P.G.

COLLEGE OF NURSING,
BHILAI

SUBJECT : NURSNG EDUCAITON

TOPIC : SEMINAR ON

TRENDS IN DEVELOPMENT
OF NURSING EDUCATION

SUBMITTED TO SUBMITTED BY
Dr. (Mrs ) M. E. Patlia Alka Singh
Dean, P. G. College of Nursing M.Sc (N) 1st Year

Index

1. Introduction
2. Definition
3. History of Nursing and Nursing education during early civilization
4. Nursing Education in the 19th Century
5. Development of Nursing education in United States
6. Nursing education in 20th Century
7. Development of Nursing Education in India
8. Nursing Education in 21st century
9. Influence of Models and theories on nursing education.
10.Contribution of Senior Educationists in India in nursing education.
11. Senior Educationists in India
12. Conclusion

Trends in Development of Nursing Education

Introduction: A sense of history is important to creating and selecting effective nursing

education methods. The ongoing interplay of Ontology and Epistemology has influenced
the history of nursing education methods. This interplay of Ontology and epistemology
is a process that constantly evolves in the pursuit of understanding human existence
and knowledge. This larger philosophical sphere of human studies influences all
disciplines, including nursing, Nursing is a service which deals with people and, as
such, incorporates the metaphysical studies of why people exist and in what condition
and how human being gain knowledge and interact with the environment. The history of
methods of teaching or learning closely parallels the evolution of the idea of nursing as
a practiced discipline and the ways of knowing are considered important to this
evolutionary history.

Nursing has a fascinating history that parallels the history of human kind. For as long as
there has been life, so has there been the need for sick care and comfort from illness
and injury. From the dawn of civilization, evidence prevails to support the premise, that
nurturing has been essential to the preservation of life. . Survival of the human race,
therefore, is inextricably intertwined with the development of nursing.

Definition :

1. Trend: - Trend means movement in a particular direction when we speak of a

trend in nursing, we mean a change currently taking place in any area of nursing.
and influencing profession as a whole.

2. Trends: denote general direction and tendencies especially of events , of opinion.

So, Nursing trends refer to the general direction towards which the different

Footnote :

Mayer , Barbara A. and Ruth A . Wittmann- Price, Nursing Education, Foundation

for practice excellence , 1st Edition , New Delhi, Jaypee Brothers , 2008.p.p.8.

nursing events have moved and are moving as well as the opinions in and
around nursing and tendencies that are found in and about the profession.

3. Nursing: - Nursing is a Service which includes ministration to the sick, care of the
whole patient (his mind as well as body), care of the patient’s environment
(physical as well as social), health education and health services to the
individual, family and society for the prevention of disease and promotion of
health.
 4. Nursing Encompasses autonomous and collaborative care of individuals of all
ages, families and group and communities, sick or well and in all settings.
Nursing includes the promotion of health, prevention of illness, and the care of ill,
disabled and dying people. Advocacy, promotion of a safe environment,
research, participation in shaping health policy and in patient and health systems
managements, education are also key nursing role.

- (International Council of Nurses, 2002)

5. Education : Education means training for the county and love for the nation

- Chanakya

6. By ‘Education’, I mean, an all round drawing out of the best in child and man
body mind and spirit.

 M. K. Gandhi

---------------------------------------------------------------------------------------------------------------------
Foot Note :-
Administration of Nursng educational Institutions and Nursing services , Nursing
Administration , IGNOU , P. P. 51

Nancy , Principles and Practices of Nursing, Nursing Arts Procedure , 5 th edition , Vol-
1, Indore - N.R. Publishing House , 2004.P.P. 2.

Basavanthappa B.T. Nursing Education, New Delhi, Jaypee Brothers, First Edition ,
2004 P.P. 8-9.

7. Education is the capacity to feel pleasure and pain at the right moment. It
develops in the body and in the soul of the pupil, to bring all the beauty and all
the perfection which he is capable of.
 - Plato
8. Nursing Education is the production aspect of nursing manpower development,
and is co-coordinated with planning and management aspects of nursing man
power.

 B.T. Basavanthappa
The History of Nursing and Nursing Education During Early
Civilization:

In 500 BC, there was little reference to nursing. Illness was considered to be directly
related to disfavor with God. Primitive people believed that a person become sick when
an evil spirit entered the body and so medicine man performed ‘Witchcraft’ on the
affected part of the body to induce the bad spirits. Few women assisted the medicine
men. They mostly assisted women in childbirth.

