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Education System in India

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An overview of the INDIAN EDUCATION SYSTEM

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Comparing the Education System for Nursing in India with Other Developed Countries: Key Differences and Similarities

Devi, Khumukcham Anupama 1 ; Singh, Sudhakar Kumar 2

1 Tutor, College of Nursing, AIIMS, Patna, India

2 Tutor, Health Department Govt of Bihar, ANM School Muzaffarpur, Bihar, India

Address for correspondence: Ms. Khumukcham Anupama Devi, College of Nursing, AIIMS, Phulwarisharif, Patna - 801 505, Bihar, India. E-mail: [email protected]

This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Nursing education is a critical component of the health care system, and the quality of nursing education has a direct impact on the quality of patient care. The nursing education system in India is distinct from that in many developed countries, and it is essential to compare and contrast the two to understand the differences and similarities between them. This article will explore the key differences and similarities between the nursing education system in India and developed countries.

I NTRODUCTION

In India, students can pursue a nursing diploma after completing their higher secondary education. A Bachelor of Science in Nursing (BSN) requires students to complete 12 years of education. In contrast, many developed countries require a high school diploma or equivalent and specific prerequisites before students can apply to a nursing programme. For example, in the United States, nursing programmes typically require applicants to have completed high school-level courses in biology, chemistry and mathematics. [ 1 ] Similarly, in Canada, nursing programmes require applicants to have completed high school-level courses in biology, chemistry and English. [ 2 ]

The differences in entry requirements have a significant impact on the nursing education system. In India, the nursing diploma programme is open to students who have completed their higher secondary education, which makes it more accessible to a wider range of students. However, in developed countries, the higher entry requirements ensure that students have a strong foundation in the basic sciences before starting their nursing education. This can lead to a higher quality of nursing education and better patient outcomes.

D URATION OF P ROGRAMME

Nursing diploma programmes in India generally last for 3 years, while BSN programmes are 4 years long. In comparison, nursing programmes in many developed countries are 2–4 years long, depending on the degree level. For example, in the United States, nursing diploma programmes typically last for 2–3 years, while BSN programmes last for 4 years. [ 3 ] In Canada, nursing diploma programmes last for 2–3 years, while BSN programmes last for 4 years. [ 2 ]

The differences in programme duration have implications for the nursing education system. The longer programme duration in India provides students with a more comprehensive education in nursing, which can lead to better patient outcomes. However, the shorter programme duration in developed countries allows students to enter the workforce more quickly, which can help to address nursing shortages.

C URRICULUM

Nursing education in India includes both theoretical and practical aspects, with a focus on developing knowledge and skills related to basic nursing care. In contrast, nursing education in developed countries places greater emphasis on evidence-based practice, critical thinking and leadership. For example, in the United States, nursing programmes focus on developing the knowledge and skills necessary to provide safe and effective patient care, as well as leadership and management skills (National Council of State Boards of Nursing, 2021). Similarly, in Canada, nursing programmes focus on developing critical thinking skills, communication skills and the ability to apply evidence-based practice. [ 2 ]

The differences in the nursing curriculum have significant implications for the nursing education system. The emphasis on evidence-based practice and critical thinking in developed countries can lead to better patient outcomes, as nurses are better equipped to make informed decisions about patient care. In addition, the emphasis on leadership and management skills can prepare nurses for leadership roles in health care organisations.

C LINICAL E XPERIENCES

In India, nursing students have clinical experiences in hospitals and other health care settings. However, the number of clinical hours required for graduation is generally lower than in developed countries. In many developed countries, nursing programmes require students to have a minimum number of clinical hours and offer a range of clinical placements in different specialities and settings, such as acute care, long-term care and community health. For example, in the United States, nursing programmes require a minimum of 500 clinical hours for graduation. [ 3 ] Similarly, in Canada, nursing programmes require students to complete clinical placements in a variety of settings and specialities, such as paediatrics, obstetrics and mental health. [ 2 ]

The differences in clinical experiences have significant implications for the nursing education system. The greater emphasis on clinical hours and the variety of clinical placements in developed countries can prepare nursing students to provide care in a range of health care settings and specialities. This can lead to better patient outcomes and prepare nurses to address the complex needs of the health care system.

