This document summarizes a seminar presentation on current trends and issues in education, educational reforms, the national education policy, and emerging trends in nursing education. Some key points include: - Nursing education in India has evolved since the 19th century with the establishment of various nursing programs and degrees. - There are many trends in nursing education including periodic curriculum revisions, emphasis on technology, preparation of global nurses, and increased opportunities for higher education. - Issues in nursing education include lack of independent infrastructure, inadequate hostel facilities, shortage of qualified teachers, and low stipends for students. - The National Education Policy of 2020 aims to transform India's education system to be rooted in Indian values and make India

1. SEMINAR ON
TRENDS & ISSUES IN EDUCATION,
EDUCATIONAL REFORMS & NATIONAL
EDUCATIONAL POLICY, CURRENT ISSUES &
EMERGING TRENDS IN NURSING EDUCATION
PRESENTED BY
VISHAL B. SONAR
FIRST YEAR M.Sc. NURSING

2. Aim – At the end of seminar learner will be able to gain in
depth knowledge regarding current trends & issues in
education, educational reforms & national educational policy,
current issues and emerging trends in Nursing education.
Specific Objectives- At the end of session the student will be able to -
Explain the meaning of trends and issues.
List the various factors affecting nursing education and profession in
India.
Explain the various trends in Nursing education and Nursing services.
Explain the various issues in Nursing education and Nursing services.

3. Describe the Education commission of India.
Understand in brief National educational
policy and learn National educational policy.
Apply the knowledge in Nursing practice.

4. INTRODUCTION
Trends means movement in particular direction.
A general direction and tendency in which something is
developing or changing. Etc. Higher Level education
Issue means an important topic to be debated Or settled.
Etc. Lack of manpower.

5. CHANGES INFLUENCING NURSING TRENDS
Trends in nursing do not occur isolated but each one has basis
of related changes in other fields.
Social changes.
Changes in other profession.
Changes in the nursing profession itself.
International trends.
Professionalism.
Professional leadership.

6. Evolution of Nursing Education in India
• 1871- School of Nursing started in General Hospital
Madras
• 1886- School of Nursing in a full flagged form was
started in J.J. Hospital, Bombay
• 1908 -TNAI established
• 1926 -First Nurses registration act passed in Madras
• 1935 -Madras & Bombay nursing council were
established
• 1942 -ANM program started
• 1943 -School of Nursing RAK, New Delhi

7. Contd….
• 1943- Diploma program in Nursing Admin started in New
Delhi
• 1946- Four year B.Sc. Nursing degree started RAK, Delhi
& CMC, Vellore
• 1947- INC act was passed
• 1949- INC was established
• 1959- M.Sc. Nursing was started at RAK, Delhi
• 1963- P. B.B.Sc. Nursing was started
• 1985- IGNOU established
• 1986 -GNM 3.5 yrs
• 1986-M.Phil. RAK, Delhi

8. Contd…
• 1987- Separate Directorate of Nursing in Karnataka
• 1988- M.Sc. Nsg NIMHANS
• 1992- Ph.D. Nsg RAK, Delhi
• 1992- P. B. B.Sc. Nsg under IGNOU
• 2001- Ph.D. Nsg NIMHANS
• 2005- Ph. D Nsg RGUHS
• 2005-06 – GNM 3yrs to 3.5yrs
• 2006 & 2013- Revised ANM program
• 2011 Ph.D. Nsg Baba Farid University, Faridkot
• 2015-16 – GNM 3.5 yrs to 3 yrs

9. Trends in Nursing Education
1. Periodic Revision of Curriculum
2. Innovation in Teaching & learning
3. Educational Quality assurance
4. More reliance on Technology
5. Emphasis on High-Tech-High-Touch approach
6. Preparation of Global Nurses
7. Trans National acceptance
8. Emergence of New specialities
9. Increased opportunities for higher education