Hippocrates, born in 460 BC, rejected the belief in the supernatural origin in disease
and adopted a system of physical assessment , observation and record keeping as an
integral part of patient care. The Greek influence on the care of the sick changed the
approach from one of mysticism to that of public health and safety. The religious
influence was still prevalent. Deacons and deaconesses were designated by the roman
bishops to visit sick in their homes, visiting and tending to the needs of prisoners and
watch over the sick in the hospitals.

One of the first deaconesses, Phoebe, performed nursing functions about AD 60. She
was known as a visiting nurse, attending the sick and poor in their homes. Another
roman woman,
---------------------------------------------------------------------------------------------------------------------
Foot Note
Christensen, Barbara Lauritsen and Elaine Odem Kockrow, Foundation of Nursing, 4 th
Edition St. Louis , Mosby, 2003.P.P.1-5.
Fabiola, spent her wealth and time nursing the sick and poor. She is credited with
providing the first free hospital in Rome in AD 390.

Monastic and Military influences:

Monastic and military order were charged with caring for the sick over the next 1000
years, but the rise and fall of feudalisms in central Europe hindered the progress made
in Greece and Rome. Care of sick was performed by both men and women. Male
military personal serve the medical needs of soldiers on the battlefield.

Nursing Education in the 19th Century

In the early 19th Century, hospitals were overcrowded and lacked trained and qualified
people. Hospitals were a place to contact diseases rather than be cured off, because of
patients with open wounds, poor hygienic practice of workers, unchecked infections and
the dirty physical conditions of the hospital itself. Women of proper upbrining did not
work outside of the home during this time. Only lower-class women and nurses with
religious nursing orders were engaged in the caring of sick .

The Lutheran order of Deaconesses established the first real school of nursing under
the guidance of Theodor Fliedner, a german pastor, in kaiserwerth, Germany. The
reputation of the school spread throughout Europe. It reached a young woman in
England , whose interest in nursing overshadowed the opposition of her family, her
friends and the social class to which she belonged.

Florence Nightingale joined the Kaiserwerth program in 1851. She became

superintendent of a charity hospital for ill governess in 1853. In 1860, Florence
Nightingale began the reformation of nursing from occupation to profession by
establishing the nursing school at Saint Thomas Hospital in London. The nurses training
were given for one year, including both formal instructions and practical experience.
After the students graduated records were kept on where they were employed. This
eventually became a ‘register’, which was the beginning of a movement to exercise
control over the nursing graduate and to establish a standard for the practicing nurse.

Development of Nursing Education in United States:

During the time that Florence Nightingale was active in Europe, the same kind of patient
care problems were occurring in America. Both the American Revolution and the civil
war were characterized by severe casualties, diseases infected wounds and archaic
medical care. In 1849, Pastor Theodore Fluidner of Germany established the first
protestant hospital in United States, which was located in Pittsburgh, Pennsylvania. His
four deaconesses began the first formalized education of nurses in United States. By
the end of 19th Century, three Schools of Nursing had been established in the U.S.
They were:-

1. In May 1873, the Bellevue Hospital School of Nursing in New York.

2. In Oct 1873, the Connecticut Training school was opened in New Haven.

3. In Nov. 1873, the Boston training school at the Massachusetts General Hospital
began operating.

In the interest of establishing standards for the new nursing schools, dedicated
women such as Isabel Hampton Robb and Lavinia Dock organized the American
Society of Superintendents of Training schools of Nursing in 1894. A code of ethics
was adopted by the society and this code known as the ‘Nightingale Pledge’ is
subscribed to by the nursing Profession of today.

Trends of 19th Century at a Glance:

1860: Florence Nightingale founded Saint Thomas Hospital School of Nursing in

England.

1873 : The Bellevue Hospital school of Nursing in New York.

1873: The Connecticut training school in New Haven

1873: The Boston Training school at the Massachusetts General Hospital

1899: International Council of Nurses organized.

Nursing Education in 20th Century

While the superintendents of the nurses training schools organized at the national
level, the graduates of those training schools established the Alumnae Association at
the local levels, in an attempt to establish standards for the actual practice of
nursing.