In India, nursing faculty generally have a certification in nursing (A. N. M, G. N. M, B. Sc) and may have additional experience in clinical practice. In contrast, nursing faculty in developed countries generally have a master’s degree or higher in nursing or a related field, as well as experience in clinical practice and research. For example, in the United States, nursing faculty generally have a master’s or doctoral degree in nursing, as well as clinical and research experience. [ 4 ] Similarly, in Canada, nursing faculty generally have a master’s or doctoral degree in nursing, as well as clinical and research experience. [ 2 ]

The differences in faculty qualifications have significant implications for the nursing education system. The higher qualifications of nursing faculty in developed countries can lead to higher-quality nursing education, as faculty are better equipped to teach evidence-based practice and critical thinking skills. In addition, faculty with research experience can contribute to the development of new knowledge in the nursing profession.

L ICENSING AND C ERTIFICATION

In India, nursing graduates are required to have registration to practice as a nurse. In developed countries, nursing graduates are required to pass a licensing examination to become registered nurses. In addition, many developed countries offer certification in nursing specialities, such as paediatrics, critical care and oncology. Certification is voluntary but can demonstrate expertise in a particular area of nursing practice.

The differences in licensing and certification have implications for the nursing education system. The licensing examination in developed countries ensures that nurses have a minimum level of knowledge and competence before entering the workforce, which can lead to better patient outcomes. In addition, certification in nursing specialities can demonstrate expertise in a particular area of nursing practice and contribute to the development of specialised nursing roles.

P ROFESSIONAL D EVELOPMENT

Continuing professional development is essential for nurses to maintain and improve their knowledge and skills throughout their careers. In India, professional development opportunities may be limited, and nurses may not be required to participate in continuing education. In contrast, developed countries have well-established systems for continuing professional development, with requirements for ongoing education and training. For example, in the United States, registered nurses are required to complete continuing education to maintain their nursing license. [ 3 ] Similarly, in Canada, registered nurses are required to participate in ongoing professional development to maintain their nursing license. [ 2 ]

The differences in professional development have implications for the nursing education system. The well-established systems for continuing professional development in developed countries ensure that nurses have access to ongoing education and training, which can improve patient outcomes and prepare nurses for changes in health care practice.

C ONCLUSION

The nursing education system in India has several key differences and similarities with the nursing education system in developed countries. The differences in entry requirements, programme duration, curriculum, clinical experiences, faculty qualifications, licensing and certification and professional development have significant implications for the nursing profession and patient outcomes. Understanding these differences and similarities can help to identify areas for improvement.

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EDUCATION IN INDIA

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EDUCATION IN INDIA. India has been a major seat of learning for thousands of years, dating back to ancient seats of learning like Nalanda. India, being a developing nation, struggles with challenges in its primary education and strives to reach 100% literacy.

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Presentation Transcript

EDUCATION IN INDIA India has been a major seat of learning for thousands of years, dating back to ancient seats of learning like Nalanda. India, being a developing nation, struggles with challenges in its primary education and strives to reach 100% literacy. All levels of education in India, from primary to higher education, are overseen by the Ministry of Human Resource Development (Department of Higher Education (India) and Department of School Education and Literacy), and heavily subsidized by the Indian government.

SCHOOLS There are broadly four stages of school education in India, namely primary, upper primary, secondary and Senior secondary. Overall, schooling lasts 12 years. The government is committed to ensuring universal elementary education (primary and upper primary) education for all children aged 6-14 years of age. Primary school includes children of ages six to eleven, organized into classes one through five. Upper Primary and Secondary school pupils aged eleven through fifteen are organized into classes six through ten, and higher secondary school students ages sixteen through seventeen are enrolled in classes eleven through twelve. In some places there is a concept called Middle/Upper Primary schools for classes between six to eight.

