Rough

Introduction
On 15th August 1947 India became independent and

self govermentation. Social changes were taking place
rapidly but an alarming absence of public health and
sanitary measures continued.The ratio of nurse to
patient remained dangerously low.The opening of nursing
schools associated with college gave nursing profession
a higher social and economic status,than it had previously
known. T he formation of many commission and
committees, establishment of INC and tremendous work
of TNAI brought about change in nursing education post
independence.
TRAINED NURSES ASSOCIATION OF INDIA
TNAI helps the initiation of university level education in
India. Recommendations of the Bhore committee were
implemented within year .
1 Passing of the INC act
2 Deputation of Indian nurses abroad for post basic
education
The TNAI made significant achievements in the field of
nursing education.It creates awareness among nurses
through Nursing journal of India and organizing
continuing education programmes. TNAI also offers
scholarships to deserving candidates to take up studies
within the country and abroad.
Establishment of Indian Nursing Council
The INC was constituted to establish a uniform standard of
education for nurses,midwives,health visitors and
auxillary nurse midwives. The INC act was passed
following an ordinance on December 31st 1947 . The
council was constituted in 1949.
Main proposes of the council.
1 To set standards and to regulate the nursing
education of all types in the country.
2 To p prescribe and specify minimum requirement for

qualifying for a particular course in nursing.
3 Advisory role in the state nursing council
4 To collaborate e with state nursing councils,schools
and colleges of nursing and examination board.
STATE REGISTRATION COUNCIL.
Functions.
Inspect and accredit schools of nursing in their state
.
Conduct the examinations
Prescribe rules of conduct.
Maintain registers of nurses,midwives, ANM and
health visitors in the state.
The state registration council are autonomous except
they do not have power to prescribe the syllabi for
courses.
RECOMMENDATIONS OF VARIOUS COMMITTEES
PERTAINING TO NURSING EDUCATION.
The recommendations given by committees and
commission provided guidelines for improvement and
growth of nursing education.
1. Health survey and development committee ( Bhore
committee 1946)
Establishment of nursing college.
Creation of an all India nursing council.
2.
Shetty committee 1954

Improvement in conditions of training of nurses.
Minimum requirement for admission to be in

accordance with regulation of the INC.
3. Health survey and planning committee (Mudaliar
committee 1959-61)
Three grades of nurses viz. the basic nurses (4yrs),
auxillary nurse midwife (2yrs) and nurses with a
degree qualification.
For GNM minimum entrance qualification
matriculation .
For degree course passed higher secondary or pre
university.
Medium of instruction preferably English in General
nursing.
Degree course should be taught only in English.
4. Mukherjee committee, 1966.
Training of nurses and ANMS required for family
planning.
4.
Kartar singh committee,1972-73

Multipurpose health worker scheme
Change in designation of ANMs and LHV
Setting up of training division at the ministry of
health and family welfare
7. Sarojini varadappan committee, 1990 (A high power

committee on
nursing and nursing profession.)
Two levels of nursing personnel
Post basic BSc nursing degree to continue
Masters in nursing programme to be increased and

strengthened.
Doctorate in nursing programme to be started in
selected university.
Continuing education and staff development for
nurses.
8. Working group on nursing education and
manpower,1991.
By 2020 the GNM programme to be phased out
Curriculum of BSc nursing to be modified
Staffing norm should be as per INC
There should be deliberate plan for preparation of
teachers MSc/Mphil and PhD degrees.
Improvement in functioning of INC
Importance of continuing education for nurses.
DEVELOPMENT OF NURSING EDUCATIION.
Basic General Nursing And Midwifery Education
1.
Training of Dais(Birth Attendant )
The Dai training continued past independence. The goal

was to train one Dai in each village and ultimate goal
was to train all the practicing 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
subcentre and equipments provided by UNICE F.
2.
Auxillary Nurse Midwife
In 1950 Indian Nursing Council came out with some

important decisions relating to future patterns of nursing
training in India.One of the important decision was that
there should be only two standard of training nursing and
midwifery, subsequently the curriculum for these courses
were prescribed.
The first course was started at St. Marys Hospital
Punjab,1951.The entrance qualification was up to 7/8
years of schooling.The period of training was 2 years
witch include a 9 month of midwifery and 3 months of
community experience.
In 1977, as a result of the decision to prepare
multipurpose health worker& vocationalization of higher
secondary education, curriculum was revised a designed
to have 1.5 year of vocationalized ANM programme and
six months of general education.The entrance
qualification was raised from 7th passed to matriculation
passed.
Under multipurpose scheme promotional avenue was
opened to senior ANMS for undergoing six months
promotional training for which course was prescribed by
INC.
3.
Lady Health Visitor Course
Training of LHV course continued post independance.The

syllabus prepar ed and prescribed by INC in 1951.The
entrance qualification was metriculation.The duration was
two and a half years which subsequently reduced to 2
years.
4 . General Nursing And Midwifery Course
GNM course existed since early years of century.In
1951,syllabus was prescribed by INC.In 1954 a special
provision was made for male nurse.In1954 public health
was integrated into basic nursing course.
First revision of course was done in 1963. In1964-65
Psychiatric nursing was included in curriculum.The
duration of course was reduced from 4 years to 3.5 years.