Licensing: Any change affected by the social issues of that time, brought change in
nursing education and practice. This resulted in need for rigid standards and Laws.
In 1903, the first nursing ‘Licensure’ to an organization or individual to engage in a
practice or activity that would otherwise be illegal, to protect the public , were passed
in North Carolina, New Jersey, New York and Virginia. As a result, the nursing
organization recognized the need to amend their purpose and redirect their focus.
The American Society of Superintendents of training school became the Education
Committee of the National league for nursing Education in 1903 and the Alumnae
Association became the American Nurses Association in 1912.

World War I brought an increased demand for Nurses. Nursing leaders established
army school of nursing, to meet the increasing demands. After 25 yrs, World War II ,
again demanded for trained nurses and so cadet Nurse Corps was established to
provide nursing education and training.

Trends of 20th Century at a Glance:

1903: The American Society of Superintendents of training school became the

Education Committee of the National league for Nursing Education.

1909: Nursing programs began at Columbia university Teachers College and

University of Minnesota.

1912:- American Nurses Association established

1924: First nursing doctoral program began at Teachers College, Columbia

University.

1926 : From 1926 to 1934 Committee on grading of Nursing Schools Convened.

1934 : Nursing doctoral Program established at New York University.

1934 : Nightingale International Foundation established.

1952 : National league for Nurses was established.

1953:- Institute of Research and Services in Nursing Education was established at

Teachers College, Columbia University.

1955:- The American Nurses Foundation was formed.

1957: Department of Nursing Research was established at Walter Reed Army
Hospital.

1965:- ANA issues its 1 st “Position paper on Nursing Education” and stipulating the
baccalaureate as minimum preparation for professional nursing.

1985: National centre for Nursing research was established at the National Institutes
of Health in Bethesda, Maryland.

1997: The agency for health research and quality established 12 evidence based
practice centers.

2000: U.S. department of health and Human Services healthy people 2010.

2002: Nursing shortage clearly identified as a crises for health care delivery system.

----------------------------------------------------------------------------------------------------------------

Foot Note

Basanvanthappa, B.T., Nursing Research, First Edition , New Dehli, Jaypee

Brothers, 2003.P.P. 287-289.

Daniels, Rick, Nursing Fundamentals, caring and clinical Decision making, USA,
Delmar, 2004 P.P. 8.

Development of Nursing Education in India:

India as a “British Colony” found missionaries coming from various western countries
in the field of nursing, who established their own traditions as a profession. Nursing
Education in India began with very brief periods of training in Madras around the
seventies in 19th Century which was devoted for the care of sick in the hospital.
Orderlies and midwives were often chosen for this and were given a period of two to
six months of closely supervised practical experience in general nursing, then called
Sick nursing. This was training in the hospital and certificates were given after
completion of training.

The basic program for combined general nursing and midwifery development rapidly
after 1871. The need for theory as well as practical experience was felt. The training
for general nursing was extended to two years and then for three years before
student went on for midwifery training. The present basic program for nursing
education throughout India consist of a three year program in general nursing and
six to seven months in midwifery . Uniformity of training is maintained by recognition
of schools which meet the standards and requirements given by Indian Nursing
Council. The basic certificate program now includes all areas of nursing as well as
integrated community health nursing. The leaders of nursing in India realized that
more and better qualified teachers and ward supervisors were needed if standards
were to be maintained and nursing was to advance. Hence, courses were setup in
several places to give Indian nurses an opportunity to prepare themselves for
responsible positions in hospitals and schools of nursing. Post certificate courses
were first offered in nursing administration, supervisions and teaching. These
originated at the RAK College of Nursing, New Delhi; College of Nursing, CMC
hospital, Vellore; and the government general hospital, Chennai.

Foot Note :

Indira Gandhi National Open University, School of Health Sciences ,

Administration of nursing educational institutions and Nursing Services, HS3T3,
Nursing Administration , P.P. 52-58.

The First four years basic bachelor degree program was established in 1946 at the
RAK College of nursing, Delhi and Vellore. This program is now offered at a number
of other colleges. In 1963, the school of nursing in Trivandrum instituted the first two
year post certificate bachelor degree program.

In recent years, as higher education for nurses has developed around the world,
courses in India have developed so that the nurse can specialized in almost any
subject and continue education through the level of the Master’s degree. The first
Master’s degree course a two year post graduate program was began in 1960 at the
College of Nursing, New Delhi, presently known as Rajkumari Amrit Kaur, College of
Nursing, New Delhi. A two year program for the Anxillary nurse midwifery was first
established in 1951 at St. Mary’s Hospital, Tarn Taran in Punjab. By 1962, there
were 263 courses being offered in India. The ANM is prepared to practice
elementary nursing and full midwifery. In 1977, the ANM course was completely
revised by INC and expanded to include sociology, health education and
communication skills and subject necessary to equip the MHW/ANM to serve
effectively as a primary health care worker in the community.