Primary school in the remote Kanji village of the Kargil district.

Elementary Education Elementary education is divided into three broad parameters: Universal Access, Universal Retention and Universal Achievement. Which in broad sense of terms means, making education accessible to children, making sure that they continue education and finally, achieving the set quality goals. In 2006-7, an estimated 93% of children in the age group of 6-14 were enrolled in school. The 86th Constitutional Amendment Act was passed by the parliament to make the Right to Elementary Education a fundamental right and a fundamental duty.

SECONDARY SCHOOL There are a number of private schools providing secondary education. These schools usually either follow the State or national curriculum. Some top schools provide international qualifications and offer an alternative international qualification. These schools are usually taught in the regional language, however urban and suburban schools usually teach in English. These institutions are heavily subsidized. In the past decades, there has also been an effort to increase attendance in vocational high schools and raise standards at the nation's ITIs - Industrial Training Institutes.

Higher Education Higher education in India has evolved in distinct and divergent streams with each stream monitored by an apex body, indirectly controlled by the Ministry of Human Resource Development and funded jointly by the state governments. Most universities are administered by the States, however, there are 18 important universities called Central Universities, which are maintained by the Union Government. The increased funding of the central universities give them an advantage over their state competitors. Apart from the several hundred state universities, there is a network of research institutions that provide opportunities for advanced learning in various branches of science, technology and agriculture.

The Indian Institutes of Technology The Indian Institutes of Technology (IITs), are a group of thirteen autonomous engineering and technology-oriented institutes of higher education established and declared as Institutes of National Importance by the Parliament of India. The IITs were created in 1947. In order of establishment they are located in Kharagpur (1950; as IIT 1951[1]), Mumbai (1958), Chennai (1959), Kanpur (1959), Delhi (1961; as IIT 1963), Guwahati (1994), Roorkee (1847; as IIT 2001), Bhubaneswar (2008), Gandhi agar (2008), Hyderabad (2008), Patna (2008), Punjab (2008) and Rajasthan (2008). Each IIT is an autonomous university, linked to the others through a common IIT Council, which oversees their administration. They have a common admission process for undergraduate admissions, using the Joint Entrance Examination (popularly known as IIT-JEE) to select around 4,000 undergraduate candidates a year. Owing to the autonomy of the IITs, these institutes are among those few institutes (the other institutes being NITs) in India that offer degrees in technology (B. Tech.) at the undergraduate level as opposed to the Bachelor of Engineering (BE) degrees awarded by most other Indian universities. The success of the IITs led to the creation of the Indian Institutes of Information Technology (IIIT) in the late 1990s and in the 2000s.

The Main Building of IIT Kharagpur

Indian Institute of Science The Indian Institute of Science (IISc) is a premier post-graduate institution of research and higher learning located in Bengaluru, India. It offers postgraduate and doctoral research programmes to over 2,000 students working under the supervision of more than 400 faculty members in 48 departments ranging from aerospace engineering to molecular biophysics to management. According to the journal Current Science IISc currently ranks first in India in terms of research output (citation and impact factor). The Institute was the first to introduce (i) Masters programs in engineering; (ii) more recently, the Integrated Ph. D. Programs in Biological, Chemical, Physical and Mathematical Sciences for science graduates; (iii) the new IISc Young Fellowship program for the first 20 rank holders at the + 2 level. Campus The IISc campus is full of greenery. The campus harbors both exotic and indigenous plant species with about 110 species of woody plants, including quite a number of Jackfruit trees. The campus houses more than 40 departments, six canteens, a gym, three dininghalls, one multi cuisine family restaurant, nine men's and five women's hostels, an air strip, a library, two shopping centers and residence areas for faculties and other staff members.

The Indian Institute of Science

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