10. Contd…
10 Preference of short-term clinical program
11 Potential shortage of Nurse educator
12 Diminishing Govt. Role ; Shortage of funds
13 Uniformity & Standardization
14 Diversification of Nursing Students
15 Computer in Nursing Education
16 University based Education
17 Expanded Nursing literature
18 Advanced nursing courses
19 Community health oriented Nursing education
20 More experienced teaching staff

11. Contd..
21 Proficiency scoring
22 Research in Nursing education
23 Distance education in Nursing
24 Collection with foreign universities
25 Privatisation of Nursing education
26 Integration of Theory & Practice in Nursing education
27 Nursing theories in Nursing education
28 Advanced educational technology
29 Emphasis on legal aspects in Nursing
30 Introduction of OSCE objective, structured, clinical, evaluation

12. Contd..
31 Accreditation of Nursing institutes
32 Quality assurance in Nursing education
33 Self evaluation
34 Financial assistance from Govt. & International agencies
35 Scholarship & awards for students
36 Pedocentric (student focused)
37 Teachers role
38 Education for equality
39 Evidenced based teaching-learning / research in education
40 Tele-education

13. Contd..
41 Increased acceptance of non-formal type of education
42 Innovation in teaching learning methods
43 Commercialization of education
44 International Nurses mobility

14. Issues in Nursing Education
• Lack of independent building for school & colleges
• Inadequate hostel facilities
• Lack of independent office/cabin facilities
• Shortage of Qualified teacher
• Inadequate library facilities
• No UGC pay scale

15. Contd…
• Low stipend for Nursing students
• Less promotional opportunities for teacher
• Insufficient effort to prepare nurses for job
• Non attending education
• Less of extra curricular research should conducted

16. TRENDS IN NURSING PRACTICE
1. INDIVIDUAL RIGHT AND RESPONSIBILITIES:
 Health care consumerism and E-Health
 Complementary and Alternative medicine.
 Growing awareness of health care.
2. ECONOMIC TRENDS:
 Sky rocketing health care costs
 Living with chronic diseases.
3. TECHNOLOGICAL TRENDS:
 Born earlier and living longer.
 Decreased length of hospital stay.
 Technological wonders and woes

17. Issues in Nursing Services
1 Administrative Issues
• Insufficient contribution of nurses to health care development
due to few positions for nurses at state & national level.
• Inadequate nursing leadership & shortage management
• Inappropriate nurse patient ratio
• Inadequate preparedness of the nursing workforce
• Inadequate recognition of nurses status in health care system
• Limited active involvement of professional organization
• Limited career progression at all levels
• Limited role & authority of INC

18. 2 Practice Issues
• Poor quality of care due to shortage of manpower
• Limited competency of nurses too many roles
• Unclear roles & responsibilities
• Inadequate continuing education
• Ineffective clinical preparation & supervision
• Insufficient clinical nurse specialist & independent nurse
practioners
• Inadequate in fracture & facilities
• Inadequate standards & guidelines for nursing practice
• Ineffective regulation of nursing workforce
• Lack of motivation to provide effective care

19. ISSUES RELATED TO NURSE THEMSELVES:-
Long hours of duty.
Remaining on feet continuously cause health problem.
Working against the pressure of :- overcrowding , shortage of
staff , Dearth of essential supplies and equipment.
Non availability of guidance and counselling services when
necessary .
No regular staff development and in service education
programme.
Non availability of health care programme.
Non availability of adequate residential accommodation and
crèches.

20. Meeting the Challenges
1.Stregthten involvement in the health and nursing policy
formulation and meeting.
2.Empower Nurse Leader
3.Establish a quality assurance system for the nursing
services.
4.Ensure nursing workforce management as an integral part
of human resource planning and health system.
5.Enhance nursing autonomy in practice.

21. Contd…
6-Enforce implementation of recommended norms on nurse
to patient ratio.
7-Produce advanced practice nurses.
7-Promote evidence based nursing practice and research.
9-Establish a continuing nursing education system.
10-Stregthen payment scales , incentive system , working
condition .

