SEMINAR

ON
DEVELOPMENT
AND
MAINTENANCE OF
STANDARDS AND
ACCREDITATION
IN NURSING
EDUCATION
 STANDARDS
A standard is means of determining what something should be in nursing education. The
standard refers to the established criteria for the provision of nursing education in case of
nursing practice. Standards have permanent value. A nursing standard can be a target.
Standard is an established rule as basis of comparison in measuring or finding capacity,
quality context and value of object in the same category. Standard is aboard statement of
quality. It is a definite level of excellence as adequately required aimed at or possible.
Standard is a predetermined baseline condition as level as excellence that comprises a
model to be followed and practiced. It is used as a measurement tool.
Standards ensures practicing things in the right way and doing things in how they actually
be done. Standard and quality go hand in hand. The standard is also bound to ethical values.
A standard has its own scientific backgrounds for any type of institutions. Only nursing
institutions which maintains standards can bring forth nurses who can perform standard
nursing care. Standard is a broad statement of quality- a definite, adequately required, and
aimed at a possible level of excellence. It agrees upon an achieved level of performance
which is considered proper and adequate for a specific purpose against which actual
performance is mapped.

Definition of Standard
 Standards are pre-determined elements against which aspects of the quality of
medical service or education may be compared
 Standard is an established rule as abasis of comparison in measuring or finding
capacity quality context and value of objects in the same category standards as a
broad statement of quality
 Standard is a predetermined baseline condition or level of excellence that comprises
a model to be followed and practiced. It is used as a measurement tool
 Standard is a model of established practice whih has general regagnition and
acceptance among registerd professional nurses and is commonly accepted as
correct standards of practice are agreed on level of competence as determind by
ANA and specially nursing organization
 Standards are defined as authoritative statements that describe a common level of
care and performance by which the quality of practice can be determined or
measured. Standards define professional practice (HUBER,1996)
Importance of Standards in Nursing Education
Standard is an established rule or basis of comparison in measuring or judging capacity,
quality context and value of objects in same category. Selected standards are reliable and
relevant for the category being compared. It is a definite level of excellence, or adequately
required, aimed at or possible. It agreed upon achieved level of performance, considered
proper and adequate for a specific purpose against which actual performance is compared.
 It is an acknowledged measure of comparison for quantitative or qualitative value.
 It is an authoritative statement by which the quality of nursing practice, service, and
education can be judged.
  In nursing practice, standards are the established criteria for the practice of nursing
 It is a guideline for recommended path to safe conduct, an aid to professional
performance
 It provide a baseline for evaluating quality of nursing care, increase care, increase
effectiveness of care and improve efficiency
 Standards help supervisors to guide nursing staff to important performance
 Standards may help to clarify nurses area of accountability
 Standars may help nursing to clarify and define different level of care
 Standards is a device for quality assurance and quality control
 Standards give direction and provide guidelines for performance of nursing staff
 Standards may help to improve documentation of nursing care provided in maintain
record of care
 Standards ma help to determine the degree to which standards of nursing care are
maintained and take necessary corrective action in time
 Standards may help justify demand for resource association

In order to provide a high quality of nursing education, it is necessary that nurse educator
develop standard of education and appropriate evaluation tools. The purpose of publishing,
circulating and enforcing nursing care standards are to
 Improve the quality of nursing
 Decrease the cost of nursing
 Determine negligence
 Standards give direction and provide and provide guidelines
 standards provide a baseline for evaluating quality of nursing education
 it helps to plan for the faculty recruitment, development of infrastructure and others
 it aids in curriculum planning , implementation and evalution
 it assist in planning for student welfare activities and staff welfareactivities
 standards help improve quality of nursing care, increase effectiveness of care and
improve efficiency
 a standard may help to improve documentation of nursing care
 standards of nursing care maintained
 standards help supervisors to guide nursing staff to improve performance
 standards may help to improve basis for decision making
 standards may help justify demands
 standards may help clarify nurses area of accountability
 standards mayhelp nursing to define clearly different levels of care

