TRENDS IN DEVELOPMENT OF NURSING

EDUCATION IN INDIA
INTRODUCTION
From the time of Florence Nightingale each generation of nurses in its own way
fostered the image of Nursing (Catalano, 2009). Nurses were trying hard to find
new and better methods to help the client, their family and community which
in turn lead to the trends in Nursing.

Nurses’ knowledge and clinical experience will result in best clinical practice
(Potter, Perry, Hall & Stockert, 2013). Nursing is dynamic by its own way and it
gives rise to various trends. Sound empirical knowledge is the base of nursing
as in any other profession. This knowledge is the base for all the innovations
which in turn evolve as trends in nursing.

The simple meaning of trend is ‘movement in a particular direction’. The trends

in nursing education are the cornerstones for the dynamic nature of nursing
profession. The article outlines various trends in nursing education with
reference to India.

DEFINITION
NURSING: The unique function of the nurse is to assist the individual, sick or
well, in performance of those activities contributing to health or its recovery
(or peaceful death) that he/she would perform unaided if he/she had the
necessary strength, will or knowledge.

Virginia Henderson

EDUCATION
 Education is realization of self. Sankaracharya
 Education is an all-round drawing out of the best in child & man-body, mind
& spirit. Mahatma Gandhi
 Education is the natural, harmonious & progressive development of man’s
innate power. Pestalozzi

NURSING EDUCATION
Nursing education is a professional education which is consciously &
systematically planned & implemented through instruction & discipline & aims
the harmonious development of the physical, intellectual, social, emotional,
spiritual & aesthetic powers or abilities of the students in order to tender
professional nursing care to people of all ages, in all phases of health & illness,
in a variety of setting, in the best or highest possible manner.

DEVELOPMENT OF NURSING EDUCATION IN INDIA

NURSING IN PRE-HISTORIC TIMES

NURSING VEDIC PERIOD (3000 BC– 1400 BC)

NURSING POST VEDIC PERIOD (600 BC– 600 AD)

NURSING IN MOGUL PERIOD 1000 (AD)

BRITISH PERIOD (16TH CENTURY ONWARDS)

 Military Nursing
 Civilian Nursing
 Missionaries Nursing
 MILITARY NURSING
 First world war
 1888, ten fully qualified certified nurses from Florence Nightingales,
arrived to Bombay to lead nursing in India.
 1927 – Description of Indian Military nursing services formed with 12
matrons, 18 sisters, 25 staff nurses.
 2nd world war expanded nursing services to India.
 After successful 3 year training, certificate issued as “Registered Nurse”
and they are members of Indian Military Nursing services Auxillary
Nursing.
 Basic training for 6th month is selected civil hospitals in India for
Assistant Nurses.
 CIVILIAN NURSING
 1664 - East India company built Government General hospital at Madras
 1871 –training of nurses.
 On 1854 midwives training school granted certificates of ‘Diploma in
midwifery’
 MISSIONARIES NURSING
 Missionary nursing started training for Indian people as nurses
 Christian girls encouraged and trained first
 1928 - Hindi Textbook for nurses developed.
 1939 - Helped to develop post-graduation school for nurses.

COMMUNITY HEALTH NURSING

 William Rathbone – Visiting nursing association at England– charity free
care.
 Florence Lees
 1926 – Midwives Registration Act.
 1946 – Community Health Nursing graduate program.

DEVELOPMENT OF NURSING EDUCATION IN INDIA: POST

INDEPENDENCE

Trained Nurses Association of India – 1908

Indian Nursing Council – 1947

State Registration Council

 Indian Nursing Council

 President – Mr. T Dileep Kumar
 Vice president – Mrs. Asha Sharma
 TNAI
 President – Mrs. Anitha Deodhar
 General Secretary – Mrs. Evelyn P Kannan
 Madhya Pradesh Nurses Registration Council
 Mrs. Jayanti Chourasia – Registrar

