, records to be signed by the tutor and countersigned by the principal.
4 4The examination for the 2nd year should happen at the end of the year. A certificate of completion of
internship by each student should be provided by the principal before entering for the examinations.

Grading and Certification

Distinction shall be in aggregate=75%

First division = 70%& above

Second division = 60%-69%

Third division = 50%-59%

Certificate will be issued on successful completion of training requirement. The principal of the ANM School should
certify for each student that she has undergone successfully the internship program, 100% clinical requirements and
acquired the requisite competencies as listed in the syllabus before the award of the certificate/diploma by the state
nursing councils/examination boards. Qualified ANMA have to be registered by the State Nursing Councils under the
 XXV

provision of the State Nursing Councils and Indian Nursing Council Act as ANMs. before joining services as a qualified
Female Health worker and to practice as ANM.

II) GENERAL NURSING AND MIDWIFERY

Introduction and philosophy

Nursing is a profession within the Health Care Sector focused on the care of individuals, families and communities So
they may attain maintain or recover optimal health and quality of life.Nurses care for individuals of all ages and all
cultural backgrounds who are healthy and ill in a holistic manner Based on the individuals physical, emotional,
psychological, intellectual, social and spiritual needs. The Profession combines physical sciences, social science and
technology in caring for those individuals.Indian Nursing Council believes in concept of Health laid down by World
Health Organisation (WHO) “Health is
A state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity.”In order to
provide qualitative Nursing Care there is a need to train nurses effectively to work as a team member Of health care
delivery system. It is therefore their training should involve positive attitudes, knowledge, skills, Professional expertise,
latest trends in health care and health care needs of the community and the country as a Whole.As per the definition of
Virginia Avenel Henderson “ The Unique function of the nurse is to assist the individual, Sick or well, in the performance
of those activities contributing to health or its recovery (or to peaceful death) That he would perform unaided if he had the
necessary strength, will or knowledge.”As per the International Council of Nurses “ Nursing encompasses autonomous
and collaborative care of Individuals of all ages, families, groups and communities, sick or well and in all settings.
Nursing includes the Promotion of health, prevention of illness, and the care of ill, disables and dying people. Advocacy,
promotion Of a safe environment, research, participation in shaping health policy and in patient and health systems
Management and education are also key nursing roles.”Indian Nursing Council recognized that basic nursing education is
a formally recognized programme of students Providing a broad and sound foundation in the behavioural, life and nursing
sciences for the practice of nursing For a leadership role and for the post basic education in specialties for advanced
nursing practice. The Country Believes that this basic course in nursing should prepare nurses for occupying first level
positions in nursing In all kinds of health care settings. The Council recognizes that nursing is a profession which is
influenced by Advances in science and technology, it believes that skills in all aspects of communication are also essential
Learning and for the practice of nursing.The Council also recognizes that the nature of nursing is such that a substantial
portion of learning of the Study is acquired in clinical field(s) of practice. It further recognised the interdependence of
nursing to allied Professions and occupations in prevention of diseases, promotion, maintenance and restoration of
health.The Council believes that it has a responsibility in helping the students to develop pride in their profession Besides
keeping them abreast with current knowledge and professional trends for a successful career ahead.

Aims

The basic Diploma course in General Nursing and Midwifery is geared to the health needs of the individuals, family,
community and the country at large. The aims of the Diploma in General Nursing and Midwifery programme are:

1. To prepare nurses with a sound educational programme in nursing to enable them to function as efficient members of
the health team, beginning with the competencies for first level positions in all kinds of health care settings.

2. To help nurses develop an ability to co-operate and co-ordinate with members of the health team in the prevention of
disease, promotion of health and rehabilitation of the sick.

3. To help nurses in their personal and professional development, so that they are able to make maximum contribution to
the society as useful and productive individuals, citizens as well as efficient nurses.
 XXVI

4. To serve as a base for further professional education and specialization in nursing.

5. To prepare nurses to keep pace with latest professional and technological developments and use these for providing
nursing care.

Objectives

The nurse on completion of this course will be able to:

1.Demonstrate competency in providing health care to individual, sick or well, using nursing process.

 Assess the nursing need of clients from birth of death.

 Plan and carry out appropriate action to meet nursing needs.
 Provide effective nursing care for maintain best possible level of health in all aspects.
 Promote self care in people under their care.
 Apply problem solving techniques in nursing practice.
 Evaluate effectiveness of nursing care.
 Apply problem solving techniques in nursing practice.
 Evaluate effectiveness of nursing care.
1. knowledge from the humanities, biological and behavioral sciences in functioning as a nurse.

2. effectively with members of the health team and community applying the knowledge of human Relations and
communication skills in her work.

3.Participants member of the health team in delivery of curative preventive, promotive and rehabilitative Health care
service.

4. community resources and their involvement in working with the communities.

5.Demonstrate use of ethical values in their personal and professional life.

6.Demonstrate interest in activities of professional organization.

7.Recognize the need for continuing education for professional development.