Purposes of Standards
 Give directions and guidelines for performance.
 Improves quality of nursing education.
 Provides a baseline for evaluating quality of nursing education.
 Improves proper documentations.
 Helps to make out the degree to which the standards are met and to make necessary
corrections and improvements in time.
 Act as a basis for decision making.
 Helps to justify the demands of an institution.
 Helps the authorities to prepare themselves and to guide the faculty
Characteristics of Standards
 The statement must be broad enough to apply a wide variety of setting.
 Must be realistic, acceptable, and attainable.
 Nursing care must be developed by members of the nursing profession.
 Standards must be understandable and stated in unambiguous terms.
 Standards must be based on current knowledge and scientific practice.
 Standards must be reviewed and revised periodically.
 Standards mustbe directed towards an optimal standards
Sources of Nursing Care Standards
The standards can be established, developed, and reviewed as enforced by variety of sources
as follows
 Professional organisations like TNAI
 Licencing bodies INC, IMC and DCI etc.
 Department of the institution, university, hospital, department of nursing.
 Patient care unit e.g. specific patient units.
 Government unit at national, state and local government level
 Individual e.g. personal standard.
Classification of Standards
There are different types of standards used to direct and control nursing action
Normative: Normative standards describe practice considered good or ideal by some
authority group.
Empirical: Standard describe practice actually observed in a large number of patient care
setting. Here the normative standards describe a higher quality of performance than
empirical standards. ANA/ TNAI promulgate normative standards whereas law enforcement
and regulatory bodies (INC/MCS) promulgate empirical standards
Physical standards: This includes patient activity rating to establish nursing care hours per
patient per day.
Cost standards: This includes the cost per patient /day
Capital standards: This includes the review of monetory investmentsat new programmes.
Revenue standards: This includes the revenue per patient day for nursing care.
Programme standards: This guides the development and implementation of programmes
to meet client needs.
Intangible standard: Which include staff development and personal orientation cost.
Nursing Care Standards
End standards: The end standards are patient oriented; they describe the changes as
desired in a patient’s physical status or behaviors. End standards require information about
the patient.
 Mean standards: the mean standards are nursing oriented; they describe the activities and
behavior design to achive end standards. Mean standards call for information about the
nurse’s performance.
Nursing care standards can be classified according to frame of reference, relating to nursing
structure, process and outcome. The nursing organization or stracture is usually evaluated
accoding to structure standards the activities or delivery of care are evaluated by process
standard , and the patients status is evaluated by outcome standards.
 STRACTURE STANDARD: A structure standard involves the set up of the
institution the philosophy, goal and objectives, structure of the organization ,
facilities, equipment and qualification of employee are some of the components of
the structure of the organization. Example: Recommended relationship, between the
nursing department and other department in a health agency are structural standards
because they refer to the organizational structure in which nursing is implemented. It
include people, money, equipment, staffing policy
 PROCESS STANDARD: Process standard describe the behaviour of the nurse at the
desired development of performance. A process standard involves the activities
concerned with delivering patient care. These standards measure nursing action or
lack of action involving patient care. The standards are stated in action verbs that are
observable and measurable terms. For example, the patient demonstrates the focus is
on what was planned, what was done, and what was communicated and recorded. In
process standard, there is an element of professional judgment, it include nursing
care technique, procedure, regiments and process.
 OUTCOME STANDARDS: descriptive statement of desired patient care results are
outcome standards, because patient’s results are outcome of nursing intervention.
The outcome standard measures changes in the patient health status. This change
may be due to nursing care, medical care, or as result of verity of services offered to
the patient. Outcome standards reflect the effectiveness and results rather than
process of giving care.

STANDARDS FOR SETTING UP OF NURSING EDUCATIONAL PROGRAMMES

(INC)
Minimum standard requirement for starting BSc nursing course
Physical facilities for teaching block
Teaching Block Area in sq.ft
Lecture hall 4320
Nursing foundation lab 1500
CHN lab 900
Nutrition lab 900
OBG and peadiatric lab 900
Pre-clinical science lab 900
Computer lab 1500
Multipurpose hall 3000
Common room for boys and girls 2000
 Staff room 1000
Principal room 300
Vice principal room 200
Library 2400
A.V aids room 600
One room for each head of the departments 800
Faculty room 2400
Provision for toilet 1000
Total 23720 sq.ft
Hostel Block
Hostel block Area in sq.ft
Room for students 2400
Sanitary One latrine and one bath room for 5
students. 500 sq.ft
Visitor room 500
Reading room 250
Store 500
Recreation room 500
Dining hall 3000
Kitchen and store 1500
Total 30750