Second revision was done in 1982. The duration of the
course reduced to 3 years.The Midwifery training of one
year duration was gradually reduced to 9 months and then
six months, finally three year integrated programme of
GNM was prescribed in 1982.
5.Post-Basic/Post Certificate Short-Term Courses
And Diploma Programmes
During 1948-50 four nurses were sent to the U.K.by Govt.
of India for mental health nursing diploma.During 1954
Manzil Medical Health centre,Lucknow gave psychiatric
nursing orientation course of 4 6weeks duration. In 1951
a one year course in public health was started at college
of nursing Delhi.Govt. of India felt urgent need for
psychiatric nurses during 1953-54,this resulted in first
organized course at All India Institute of Mental Health.
In 1962 diploma in peadatric nursing was established at
J.J.Group of Hospitals, Bombay.At present there are many
other courses of three months duration which are
monitored and recognized by INC.The ultimate aim of all
the post-basic/ post certificate programme is to
improvement of quality of patient care and promotion of
health.
University-Level Programmes.
1.Basic BSc Nursing
First university programme started just before
independence in 1946 at university of Delhi.and CMC
Vellore. In 1949, on recommendation of university
education committee and education commission(1964-66)
and conference&workshop held by TNAI,The WHO and
UGC,some more colleges came up in different state
affiliated to different state university.
INC prescribes the syllabus which has been revised three
times,the last revision was done in 1981.It was done on
basis of the 10+3+2 system of general education.At
present the BSc Nursing programme which is
recommended by the INC is of four years and have

foundations for future study and specialization in nursing.
2. Post Basic BSc Nursing
The need for higher training for certificate nurses was
stressed by the Mudaliar Committee in1962. Two years
post basic certificate BSc(N) programme was started in
December 1962.for nurses with diploma in general and
midwifery with minimum of 2 years experience. First
started by university of Trivandrum. At present there are
many colleges in India offering Pc BSc(N) Course.
3. Post Basic Nursing by Distance Education Mode.
In1985 Indira Gandhi National open university was
established. In1992 Post Basic BSc Nursing programme
was launched, which is three years duration course is
recognized by INC.
4. Post- Graduate Education-MSc 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 many colleges imparting MSc
Nursing degree course in different specialties.
5. M.Phil
INC felt need for M.Phil programme as early on 1977,for
this purpose committee was appointed.In 1986 one year
full time and two years part time programme was started
in RAK College of nursing Delhi.
6. Ph.D in Nursing
Indian nurses were sent abroad for Ph. D programme
earlier. From1992 Ph D in nursing is also available in
India.MAHI is one of the university having PhD
programme.
Current Educational Patterns In Nursing
1.Non University Programme
Basic ANM-GNM
Advance-Post-Certificate diploma
2. University Programme
Basic- BSc(N)
Post-Basic BSc(Regular)
Post-Basic BSc(N).IGNOU
Advance:MSc (Nursing)
M. phil
Ph.D.
Trends in nursing education changes from basic general
nursing service to doctorate education in nursing.
Conclusion
Nursing education have expanded considerably post
independence. University education in nursing brought
about changes in nursing education.The type of nurses
required today is an all round personality. Education
brings changes in behaviour of the individual in a
desirable manner.It aims at all round development of an
individual to become mature,selfsufficient,intellectually,culturally refined.socially efficient
and spiritually advanced.
Bibliography
1 Wilkinson, A. (1965). History of Nursing in India and
Pakistan. New Delhi, TNAI.
2 Annamma, K.V. (189). A New Text book for Nurses in
India. Madras, B. I. Publications.
3 Honda, U. and Gulani, K. K. (1995). Community

Health Nursing, New Delhi, Ignon Publications.
4 Sandaranarayanan, B. and Sindhu, B. (2003),
Learning and Teaching Nursing, Calicut, Brainfill.
5 Neeraja K. P. (2003), Text Book of Nursing Education,
New Delhi: Jaypee Brothers.
6 TNAI (2000). History and trends in Nursing in India,
New Delhi.
7 Hurndr, R. and Letiman, B. (183). Nursing Education
in India, New Delhi.
8 TNAI (1995). Indian Nursing Year Book, 1993-95,
New Delhi TNAI.
9 TNAI (2002), Indian Nursing Year Book, 2000, New
Delhi TNAI.
Introduction
independence.

education
Functions.
.

courses.
committee 1946)
2.


committee 1959-61)
matriculation .
university.
nursing.

planning.
4.


committee on
strengthened.
nurses.
manpower,1991.