8.Demonstrate basic skills in teaching patients and giving nursing care to them.

9.Demonstrate basic skills in administration and leadership while working with other members of health

Guidelines for Establishment of New General

Nursing and Midwifery School 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

(iv) company incorporated under section 8 of Company’s act are eligible to establish General Nursing and
 XXVII

Midwifery School of Nursing.

2.Any organization having 100 bedded Parent (Own) hospital is eligible to establish General Nursing

Course.

3.Above organization shall obtain the Essentiality Certificate/No Objection Certificate for the General

4.Nursing and Midwifery programme from the respective State Government. The institution name

Along with Trust Deed/Society address shall be mentioned in No Objection Certificate/Essentiality Certificate.

5.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.

6. 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.

7.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 Examination Board.

-Before the admission of the students next year institute will submit the renewal/validity form as Per the calendar of
events every year. However INC may conduct yearly inspection.

8.Institution will admit the students only after taking approval of State Nursing Council Examination Board.

Note:

• If, no admission are made for two consecutive academic years then it shall be considered as closed for

The said programme.

• If the institution wants to restart the programme they have to submit the first inspection fees within 5 Years i.e., from the
year they did not have admissions. Guidelines of the year wherein institute was first.

Students admission

• Age for the entrance shall be 17 years to 35 years, provided they meet the minimum

educational requirement ie 12 years of schooling.

• Minimum education all students should pass 12 classes or its equivalent, preferably with

science subjects
 XXVIII

• Admission of students shall be once a year.

• Students should be medically fit.

BACHELOR OF NURSING COURSE(BSC NURSING)

INTRODUCTION OF THE PROGRAM

The B.Sc. nursing degree program is a four-year fulltime program comprising eight semesters, which prepares B.Sc.
Nursing graduates qualified to practice nursing and midwifery in a variety of settings in either public/government or
private Healthcare settings. It adopts credit system and semester system as per the Authority guidelines with minor
modifications Suitable to professional education in a hybrid form. The program encompasses foundational, core and
elective courses. The Choice-based system is applicable to electives only and is offered in the form of modules. Modular
learning is also integrated In the foundational as well as core courses that is mandatory.The program prepares nurses and
midwives for generalist nursing including midwifery practice. Knowledge acquisition Related to wellness, health
promotion, illness, disease management and care of the dying is core to nursing practice. MasteryOf competencies is the
main focus. Students are provided with opportunities to learn a whole range of skills in addition to Acquiring knowledge
related to nursing practice (nursing and midwifery). This is achieved through learning in skill Lab/simulated lab and
clinical environment. Simulation will be integrated throughout the curriculum wherever feasible to Enable them to
develop competencies before entry into real field of practice.The revised curriculum embraces competency-based and
outcome-based approach throughout the program integrating Mastery learning and self-directed learning.
Transformational and relationship based educational approaches are Emphasized. Through the educational process the
students assimilate and synthesize knowledge, cultivate critical thinking Skills and develop care strategies. Competencies
that reflect practice standards of the Council address the areas of cultural Diversity, communication technology, teamwork
and collaboration, safety, quality, therapeutic interventions and evidence Based practice. They are prepared to provide
safe and competent care to patients across life span and influence patient Outcome.

PHILOSOPHY

The Council believes that Health and wellness are two fundamental concepts that are integrated throughout the program.
Health is a state of well-Being that encompasses physical, psychological, social, economic and spiritual dimensions.
Wellness is the individual‘s Perception of wellness and is influenced by the presence of disease and individual‘s ability to
adapt. Health is a right of all People. Individuals have a right to be active participants in achieving health as they perceive
it. Society consists of dynamic And interactive systems involving individuals, families, groups and communities. Cultural
diversity, race, caste, creed, socio Economic levels, religion, lifestyles, changes in environment and political factors
influence it. Nurses and midwives Recognize and respect human differences and diversity of population within society
and provide ethical care with respect and Dignity and protect their rights.

Nursing as a profession and a discipline utilizes knowledge derived from arts, sciences (physical, biological and
Behavioral), humanities and human experience. Nursing science incorporates clinical competence, critical thinking,
Communication, teaching learning, professionalism, and caring and cultural competency. Nurses collaborate with other
Health disciplines to solve individual and community health problems. Nursing facilitates evidence-based practice,
Compassionate caring among its practitioners in response to emerging issues in healthcare and new discoveries and
Technologies in profession. Nursing practice requires personal commitment to professional development and life-long
Learning.

Scope of nursing and midwifery practice encompasses provision of promotive, preventive, curative and rehabilitative
Aspects of care to people across the life span in a wide variety of healthcare settings. Nursing practice is based on
 XXIX

acquisition Of knowledge, understanding, attitude, competencies and skills through the Council‘s curricular and practice
standards. The Competencies in which the students are trained will guide them in performing their scope of practice.
Nursing offers Qualified nurses and midwives a wealth of opportunities in the field of practice, education, management
and research in India and overseas.