Qualifications And Experience Of Teachers Of College Of Nursing

Professor cum principal M.Sc nursing with total 10 years of
experience , minimum of 5 years of
teaching experience
Professor cum vice principal M.Sc nursing with total 10 years of
experience , minimum of 5 years of
teaching experience
Reader/ associate professor M.Sc nursing with total 7 years of
experience , minimum of 3 years of
teaching experience
Lecturer M.Sc nursing with 3 years of experience
Tutor / clinical instructer M.Sc nursing or B.Sc nursing with 1 year
experience or basic B.Sc nursing with post
diploma in clinical speciality
Clinical Facilities
College of nursing should have a 120-150 bedded Parent/Affiliated Hospital for 40 annual
intake in each programme:
Distribution of beds in different areas
 Medical - 30
 Surgical - 30
 Obst. & Gynecology - 30
 Pediatrics - 20
Ortho - 10
 Bed Occupancy of the Hospital should be minimum 75%.
 The size of the Hospital/Nursing Home for affiliation should not be less than 50 beds.
 Other Specialties/Facilities for clinical experience required are as follows:
 Major OT
 Minor OT
 Dental
 Eye/ENT
 Burns and Plastic
 Neonatology with Nursery
 Communicable disease
 Community Health Nursing
 Cardiology
 Oncology
 Neurology/Neuro-surgery
 Nephrology etc.
ICU/ICCU
 Affiliation of psychiatric hospital should be of minimum 30-50 beds.
 The Nursing Staffing norms in the affiliated Hospital should be as per the INC norms.
 The affiliated Hospital should give student status to the candidates of the nursing
programme.
 Affiliated hospitals should be in the radius of 15-30 kms.
 1:3 student patient ratio to be maintained.
If the institution is having both GNM and B.Sc(N) programme, it would require 240 bedded
parent/affiliated hospital for 40 annual intake in each programme to maintain 1:3 student
patient ratio.
 Teaching facilities
Qualifications & experience of teachers of college of nursing

Professor cum principal M.Sc nursing with total 10 years of

experience , minimum of 5 years of
teaching experience
Professor cum vice principal M.Sc nursing with total 10 years of
experience , minimum of 5 years of
teaching experience
Reader/ associate professor M.Sc nursing with total 7 years of
experience , minimum of 3 years of
teaching experience
Lecturer M.Sc nursing with 3 years of experience
Tutor / clinical instructer M.Sc nursing or B.Sc nursing with 1 year
experience or basic B.Sc nursing with post
diploma in clinical speciality

Guidelines to start P.C.B.Sc. course

 Any organization under the Central Government, State Government, Local body or a
Private or Public Trust, Mission, Voluntary registered under Society Registration
Act or a Company registered under company’s act wishes to open a M.Sc. Nursing
programme, should obtain the No Objection/Essentiality certificate from the State
Government.
 If any Nursing Programme is recognised by Indian Nursing Council, then the
institution will be exempted from NOC/Essentiality certificate for P.C.B.Sc. (N)
from the state Government.
 The Indian Nursing council on receipt of the proposal from the Institution to start
nursing program, will undertake the first inspection to assess suitability with regard
to physical infrastructure, clinical facility and teaching faculty in order to give
permission to start the programme.
 After the receipt of the permission to start the nursing programme from Indian
Nursing Council, the institution shall obtain the approval from the State Nursing
Council and University.
 Institution will admit the students only after taking approval of State Nursing
Council and University.
 The Indian Nursing Council will conduct inspection every year till the first batch
completes the programme. Permission will be given year by year till the first batch
completes.
 Super Speciality Hospital can start M.Sc.(N) programme, however they have to get
NOC/Essentiality certificate from respective State Government to start the M.Sc.
(N) programme.

Minimum standard requirement for starting M.Sc nursing course

M.Sc. (N)
If parent hospital is super-specialty hospital like cardio-thoracic hospital/cancer with annual intake 10
M.Sc(N) in cardio thoracic/cancer

Professor cum coordinator 1

Reader / Associate Professor 1

Lecturer 2

The above faculty shall perform dual role.

M.Sc. (N)
Annual intake of 60 students in B.Sc.(N) and 25 students for M.Sc.(N) programme.

 Professor-cum-Principal - 1
 Professor-cum-Vice Principal - 1
 Reader / Associate Professor - 5
 Lecturer - 8
 Tutor/Clinical Instructor - 19
Total - 34

One in each specialty and all the M.Sc(N) qualified teaching faculty will participate in all collegiate
programmes.