TREND IN DEVELOPMENT OF NURSING EDUCATION

University Programme Non University Programme

1. NON- UNIVERSITY PROGRAMME

I. Training of Dais
II. Auxillary Nurse Midwife
III. Lady Health Visitor Course
IV. General Nursing and Midwifery Course (GNM)
V. Post Basic / Post Certificate Short Term Courses and Diploma
programmes

I. TRAINING OF DAIS
 One Dai in each village and ultimate goal was to train the entire
practising dais in country.
 Duration of training was 30 days.
 No age limit was prescribed, training include theory and practice, more
emphasis on field practice.
 This training was done at sub-centre and equipment provided by
UNICEF.
 II. AUXILLARY NURSE MIDWIFE– ANM curriculum intends to
prepare skilled and effective 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.
 National rural health mission components.
 SBA module of MOHFW including use of selected lifesaving drugs and
intervention of obstetric emergencies approved by the MOHFW
 IMNCI Module for basic health worker
 Standard safety guidelines for infection control practices (universal
precaution)
 Biomedical waste management policies
 6 months internship.

III. LADY HEALTH VISITOR COURSE

 Training of LHV course continued post-independence.
 The syllabus prepared and prescribed by INC in 1951.
 The entrance qualification was matriculation.
 The duration was two and a half years which subsequently reduced to 2
years.

IV. GENERAL NURSING AND MIDWIFERY COURSE (GNM)

 1918 Diploma nursing program has been started in Lady School of

Nursing.
 477 centres
 The latest revision of syllabus by INC in 2004 has increased the duration
of the course from 3 year to 3.5 year.

The INC believes that basic course of nursing is a formal educational

preparation which should be based on sound education principle. The council
recognizes that the program as the foundation on which the practice of nursing
is built and on which depends further professional education.
Training programme
 The course in general nursing
 Two years practice in general nursing
 One year community health nursing and midwifery
 6 months internship which includes nursing administration and
nursing research classes
V. POST BASIC / POST CERTIFICATE SHORT TERM COURSES
AND DIPLOMA PROGRAMMES (1 YEAR COURSE)

 Post basic diploma in Cardio Thoracic Nursing

 Provide quality care to patients with cardio thoracic disorders.
 Post basic diploma in Operation Room Nursing
  Provide quality care to patients in Operation Room.
 Post basic diploma in Orthopaedic and Rehabilitation Nursing
 Provide quality care to patients with orthopaedic and neuromuscular
disorders.
 Participate in rehabilitation of patients with orthopaedic and
neuromuscular disorders.
 Post basic diploma in Oncology Nursing
 Provide quality care to patients with an acute or potential diagnosis of
cancer.
 Post basic diploma in Critical care Nursing
 Manage and supervise care of critically ill patients.
 Post basic diploma in Emergency and Disaster Nursing
 Provide quality care to emergency and disaster situations.
 Manage and supervise care in pre hospital and hospital setting.
 Post basic diploma in Neonatal Nursing
 Provide quality care to neonates
 Manage and supervise care of neonates at all the three levels of care.
 Post basic diploma in Neuro-science Nursing
 Provide quality care to neuro patients
 Conduct research in areas of neuro science nursing.
 Post basic diploma in Psychiatric/Mental Health Nursing
 Provide quality care to individuals suffering from mental and emotional
disorders.
 Teach nurses, allied health professionals, patients and communities in areas
related to psychiatric nursing.
 Post basic diploma in Forensic Nursing
 Forensic Nursing is the application of forensic aspects of health care
combined with biopsychosocial education of theregistered nurse in the
scientific investigation and treatment of trauma, death, violence or criminal
activity, and traumatic accidents within the clinical or community
institutions.
 Post basic diploma in Gerontological Nursing
 National Policy for older persons (1999)
 To prepare specially trained Gerontological nurses for taking care of
older persons both in hospital and community.

