MR. BHUSHAN R JOSHI (IV B. BSc. NSG The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”

1. DONE BY:
MR. BHUSHAN R JOSHI (IV B. BSc. NSG)
GUIDED BY : MRS. PALLAVI LELE & MRS. PRAFULLA NATEKAR
CON, SIR J. J. GROUP OF HOSPITALS, MUMBAI-400 008
QUALITY NURSING EDUCATION:
EVERYONE’S CONCERN

2. 2
Introduction
Nursing is a demanding yet rewarding profession that asks a lot of from its workers.
Nursing is an incredibly self-aware profession, constantly striving to improve and
provide best possible care to the patients. It is imperative that nurses should be
provided with the right education and skills to equip them for their roles. A High quality
education confers huge benefits for individual and the society.
The primary purpose of nursing education is to generate most competent nursing
workforce. Nursing education must therefore be driven by decisions and predictions
about what future health services could and should be like, and what knowledge and
skills nurses will need to meet individual and population needs.
These needs are widely recognized. The major factors affecting the health of the
population and individual includes various demographic changes (ageing population
and higher birth rate); changing patterns of health and disease, rising expectations of
the public and health service users; increased access and choice; the shift to delivery of
more care in community settings; continuing social inequality; advances in care and
treatment and advances in technology for care and communication.
Patients rely on compassionate and well educated competent nurses to ensure they
receive the care they need. Preparing nurses for this essential role is the top priority.
“The curriculum must reflect the needs of patients and be immediately relevant
and applicable to the central role of nurses: caring for patients.”
QUALITY NURSING EDUCATION -: EVERYONE’S
CONCERN
STATEMENT PROBLEM
“A study to assess the various factors affecting quality nursing education among
nurses in selected government organization”

3. 3
OBJECTIVES
1. To explore the knowledge of nurses regarding factors affecting quality nursing
education.
2. To evaluate various suggestions to improve quality nursing education.
REVIEW OF LITERATURE
Teaching Quality Improvement
Study is done by Mary Ellen Murray, & Stephen Douglas, et.al.
Practicing nurses are required to engage in quality improvement work as a part of their
clinical practice, but few undergraduate nursing education programs offer course work
and applied experience in this area. This article presents a description of class content
and teaching strategies, assignments, and evaluation strategies designed to achieve
the Quality and Safety Education in nursing competencies related to quality
improvement and interdisciplinary teams. Students demonstrate their application of the
quality improvement process by designing and implementing a small-scale quality
improvement project that they report in storyboard format on a virtual conference Web
site.
NLN Think Tank on transforming Clinical Nursing Education April 14-15, 2008
Indianapolis, Indiana
The idea of sponsoring the Think Tank on Transforming Clinical Nursing Education
arose from the NLN’s Blue Ribbon Panel discussion of the priorities for research in
nursing education. Extended dialogue about the most pressing issues in nursing
education brought the Blue Ribbon Panel back, again and again, to the topic of clinical
education. Following questions were discussed.
What are the most effective ways to help students learn the practice of nursing?
What are the most effective ways to assess the clinical performance of nursing students
in pre-licensure RN programs?
Final Report of the 2008 NLN Think Tank on Transforming Clinical Nursing Education
Achieve consensus on the need to transform clinical nursing education, particularly in
pre-licensure RN programs.

4. 4
Achieve consensus on the structures that support or interfere with such transformation.
Explore approaches that have the potential to effectively facilitate the integration of
clinical teaching and classroom teaching.
 Consider promising integrative clinical education models, pedagogies, and
methods for clinical.
 Identify research priorities related to clinical education and assessment of clinical
performance in pre-license RN program.
 Make explicit the professional’s scholarly thinking about clinical education.
 Make strategies to access and use resources.
RESEARCH METHODOLOGY
Research approach : Exploratory survey
Research Design : Quantitative
Population : Student nurses taking basic nursing education
Sampling technique : Non probability purposive sampling
Samples : Student nurses
Sample size : 100
Setting : Government organization
PROCEDURE FOR COLLECTION OF DATA
Researcher has prepared rating scale to assess various factors affecting quality of
nursing education. Tool is distributed among first, second, third and fourth year Basic
Bsc. nursing students. 14 items are considered within 5 point scale (5-very essential, 4-
essential, 3-very important, 2-important, 1-not required).
They are as:
POTENTIALITY OF STUDENT, CHANGE IN CURRICULUM, QUALIFIED AND
EXPERIENCED TEACHERS, TEACHING METHODS, PHYSICAL FACILITIES,
CLINICAL INFRASTRUCTURE, CONSTRUCTIVE SUPERVISION, INCIDENTAL
TEACHING, NURSE PATIENT RATIO AND TEACHER STUDENT RATIO, NEW

5. 5
TECHNOLOGY, EVALUATION SYSTEM, INSTITUTIONAL POLICIES, GUIDANCE
AND COUNSELING, OPPORTUNITY OF SELF DEVELOPMENT
FINDINGS AND INTERPRETATION
Hundred students participated in the study. Out of that 90% of the students given views
as VERY ESSENTIAL regarding individual potentiality of student, required change in
curriculum, lecture and demonstration as teaching methods, constructive clinical
supervision, qualified and experienced teachers and use of new technology for quality
nursing education.
Some of the students have given their views regarding on evaluation system,
institutional policies and opportunity of self development as ESSENTIAL factors.
Students have given some valuable suggestions like importance of clinical teaching
along with incidental teaching, adequate library facility to update the knowledge, student
status and physical infrastructure which will help for quality nursing education as well as
quality nursing care.
GRAPHICAL INTERPRETATION OF FINDINGS OF THE STUDY
0
10
20
30
40
50
60
70
80
90
very essential
essential
very important
important
not required

6. 6
CONCLUSION
By assessing views and suggestions of students, researcher has come to the
conclusion that continuous guidance is needed for competent and up to date knowledge
about clinical practice, Which will help them to work efficiently and confidently. Nurse
educators play important role in updating herself which will help in quality nursing
education and quality nursing care.
RECOMMENDATION
This study is only concerned with one institute.
1. There is more scope for this study by considering various other institutions and
different courses which will help to improve nursing education.
2. Students’ views and suggestions should be considered seriously and action
should be taken accordingly.
3. “Nursing as a career”- awareness drive should be done for 12TH
standard
students to improve standard of nursing education.
BIBLIOGRAPHY
1. REPORT OF THE WILLIS COMMISSION ON NURSING EDUCATION, 2012.
Title: “Quality with compassion: the future of nursing education” -Report of the Willis
Commission 2012.
2. EDUCATIONAL INNOVATIONS -“Teaching Quality Improvement”
Mary Elien Murray, PhD, RN; Stephen Douglas, MSN, RN-C; Diana Girdley, MS, RN;
Paula Jarzemsky, MS, RN Journal of Nursing Education August 2010 - Volume 49 ·
Issue 8: 466-46
3. NLN THINK TANK ON TRANSFORMING CLINICAL NURSING EDUCATION
April 14-15, 20 08 Indianapolis, Indiana
4. Bhatia, Hans Raj Elements of Educational Psychology, Bombay, Qnent Conpman,
Sthed, 2010.
5. Neeraja, Nursing Education, New Delhi, Jaypee Brother, 2011.