Teacher Student Ratio = 1: 10 for M.Sc.(N) programme.

Qualifications & experience of teachers of college of nursing
Sr. Post Qualification & Experience
No.
1 Professor-cum-Principal Masters Degree in Nursing

14 years experience after M.Sc. (N) in College of Nursing

.

- 3 years experience in administration (Years of experience

is relaxable if suitable candidate is not available) (If a
candidate is not available, minimum 5 years of experience
in college of nursing, with an aggregate of 14 years
teaching experience)
Desirable : Independent published work of high standard / doctorate degree / M.Phil.
2 Professor-cum-Vice Masters Degree in Nursing
Principal
14 years experience after M.Sc. (N) in College of Nursing
.

3 years experience in administration (Years of experience

is relaxable if suitable candidate is not available) (If a
candidate is not available, minimum 5 years of experience
in college of nursing, with an aggregate of 14 years
teaching experience)
Desirable : Independent published work of high standard / doctorate degree / M.Phil.

3 Reader / Associate Master Degree in Nursing.

Professor
- 10 years experience after M.Sc.(N) in a College of
Nursing. (If a candidate is not available, 5 years of
experience in College of Nursing with an aggregates of 10
years teaching experience.
Desirable : Independent published work of high standard /doctorate degree / M.Phil.
4 Lecturer Master Degree in Nursing.

- 3 years teaching experience after M.Sc. (N)

 External /Guest faculty may be arranged for the selected units in different subjects as
required
 No part time nursing faculty will be counted for calculating total no. of faculty required
for a college.
 Irrespective of number of admissions, all faculty positions (Professor to Lecturer) must
be filled.
 For M.Sc.(N) programme appropriate number of M.Sc. faculty in each speciality be
appointed subject to the condition that total number of teaching faculty ceiling is
maintained.
 All nursing teachers must possess a basic university or equivalent qualification as laid
down in the schedules of the Indian Nursing Council Act, 1947. They shall be
registered under the State Nursing Registration Act.
 Nursing faculty in nursing college except tutor/clinical instructors must possess the
requisite recognized postgraduate qualification in nursing subjects.
 Holders of equivalent postgraduate qualifications, which may be approved by the
Indian Nursing Council from time to time, may be considered to have the requisite
recognized postgraduate qualification in the subject concerned.
 All teachers of nursing other than Principal and Vice-Principal should spend at least 4
hours in the clinical area for clinical teaching and/or supervision of care every day.

Guidelines to start M.Sc. course

 Any organization under the Central Government, State Government, Local body or a
Private or Public Trust, Mission, Voluntary registered under Society Registration
Act or a Company registered under company’s act wishes to open a M.Sc. Nursing
programme, should obtain the No Objection/Essentiality certificate from the State
Government.
 If the institution is recognized for B.Sc. (N) programme and if one batch has passed
out after found suitable by INC, then the institution will be exempted from
NOC/Essentiality certificate for M.Sc.(N) programe from the State Government.
 The Indian Nursing council on receipt of the proposal from the Institution to start
nursing program, will undertake the first inspection to assess suitability with regard
to physical infrastructure, clinical facility and teaching faculty in order to give
permission to start the programme.
  After the receipt of the permission to start the nursing programme from Indian
Nursing Council, the institution shall obtain the approval from the State Nursing
Council and University.
 Institution will admit the students only after taking approval of State Nursing
Council and University.
 The Indian Nursing Council will conduct inspection every year till the first batch
completes the programme. Permission will be given year by year till the first batch
completes.
 If the institution is recognized for B.Sc. (N) programme and if one batch has passed
out after found suitable by INC, then the institution will be exempted from
NOC/Essentiality certificate for M.Sc.(N) programe from the State Government.
 Super Speciality Hospital can start M.Sc.(N) programme, however they have to get
NOC/Essentiality certificate from respective State Government to start the M.Sc.
(N) programme.

GLOBAL STANDARDS

ICN STANDARDS FOR BASIC NURSING AND MIDWIFERY EDUCATION

Standards related to program graduates

Out come standards

 Graduates demonstrate established competencies in nursing and midwifery

 practice.
 Graduates demonstrate sound understanding of the determinants of
 health.
 Graduates of an initial programme in nursing or midwifery meet regulatory
 body standards leading to professional licensure/registration as a
 nurse or a midwife.
 Graduates are awarded a professional degree.
 Graduates are eligible for entry into advanced education programmes.
 Nursing or midwifery schools employ methods to track the professional
 success and progression of education of each graduate.