1.

2.

were prescribed.
passed.
INC.
3.

years.
health.
1.Basic BSc Nursing
recognized by INC.
5. M.Phil

6. Ph.D in Nursing
programme.
Basic ANM-GNM
Basic- BSc(N)
M. phil
Ph.D.
Conclusion

Bibliography
New Delhi.
New Delhi TNAI.
Delhi TNAI.
Introduction

independence.
education

Functions.
.
courses.
committee 1946)
2.


committee 1959-61)

matriculation .
university.
nursing.
planning.
4.


committee on
strengthened.

nurses.
manpower,1991.
1.

2.

were prescribed.

passed.
INC.
3.

years.

health.
1.Basic BSc Nursing

recognized by INC.
5. M.Phil
6. Ph.D in Nursing
programme.
Basic ANM-GNM
Basic- BSc(N)
M. phil
Ph.D.
Conclusion
Bibliography

New Delhi.
New Delhi TNAI.
Delhi TNAI.
TRENDS IN DEVELOPMENT OF NURSING EDUCATION IN
INDIA
DEVELOPMENT OF NURSING EDUCATION IN INDIA: PREINDEPENDENCE
INTRODUCTION
Nursing had originated independently and existed many
centuries without contact
with modern medicine. The members of the family at
home met the nursing needs of the
sick. Evolution of medicine, surgery and public health into
complicated technical area
requiring many procedures by persons specially trained
and having understanding of
scientific principles, which brought two professions closer
and together.
1. Nursing in Pre-historic Times
There is no historical evidence available on ancient history
on nursing care of sick. In
primitive times discovered through myths, songs and
archeologist to get rid of 'evil spirit'
unpleasant conditioning like beating, starving, magic rites,
nauseous medicines, loud noises
sudden fright are used methods. Primitive man had the
skill of massaging, fermentation bone
setting, amputation, hot and cold bath, heat to control
hemorrhages.
Role of Nurse in Primitive Period
Women were protecting and caring for their children, aged

and sick members of the
family. Nursing evolved to response to the desire to keep
healthy as well as provide comfort
to sick. This was reflecting in caring, comforting,
nourishing and cleansing aspect of the
patient. These love and hope were expressed in empirical
practice of nursing.
2. Nursing - Vedic Period (3000 B.C - 1400 B.C)
Indian medicines are found in the sacred books of "Vedas".
The 'Ayur-veda' is thought to
have been given by Brahma. 1400 BC Sushruta, known as
'Father of Surgery' in India wrote
a book on surgery and years later 'Charaka' wrote a book
on internal medicine. By these
writings we can learn that those days surgery had
advanced to a high level, also had 4 wings
of treatment 'Chatushpada Chikitsa'.
1. Physician - Bhishak
2. Nurse - Upacharika (Attendent - Anuraktha)
3. Therapeutic drugs - Dravya
4. Patient - Adhyaya
Characters of Upacharika (Nurse)
Shuchi - Pure or clean in physical appearance and
mental hygiene.
Daksha - Competency
Anuraktha - Willing to care
Buddhiman - Co-ordinator with the patient and doctor /
intelligent.
3. Nursing Post Vedic Period (600 BC - 600 AD)
Medical education was introduced in ancient Universities
of 'Nalanda' and
'Thakshashila'. King Ashoka (272-236 BC) constructed
hospitals for the people and animals.
Prevention of the disease was given first importance and
hygienic practices were adopted.
Cleanliness of the body was religious duty. Doctors and
midwives were to be trust worthy
and skillful. They should wear clean cloths and cut their
nails short. Lying rooms were kept
well ventilated. Religious ceremonies and prayer precede
co-operations. The nurses were
usually 'men' or 'old women'. Women are restricted