2. UNIVERSITY PROGRAMMES
I. Basic BSc Nursing
II. Post Basic BSc Nursing
III. Post Basic BSc Nursing by Distance education mode
IV. Master of Science in Nursing
V. Master of Philosophy in Nursing
VI. Philosophy Doctorate in Nursing

I. BASIC BSc NURSING

 1946 in CMC Vellore and RAK College of Nursing Delhi.
  Undergraduate nursing program is broad based education within the
academic framework specifically directed to the development of critical
thinking skills, competencies and standards required for practice of
professional nursing and midwifery as envisaged in national health
policy 2002.

Duration: 4 years.
The revised syllabus incorporated new format of syllabus evolved in order
to facilitate teaches and to have uniform standard of education in the
country.
Eligibility
 A candidate seeking admission should :
 Pass the 2 year of pre university exam or equivalent as recognized by
concerned university with science subject 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 belong to SC/ST, should have obtained not less than 40% of total
marks in science subjects.
 Completed 17 years of age at the time of admission or will complete this
age on or before 31 December of the year of admission.
 Is medically fit.
Objectives
 To enable a student to become a professional nurse practitioner who has
self direction and is a responsible citizen.
 A broad concept of the fundamental principles of nursing care based on
sound knowledge and satisfactory levels of skill in providing care to
people of all ages in community or institutional settings.
 Ability to investigate health care problems systematically.
 Ability to work collaboratively with members of allied discipline
towards attaining optimum health for all members of the society.
 Ability to assume responsibility for continued learning.
 Appreciation of professional attitudes necessary for leadership roles in
nursing appreciation of social and ethical obligations to society

II. POST BASIC BSC NURSING

Undergraduate nursing program at post basic level is a broad based
education with the academic framework, which builds upon the skills and
competencies acquired at diploma level.
Duration : 2 years
GOAL: The goal is the preparation of the trained nurse as a generalist who
accept responsibility for enhancing the effectiveness of nursing care.

Philosophy and aims

The faculty believes that nursing is an integral part of the health care delivery
system and shire responsibility in collaboration with other allied health
 professionals for the attainment of optimum health for all members of the
society. The faculty conceives education as a lifelong learning process. It seeks
to render appropriate behavioural changes in students in order to facilitate
their development, which assist them to live personally satisfied and socially
useful lives.

Eligibility
 The candidate seeking admission must:
 Hold a certification in general nursing
 Be a registered nurse
 Have minimum of two years of experience
 Have passed pre university exam in the arts/ science commerce or
equivalent which is recognized the university
 Be medially fit
 Have a good personal and professional record
 Have working knowledge of English.

Objectives
 Administer high quality nursing care to all people of all ages in home,
hospitals and other community agencies in urban and rural areas.
 Apply knowledge from the physical, social and behavioural sciences in
assessing the health status of individuals and make critical judgement in
assessing the health status of the individuals and make the critical
judgement in planning, directing and evaluating primary, acute and long
term care given by themselves and others working with them.
 Investigate healthcare problem systematically.
 Work collaboratively with members of other health disciplines
 Teach and council individual and families and other groups about health
and illness
 Understand human behaviour and establish effective interpersonal
relationship
 Teach in clinical nursing situations
 Identify underlying principles from the social and natural sciences and
utilizing them in adapting to, or initiating changes in relation to those
factors.
 Acquire professional knowledge and attitude in adapting for leadership
roles.

III. POST BASIC BSc NURSING BY DISTANCE EDUCATION MODE

 The programme was launched in July 1994 and is recognised by the
Indian Nursing Council (INC).
 In-service nurses.
 Revised syllabus of INC (2001).
Duration
a) Minimum Duration: 3 Years
b) Maximum Duration: 5 Years
 Eligibility
*10+2 with three years Diploma in General Nursing and Midwifery (GNM) with
minimum 2 yr experience.
OR
10th class (Matriculation) or its equivalent with three years Diploma in General
Nursing and Midwifery (GNM) with minimum of 5 yr experience.
* For male nurses or nurses who have not done midwifery in the GNM
Programme should have a certificate in any of the nursing courses of 6-9
months duration prescribed by the Indian Nursing Council in lieu of midwifery

IV. MSC. NURSING

 Post graduate program is essential to prepare nurses to improve the
quality of nursing education and practice in India.
 It builds upon and extend competence acquired at the graduate levels,
Emphasize applications of relevant theories in to nursing practice,
education, administration and development of results skills.
 Encourages accountability and commitment to lifelong learning which
fosters improvement of quality care.

