Nursing Education & Quality Assurance in Nursing Colleges Shyamala D Manivannan
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1Nursing Education and Quality Assurance in Nursing Colleges
Shyamala D Manivannan RN RM MSc (N) PhD (N) Professor and Director Faculty of Nursing Dr MGR Educational and Research Institute Chennai, Tamil Nadu, India
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Nursing Education and Quality Assurance in Nursing Colleges
First Edition: 2016
Printed at
3Dedicated to
This book is dedicated to my parents, Late Sri A Padmanaba Iyer and Smt S Venkattammal, and my teachers, who introduced me to this noble profession.4
A learner tries to do many tasks during the journey of his/her education. Learning is an ongoing task that requires people to be lifelong learners to get the complete taste of education. Sharing the knowledge is the significant task of our caring profession. Learning and teaching are the two inseparable activities which complement each other and perpetuate an individual's life. Providing education and assuring quality are the two responsible activities that promote the excellence in teaching and learning. Statutory bodies of general and nursing education expect the educational institutions to assure quality and excellence in nursing education. Statutory bodies provide guidelines and assess nursing institutions to assure quality education to provide good-quality nursing care to the society.
Nursing Education and Quality Assurance in Nursing Colleges is packed under four sections. First section talks about the philosophies of education and nursing image. Second section deals with the essentials of curriculum, which are discussed in detail and provide the basis for curriculum planning and development. Teaching and learning process occupies the third section. This section explains the teaching and learning process. Quality assurance section runs in four chapters under the fourth section. This explains in detail about the quality assurance process in the nursing colleges that are built keeping in mind the mission, vision and objectives of the nursing schools and colleges. In addition, research works related to certain chapters are highlighted for enhancing the students’ knowledge in the field of application and integration of the current learning.
This book addresses various aspects and also the quality assurance in nursing education. It also deals with the essential elements of nursing education and covers the syllabus for the undergraduate and postgraduate nursing students. It would be useful to the undergraduate as well as the postgraduate nursing students and teachers, who are the major components of teaching, learning and the quality assurance process of nursing. Enhancing the readers’ knowledge would assure quality nursing education that further leads to assuring quality care to the society.
Shyamala D Manivannan6
The provision of opportunity, motivation, timely support, help and encouragement are the most essential factors that take a project to the desired point of destiny. I would like to submit my thanks to the Lord Almighty for providing me the necessary wisdom and strength to complete this project. I would like to extend my thanks to all my teachers (who are deeply seated in my heart), and friends and philosophers of various disciplines who molded me. I would like to extend my love and thanks to my husband, A Manivannan for his continuous moral support and encouragement to complete this work. My affectionate hugs and thanks to my son, Karthik, my daughter Sinduja, and my daughter-in-law, Abhilasha Karthik for providing me a supportive environment.
I cannot find enough words to express my gratitude to Jaypee Brothers Medical Publishers (P) Ltd, New Delhi, India for their acceptance in publishing the work, and their professionalism during the entire process. I am especially grateful to Shri Jitendar P Vij (Group Chairman), Mr Ankit Vij (Group President), Ms Chetna Malhotra Vohra (Associate Director), Ms Payal Bharti (Project Manager), Mr Samir Khan (Project Coordinator), Mr Harsh Pal Singh Rawat (Graphic Designer), and Mr Manas Yadav (Typesetter) for shaping up the book and making all the changes without any complaints.8
9INC Syllabus
MSc (Nursing)
Nursing Education
I. Introduction
Education: Definition, aims, concepts, philosophies and their educational implications, impact of social, economic, political and technological changes on education:
II. Teaching learning process
Concepts of teaching and learning: Definition, theories of teaching and learning, relationship between teaching and learning.
Educational aims and objectives; types, domains, levels, elements and writing of educational objectives.
Competency-based education (CBE) and outcome-based education (OBE).
Instructional design: Planning and designing the lesson.
Writing lesson plan: Meaning, need and importance, formats.