The undergraduate nursing program is broad based education within an academic curricular framework specifically
Directed to the development of critical thinking skills, competencies appropriate to human and professional values.
Blended Learning approach comprising of experiential learning, reflective learning, scenario based learning and simulated
learning isAlso inbuilt. The teaching learning process encourages mastery learning, modular, self-directed and self-
accountable in Choice making in terms of elective courses. The program prepares its graduates to become exemplary
citizens by adhering to Code of ethics and professional conduct at all times in fulfilling personal, social and professional
obligations so as to respond To national aspirations. Health and community orientation are provided with special emphasis
on national health problems, National health programs and national health policy directives to achieve universal health
care for all citizens of India. The Main roles of graduates would be provider of care with beginning proficiency in
delivering safe care, coordinator/manager of Care by being active participant of inter-professional team and member of a
profession demonstrating self-responsibility and Accountability for practice as well as to support the profession.

The faculty has the responsibility to be role models and create learning environment that facilitates cultivation of Critical
thinking, curiosity, creativity and inquiry driven self- directed learning and attitude of life-long learning in students.
Learners and educators interact in a process whereby students gain competencies required to function within their scope of
Practice.

AIMS & OBJECTIVES

AIMS

The aims of the undergraduate program are to:

1. Produce knowledgeable competent nurses and midwives with clear critical thinking skills who are caring,
motivated,Assertive and well-disciplined responding to the changing needs of profession, healthcare delivery system
and society.
2. Prepare them to assume responsibilities as professional, competent nurses and midwives in providing promotive,
Preventive, curative and rehabilitative healthcare services in any healthcare setting.
3. Prepare nurses and midwives who can make independent decisions in nursing situations within the scope of practice,
Protect the rights of individuals and groups and conduct research in the areas of nursing practice and apply evidence-
Based practice.
4. Prepare them to assume role of practitioner, teacher, supervisor and manager in all healthcare settings.

OBJECTIVES
On completion of the B.Sc. Nursing program, the B.Sc. nursing graduates will be able to
1. Utilize critical thinking to synthesize knowledge derived from physical, biological, behavioural sciences, and
Humanities, in the practice of professional nursing and midwifery.
2. Practice professional nursing and midwifery competently and safely in diverse settings, utilizing caring,
critical thinking And therapeutic nursing interventions with individuals, families, populations and
communities at any developmental Stage and with varied lived health experiences.
3. Provide promotive, preventive and restorative health services in line with national health policies and
programs.
 XXX

4. Integrate professional caring into practice decisions that encompass values, ethical, and moral and legal
aspects of Nursing.
5. Respect the dignity, worth, and uniqueness of self and others.
6. Apply concepts of leadership, autonomy and management to the practice of nursing and midwifery to enhance
quality And safety in health care.
7. Utilize the latest knowledge and skills related to information and technology to enhance patient outcomes.
8. Communicate effectively with patients, peers, and all health care providers.
9. Utilize the requisite knowledge, skills and technologies to practice independently and collaboratively with all
health Professionals applying the principles of safety and quality improvement.
10. Integrate research findings and nursing theory in decision making in evidence-based practice.
11. Accept responsibility and accountability for the effectiveness of one‘s own nursing and midwifery practice
and Professional growth as a learner, clinician and leader.
12. Participate in the advancement of the profession to improve health care for the betterment of the global
society.
I. CORE COMPETENCIES FOR NURSING AND MIDWIFERY PRACTICE BY B.Sc. GRADUATE

{Is adapted from NLN Model and Massachusetts: Nurse of the Future – Core Competencies (2016) as shown
in figure 1}

The B.Sc. Graduate nurse will be able to:

1. Patient centered care: Provide holistic care recognizing individual patient‘s preferences, values and
needs, that is Compassionate, coordinated, age and culturally appropriate safe and effective care.
2. Professionalism: Demonstrate accountability for the delivery of standard-based nursing care as per
the Council Standards that is consistent with moral, altruistic, legal, ethical, regulatory and
humanistic principles.
3. Teaching & Leadership: Influence the behavior of individuals and groups within their environment
and facilitate Establishment of shared goals through teaching and leadership
4. System-based practice: Demonstrate awareness and responsiveness to the context of healthcare
system and ability to Manage resources essential to provide optimal quality of care.
5. Health informatics and Technology: Use technology and synthesize information and collaborate to
make critical Decisions that optimize patient outcomes.
6. Communication: Interact effectively with patients, families and colleagues fostering mutual respect
and shared Decision making to enhance patient satisfaction and health outcomes.
7. Teamwork and Collaboration: Function effectively within nursing and interdisciplinary teams,
fostering open Communication, mutual respect, shared decision making, team learning and
development.
8. Safety: Minimize risk of harm to patients and providers through both system effectiveness and
individual performances.
9. Quality improvement: Use data to monitor the outcomes of care processes and utilize improvement
methods to design And test changes to continuously improve the quality and safety of healthcare
system.