activities at home and cared for sick
members in the family during 1 AD period superstition and
black magic replaced more in
daily practices. Medicines are remained in the hands of
priest - physicians, who refused to
touch the blood and pathological tissues. Dissection was
for bidden. Other religious
restriction and superstitious practices probably declined
the development of nursing.
4. Nursing in Mogul Period (1000 AD)
'Unani' system of medicine developed during the Arab
civilization. It was practiced
in Indo-Pakistan subcontinent. The basic framework are
consists of blood, phlegm, yellow
bile and back bile. Temperament, strengthening of body
and nature are the real physician.
Not believed in eradication of disease greatly depend on
defense mechanism of the body and
self-care and positive health habits. Therefore, it becomes
part of Indian medicine practice.
5. British period (16
th
Century onwards)
After the Mogul period the nursing in India hindered due to
various reasons like low state
of women, system of "pardha" among Muslims, caste
system among Hindus, illiteracy,
poverty, political unrest, language difference and nursing
looked upon as servants work.
During the 16
th
century, nursing development in India taken three
dimensions.
1. Military Nursing
2. Civilian Nursing
3. Missionaries Nursing
1. Military Nursing:
Military nursing born during 1
st
world war but developed very slowly. British officers
informed need of nurses to take care British officials and

soldiers in India.
On 1888 Feb. 21
st
- 10 fully qualified certified nurses from Florence
Nightingales, arrived to
Bombay to lead nursing in India. This paves the way to
develop one of the best nursing in
the world. 1894 regular system of training for men for
hospital work (orderliness) started.
Medical officers given lecturing to them. Some men were
voluntary did the course and
applied for the nursing certificate. After two months of
practical posting to ward, on the
account of supervised sister's report, first time hospital
'orderliness' issued certificate and had
official status. This system laid the possible foundation to
existing system of training and
higher education.
1927 - Description of Indian Military Nursing services
formed with 12 matrons, 18 sisters, 25
staff nurses. They are responsible for supervision,
instruction and training of nursing services
for entire Indian hospital corps.
2
nd
world war expanded nursing services to India and
overseas under the direction of chief
principal matron. 3 year training carried out in selected
military hospital preliminary
training schools. After completion sent to military hospital
for training. After successful
training certificate issued as "Registered Nurse" and they
are members of Indian Military
Nursing Services Auxiliary Nursing Services
Shortage of trained nurses in India after the 2
nd
world war, the Govt., initiated short course of
intensive training in 1942 which led to the Auxiliary
Nursing Services. Basic training for 6
month in selected civil hospital after passing examination
at military hospitals in India sent to
overseas to serve in the capacity of 'Assistant Nurses'

3000 women given auxiliary training.
2. Civilian Nursing in India
1664 - East India company built Government General
Hospital at Madras for civilian.
1871 - this hospital undertook training of nurses. On 1854
midwives training school granted
certificates of Diploma in Midwifery' for passed student
and 'sick nursing' for failed
students. First time 6 nurses came out as Diploma in
Midwifery Nurses.
3. Missionary Nursing:
Missionary nursing started training for Indian people as
nurses. Various other countries
supported. This brought fully qualified Indian nurses.
Those days there were several
obstacles for nursing development.
1. Girls were not allowed to do work.
2. Degrading and unworthy attitude of people.
3. Hindus were hold back due to deep seated caste
system.
4. Muslims held under 'paradha' system.
So Christian girls encouraged and trained first.
Frequent disappointment, degradation difficulties nursing
training came into existence and
look its own shape. In the beginning there is not uniformity
in nursing education. There is
no particular standards were given. After the course of
lecturing 18 months to two years,
written examination conducted. If failed training extended
to 3 years.
From 1888-93 five years various experts like doctors,
surgeons, nursing superintendent,
pharmacists - draw up a curriculum for training. 1907-10
North India united Board of
Examiner formed to maintain nursing administration and
standards. 1928 - Hindi Text book
for nurses developed. 1939 - helped to develop post
graduation school for nurses.
Community Health Nursing:
William Rathbone formed Visiting Nurses Association at
England. She emphasized on
charity free care etc. Florence Lees improved the Visiting

Nurses by giving specialized
training for their work. It is influenced in India, because of
terrible condition, under which
children were born recognized as cause for high mortality
rate. Because untrained 'Dais' are
attending women at the time of child birth.
Dais was unwilling to train and patients will to accept the
old customary methods. In 1926 Midwives Registration Act formed for the purpose of better
training of midwives. Slowly
Community Nursing Training needs felt by the
Government. In 1946 - Community Health
Nursing was integrated in Basic Nursing Programme at
Delhi, Vellore and Madras.
Trained Nurses Association of Indian (TNAI)
In 1908 - TNAI formed to uphold the dignity and honor of
the nursing profession. Florence
Mac Haughton was the first president of TNAI. In 1910
TNAI published journals. In 1912 TNAI affiliated to international Nursing Council as a 8
th
Association in the world. In 1917
June 16
th
under the Registration Act No:XXI of 1860 - TNAI got
registered. In 1922 - SNA
formed.
DEVELOPMENT OF NURSING EDUCATION IN INDIA: POSTINDEPENDENCE
INTRODUCTION
On 15th August 1947 India became independent and self
governing. Social changes
were taking place rapidly but an alarming absence of
public health and sanitary measures
continued. The ratio of nurse to patient remained
dangerously low. The opening of
nursing schools associated with college gave nursing
profession a higher social and economic
status, than it had previously known. The formation of
many commission and committees,
establishment of INC and tremendous work of TNAI