Programme graduate attribute

 Nursing or midwifery school graduates will be knowledgeable practitioners who
adhere to the code of ethics and standards of the profession.
 Nursing or midwifery schools prepare graduates who demonstrate:
 use of evidence in practice,
 cultural competence
 the ability to practise in the health-care systems of their respective countries and
meet population needs,
 critical and analytical thinking,
 the ability to manage resources and practise safely and effectively,
  the ability to be effective client advocates and professional partners with other
disciplines in health-care delivery,
 community service orientation,
 leadership ability and continual professional development
Standards related to programme development/ revision
Governance
 Nursing or midwifery schools define and make public their mission,vision and
objectives.
 Nursing or midwifery schools educate their students through the programme to meet
the health-care needs of their societies.
 Nursing or midwifery schools clearly define the educational and clinical outcomes of
the programme.
 Nursing or midwifery schools employ nursing or midwifery faculty with relevant
expertise in the subject matter and the ability to develop and revise their programmes.
 Nursing or midwifery schools have in place and use a system of formative and
summative assessment of the programme’s educational and clinical objectives and
outcomes.
 Nursing or midwifery schools define role descriptions for theoretical and clinical
educators including, but not limited to, faculty, clinical supervisors, mentors,
preceptors and teachers.
Accreditation
 Nursing or midwifery schools are an integral part of a higher education institution
that meets internal standards, recognized accreditation and/ or governing body
requirements.
 Nursing or midwifery schools have criteria in place that meet accreditation standards
for clinical practice components of their programmes, academic content and the
demonstration of professional outcomes.
 Nursing or midwifery schools and their programmes are recognized or accredited by
credible, relevant professional and academic bodies and re-accredited as required.
3. Infrastructure
 Nursing or midwifery schools have accessible, current and relevant physical
facilities including, but not limited to, classrooms, clinical practice sites, information
and communications technology, clinical simulation laboratories and libraries.
 Nursing or midwifery schools have a system and policy in place that ensures the
safety and welfare of students and faculty.
 Nursing or midwifery schools have professional support personnel and human
resources to meet programme and student demand.
 Nursing or midwifery schools have a budget allocation and budget control that
meets programme, faculty and student needs.
 Nursing or midwifery schools have a system in place for student-support services.
Partnership
 Nursing or midwifery schools demonstrate successful partnerships with the
academic institution where their programme is located, with other disciplines, with
clinical practice sites, with clinical and professional organizations and with
international partners.
Carriculam design
 Nursing or midwifery schools design curricula and deliver programmes that take
into account workforce planning flows and national and international health-care
policies.
  Nursing or midwifery schools plan and design curricula to meet national and
international education criteria, and professional and regulatory requirements for
practice.
 Nursing or midwifery schools provide classroom and clinical learning that delivers
the knowledge and skills required to meet the needs of their respective populations.
 Nursing or midwifery schools establish and demonstrate balance between the theory
and practice components of the curriculum.
 Nursing or midwifery schools demonstrate use of recognized approaches to teaching
and learning in their programmes, including, but not limited to, adult education, self-
directed learning, e-learning and clinical simulation.
 Nursing or midwifery schools provide classroom and clinical learning based on
established competencies and grounded in the most current,reliable evidence.
 Nursing or midwifery schools enable the development of clinical reasoning, problem
solving and critical thinking in their programmes.
 Nursing or midwifery schools conduct regular evaluations of curricula and clinical
learning, and include student, client, stakeholder and partne feedback.
 Nursing or midwifery programmes offer opportunities for multidisciplinary content
and learning experiences.
Core curriculum
 Nursing or midwifery curricula provide core content that will enable their graduates
to meet the established competencies.
 Nursing programmes provide core content in nursing theory, practice, interventions
and scope of practice.
 Midwifery programmes provide core content in midwifery theory, practice,
interventions and scope of practice for strengthening health systems through the
primary health-care approach.
 Nursing or midwifery programmes provide supervised clinical learning experience
that support nursing or midwifery theory in diverse settings
Curriculum partnership

 Nursing or midwifery schools develop partnerships with other healthcare disciplines.