10. Evidence based practice: Identify, evaluate and use the best current evidence coupled with clinical
expertise and Consideration of patient‘s preferences, experience and values to make practical
decisions.
 XXXI

CORE COMPETENCIES REQUIRED FOR PROFESSIONAL NURSING AND MIDWIFERY PRACTICE IN

ALL PRACTICE SETTINGS :

Eligibility for admission

A candidate seeking admission should have:

• Pass the 2 year of pre university exam or equivalent as recognized by concerned

university with science subjects i.e Physics, biology and chemistry.

• Students of vocational courses

• Obtained at least 45%of total marks in science subjects in the qualifying exam, if belongs

to a scheduled caste or tribe , should have obtained not less than 40 % of total marks in

science subjects.
 XXXII

• Completed 17 years of age at the time of admission or will complete this age on or

before 31st December of the year of admission

• Is medically fit.

GUIDELINES REGARDING MINIMUM PRE-REQUISITES FOR GRANTING SUITABILITY FOR B.Sc.

(NURSING) COLLEGE OF NURSING

1. The following Organizations/Establishments are eligible to establish/open a B.Sc. (Nursing) College of

Nursing:
a) Central Government/State Government/Local Body;
b) Registered Private or Public Trust;
c) Organizations Registered under Societies Registration Act including MissionaryOrganizations;
d) Companies incorporated under Section 8 of Company‘s Act.
2. The eligible Organizations/Establishments should have their own 100 bedded Parent Hospital.Provided
that in respect of Tribal and Hilly Area the requirement of own Parent Hospital is exempted.
a) Tribal Area – Scheduled notified area [Areas as the President of India may by order declare to
be Scheduled Areas];
b) Hilly Area – UTs of Jammu & Kashmir and Ladakh, North Eastern States, Himachal Pradesh
and Uttarakhand.
3. The eligible Organizations/Establishments should obtain Essentiality Certificate/No Objection Certificate
from the Concerned State Government where the B.Sc. (Nursing) College of Nursing is sought to be
established. The particulars Of the name of the College/Nursing Institution along with the name of the
Trust/Society/Company [as mentioned in Trust Deed or Memorandum of Association] as also full address
shall be mentioned in No Objection Certificate/Essentiality Certificate.
4. After receipt of the Essentiality Certificate/No objection Certificate, the eligible institution shall get
recognition from the concerned SNRC for the B.Sc. (Nursing) program for the particular academic year,
which is a mandatory Requirement.
5. The Council shall after receipt of the above documents/proposal by online, would then conduct Statutory
Inspection of The recognized training nursing institution under Section 13 of the Act in order to assess the
suitability with regard to Availability of Teaching faculty, Clinical and Infrastructural facilities in
conformity with Regulations framed under the Provisions of the Act.

*Provided that training institutions shall apply for statutory inspection, under Section 13 of the Act, to the Council
within 6 months from obtaining recognition from the SNRC.

1. Parent Hospital (Unitary/Single Hospital)

College of Nursing should have 100 bedded parent/own hospital which is compulsory requirement.Parent Hospital for a
nursing institution having the same Trust/Society/Company which has established the nursing institution and has also
established the hospital.

OR

For a nursing institution (managed by Trust/Society/Company under Section 8), a ‗Parent Hospital‘ would be a Hospital
either owned and controlled by the Trust/Society/Company or managed and controlled by a Trustee/member/director of
the Trust/Society/Company. In case the owner of the hospital is a trustee/ member/director Of the Trust/Society/Company,
then the hospital would continue to function as a ‗Parent Hospital‘ till the life of the Nursing institution.
 XXXIII

The Undertaking would also be to the effect that the trustee/member/director of the Trust/Society/ Company would Not
allow the hospital to be treated ‗Parent/Affiliated Hospital‘ to any other nursing institution and will be for minimum 30
years [i.e., signed by all trustees/members/directors of Trust/Society/ Company] to the Undertaking to be submitted From
the trustee/member/director of the Trust/Society/ Company.

The beds of Parent Hospital shall be in one Unitary Hospital i.e. in same building/same campus. Further, the Parent
Hospital shall be in the same State i.e. where the institution is located.

a) It is to be noted that once a particular hospital is shown as ―Parent Hospital‖ and

permission given to the nursing Institution to conduct nursing courses, then, the
permission/suitability granted would last as long as the said Hospital is attached as a
―Parent Hospital‖.
b) In case the trustee/member/director of the Trust/Society/Company withdraws the
Undertaking given, in that case Even the permission/ suitability letter issued would be
deemed to have lapsed/stand withdrawn with immediate Effect.