brought about change in nursing
education post independence.
Nursing Council Act came to existence in 1948 to
constitute a council of nurses who
would safe guard the quality of nursing education in the
country. The mandate was to
establish and maintain uniform standards of nursing
education. Today, Indian nursing
council is a statutory body that regulates nursing
education in the country through
prescription, inspection, examination, certification and
maintaining its stands for a uniform
syllabus at each level of nursing education. The strive for
maintenance of a uniform
standards and pattern of nursing education has curbed
creative development and
experiments for expansion of nursing in to newer horizons
of nursing education.
India. Recommendations of the
Bhore committee were implemented within year.
1. Passing of the INC act
2. Deputation of Indian nurses abroad for post basic
education
nursing education. It creates
awareness among nurses through Nursing journal of India
and organizing continuing
education programmes. TNAI also offers scholarships to
deserving candidates to take up
studies within the country and abroad.
ESTABLISHMENT OF INDIAN NURSING COUNCIL
education for nurses, midwives,
health visitors and auxiliary nurse midwives. The INC act
was passed following an ordinance
on December 31st 1947. The council was constituted in
1949.
1. To set standards and to regulate the nursing education

of all types in the country.
2. To prescribe and specify minimum requirement for
qualifying for a particular
course in nursing.
3. Advisory role in the state nursing council
4. To collaborate with state nursing councils, schools and
colleges of nursing and
examination board.
FUNCTIONS
Inspect and accredit schools of nursing in their state.
Maintain registers of nurses, midwives, ANM and health
visitors in the state.
The state registration council is autonomous except they
do not have power to prescribe the
syllabi for courses.
PERTAINING TO
NURSING EDUCATION.
commission provided guidelines for
improvement and growth of nursing education.
1. Health survey and development committee (Bhore
committee 1946)
2. Shetty committee 1954
accordance with regulation of the
INC.
committee 1959-61)
Three grades of nurses viz. The basic nurses (4yrs),
auxiliary nurse midwife
(2yrs) and nurses with a degree qualification.
For GNM minimum entrance qualification is
matriculation.
For degree course passed higher secondary or Pre

University.
nursing.
Training of nurses and ANM'S required for family
planning.
5. Kartar singh committee, 1972-73
Change in designation of ANM's and LHV
Setting up of training division at the ministry of health
and family welfare
committee on nursing and
nursing profession.)
strengthened.
Continuing education and staff development for nurses.
7. Working group on nursing education and manpower,
1991.
teachers MSc/Mphil and
PhD degrees.
RECOMMENDATIONS OF FIVE YEAR PLANS
1
st
and 2
nd
five year plans (1951-1961)
Grants from Central Government for the training of
nurses, Auxiliary NurseMidwives and health visitors.
The most significant development had been the

extension of nursing and midwifery to
the rural areas.
3
rd
five year plan (1961-1966)
Emphasis could be laid on education for nursing and
supervision in the public health
field.
4
th
The programme of expansion of facilities for the
training of nurses and para-medical
personnel will be related broadly to the requirements of
these categories of personnel
in connection with medical, public health and family
planning programmes.
The expected increase in number of nurses to 61000
and auxiliary nurse-midwives to
34000
5
th
The Government of India and the Indian Nursing Council
proposed to take various
measures to integrate psychiatric nursing in the basic
nursing curriculum throughout
the country.
6
th
Full financial assistance was provided to the states to
train Para-medical professionals
including nurses and ANMs.
8
th
District and regional level training institutions were
strengthened for providing
continuing education for all categories of nursing staffs.
10
th
Under graduate and post graduate training reoriented
to enable student nurses to
become competent professionals.
The ANM training schools reopened in the government
sector to meet the shortage in
some states.
11
th
It is proposed to open new ANM and GNM Schools in the
country during the XI
th
Plan period.
It is also proposed to establish 4 Regional Colleges of
Excellence with state of art
facilities to improve the quality of Nursing Education in the
country.
A provision of Rs. 319 crores has been proposed for XI
th
Plan for the strengthening of
Nursing Education in the country.
Evolution of Nursing Education in India
We can summarize the history of nursing education in
India as follows:
1871 - School of nursing started in general hospital
Madras.
1886 - School of nursing in a full-fledged form was started
in J.J. hospital, Bombay.
1892 - Many hospitals in Bombay started nursing
associations which were intended to
provide additional facilities for the training of local nurses.
1908 - TNAI established.
1909 - Bombay presidency nursing association was
formed.
1910 - United board of examination for nurses was
organized.
1913 - South India Board was organized.
1926 - First nurses registration act passed in Madras.
1935 - Madras and Bombay nursing councils were

