Situational analysis of nursing education and work force in India

Tiwari, Rajnarayan R; Sharma, Kavya; Zodpey, Sanjay

doi:10.1016/j.outlook.2012.07.012

Cited by 35 publications

(35 citation statements)

References 9 publications

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“…Barriers to attending CPD training mostly included personal reasons such as domestic responsibilities, distance, cost and professional reasons such as work commitment, staff shortage and lack of information. Similar barriers to CPD attendance have been found elsewhere; including, lack of time and finance, access to CPD [4], difficulty balancing work, continuing education, and home life [18] [27]. Therefore, to maximise participation in CPD, it is important that an environment is created for nurses to be able to participate interactively taking into account nurses' professional, personal and social needs.…”

Section: Facilitators and Barriers To Attending Cpdmentioning

confidence: 87%

“…Various reasons are reported for CPD attendance including, job satisfaction, staff morale and patient safety [9], performance appraisal or personal development, career and performance improvement [4]. These findings suggest that both personal/career development and practice improvement feature significantly.…”

Section: Facilitators and Barriers To Attending Cpdmentioning

confidence: 99%

“…Demographic transition, the looming non-communicable disease [NCD] epidemic in India, national health priorities such as reduction in child and infant mortality yet to be achieved, the delay in the improvement of maternal health of the Millennium Development Goals [MDG] [3] and India becoming a recent signatory to the sustainable development goals all signpost an imminent changing role for nurses [3] [4]. Given the paucity India has on health care outcomes that are strongly influenced by political-socio-economic factors, gender, education and geography and inequalities in health services [4], it is vital that relevant Continuing Professional Development [CPD] programs for nurses are developed to help mitigate some of the challenges to effective healthcare delivery.…”

Section: Introductionmentioning

confidence: 99%

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Continuing Professional Development: Needs, Facilitators and Barriers of Registered Nurses in India in Rural and Remote Settings: Findings from a Cross Sectional Survey

Macaden¹,

Washington²,

Smith³

et al. 2017

OJN

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Background: Nurses constitute a major portion of the health care workforce in India. A priority to develop pre and post registration nurse education in India has increasingly been highlighted in nursing and health policy imperatives in recent years. Nurses are often the only health care professionals in primary and secondary care within rural and remote healthcare settings in India. They are confronted with the dual challenge of resource constraints and rapidly changing disease profile with little or no access to continuing professional development. Objectives: 1) To identify key continuing professional development priorities of registered nurses working in remote and rural health care settings in India. 2) To identify barriers and facilitators to continuing professional development as perceived by registered nurses working in these settings. 3) To identify preferred modes of continuing professional development by registered nurses working in remote and rural health care settings in India. Design: Quantitative Design. Setting: Two large health care facilities in remote and rural parts of India. Participants: Registered Nurses working in two large not for profit health care organisations participated in the study. Nursing assistants and student nurses were excluded from the study. 368 participants consented to participate in the survey and 271 (73.6%) participants completed the survey. Methods: A questionnaire based cross sectional survey was undertaken as part of the Continuing Professional Development needs assessment among registered How to cite this paper: Macaden, L., Washington, M., Smith, A., Thooya, V., Selvam, S.P., George, N.

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Section: Facilitators and Barriers To Attending Cpdmentioning

confidence: 87%

Section: Facilitators and Barriers To Attending Cpdmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Continuing Professional Development: Needs, Facilitators and Barriers of Registered Nurses in India in Rural and Remote Settings: Findings from a Cross Sectional Survey

Macaden¹,

Washington²,

Smith³

et al. 2017

OJN

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show abstract

“…This study found that study participants had higher knowledge levels in areas related to teaching and somewhat lesser knowledge in assessment and educational concepts (Amin et al, 2009). Tiwari, Sharma, and Zodpey (2012) from India report on the situational analysis of nursing education and workforce in India. This article mirrors the current state of nursing education in Pakistan.…”

Section: Literature Reviewmentioning

confidence: 99%

“…India is facing multiple challenges; including enriching the existing curriculum to make it reflective of the trends in the health care system, strengthening the nurse teacher education by providing more opportunities for nurse teachers to obtain further qualification of Masters and doctoral education and improving the infrastructure. (Tiwari, Sharma, & Zodpey, 2012) …”

Section: Literature Reviewmentioning

confidence: 99%

A Need Assessment for Faculty Development in Baccalaureate Nursing Programs in Pakistan

Dias¹,

Violato²

2017

IJSN

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Objective: A needs assessment was undertaken for faculty development needs of nurse educators teaching in baccalaureate nursing education programs across Pakistan.Methodology: The survey instrument was developed by the researcher in consultation with an advisory committee. It contained 25 items that reflected the demographic profile of the participants and another 98 statements on a 5 point Likert type scale to assess faculty development. Data collection was done across twenty schools of nursing.Results: The major findings of the study indicated a critical shortage of academically prepared nursing faculty with advanced degrees and teaching experience to perform their role effectively. Female faculty outnumbered male faculty. Five factors were identified that could both promote or obstruct faculty development and included awareness and convenience, institutional support, prevailing leadership, politics and personal factors. Additionally, four factors were extracted for challenges for undertaking faculty development; technology and curriculum, students and resources, academic leadership and professional role. Lastly, four factors were identified as areas of interests for faculty development; learning and instruction, support for scholars, support for teaching and national curriculum.Conclusion: This is the first national needs assessment that has been undertaken for faculty development for baccalaureate nursing programs in Pakistan. Although, the data may not hold international significance it would add to the existing international data base on needs assessment for faculty development.

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Training Need Identification of Nursing Professional’s Competencies During Pandemic and Scale Development

Dhal¹,

Mohapatra²

2022

Managing Disruptions in Business

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Situational analysis of nursing education and work force in India

Cited by 35 publications

References 9 publications

Continuing Professional Development: Needs, Facilitators and Barriers of Registered Nurses in India in Rural and Remote Settings: Findings from a Cross Sectional Survey

Continuing Professional Development: Needs, Facilitators and Barriers of Registered Nurses in India in Rural and Remote Settings: Findings from a Cross Sectional Survey

A Need Assessment for Faculty Development in Baccalaureate Nursing Programs in Pakistan

Training Need Identification of Nursing Professional’s Competencies During Pandemic and Scale Development

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