22. National Education Policy
2020

24. Introduction
• Education is fundamental for achieving full human
potential, developing an equitable and just society,
and promoting national development.
• Providing universal access to quality education is
the key to India’s continued ascent, and leadership
on the global stage in terms of economic growth,
social justice and equality, scientific advancement,
national integration, and cultural preservation.

25. Need for policy
• The world is undergoing rapid changes in the knowledge
landscape.
• With various dramatic scientific and technological advances,
such as the rise of big data, machine learning, and artificial
intelligence.
• many unskilled jobs worldwide may be taken over by
machines,
• while the need for a skilled workforce, particularly
involving mathematics, computer science, and data science.

26. • with multidisciplinary abilities across the sciences, social
sciences, and humanities, will be increasingly in greater
demand.
• With climate change, increasing pollution, depleting natural
resources, there will be a sizeable shift in how we meet the
world’s energy, water, food, and sanitation needs, again
resulting in the need for new skilled labour, particularly in
biology, chemistry, physics, agriculture, climate science, and
social science

27. Aim to policy
• The aim must be for India to have an education
system by 2040 that is second to none, with
equitable access to the highest quality education for
all learners regardless of social or economic
background.

28. Previous policy
• The unfinished agenda of the National Policy on Education
1986, modified in 1992 (NPE1986/92), is appropriately dealt
with in this Policy.
• A major development since the last Policy of 1986/92 has
been the Right of Children to Free and Compulsory
Education Act 2009 which laid down legal underpinnings for
achieving universal elementary education.

29. • Fundamental principles
• Recognizing, identifying, and fostering the unique capabilities
of each student, by sensitizing teachers as well as parents to
promote each student’s holistic development in both academic
and non-academic spheres;
• According the highest priority to achieving Foundational
Literacy and Numeracy by all students by Grade 3;
• Flexibility, so that learners have the ability to choose their
learning trajectories and programs, and thereby choose their
own paths in life according to their talents and interests;

30. • No hard separations between arts and sciences, between
curricular and extra-curricular activities, between vocational
and academic streams, etc. in order to eliminate harmful
• Hierarchies among, and silos between different areas of
learning; multidisciplinary and a holistic education across
the sciences, social sciences, arts, humanities, and sports for
a multidisciplinary world in order to ensure the unity and
integrity of all knowledge;

31. • Emphasis on conceptual understanding rather than rote
learning and learning-for-exams;
• Creativity and critical thinking to encourage logical
decision-making and innovation;
• Ethics and human & Constitutional values like empathy,
respect for others, cleanliness, courtesy, democratic spirit,
spirit of service, respect for public property, scientific
temper, liberty, responsibility, pluralism, equality, and
justice;

32. • Promoting multilingualism and the power of language in teaching
and learning;
• Life skills such as communication, cooperation, teamwork, and
resilience;
• Focus on regular formative assessment for learning rather than
the summative assessment that encourages today’s ‘coaching
culture

33. • Extensive use of technology in teaching and learning,
removing language barriers, increasing access for Divyang
students, and educational planning and management;
• Respect for diversity and respect for the local context in all
curriculum, pedagogy, and policy,
• Always keeping in mind that education is a concurrent
subject;
• Full equity and inclusion as the cornerstone of all educational
decisions to ensure that all students are able to thrive in the
education system;

34. • Synergy in curriculum across all levels of education from early
childhood care and education to school education to higher
education;
• Teachers and faculty as the heart of the learning process their
recruitment, continuous professional development, positive
working environments and service conditions;

35. The Vision of this Policy
• This National Education Policy envisions an education system rooted in
Indian ethos that contributes directly to transforming India, that is
Bharat, sustainably into an equitable and vibrant knowledge society, by
providing high-quality education to all, and thereby making India a
global knowledge superpower.
• The Policy envisages that the curriculum and pedagogy of our
institutions must develop among the students a deep sense of respect
towards the Fundamental Duties
• Constitutional values, bonding with one’s country, and a conscious
awareness of one’s roles and responsibilities in a changing world.