established.
1942 - ANM programme started.
1943 - School of Nursing at RAK College, New Delhi.
Diploma programme in nursing administration started in
New Delhi.
1946 - Four year B.Sc nursing programme started in RAK
college and CMC, Vellore.
1947 - INC act was passed.
1949 - INC was established.
1959 - M.Sc. Nursing started in RAK college.
1963 - Post basic B.Sc programme started in various
institutions
1968 - M.Sc. nursing at CMC, Vellore
1972 - Basic degree programme started in Kerala
1985 - M.Sc. nursing stated in CMC Ludhiana.
1985 - IGNOU established.
1986 - Curriculum change for GNM programme from three
and a half years to three years.
M.Phil programme started in RAK, Delhi.
1987 - M.Sc. Nursing started in Kerala
Separate directorate of nursing was created in Karnataka
State.
1988 - M.Sc. Nursing at NIMHANS
1992 - Ph.D in RAK College, New Delhi
Post basic programme started under IGNOU
1994 - M.Sc. nursing at Mahe, Manipal
Basic B.Sc. programme under school of Medical education
in Mahatma Gandhi
University, Kottayam.
1996 - M.Phil and Ph.D at Mahe, Manipal.
2001 - Ph.D at NIMHANS
2004 Curriculum changes for GNM programme from
three years to three and a half
years.
There are six levels of nursing education in India today.
They are:
1. Multi Purpose Health Worker Female training (ANM or
MPHW-F)
2. Female Health Supervisor training (HV or MPHS-F)
3. General nursing and midwifery (GNM)
4. BSc. Nursing and post basic BSc. Nursing
5. MSc. nursing
6. MPhil and PhD
The ANM, HV, and GNM are conducted in schools of
nursing. The last 3 are university
level courses and the respective universities conduct
examinations. Beside there are several
certificate and diploma courses in specialties.
Basic General Nursing and Midwifery Education
a. Training of Dais (Birth Attendant)
was to train one Dai in each village
and ultimate goal was to train the entire practicing Dais in
country
prescribed, training include theory and
practice, more emphasis on field practice. This training
was done at sub centre and
equipments provided by UNICEF.
b. Auxiliary Nurse Midwife
important decisions relating to future
patterns of nursing training in India. One of the important
decisions was that there should be
only two standard of training nursing and midwifery,
subsequently the curriculum for these
courses was prescribed.
The first course was started at St. Marys Hospital Punjab;
1951.The entrance qualification
was up to 7/8 years of schooling. The period of training
was 2 years which include a 9 month
of midwifery and 3 months of community experience.
multipurpose health worker& vocationalization
of higher secondary education, curriculum was revised a
designed to have 1.5 year of
vocationalized ANM programme and six months of general
education. The entrance
passed.
opened to senior ANMS for undergoing
six months promotional training for which course was

prescribed by INC.
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.
GENERAL NURSING AND MIDWIFERY
The general nursing and midwifery course is conducted in
477 centres in the country. The
syllabus has undergone many revisions according to the
change in the health plans and
policies of the Government and changing trends and
advancements in general education,
nursing health sciences and medical technology. The latest
revision of syllabus by INC in
2004 has increased the duration of the course from three
year to three and half year. The
basic entrance has become intermediate or class 12
instead of earlier class 10. Both science
and arts students are eligible. The focus of general nursing
education is the care of sick in
the hospital. Schools of nursing are generally attached to
teaching hospitals. Three Board
examinations are conducted, one at the end of each year.
On passing the candidates are
registered as registered nurse and mid wife by the
respective state nursing councils.
PHILOSOPHY
The Indian Nursing Council believes that the basic course
in nursing is a formal educational
preparation which should be based on sound education
principles. The council recognizes
that the program as the foundation on which the practice
of nursing is built and on which
depends further professional education. It also recognizes
its responsibility to the society for
the continued development of student as individual nurse
and citizens.
Purpose
The purpose of general nursing programme is to prepare