Duration : 2 years
Aim
 The aim of the postgraduate program in nursing is to prepare graduates to
assume responsibilities as nurse specialists, consultants, educators,
administrators in a wide variety of professional settings.

COMPETENCIES
 Utilize/ apply the concepts, theories and principles of nursing science
 Demonstrate advance competence in practice of nursing
 Practice as a nurse specialist
 Demonstrate leadership qualities and function effectively as nurse educator
and manager
 Demonstrate the ability to plan and effect change in nursing practice and in
the health care delivery system.
 Demonstrate skill in conducting nursing research, interpreting and utilizing
the findings from health related research.
 Establish collaborative relationship with members of other discipline.

Eligibility Criteria
 A registered midwife of equivalent with any state Nursing registration
council.
 The minimum educational requirements shall be passing of BSc nursing /
BSc Hons Nursing/Post Basic BSc Nursing with minimum of 55% aggregate
marks.
 Minimum 1 year of work experience prior or after Post Basic BSc Nursing.
V. MASTER OF PHILOSOPHY PROGRAM IN NURSING
 RAK College of Nursing, Delhi, 1980’s - regular and part time course.
 The academic council recommended to delink MPhil from the PhD
program.
 The MPhil program started on October 15, 1986.

Objectives
 To strengthen the research foundations of the nurses for encouraging
research attitudes and problem solving capabilities.
 To provide basic training required for research in undertaking doctoral
work.

Duration
Full time – 1 Yr
Part time - 2 Yr

The MPhil studies will be in two distinct parts:

Part -I consists of 3 courses – Research methods in nursing, Major aspects of
nursing and Applied Disciplines
Part – II a dissertation

Fellowship and scholarship

Students are admitted to the MPhil course are eligible to compete for junior
research fellowship and other scholarships that are available in the department
and university.

List of college for mphil in nursing

The Manipal Academy of Higher Education
Christian Medical College, Vellore
University of Calicut,
RAK College of Nursing, Delhi
Vivekanadha teaching Institute,
Coimbatore.

PHILOSOPHY DOCTORATE IN NURSING

The doctor of philosophy is the university’s highest level supervised
research degree.
The purpose is to have doctoral education to prepare nurse scholars who
will contribute both to the development and application of knowledge in
nursing for enhancing quality of nursing education, research, practice
and dissemination of nursing knowledge.
National Consortium for Ph.D in Nursing has been constituted by Indian
Nursing Council to promote research activities, in various fields of
Nursing in collaboration with Rajiv Gandhi University of Health Sciences

ELIGIBILITY
 The candidate must have MPhil or MSc (N) or a
postgraduate degree in nursing recognized by INC
He or she passed minimum of 60%marks
The final selection of candidate is made on the basis of
all India entrance test
Those candidate who passes MPhil degree as well as
published original research article are given a weightage
of 10 marks(5 marks for each)

DURATION OF COURSE
Full time candidate should complete research work
and submit the thesis of university within 5 year.
For a part time candidate , the maximum period
for submit the thesis in 7 year

CENTRES OF NATIONAL CONSORTIUM

INC, New Delhi
St John college of Nursing, Bangalore.
CMC college of nursing, Vellore
CMC College of nursing, Ludhiana
Govt. College of Nursing, Thiruvananthapuram
Govt. College of Nursing, Hyderabad
Govt. College of Nursing SSKM, Kolkota
I. N. C, Mumbai.