Instruction strategies: Lecture, discussion, demonstration, simulation, laboratory, seminar, panel, symposium, problem-solving, problem-based learning (PBL), workshop, project, role-play (socio-drama), clinical teaching methods, programmed instruction, self-directed learning (SDL), micro-teaching, computer-assisted instruction (CAI), computer-assisted learning (CAL).
III. Instructional media and methods
Key concepts in the selection and use of media in education.
Developing learning resource material using different media.
Instructional aids: Types, uses, selection, preparation, and utilization.
Teacher's role in procuring and managing instructional aids: Projected and nonprojected aids, multimedia, video-teleconferencing, etc.
IV. Measurement and evaluation
Concept and nature of measurement and evaluation, meaning, process, purposes, problems in evaluation and measurement.
Principles of assessment, formative and summative assessment, internal assessment, external examination, advantages and disadvantages.
Criterion and norm-referenced evaluation.10
V. Standardized and nonstandardized tests
Meaning, characteristics, objectivity, validity, reliability, usability, norms, construction of tests.
Essay, short-answer questions and multiple-choice questions.
Rating scales, checklist, OSCE/OSPE (Objective structured clinical/practical examination).
Differential scales, and summated scales, sociometry, anecdotal record, attitude scale, critical incident technique.
Question bank: Preparation, validation, moderation by panel, utilization.
Developing a system for maintaining confidentiality.
VI. Administration, scoring and reporting
Administering a test; scoring, grading versus marks.
Objective tests, scoring essay test, methods of scoring, item analysis.
VII. Standardized tools
Tests of intelligence: Aptitude, interest, personality, achievement, socio-economic status scale, tests for special mental and physical abilities and disabilities.
VIII. Nursing educational programs
Perspectives of nursing education: Global and national.
Patterns of nursing education and training programmes in India. Non-university and university programs: ANM, GNM, Basic BSc Nursing, Post Certificate BSc Nursing, MSc (N) programs, MPhil and PhD) in Nursing, Post Basic Diploma programs, nurse practitioner programs.
IX. Continuing education in nursing
Concepts, definition, importance, need, scope, principles of adult learning, assessments of learning, needs, priorities, resources.
Program planning, implementation and evaluation of continuing education programs.
Research in continuing education.
Distance education in nursing.
X. Curriculum development
Definition, curriculum determinants, process and steps of curriculum development, curriculum models, types and framework.
Formulation of philosophy, objectives, selection and organization of learning experiences; master plan, course plan, unit plan.
Evaluation strategies, process of curriculum change, role of students, faculty, administrators, statutory bodies and other stakeholders.
Equivalency of courses: Transcripts, credit system.
XI. Teacher's preparation
Teacher: Roles and responsibilities, functions, characteristics, competencies, qualities.
Preparation of a professional teacher.
Organizing professional aspects of teacher preparation programs.11
Evaluation: Self and peer.
Critical analysis of various programs of teacher's education in India.
XII. Guidance and counseling
Concept, principles, need, difference between guidance and counseling, trends and issues.
Guidance and counseling services: Diagnostic and remedial.
Coordination and organization of services.
Techniques of counseling: Interview, case work, characteristics of a counselor, problems in counseling.
Professional preparation and training for counseling.
XIII. Administration of nursing curriculum
Roles of a curriculum coordinator: Planning, implementation and evaluation.
Evaluation of educational programs in nursing: Course and program.
Factors influencing faculty staff relationship and techniques of working together.
Concept of faculty supervisor (dual) position.
Curriculum research in nursing.
Different models of collaboration between education and service
XIV. Management of nursing educational institutions
Planning, organizing, staffing, budgeting, recruitment, discipline, public relation, performance appraisal, welfare services, library services, hostel.
XV. Development and maintenance of standards and accreditation in nursing education programs
Role of Indian Nursing Council, State Registration Nursing Councils, Boards and University.
Role of professional associations and unions.