2. Change of Trust/Society

 The Trust/Society cannot be purchased as per Indian Trust Act, but there can be change of trustees/ members. It
is therefore the purchase of institution or change of membership will not be considered for continua tion of The
program. The institution which is purchased/taken over will be considered as closed. And a fresh Govt. Order
shall be required mentioning the Trust/Society name along with programs.
 The change of membership in Society/change of trustees in the Trust to be submitted immediately after
Incorporating through Registrar Cooperative Societies/Indian Trust Act.
 As per law Trust/Society can open number of institutions, but it will be considered as one institution under the
Ambit of one Trust/Society. It is therefore, a Trust/Society can open only one nursing institution in one
City/town.
 If already an institution is existing in that city or town with an abbreviated name (e.g R K College of Nursing)
Then another institution with expanded name (Rama Krishna College of Nursing) will not be allowed).
 No two Institutions will have same name in same city/town.

3. Change of Address:

SNRC shall issue a certificate, certifying the fact that the nursing institution is being shifted to the new Building/premises
at the address indicated. The certificate issued should indicate clearly complete address. The Certificate issued should
indicate clearly the total covered area of the nursing institution, owner of the nursing Institution, and detailed physical
facilities like laboratories, classrooms etc. along with area specification, provision of Adequate washroom facilities,
lighting, ventilation etc. of the new building.

4.Change of Location (District/Town/City/Village) shall be considered under new proposal, i.e. fresh Essentiality
Certificate from the State Government and recognition from the SNRC is mandatory.Strict Compliance of the Syllabus
prescribed by the Council No Institutions/SNRC/University will modify the syllabi prescribed by the Council for a course/
program. However They can add units/subjects if need be.

5. Close/Re-start of the Nursing Programs

 XXXIV

If Institutions have not admitted the students for 2 consecutive years, it shall be considered as closed. Institute
may Apply for suitability to the Council under Section 13 & 14 of the Act through online within 5 years of the
closure. While Conducting the inspection they will not be covered under the new guidelines with regard to Parent
Hospital. However, The above relaxation will be applicable only for five years. In case the proposal is submitted
after 5 years from the year Of closure, it has to submit a fresh proposal with due Essentiality Certificate from the
State Government and recognition From the SNRC. In such cases the new guidelines with regards to parent
hospital and calendar of events shall be Applicable.
6. Change of Name of the Institution
If the Trust/Society/Company proposes to change the name of the institute, a valid reason has to be submitted. If
SNRC/University have accepted the change of name of institute it may be accepted by the Council provided the
Trust/Society/Company is same and does not come under para no. 2 above.
7. Re-Inspection

Re-inspection application shall be considered only two times. If the institution is found deficient even after that,Then the
institution shall have to submit a proposal for Suitability under Section 13 & 14 of the Act online within 5 Years.
However in case the proposal is submitted after 5 years it has to submit a fresh proposal with due Essentiality Certificate
from the State Government and recognition from the SNRC.

8. Number of Sanctioned Seats

 Maximum of 100 seats will be sanctioned for the B.Sc. (Nursing) program for which institute must have parent
Medical College or parent hospital having 300 beds or above subject to teaching and physical facilities Available
for B.Sc. (Nursing) program.
 Maximum of 60 seats will be sanctioned for the institution with parent hospital having less than 300 beds on The
basis of teaching and physical facilities for B.Sc. (Nursing) programme
9. Enhancement of Seats
Inspection for Enhancement of seats under Section 13 of the Act shall be conducted only once in an academic
year i.e., only one application/proposal shall be accepted, in one academic year. Further, SNRC approval is
mandatory for enhancement of seats.
10. Bond System
Taking service bonds from students and forcefully retaining their Original Certificates is viewed as an Unethical
Practice by the Council. If any such practice comes to the notice of the Council, appropriate action under Section
14 of The Act will be taken against the erring institution.

MINIMUM REQUIREMENTS OF PHYSICAL FACILITIES

Regulations pertaining to Building and Laboratories

(i) School and College of nursing can share laboratories, if they are in same campus under same name an d under
Same Trust/Society/Company, that is the institution is one but offering different nursing programs. However
they Should have equipments and articles proportionate to the strength of admission. The classrooms should
be Available as per the requirement stipulated by the Council for each program.
(ii) Further, two same programs by the same institute/Trust/Society/Company is not allowed in the same campus.
(iii) The nursing institution can have all the nursing programs in the same building but with requisite progr am
wise infrastructure. However, laboratories can be shared.
(iv) If the Trust/Society/Company has some other educational programs, the nursing program shall be in separate
block/floor with prescribed sq.ft. area.
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(v) Nursing program may be in hospital premises with a condition that it shall be in separate block/floor with
prescribed sq.ft. area.
(vi) Long lease by the Government will be considered. However, rented building shall not be considered as their
own building.
(vii) It is mandatory that institution shall have its own building within two years of its establishment.
(viii) Own Building/Lease/Rented Building:

a) If one of the trustee/member/director of theTrust/Society/Company desires to lease the building owned by him for
nursing program, it should be for a period of 30 years. It should also be ensured that lease deed that is entered into
between the Trust/Society/Company and the trustee/member/ director, owning the building, should contain a clause that
the lease deed cannot be terminated for a period of 30 years.Further, it is clarified that, for a Nursing Institution (Managed
by a Trust/Society/Company), own building would be a building either owned and controlled by the
Trust/Society/Company or owned and controlled by a trustee/member/director of the Trust/Society/Company. That is, if
the owner of the building is a trustee/member/director of the Trust/ Society/Company and she/he leases the building to the
Trust/Society/Company for 30 years, it will be considered as own building of the nursing institution.