NURSE PRACTITIONER
PROGRAMMES
Nurse practitioners treat both physical and mental conditions
through comprehensive history taking , physical exams and
ordering tests for interpretation.
Nurse practitioners can provide a diagnosis and
recommendations for a wide range of acute and chronic
diseases and provide appropriate treatment for patients ,
including prescribing medications in some states.
Nurse practitioners can serve as a patients primary
health provider, and see patients of all ages
depending on their specialities .
The core philosophy of the field is individualized care
that focuses on patients conditions as well as the
effects of illness on the lives of the patients and their
families.
Definition

According to the International Council of nurses ,

A Nurse practitioners / advanced practice nurse is “a registered
nurse who has acquired the knowledge base, decision making
skills and clinical competencies for expanded practice beyond
that of an RN, the characteristics of which would be determined
by the context in which he/she is credential to practice.

Roles
Medical diagnoses, treatment, evaluation and management
of acute and chronic illness and disease
Obtaining medical histories and conducting physical
examinations
Ordering and performing diagnostic studies (eg:- lab test, xrays
and EKGs)
Requesting physical therapy, occupational therapy, and
other rehabilitation treatments
Prescribing drugs for acute and chronic illness
Providing prenatal care and family planning services
Providing well-child care, including screening and
immunization
Providing primary and speciality care services ,
health – maintenance care for adults, including
annual physicals.
Providing care for patients in acute and critical care
Performing or assisting in minor surgeries and
procedures(suturing, casting)
Counselling and educating patients on heath
behaviours, selfcare skills and treatment options in
coordination with occupational therapists and other
healthcare providers.

Specialities
Acute Care Nurse Practitioner
Adult Nurse Practitioner
Family Practice Nurse Practitioner
Psychiatric Nurse Practitioner
Geriatric Nurse Practitioner
Pediatric Nurse Practitioner
Obstetric Nurse Practitioner
Neonatal Nurse Practitioner
Emergency Nurse Practitioner
Hepatology Nurse Practitioner

Practice settings
Community clinics, health centers, urgent care
centers
Health maintenance organizations
Home health care agencies
Hospitals
 Hospital clinics
Hospice care
Physician offices
Nursing homes
Private & Public schools, universities and
colleges
Veteran’s administration facilities
Retail based clinics
Bedside nursing in hospitals
Walk-in-clinics
CURRICULUM INNOVATIONS
 Periodic Revision of Curriculum & Curriculum Change: Nursing
curricula are competency based and it focuses on outcome and emphasizes
student participation & responsibility for learning. Accrediting bodies of
respective countries revise the curriculum of nursing education from time to
time.

Indian Nursing Council (INC) revised the syllabus of Auxiliary Nursing &
Midwifery (ANM) course in 2006-07. The revised curriculum had; components
of National Rural Health Mission (NRHM), Skilled Birth Assistant (SBA) module
of Ministry of Health and Family Welfare (MoHFW), Standard safety guidelines
for infection control practices and biomedical waste management policies
(Indiannursingcouncil.org, 2015)

General nursing and midwifery (GNM) curriculum was revised in the year
2005-2006. The course duration was extended to 3.5 years (including 6 months
of internship). Revised syllabus for BSc. Nursing and Post Basic BSc. Nursing
were implemented from 2005-2006 in all Indian Universities. The syllabus
revision was made in tune with National Health Policy 2002. The concept of
National Rural health Mission (NRHM), Integrated Management of Neonatal
and Childhood Illnesses (IMNCI), Evidence Based Nursing were incorporated in
the revised syllabus. (Kaur K 2009, Kumar D, 2010, Indiannursingcouncil.org,
2015).