 Nursing or midwifery schools use interprofessional teamwork approaches in their
classrooms and clinical learning experiences.
 Nursing or midwifery schools have access to, and arrangements for, the clinical
learning sites required for programme delivery.
Assessment of students
 Nursing or midwifery schools assess student learning, knowledge and skill
development throughout their programmes, using reliable evaluation methodologies.
 Nursing or midwifery schools use a variety of methods to assess the subject matter
being studied including, but not limited to, student performance-based assessment
and client/stakeholder feedback.
 Nursing or midwifery schools have student retention systems in place.
Faculty
Academic faculty
 The head of a nursing or midwifery programme is a nurse or midwife who holds a
graduate degree, is educated and experienced in leadership and administration, and
demonstrates knowledge as an educator.
  The core academic faculty are nurses and midwives who demonstrate knowledge as
educators and have a minimum of a bachelor’s degree – preferably a graduate degree
– with advanced preparation and clinical competence in their specialty area.
 Other health professionals who are guest lecturers in nursing or midwifery
programmes hold a graduate degree and possess clinical and educational expertise in
their specialty.
Clinical faculty
 Clinical faculty comprises nurses, midwives and other health professionals who hold
a minimum of a university degree and possess clinical and educational expertise in
their specialty area.
 Nurses and midwives with clinical expertise in the content area being taught are
designated to supervise and teach students in that clinical practice area.
 Nursing or midwifery schools form partnerships to secure a variety of qualified
people to be clinical supervisors and teachers.
Professional development faculty
 Nursing or midwifery schools have a policy and system in place that validates the
updated clinical and educational expertise and competency of faculty.
 Nursing or midwifery schools have a system in place that provides faculty with
opportunities for development in teaching, scholarship, practice and external
professional activity.
 Nursing or midwifery schools have a system and policy in place and provide time
and resources for competency development for staff.
 Nursing or midwifery schools have a policy and system in place for reward and
recognition of staff in accordance with the requirements for promotion and tenure of
the institution .
Programme admission
Admission policy and selection
 Nursing or midwifery schools have a transparent admission policy that specifies the
process of student selection and the minimum acceptance criteria.
 Nursing or midwifery schools have a transparent non-discriminatory admission and
selection process.
 Nursing or midwifery schools have a system and policy in place that takes into
account different entry points of students, recognition of their prior learning,
experience and progression options toward higher education goals.
 Nursing or midwifery schools have entry requirements that meet national criteria for
higher education institutions including, but not limited to, completion of secondary
education.
Student type and intake
 Nursing or midwifery schools admit students with backgrounds in basic science and
mathematics who demonstrate skills in the language of instruction and in dealing
with the clients.
 Nursing or midwifery schools admit students who have the ability to meet the
requirements of the programme.
 Nursing or midwifery schools admit students who meet the institution’s health and
any other requirements, as well as any national requirements for selection.
 Nursing or midwifery schools seek students who demonstrate the will to serve in
health and the ability to be independent learners.
The Frame of Reference for Evaluation of Nursing
Focus of What to assess Information Sources
evaluation method and tool
Structure Physical facilities Observation nursing personnel
Equipment and supplies. Checklist nursing service
Staffing number, qualification, Questionnaire unit
policies, organizational Review record physical plant
objectives, administrative Interview management
policies financial resources Reports performance
Documents records, reports
documents

Process The performance of the Observation Client/patient

nursing staff nursing Task analysis Client record
technique, nursing procedure, Activity studies Nursing personnel
nursing activities carried out. Questionnaire
Adequacy of care , quality Review of record
Appropriateness of care report and
Quality of care. documents.
Quality of care and standards Quality control
maintained. checklist.
Outcome End results or effectiveness of Observation Client/patient
the care given Interview Client record
Change in health status of the Nursing audit
client Review of records
Change in self care status of Reports and
patient may also include documents
factors that can influence
outcome, e.g. client
satisfaction

Attributes of Good Indicators in Education

 Be useful: Gives answers and is designed for a specific purpose.
 Validity: Measures what it intends to measure
 Reliability: The same results are reproduced if the measurement is repeated under similar
condition.
 Specificity: Measures only the phenomenon being measured.
 Sensitivity: Measures the changes in phenomenon being measured.
 Measurability: Based on data available or easy to obtain and easy to use. It is imperative to
collect a limited amount, but feasible and valid rather than trying to complicate the indicator
by systems impractical or complex parameters
 Relevance: Able to give clear answers to relevant issues embedded in health policies.
 Cost effectiveness: That investment in time and other resources needed to construct the
indicator is justified by its use and results.
 Integrity: Means that the required data are complete.
  Internal consistency: Refers that in the indicators, seen alone or in groups, the values are
consistent and sensitive to change
 Transparency: Refers to be easily understood and interpreted by users.
 Dissemination: to be accessible to users through periodicals.
 Dynamism: To update and correct as far as the environment changes may change in terms of
the specific conditions described by indicators data availability, scientific knowledge, or in
levels of interest and needs of users