b) A duly registered gift deed of the building in favor of the Trust/Society/Company should be construed to be ―own
building‖.Further it is clarified that if the lease of the building is between any government authority and the
Trust/Society/Company/nursing institution and the lease is for 30 years or more, it will also be considered as own
building.Any deed of the building which is not as per either clause (a) or (b) above shall be considered as ―Rented
Building‖ only.

c) In cases of irrevocable power of attorney, documents of the building should be duly registered as per law.

d) Penalty for not having own building: Institutions which do not have their own building within two years of
establishment has to pay the penalty for not having the own building. The penalty fees is Rs. 1 Lakh for B.Sc. (Nursing)
Program for 6 consecutive years. Even after 6 years if the institution does not have own building then action shall be taken
under Section 14 of the Act. However, a lease of 30 years is permissible with the trustee/member/director of the
Trust/Society/ Company.

III) POST – BASIC BSC NURSING:

Philosophy

MGUMST believes that:

Health is a state of well-being that enables a person to lead a psychologically, socially and Economically productive life.
Health is a right of all the people. Individuals, families and communities Have a responsibility towards maintaining their
health. Nursing contributes to the health services in a vital and significant way in the health care Delivery system. It
recognizes national health goals and is committed to participate in the Implementation of National Health policies and
programmes. It aims at identifying health needs of the People, planning and providing quality care in collaboration with
other health professionals and Community groups. Scope of nursing practice encompasses provision of promotive,
preventive, curative and Rehabilitative aspects of care to people across their life span in wide variety to health care
settings. Practice of nursing is based upon application of basic concepts and principles derived from the Physical,
biological and behavioural sciences. Nursing is based on values of caring, and aims to help individuals to attain
independence in Self-care. It necessitates development of compassion and understanding of human behaviour among Its
practitioners to provide care with respect and dignity and protect the rights of individuals & Groups. Undergraduate
nursing program at the post basic level is a broad based education within an Academic framework, which builds upon the
 XXXVI

skills and competencies acquired at the diploma level. It Is specifically directed to the development of critical thinking
skills, competencies & standards Required for practice of professional nursing and midwifery as envisaged in National
Health Policy 2002. The teachers have the responsibility to be role models and create learning environment that Enables
students to acquire inquiry driven, self directed learning and foster an attitude of life long Learning . Under graduate
nursing education program prepares its graduates to become exemplary Citizen by adhering to code of ethics and
professional conduct at all times in fulfilling personal, social And professional obligations as to respond to national
aspirations.

Aim :In aim of the undergraduate nursing program at the post basic level is to upgrade the GNM Nurses to:

 Assume responsibilities as professional, competent nurses and midwives in providing Promotive, preventive,
curative, and rehabilitative services.
 Prepare nurses who can make independent decisions in nursing situations, protect the rights of and facilitate
individuals and groups in pursuit of health, function in the hospital, community nursing services, and conduct
research studies in the areas of nursing practice. They are also expected to assume the role of teacher, supervisor
and manager in a clinical/public health setting.
Objectives

On completion of the four years B.Sc. Nursing (Post basic) program the graduate will Be able to:

1.Assess health status, identify nursing needs, plan, implement and evaluate nursing

Care for patients that contribute to health of individuals, families and communities.

2.Demonstrate competence in techniques of nursing based on concepts and principles

From selected areas of nursing, physical, biological and behavioural sciences.

3.Participate as a member of health team in the promotive, preventive, curative and

Restorative health care delivery system of the country.

4.Communicate effectively with individuals and groups, and members of the health Team in order to promote effective
interpersonal relationship and teamwork.

5.Demonstrate leadership qualities and decision-making abilities in various Situations.

6.Demonstrate skills in teaching to individual and groups in community health Settings.

7.Demonstrate managerial skills in community health settings.

8.Practice ethical values in their personal and professional life.

9.Participate in research activities and utilize research findings in improving nursing Practice.

10. Recognize the need for continued learning for their personal and professional Development

Post Basic B.Sc. NURSING (Two Years Course)

1.The course of study for Post Basic B.Sc. Nursing in Part-I shall be opened to both male and female Candidates.
 XXXVII

2.The Course of study leading to the Post Basic B.Sc. Nursing Degree shall consist of two academic Year i.e. Part-I
(Previous), Part-II (Final).