DEVELOPMENT OF NURSING EDUCAITON IN INDIA AT A GLANCE:

1905 : The association of Nursing Superintendent were formed.

1908: The association of Nursing Superintendent broadened its scope and the
Trained nurses Association of India was formed.

1909: Bombay Presidency Nursing Association was formed.

1911: The North India Board was set up

1912: The south India Board was formed.

Foot Note :

Basavanthappa , B.T. , Nursing Education , First Edition , New Delhi, Jaypee

Brothers, 2004 P.P. 117-118.

Basavanthappa , B.T. , Nursing Research, First Edition , New Delhi, Jaypee

Brothers, 2003 P.P. 283-286.

1912: The association of Nursing Superintendent combined with TNAI was affiliated
to the International Council of Nurses.

1926: The first Nurses Registration Act was enacted in Madras Presidency.

1934: The Bengal Nurses Act was enacted for the nurses, midwives and health
visitors of undivided Bengal.
1936: The Mid India Board of Education affiliated to Christian nurses league,
Christian nurses, Auxiliary association affiliated to TNAI.

1941: State Nursing Superintendent, appointed at state level (Madras).

1942: The Auxiliary Nursing Service (ANS) was established.

1943: Establishment of School of Nursing Administration for Military nursing services

health survey and development committee (Bhore) constituted by Govt. of
India study work on proposal for University education in nursing in India.

1946: Bhore Committee submitted report, recommendation made on improvement of

various aspects of nursing profession – nursing education, working condition
nursing services and deputing nurses for higher education to abroad etc.

Establishment of College of Nursing, Delhi (Now RAK) under Union ministry of

health to start university nursing education program for the first time in India
leading to Bachelors degree in nursing i.e. B.Sc (Hons.) Nursing.

1947: Indian Nursing Council Act was passed. Degree program for nursing started in
Vellore.

1948: The first meeting of INC was held.

1950: ANM program was established

1951: Establishment of Urban field teaching centre at College of Nursing, Delhi

1952: Establishment of residential field teaching centre for teaching community

health nursing in rural area under College of nursing, Delhi

1953-54: The INC Act was amended.

1955: Establishment of Child guidance clinic at college of Nursing , Delhi.

1959: Establishment of Masters of Nursing degree program at RAK college of

Nursing, Delhi

1963: A WHO assisted technical project was undertaken at the INC to revise the
GNM course.
1965: A WHO publication on Guide for schools of Nursing in India came out this
year.

1975: Srivastav Committee report on 3 tier plan of health care delivery system to
rural area commended .

1978: Govt. nurses association of Karnataka established.

1986: The Nursing Research society of India was established.

1992: PhD in nursing program started at RAK College of Nursing , Delhi

1994: IGNOU launched post basic 3 years B.Sc (N) degree program on all India
level.

Nursing Education in 21st Century

Today, more nurses are earning masters and doctoral degrees to increases their
nursing knowledge and expertise.

Master’s degree program in nursing which usually takes about 2 years to complete,
prepare advanced practice nurses, such as nurse practioners or clinician nurse
specialists, nurse educators and nurse administrator.

Doctoral degree program: A nurse doctorate requires in depth inquiry and scientific
research into a specific field of learning. Doctoral program produce nurse
philosophers, ethicists, theorists and researchers

----------------------------------------------------------------------------------------------------------------
Foot Note :

Harkreader, Helen and Mary Ann Hogan, Fundamentals of Nursing, Caring and
clinical Judgment, 2nd edition St. Louis , Saunders ,2004.P.P. 2-13.

Influence of Models and Theories on Nursing Education:

The apprenticeship model was prevalent in the early days of nursing education. Until
the 1970’s, the education for nursing was widely termed “training” Infact, there was
little thought given to education for nursing. By the 1950s and 1960s behavioral
psychology had permeated education including nursing education. The introduction
of this learning theory was an ideal philosophy and practice for what was considered
“nurses training”. Approaches to training that had been fine tuned for military and
industrial needs in an early decade resonated with nurse educators, bringing a
sense of systematization and professionalism to nursing education. The model of
curriculum development set forth by Tyler (1969) was attractive to nursing educators,
as well as others in the field of education, due to its orderly, scientific approach to
the structure of curricula. Bevis (1989) has presented an excellent analysis of the
impact of the tylerian model in nursing education. The Tylerian model has been one
of the dominant models used in nursing education and is based primarily on the logic
of deduction and empirical knowledge. In the Tylerian framework of education, which
is still used by some education today, to varying degree, objectives are stated and
education is presented to meet the objectives rather than the unique learning needs
of the student (Bevis 1989).