general nurse who will function as
member of the health team beginning with competence
for first level position in both
hospital and community. The programme is generated to
the health needs of the society, the
community and the individual and will assist nurses in
their personal and professional
development so that they may take their maximum
contribution to the society as individual
citizens and nurses.
Objectives
1. Demonstrate awareness of and skills required in the
nursing process in the provision of
health care and nursing of patients
2. Apply relevant knowledge from the humanities
biological and behavioral sciences in
carrying out health care and nursing activities and
functions.
3. Show sensitivity and skill in human relationship and
communication in his or her daily
works
4. Demonstrate skill in the problem solving methods in
nursing.
5. Gain knowledge of health resources in the community
and the country
6. Demonstrate skill in leadership
7. Demonstrate awareness of necessity of belonging to
professional organizations.
8. Promotion of health, precaution against illness,
restoration of health and rehabilitation.
Students admission
1. Age for the entrance shall be 17 years to 35 years,
provided they meet the minimum
educational requirement ie 12 years of schooling.
2. Minimum education all students should pass 12 classes
or its equivalent, preferably with
science subjects
3. Admission of students shall be once a year.
4. Students should be medically fit.
The selection committee should comprise tutors, nurse
administrators, and
educationalist/psychologist. The principal of the school

shall be the chairperson.
Training programme
The course in general nursing shall be of three and half
years duration as follows, --- two
years practice in general nursing, one year community
health nursing and midwifery and six
months internship which includes nursing administration
and nursing research classes.
There will be alternate course for male students in lieu of
midwifery. The ANM who wishes
to undertake general nursing course will not be given any
concessions. The maximum hours
per week per students shall be 36 hours, which includes
instructions and clinical field
experiences.
BACHELOR OF NURSING COURSE
Graduate nursing education started in India in the year
1946 in CMC, Vellore and in the
RAK College of nursing at Delhi University. At present
several universities in India offer
the course.
Eligibility for admission
A candidate seeking admission should have:
1. pass the 2 year of pre university exam or equivalent as
recognized by concerned
university with science subjects ie Physics, biology and
chemistry.
2. students of vocational courses
3. 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.
4. completed 17 years of age at the time of admission or
will complete this age on or before
31
st
December of the year of admission
5. is medically fit
Objectives of study
The programme is designed:
1. to provide a balance of professional and general

education
2. to enable a student to become a professional nurse
practitioner who has self direction and
is a responsible citizen.
Through planned guided experiences students are
provided with opportunities to develop
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 setting
understanding of the application of principles from the
physical biological
and social sciences for assessing the health status
ability to investigate health care problems
systematically
ability to work collaboratively with members of allied
disciplines towards
attaining optimum health for all members of the society
understanding of fundamental principles of
administration and organization
of nursing service
understanding of human behaviour and appreciation of
effective interpersonal
relationship with individuals families and groups
ability to assume responsibility for continuing learning
appreciation of professional attitudes necessary for
leadership roles in nursing
appreciation of social and ethical obligations to society.
Course of study
The course of study leading to bachelor of nursing degree
comprises 4 academic years.
BACHELOR OF NURSING COURSE (POST CERTIFICATE) FOR
QUALIFIED
NURSES
Philosophy and aims of the programme
The faculty believes that nursing is an integral part of the
health care delivery system and
share responsibility in collaboration with other allied
health professions for the attainment
of optimal health for all members of the society. The

faculty conceives education as a
lifelong learning process. It seeks to render appropriate
behavioral changes in students in
order to facilitate their development, which assists them
to live personally satisfied and
socially useful lives.
The goal of post certificate degree programme leading to
Bachelor of Science in nursing is
the preparation of the trained nurse as a generalist who
accept responsibility for enhancing
the effectiveness of nursing care
Eligibility for admission
The candidate seeking admission must:
1. hold a certificate in General nursing.
2. be a registered nurse
3. have minimum of two years of experience
4. have passed pre university exam in the arts
/science/commerce or its equivalent which is
recognized the university
5. be medically fit
6. have a good personal and professional record
7. have working knowledge of English
Programme of study
DURATION the programme of the study is two academic
years from the date of
commencement of programme. Terms and vacations shall
be as notified by the university
from time to time.
OBJECTIVESthe goal of the post certificate programme
leading to the bachelor of
nursing is the preparation of the trained nurses as a
generaralist who accept responsibility
for enhancing the effectiveness of nursing care.
Administer high quality nursing care to all people of all
ages in homes ,
hospitals and other community agencies in urban and
rural areas
Apply knowledge from the physical, social and
behavioral sciences in
assessing the health status of individuals and make critical
judgment in assessing
the health status of the individuals and make critical