3. Criteria for admission

I.Passed the Higher Secondary or Senior Secondary or Intermediate or 10+2 or an equivalent Examination recognized by
the university for this purpose.

ii. a certificate in General nursing and Midwifery and registered as R.N.R.M. with the State Nurses Registration Council.
A male nurse, trained before the implementation of the New integrated course besides being registered as a nurse with
State Nurses Registration Council, shall produce evidence of training approved by Indian Nursing Council for a similar
Duration in lieu of midwifery in any one of the following areas:

 O.T. Techniques

 Ophthalmic Nursing

 Leprosy Nursing

 TB Nursing

 Psychiatric Nursing

 Neurological and Neuro surgical Nursing

 Community Health Nursing

 Cancer Nursing

 Orthopaedic Nursing

III. State Government may constitute a selection committee including a university and State nursing council. Condition of
entrance examination is not mandatory asper Indian Nursing Council regulation. Admission may also be made through
state Government approved Federation.

IV. Students shall be admitted once in a year.

Notes:

i.)15% of the total seats will be filled up by the candidates on all India basis inclusive of Rajasthan and 16%, 12% & 21%,
1% of 15% of these seats shall be reserved for SC, ST, OBC and SBC respectively.

ii).85% of the total seats will be filled up by the Bonafide candidates of Rajasthan. To be eligible for admission on these
seats: The candidates must have studied for the last three years of the qualifying examination Continuously as regular
candidates in recognized institution in Rajasthan.

Or

B.ScNatural Father/Mother of the candidate must have continuously resided in Rajasthan for

Period of last 10 years and candidate has studied for at least 5 years in a recognized education Institution in Rajasthan.
 XXXVIII

Or

The candidate should be a Son/Daughter of a serving or retired employee of (a) Government Of Rajasthan including
Officer of all India Service born on the state cadre of Rajasthan or (b)Undertaking/Corporation/Improvement
Trust/Municipal board/Panchayat Samities/Cooperative bodies duly constituted by Govt. of Rajasthan by an act of law or
© any of the University in Rajasthan or Secondary Board of Education (Rajasthan) provided that the Employee has put in
at least three years of service in the above bodies on the last date of Submission of application in the office

Or

Candidate should be a Son/Daughter of permanent employee of Indian Defense Service and The employee is either of
Rajasthan origin irrespective of his place of posting at the time of Last date of the application for admission. Defense
personnel shall submit a certificate from His employer to the effect that his state of origin is Rajasthan at the time of his
entry into Service.

iii. Reservation in seat allotment shall be as per the prevailing reservation policy of the Government.

V. Candidate shall be medically fit.

VI. Counselling will be held to finalize the admissions. The Candidates must be physically Present at the time of
counselling.

4. There shall be annual main examinations and a second examination for the Supplementary Candidates within a period
of 2 to 3 months after the declaration of result.

5. A candidate who has completed the regular course of studies for one academic year shall be Eligible for Post Basic
B.Sc. Nursing Part-I (Previous) examination.

6. Required percentage of attendance for appearing in any paper of Post Basic B.Sc. Nursing

Part – I (Previous) and Post Basic B.Sc. Nursing Part – II (Final) shall be 80% of the total Prescribed theory, clinical and
practical hours. A candidate must have 100% attendance in Each of the practical areas before award of degree.

7. A candidate who has passed Post Basic B.Sc. Nursing Part – I (Previous) examination will be

Promoted to B.Sc. Nursing part- II course and after completion of regular course of studies for One academic year shall
be eligible for Post Basic B.Sc. Nursing Part – II (Final) examination.

8. The candidates if fail in more than one subject they can be promoted to next year. A Candidates can take any number
of attempts with a condition that maximum period allowed is A 4 years. However all papers need to be cleared before
appearing in the final examination.

9. The examination shall be conducted by means of written papers and viva voce and practical Examination. Candidates
shall be required to pass separately in written and practical Examination. For practical examinations there shall be two
examiners, one Internal and one External.

10. A candidate may improve his/her internal assessment marks whenever he/she reappears. In Case the candidate does
not improve his/her earlier internal assessment marks or doesn’t opt For improvement, his/her earlier internal assessment
marks would be conveyed by the Principal to the University. No change in the internal marks once conveyed to the
University Would be possible.
 XXXIX

11. Minimum pass marks shall be 50% in each of the theory (inclusive of internal assessment) And practical (inclusive of
internal assessment) papers separately.

12. Candidates who have obtained 75% or above marks in I attempt examination in a subject will Be declared to have
distinction in that subject.

DEGREE OF MASTERS IN NURSING:

First two years course in masters of nursing was started at RAK College of Nursing in 1959.and in 1969 in
CMC Vellore. At present there are 401 colleges imparting MSc Nursing degree course in different specialties.

Objectives

Graduates of master of nursing programme demonstrate:

Increased cognitive, affective and psychomotor competencies and the ability to utilize the potentials for
effective nursing performance

Expertise in the utilization of concepts and theories for the assessment, planning and. intervention in meeting
the self care needs of an individual for the attainment of fullest

potentials in the field of specialty.

Ability to practice independently as a nurse specialist

Ability to function effectively as nurse educators and administrators

Ability to interpret the health related research

Ability to plan and initiate change in the health care system.