As the behavioral curriculum was becoming status quo in school of nursing, new and
competing psychological and educational theories of teaching/learning were being
introduced Humanistic and emancipatory theories of curriculum were widely
influencing in nursing, included those of Rogus, Green and Freire . Carl Rogers
Humanistic psychology was founded on principles antithetical to those of
behaviorism. The Rogerian (1970) theory emphasized freedom and creativity, rather
than strict prescription to achieve specified end products sought in behaviorism.
Many schools of nursing, particularly those mounting baccalaureate and higher

----------------------------------------------------------------------------------------------------------------
Foot Note:
Mayer, Barbara A and Ruth A Wittmann- Price, Nursing Education , Foundation for
practice excellence, First edition , New Delhi, Jaypee Brothers 2008, p.p. 8-10.
degree programs, adopted humanistic psychology tents in the curriculum. As
humanism was infiltrating all corners of nursing education, two new philosophies
were being introduced into nursing education. The aesthetic and emancipatory
pedagogy articulated by Green(1978) resonated with an emerging interest in caring
as a basic value and substantive concept in nursing (Watson 1989).
In the same era, the emancipator empowerment approach in community
development espoused by Freire (1988) gained visibility in nursing education . Both
of these theories promoted the learning environment as a nonauthoritarian domain in
which both teacher and students were equal reflective learners. Knowles theory of
adult learning (1970) also influenced the shift in higher education in the last quarter
of the 20th century. Many principles of andragogy or adult learning embraced a more
emancipatory educational philosophy, which views the students as an active
participant in learning rather than a recipient of education. This broad evolutionary
trend in nursing education was also influencing educational programs of many other
disciplines and professions.

The work of leading scholars in nursing education clearly reflects and Zeitgeist of
freedom and creativity prevalent in education and the larger social environment. As
in earlier eras, the NLN committed its institutional resources to the dissemination of
new education philosophies and practices throughout the arena of nursing
education. The areas of scholarship exercise considerable influence on nursing
education philosophy and practice in the last decade of the 20 th century and into the
21st. The work of Bevis and Watson (1989) addressing the caring curriculum as
consonant with fundamental values of nursing as a discipline and profession is
illustrative of one stream of influence.

Contribution of senior Educationists in India in nursing education:

1953 : Miss Edith Buchanan, Vice Principal, CON (RAK)Delhi was sent to Columbia
University to earn her Doctoral in Education (D.Ed) through WHO fellowship.

1955: Miss Margarata Craig, Principal CON, Delhi attended ICN met in France , to
present a paper on the need for Nursing Research in India.

1959: Dr. Edith M. Buchanan, Succeeded in establishing the long cherished “ Master
of Nursing” degree program at RAK college of nursing, New Delhi, under
university of Delhi (Oct. 1959).
1963: Dr. Edith M. Buchanan Succeeded in sending Mrs. Sulochana Krishnan, one
of the first graduate of this newly established , M.N. degree program to earn
the D. Ed degree from Columbia University.

1964 : Dr. Marie furguson, a public health nurse came to the CON, Delhi was able to
create appreciation and understanding of the need and value of research, in
planning nursing administration and education with senior leaders of the
country conducted “Activity studies to define the nursing and non-nursing
functions of nursing personnel.

1966 : TNAI established research section under the chairmanship of Miss Margarata
Craig. TNAI conducted ‘Time study’ with the co-operation of Ms. Anna
Gupta, Principal RAKCON, Delhi, under the supervision of Dr. Sulochana
Krishnan.

1976 : Dr. Marie Farell and Dr. Aparna Bhaduri of RAKCON New Delhi conducted
seminars on nursing research for educationists at Delhi, Missouri (U.P. ) and
Yarcaid (TN) to strengthen the nursing research in India.

1981: Dr. Farell and Dr. Bhaduri’s Book ‘Health Research’ a community based
approach published by WHO.