In 2013 Manipal University revised its curriculum for MPhil Nursing. Evidence
Based Practice was included as a course for this program (D’Souza P et al,
2015). A national consortium for Ph.D. in Nursing was constituted by Indian
Nursing Council (INC) in collaboration with Rajiv Gandhi University of Health
Sciences, Karnataka in the year 2005 (Indiannursingcouncil.org, 2015)

TECHNOLOGY & NURSING

 Nursing Informatics: Nursing Informatics is defined as “science and
practice (that) integrates nursing, its information and knowledge, with
management of information and communication technologies to promote
the health of people, families, and communities worldwide.” (Amia.org,
2015). Nursing informatics empowers nurses in achieving a good patient
centered health care.
 High Tech High Touch Approach: High tech high touch approach in
nursing was devised to preserve the human component of nursing care
without undermining the technological advancements in the field of patient
care. Present day nursing education is preparing students to maintain the
human element of nursing care with the help of sophisticated technology
and gadgets.
 Simulations in Nursing Education: Simulations are getting wider
acceptance in nursing education system, where concepts of patient safety
and consumer protection are accent. Simulation is the “process of designing
a model of a real system and conducting experiments with this model for the
purpose of either understanding the behaviour of the system and/or
evaluating various strategies for the operation of the system” (Bradshaw &
Lowenstein, 2009).
 Technology & Nursing Education: Technology exerts greater
influence on Nursing education as a tool for teaching and learning.
Computers are used in all the fields of healthcare with the advent of
advanced technology. That’s why computer education has been introduced
in the revised nursing curriculum (Sankaranarayanan & Sindhu, 2012; Kaur
K, 2009). The quality of nursing research increases with the greater access
of literature through internet. vised nursing curriculum (Sankaranarayanan
& Sindhu, 2012; Kaur K, 2009). The quality of nursing research increases
with the greater access of literature through internet.
 Advanced Educational Technology: Advanced educational
technology media like projectors, Smart boards, computer models and
simulation labs are now widely used by nursing teachers to provide
effective teaching experiences to students. Nursing students widely use
smart phones, tablets and android applications as means for educational
support. Android apps provide information to the fingertips of the students
in no time and is increasingly used in clinical nursing education.
 Animations & Cinematic Technology: Animations are now widely
used to enhance the learning experience. Video assisted teachings with the
help of animation are being widely used in nursing education. Nursing
procedures, physical examination, breath sounds and stages of labor can be
made clear and thorough with the help of this visual learning technologies.
 The use of cinematic technology in the class room teaching provides a varied
learning experience which engages students in learning complex material
through visual illustrations (Zaunderer & Ganzer, 2011).

STUDENT POPULATION
 Enrolment of Men as Nursing Students: Nursing was considered as
a female profession at least in India. In present generation the trend is
changing. In the past few decades the number of males enrolled for Nursing
has increased, it is expected to increase this number in the coming years
(Kaur K, 2009).
 Changing demography of Nursing Students: In older days nursing
care was provided by nun sisters and many of the major hospitals were
established by missionaries. Present day nursing students represents a
diverse population in terms of gender, age and socio economic status.

CLINICAL TEACHING LEARNING PROCESS

 Evidence Based Practice: Evidence-Based Practice (EBP) is defined as
“a problem-solving approach to clinical care that incorporates the
conscientious use of current best evidence from well-designed studies, a
clinician’s expertise, and patient values and preferences” (Fineout-Overholt,
Melnyk & Schultz, 2005). Incorporating research based evidence in nursing
education enhances evidence based practice. The quality of nursing
practices improves in a greater form by using evidence based practices
(D’Souza Et al, 2014).
 Advanced Clinical Nursing Education: Apart from being care
provider nurses are performing different roles. It includes independent
roles like Nurse Midwifery Practitioner, Nurse Aneasthetist and Nurse
Specialist. Acknowledging the need for specialty trained nurses at the
bedside as the front line care managers, in 2008 Indian Nursing Council
(INC) developed curriculum for Post basic diploma in 10 nursing specialties
including an independent nurse practitioner program in midwifery.
 Supervised Training by Nurse Educators: As per INC norms the
teacher student ratio is 1: 10 this ensures effective supervision for each
student. Nursing educational institutions strive towards improving the
clinical teaching learning process. Teacher- practitioner model and faculty
student practice clinic are two newer concepts in clinical training. According
to this model the teacher who teaches the students in classroom will guide
the students in clinical area by guided practice and role modelling.
 Clinical Instruction – Training the Trainers: Over a period of time
more emphasis is given on clinical nursing education. Nursing faculty is now
taking up responsibility & accountability to patient care and they
acknowledge the fact that clinical exposure of the student doesn’t mean the
clinical practice/learning. To overcome this dilemma faced by novice as well
as experienced faculty, now clinical teaching is given more emphasis and
training of all nursing faculty in clinical area is getting mandatory in Indian
settings.