judgment in planning ,directing
and evaluating primary, acute and long term care given by
themselves and others
working with them
Investigate health care problems systematically
Work collaboratively with members of other health
disciplines
Teach and counsel individuals , families and other
groups about health and
illness
Understand human behavior and establish effective
interpersonal
relationships
Teach in clinical nursing situations
Identify underlying principles from the social and
natural sciences and utilize
them in adapting to , or initiating changes in relation to
those factors
Acquire professional knowledge and attitude in
adapting for leadership roles
DEGREE OF MASTER OF NURSING
Philosophy
Nursing faculty presents the following beliefs about the
master of nursing programme:
1. the master of nursing programme is offered by
institution of higher education and is built
up on a recognized bachelors curriculum in nursing (in
India-by Indian nursing council)
2. the programme prepares nurses for leadership position
in nursing and other health fields
who can function as specialists nurse practitioners,
consultants ,educators ,administrators
and investigators in a wide variety of professional setting
in meeting the national priorities
and the changing needs of the society
3. the programme prepares nursing graduates who are
professionally equipped ,creative, self
directed and socially motivated to effectively meet with
the needs of the social change
4. further the programme encourages accountability and
commitment to life long learning
which fosters improvement of quality care

Objectives
Graduates of master of nursing programme demonstrate:
increased cognitive ,affective and psychomotor
competencies and the ability
to utilise 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 the0
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 lifelong learning for personal and
professional learning
advancement
Eligibility
The candidate seeking admission must:
1. have passed BSc. Nursing/post certificate BSc, or
nursing degree of any university
2. have a minimum of one year of experience after
obtaining BSc, in hospitals or nursing
educational institutions or community health setting
3. 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, paediatric
nursing obstetric and gynaecological
nursing.
A registered nurse for admission to psychiatric nursing
4. 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
1. branch1-medical surgical nursing
2. branch2-community health nursing
3. branch 3-paediatric nursing
4. branch4-obstetric and gynecological nursing
5. branch5-psychiatric nursing
Four common papers are there included in the syllabus.
They are:
advanced concepts of health and nursing
education and nursing education
bio-statistics, research methodology and nursing
research
administration and nursing administration
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

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Introduction

On 15th August 1947 India became independent and

2 To p prescribe and specify minimum requirement for

Shetty committee 1954

Minimum requirement for admission to be in

Kartar singh committee,1972-73

7. Sarojini varadappan committee, 1990 (A high power

Masters in nursing programme to be increased and

Training of Dais(Birth Attendant )

The Dai training continued past independence. The goal

Auxillary Nurse Midwife

In 1950 Indian Nursing Council came out with some

Lady Health Visitor Course

Training of LHV course continued post independance.The

duration of course was reduced from 4 years to 3.5 years.

recommended by the INC is of four years and have

3 Honda, U. and Gulani, K. K. (1995). Community

2 Deputation of Indian nurses abroad for post basic

The state registration council are autonomous except

Shetty committee 1954

3. Health survey and planning committee (Mudaliar

4. Mukherjee committee, 1966.

Kartar singh committee,1972-73

7. Sarojini varadappan committee, 1990 (A high power

Importance of continuing education for nurses.

Training of Dais(Birth Attendant )

The Dai training continued past independence. The goal

Auxillary Nurse Midwife

In 1950 Indian Nursing Council came out with some

Lady Health Visitor Course

Training of LHV course continued post independance.The

INC felt need for M.Phil programme as early on 1977,for

required today is an all round personality. Education

a higher social and economic status,than it had previously

STATE REGISTRATION COUNCIL.

Shetty committee 1954

3. Health survey and planning committee (Mudaliar

Three grades of nurses viz. the basic nurses (4yrs),

Kartar singh committee,1972-73

7. Sarojini varadappan committee, 1990 (A high power

Continuing education and staff development for

Training of Dais(Birth Attendant )

The Dai training continued past independence. The goal

Auxillary Nurse Midwife

In 1950 Indian Nursing Council came out with some

The first course was started at St. Marys Hospital

Lady Health Visitor Course

Training of LHV course continued post independance.The

5.Post-Basic/Post Certificate Short-Term Courses

post basic certificate BSc(N) programme was started in

5 Neeraja K. P. (2003), Text Book of Nursing Education,

Women were protecting and caring for their children, aged

usually 'men' or 'old women'. Women are restricted

informed need of nurses to take care British officials and

overseas to serve in the capacity of 'Assistant Nurses'

charity free care etc. Florence Lees improved the Visiting

establishment of INC and tremendous work of TNAI

1. To set standards and to regulate the nursing education

For degree course passed higher secondary or Pre

The most significant development had been the

1935 - Madras and Bombay nursing councils were

six months promotional training for which course was

The purpose of general nursing programme is to prepare