1986: The nursing Research Society of India (NRSI) was established to promote
research within and around nursing environment. Dr. (Mrs. ) Inderjit Walia
was Founder President and Mrs Uma Hunda was its Secretary. M.Phil in
nursing program started at RAK Con, Delhi under Delhi University.

Some Senior Educationists in India :

1. Dr. Sulochana Krishnan from Columbia University.

2. Dr. Madhavi Sharma from Boston University.

3. Dr. Amamma Chandy from Columbia University.

4. Dr. Aparna Bhanduri form Columbia University.

5. Dr. Margeret Dean from Columbia University

6. Dr. Aliyamma Kurian from Columbia University

 7. Late Dr. Kastori Sunder Rao form Columbia University

8. Dr. Homai Dastoor form Gujarat University

9. Dr. Inderjit Walia from PGI, Chandigarh

10. Dr. M. Sulakshini Immaneul form Columbia University.

11. Dr. Vimla Agarwal form Rajasthan University.

12. Dr. Naina Potdar from SNDT women University

13. Dr. Prakasamma from Jawahar Lal Nehru University, New Delhi

14. Dr B. T. Basavanthappa from Bangalore University

Conclusion :

Most early civilization believed that illness had super natural causes. The physician was
the medicine man who treated disease by chanting, inspiring fear or opening the skull to
reduce evil spirits. As civilization grew temples became the centers of medical care.
Women only used to care for sick at home and only practiced as nurse midwives. In
early Christian period nursing began to have a formal and more clearly defined role.
Florence Nightingale, got an opportunity for achievement in nursing due to out break of
the Crimean war, to organize nursing care for military hospital . After the war, she
established a training school for nurses and elevated the status of nursing to a
respected occupation. World War I and II had an enormous effect on nursing. For the
first time large number of women, worked outside their homes. As the nursing education
progressed, Models and theories given by various educationists influenced it and
helped it to become a standardized profession.

Nursing education in India started around seventies in 19 th century. A closely supervised

training for two to six months was given. Then, the need for theory as well as practical
experience was felt and so training for general nursing was extended to two years and
then for three years. Uniformity was maintained by standards and requirements given
by INC. Many Nursing educational programs were started in the 20 th century, which
made nursing a profession rather than just a vocation. Today, nursing has become a
profession that has vast knowledge and expertise nursing personals and still the
process is ongoing.

BIBLIOGRAPHY
1. Basavanthappa , B.T. , Nursing Education , First Edition , New Delhi, Jaypee
Brothers, 2004 P.P. 8-9, 117-118.

2. Basavanthappa, B.T. Nursing Research, First Edition New Delhi, Jaypee

Brothers 2003. P.P. 283-286, 287-289.

3. Christensen, Barbara and Elaine Oden Kockrow, Foundation of Nursing, 4 th

Edition, St. Louis, Mosby, 2003, P.P. 1-5.

4. Daniels, Rick, Nursing Fundamentals, caring and clinical Decision making, USA,
Delmar, 2004 P.P. 5.

5. Harkreader, Helen and Mary Am Hogan, Fundamentals of Nursing, Caring and

clinical judgments, 2nd Edition , St. Louis, Saunders , 2004. P.P. 2-13.

6. Indira Gandhi National Open University, School of Health Sciences ,

Administration of nursing educational institutions and Nursing Services,
HS3T3, Nursing Administration , P.P. 51-57.

7. Mayor Barbara A and Ruth A. Wittmann- Price , Nursing Education foundation for
practice excellence, 1st Edition, New Delhi; Jaypee Brothers , 2008 P.P.
37,45-46,8-10.

8. Nancy, Principles and practices of Nursing, Nursing Arts Procedure 5 th Edition,

Vol I, Indore: N. R. Publishing house 2004. P.P.2.

9. Taylor Carol R. and et al. , Fundamental of Nursing, The art and sciences of
nursing care, Vol I , 6 th Edition , New Delhi: Lippincott Williams and
Wilkins, 2005. P.P. 12.
 R.D MEMORIAL COLLEGE OF
NURSING
BHOPAL

SUBJECT: ASSIGNMENT
ON
TRENDS AND DEVELOPMENT IN
NURSING EDUCATION

SUBMITTED TO:
SUBMITTED BY:
MRS VANISH PATHAK ANOOP
SOLANKI

ASSO PROFESSOR MSC NURSING

1ST YR
R.D MEMORIAL COLLEGE

OF NURSING