Leadership qualities for the advancement of practice of professional nursing Interest in life long learning for
personal and professional learning advancement

Eligibility

The candidate seeking admission must:

Have passed BSc. Nursing/post certificate BSc, or nursing degree of any university

Have a minimum of one year of experience after obtaining BSc, in hospitals or nursing educational institutions
or community health setting

For BSc, nursing post certificate, no such experience is needed after graduation the candidate shall be-a
registered nurse or registered midwife for admission to medical surgical nursing, community health nursing,
pediatric nursing obstetric and gynecological nursing.

A registered nurse for admission to psychiatric nursing

 XL

The candidate shall be selected on merit judged on the basis of academic performances. in BSc nursing, post
certificate BSc, or nursing and selection tests.

Specialties

Candidate will be examined in any of the following branches-

Medical Surgical Nursing -Cardio Vascular & Thoracic Nursing

Medical Surgical Nursing-Critical Care Nursing Medical Surgical Nursing-Oncology Nursing

Medical Surgical Nursing - Neurosciences Nursing

Medical Surgical Nursing - Nephra- Uralogy Nursing

Medical Surgical Nursing -Orthopedic Nursing

Medical Surgical Nursing - Gastro Enterology Nursing

Obstetric & Gynecological Nursing

Pediatric (Child Health) Nursing

Psychiatric (Mental Health) Nursing

Community Health Nursing

Four common papers are there included in the syllabus. They are:

 Advanced concepts of health and nursing.

 Education and nursing education
 Administration and nursing administration
 Bio-statistics, research methodology and nursing research.

MASTER OF PHILOSOPHY PROGRAMME IN NURSING

In 1980 RAK college of nursing started an MPhil programme as a regular and part time course. Since then several
universities started taking students for the MPhil course in nursing.

Prominent among these are: MGR Medical University, Rajiv Gandhi University of Health Sciences, SNDT University and
Delhi University and Manipal Academy of Higher Education

Objectives

The objectives of M.Phil. degree course in nursing are:

To strengthen the research foundations of nurses for encouraging research attitudes and problem solving capacities

To provide basic training required for research in undertaking doctoral work.

 XLI

Duration

Duration of the full term M.Phil. course will be one year and part time course will be two year.

Course of study

At the time of admission each candidate will be required to indicate her priorities in regard to the optional courses a
candidate may offer one course from M Phil programme from the department of Anthropology, education, sociology and
physiology or any suitable department. The M.Phil. studies will be into two distinct parts, part1 and part 2.

Part1----it consist of 3 courses, le research methods in nursing, major aspects of nursing, allied disciplines

Part2-after passing the part1 examination, a student shall be required to write a dissertation. The topic and the nature of
the dissertation of each candidate will be determined by the advisory committee consist of 3 members. The dissertation
may include results of original research, a fresh interpretation of existing facts, and date or a review article of critical
nature of may take.

DOCTORATE OF PHILOSOPHY IN NURSING (PhD in Nursing)

Earlier Indian nurses were sent abroad for Ph. D programme. PhD programmes in nursing was first started in India in
1992. Universities where PhD programmes are conducted in India include

1. PhD Consortium by Indian Nursing Council, RUGHS and WHO.

2. RAK College of Nursing

3. NIMHANS Bangalore

4. Manipal University

Board of research studies (medical sciences)- members-

Dean and the head of the departments concerned

• Principals/head of institutions recognized for post graduate medical studies.

Two members nominated by the medical academic council

• Three persons nominated by the medical faculty( for their special knowledge in the medical science)

Eligibility criteria

The candidate should be post graduate in nursing with more than 55% of aggregates of marks

• Should have research background

o May or may not published articles in journals

• The course duration is far regular PhD course is 3 years and for part time is 4 years
 XLII

BIBILIOGRAPHY :

Books :

 Shabbier P.ShabeerText book of nursing education EMMES publicationpage:462-469

 Potter and Perry ,Fundamentals of Nursing, Second south Asia edition, Page 44,106
 Jogindra vati,Nursing foundation ,concepts and Perspectives, Health science publishers page 4-9.
 Neeraja KP. Text book of nursing education.2005.1st edn. Noida. Jaypee brothers medical publishers(p) Ltd.
 Elakkuvana Bhaskara Raj and Nima Bhaskar (2015), "A Textbook of Nursing Education", Emees Medical Publishers,
India, Khushmandini Offset Printers.
Internet :
 https://www.scincecredit.com.
 https://www.nursingpath.in/2014/04/nursing-education-in-india.htm.
 www.lebtwpk8.org/document .view
 www.ascd.org..
 www.slideSshare.net /kavyaraju/administratiSSon of nursing curriculum.
 https://mgumst.org/pdf/syllabus/2021/Post%20Basic%20B.Sc%20Nursing.pdf.
 https://deshbhagatuniversity.in/wp-content/uploads/2023/01/Syllabus-ANM.pdf.