38. Part I.
SCHOOL EDUCATION
• 1.Early Childhood Care and Education: The
Foundation of Learning
• Over 85% of a child’s cumulative brain
development occurs prior to the age of 6, indicating
the critical importance of appropriate care and
stimulation of the brain in the early years in order
to ensure healthy brain development and growth

39. • 2. Foundational Literacy and Numeracy: An Urgent &
Necessary Prerequisite to Learning
• The ability to read and write, and perform basic operations
with numbers, is a necessary foundation and an indispensable
prerequisite for all future schooling and lifelong learning.
• However, various governmental, as well as non-governmental
surveys, indicate that we are currently in a learning crisis: a
large proportion of students currently in elementary school -
estimated to be over 5 crore in number - have not attained
foundational literacy and numeracy, i.e., the ability to read and
comprehend basic text and the ability to carry out basic
addition and subtraction with Indian numerals.

40. • 3. Curtailing Dropout Rates and Ensuring Universal
Access to Education at All Levels
• One of the primary goals of the schooling system must be to
ensure that children are enrolled in and are attending school.
• Through initiatives such as the Sarva Shiksha Abhiyan (now
the Samagra Shiksha) and the Right to Education Act, India
has made remarkable strides in recent years in attaining near-
universal enrolment in elementary education.

41. • 4. Curriculum and Pedagogy in Schools: Learning Should
be Holistic, Integrated, Enjoyable, and Engaging .
• The 10+2 structure has now been replaced with 5+3+3+4
which says 12 years of school and 3 years of pre-school or
Anganwadi. These years are to be bifurcated as follows:
• Foundational stage (ages 3 & 8)
• 3 years of pre-primary (ages 8 to 11)
• Preparatory stage (ages 11 to 14)
• secondary stage (ages 14 to 18)
• According to the revised structure the age group of 3 to 6
years which is uncovered and recognized globally as crucial
stage for development of mental faculties, under the school
curriculum will be catered to.

43. • 5. Equitable and Inclusive Education: Learning for All
• Education is the single greatest tool for achieving social justice and
equality. Inclusive and equitable education - while indeed an
essential goal in its own right - is also critical to achieving an
inclusive and equitable society in which every citizen has the
opportunity to dream, thrive, and contribute to the nation.
• 6.Standard-setting and Accreditation for School Education
• The goal of the school education regulatory system must be to
continually improve educational outcomes; it must not overly
restrict schools, prevent innovation, or demoralize teachers,
principals, and students.

44. Part II. HIGHER EDUCATION
• Quality Universities and Colleges: A New and Forward-
looking Vision for India’s Higher Education System
• Higher education plays an extremely important role in
promoting human as well as societal wellbeing and in
developing India as envisioned in its Constitution - a
democratic, just, socially conscious, cultured, and humane
nation upholding liberty, equality, fraternity, and justice for all.
• Higher education significantly contributes towards sustainable
livelihoods and economic development of the nation.

45. Action areas
(a) a severely fragmented higher educational ecosystem;
(b) less emphasis on the development of cognitive skills and
learning outcomes;
(c) a rigid separation of disciplines, with early specialization and
streaming of students into narrow areas of study;
(d) limited access particularly in socio-economically
disadvantaged areas, with few HEIs that teach in local languages
(e) limited teacher and institutional autonomy

46. (f) lesser emphasis on research at most universities and colleges,
and lack of competitive peer reviewed research funding across
disciplines;
(h) an ineffective regulatory system; and
(i) large affiliating universities resulting in low standards of
undergraduate education

47. • Student Activity and Participation
• Students are the prime stakeholders in the education system.
Vibrant campus life is essential for high-quality teaching-
learning processes.
• Towards this end, students will be given plenty of
opportunities for participation in sports, culture/arts clubs,
eco-clubs, activity clubs, community service projects, etc.