EVALUATION SYSTEM
 University Based Education: Previously, the GNM and ANM courses
were offered in Schools of Nursing that were not affiliated to any University.
Now, B Sc. Nursing and MSc. Nursing courses are being offered to nursing
students in Colleges of Nursing which is either affiliated to, or a constituent
of a university.
 Innovative Evaluation Strategies: Innovative evaluation strategies
like ‘Objective Structured Clinical Evaluation’ (OSCE), Rubrics, are now
widely being used in nursing education. OSCEs are widely used to evaluate
clinical skills and competencies. In clinical nursing education, rubrics are
used to objectively assess student performance and it focuses on aspects of
patient safety. (Renjith, V. et al, 2015).

QUALITY ASSURANCE
 Educational Quality Assurance: The trend of educational quality
assurance has emerged recently. It is a process of monitoring and evaluating
the efficacy and effectiveness of educational provision and to institute
remedial measures as and when needed. In India nursing education is
flourishing in an unprecedented manner, naturally this will lead to the
dilution in the quality of nursing education. Accrediting agencies like ISO has
taken the initiative of accrediting colleges of nursing in India.
 Advanced Nursing Courses: In recent years nursing is finding new
arenas for its development and autonomous practice.Nurses in clinical area
is also now focusing on their carrier advancements by continuing nursing
education programs and in-service education. Higher studies in abroad is
also becoming more popular in developing countries like India. There is a
high demand for; Nurse Practitioner, Clinical Nurse Specialist, MPhil and
PhD programs.

KNOWLEDGE EXPANSION
 Expanded Nursing Literature: the last decade had witnessed a great
expansion in nursing literature. The CINAHL, Cochrane, PubMed databases
serves as the excellent treasure for nurses & nursing students. This has
considerably helped a lot in disseminating the research finding across the
geographical and economical barriers. Expansion of research based
literature fosters EBP as ‘retrieving evidence from different sources’ is one
of the main components of EBP (D’Souza Et al, 2014).
 Research in Nursing Education: Research has become a major area in
curriculum. Action research and the use of qualitative methodologies in
research is getting wider acceptance now. Educational research focuses on
enhancement of the teaching and learning process.

MODES OF EDUCATION
 Distance Education in Nursing: Different universities all over the
world have started offering nursing courses through distance education.
Foreign universities provide courses such as accelerated RN program, LPN
to RN programs in distance education modes. In India; Indira Gandhi
National Open University (IGNOU) offers various courses in nursing via
distance mode.
 E Learning & Online Education: E learning and online education are
becoming important icons of nursing education which increases the scope of
universal learning. Education is becoming accessible in the tips of every
nurse by the technological advancements and the implementation of e
learning in nursing (Kaur K, 2009). A wide number of free online Continuing
Education (CE) programs helps nurses to keep updated with the current
knowledge.
 Inter professional Education (IPE):The need of collaborative
practices among health care professionals led to the emergence of IPE.
Individuals from different professions learn together in the milieu of
interprofessional education (George A, Renjith V & Renu G, 2015).

CONCLUSION
Trends are akin changes that takes place and become vogue. The technological
changes, changes in demographics and health patterns have contributed to
various trends in nursing education. The dynamic nature of nursing education
strive to enhance the quality of care, the core of nursing.

BIBLIOGRAPHY
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 Sudha R. Nursing education principles and concepts. New Delhi: Jaypee
Brothers Medical Publishers; 2013
 Neeraja KP.Textbook of nursing education. New Delhi : Jaypee brothers
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 www. Indian nursing council.com