48. • Financial support for students
• Financial assistance to students shall be made available
through various measures.
• Efforts will be made to incentivize the merit of students
belonging to SC, ST, OBC, and other SEDGs.
• The National Scholarship Portal will be expanded to support,
foster, and track the progress of students receiving
scholarships.
• Private HEIs will be encouraged to offer larger numbers of
free ships and scholarships to their students.

49. • Motivated, Energized, and Capable Faculty
• The most important factor in the success of higher education
institutions is the quality and
• engagement of its faculty. Acknowledging the criticality of
faculty in achieving the goals of higher education, various
initiatives have been introduced in the past several years to
systematize recruitment and career progression, and to ensure
equitable representation from various groups in the hiring of
faculty.

50. • Equity and Inclusion in Higher Education
• Entry into quality higher education can open a vast array of
possibilities that can lift both individuals as well as
communities out of the cycles of disadvantage. For this
reason, making quality higher education opportunities
available to all individuals must be among the highest
priorities.

52. • Part III. OTHER KEY AREAS OF FOCUS
• Professional Education
• Preparation of professionals must involve an education in the
ethic and importance of public
• purpose, an education in the discipline, and an education for
practice. It must centrally involve critical and interdisciplinary
thinking, discussion, debate, research, and innovation.
• For this to be achieved,professional education should not take
place in the isolation of one's specialty.

53. • Healthcare education needs to be re-envisioned so that the
duration, structure, and design of the educational programmes
need to match the role requirements that graduates will play.
Students will be assessed at regular intervals on well-defined
parameters primarily required for working in primary care and
in secondary hospitals.
• Given that people exercise pluralistic choices in healthcare,
our healthcare education system must be integrative meaning
thereby that all students of allopathic medical education must
have a basic understanding of Ayurveda, Yoga and
Naturopathy, Unani, Siddha, and Homeopathy (AYUSH), and
vice versa.

54. • Online and Digital Education: Ensuring Equitable Use of
Technology
• New circumstances and realities require new initiatives.
• The recent rise in epidemics and pandemics necessitates that
we are ready with alternative modes of quality education
whenever and wherever traditional and in-person modes of
education are not possible.
• In this regard, the National Education Policy 2020 recognizes
the importance of leveraging the advantages of technology
while acknowledging its potential risks and dangers.

55. Part IV.
MAKING IT HAPPEN
• Strengthening the Central Advisory Board of Education.
• Achieving successful implementation of this policy demands
a long-term vision, availability of expertise on a sustained
basis, and concerted action from all concerned encompassing
National, State ,institutional, and individual levels..

56. • Financing: Affordable and Quality Education for All
• The Policy commits to significantly raising educational investment,
as there is no better investment towards a society ’s future than the
high-quality education of our young people.
• . Implementation
• Any policy’s effectiveness depends on its implementation. Such
implementation will require multiple initiatives and actions, which
will have to be taken by multiple bodies in a synchronized and
systematic manner.
• Therefore, the implementation of this Policy will be led by various
bodies including MHRD, CABE, Union and State Governments,
education-related Ministries, State Departments of Education,
Boards, NTA, the regulatory bodies of school and higher
education,NCERT, SCERTs, schools,

57. summary

58. Summary
• Current trends in Education
• Current trends in Nursing Education & Services
• Current issues in Nursing Education & Services
• National Educational Policy

59. BIBLIOGRAPHY
• Comprehensive Textbook of Nursing Education, Jaspreet
Kaur Sodhi, First Edition, 2017, P.No. 38-42
• Principles and Practice of Nursing Management
Adminstration, Jogindra Vati, Second Edition, P.No. 18-26
• Textbook of Nursing Education, BT Basavtappa, Edition,
P.No.
• https://www.education.gov.in/sites/uploadfiles/mhrd/files/NE
PFinalEnglish.pdf