ACCREDITATION

All professional have one thing in common, that is concern for the quality of their service,
which is ensured by developing and enforcing the standards. Two important ways of setting
standards are accreditation of the education program and the professional licensure. The
programme of action of the national policy on education1986, has proposed the
establishment of an accreditation and assessment council (ACC) for maintaining and raising
the quality of the institution of higher education. The universities grant commission (UGC)
has constituted a committee with Dr. Vasant Gowarker as the convener in November 1986.
Institutional accreditation originated in the USA
Accreditation is a process of validation in which colleges universities and other institution
of higher learning are evaluated. The standards for accreditation are set by a peer review
board whose members include faculty from various accredited colleges and universities.
The board aids in the evaluation of each potential new school accreditation or the renewals
of previously accredited colleges/ schools
The accreditation of college of nursing is result of a process of evaluation and systematic
monitoring and voluntary compliance of university functions, which allows getting accurate
and objective information on the quality of the academic unit evaluated. To certify the
quality of trained human resources and the various educational processes taking place in it.
It is the formal and public recognition given to a nursing college that has made significant
progress in fulfilling its mission and stated goals, and meets an agreed set of criteria,
indicators and standards of relevance and quality

Definition f Accreditation
 Selden defines accreditation as a ‘process whereby any agency recognizes a college
or school programme of study as having met certain predetermined qualifications or
standards
 The accreditation system is defined as a set of policies, strategies, processes and
organizations whose education institutions are part of the national system that meets
the highest standards of quality an d the training of professional
 According to Selden (1962): accreditation is the process whereby an organization or
agency recognizes a college or university or programme of study as having met
certain predetermined qualification or standards
 According to UNESCO, accreditation is the process by which a (none)
governmental or private body as a whole or of a specific educational programme in
 order to formally recognize it as having met certain predetermined minimal criteria
or standards. The result of the process is usually the rewarding of status, of
recognition, and sometime of a license to operate within time limit validity. The
process can imply initial and periodic self study and evaluation by external peers.
 Accreditation refers to a voluntary review process of educational programs by a
professional organization. The organization called an “accrediting agency”, is
invited to compare the educational quality of the program with established standards
and criteria.
 Accreditation refers to a voluntary review process of educational programmes by a
professional organization. The organization is called an accrediting agency , and is
invited to compare the educational quality of the programme with established
standards and criteria

Functions of Accreditation
 It aims to protect the autonomy of various health service programs. For example;
nursing education and medical education
 It preserves quality of nursing education.
 It protects the public from ill prepared nurses
 It protects the institution unsound and unsafe political pressure.
 It helps the practitioner for the broad scope of nursing practice

Concepts of accreditation

The concept of accreditation of educational programmes in nursing is very important.

Prospective nursing students should inquire about the accreditation status of any nursing
programme they are considering
Employers of nurses are usually only interested in hiring or employing nurses who are
graduates of accredited programmes. And acceptance into graduate programme in nursing is
usually depend on graduation from an accredited baccalaureate programme.
It is an ongoing evaluation process where a nursing college is recognized after it has been
evaluated and found to meet all pre determined qualifications and standards.
The concept of accreditation of educational program in nursing is very important.
Employers are only interested in hiring nurses who are graduates of accredited program.
Accreditation has four major purposes which include the following:
 Maintenance of adequate admission requirement.
 Maintenance of minimum academic standards.
 Stimulation of instructional self improvements.
 Protection of instructions of higher education against educationally and socially
harmful pressures.
Accrediting agencies have been largely responsible for the development and maintenance of
minimum academic standards and quality of instructions of higher learning. Accrediting
organizations in higher education are generally classed in to three types:
  National accrediting agency
 National professional accrediting agency
 State accrediting bodies

National Accrediting Agency:

National accrediting agencies are concerned with appraising the total activities of the
institution of higher learning and with safeguarding the quality of liberal education, the
foundation of professional programs in colleges and universities. Nursing colleges is
affiliated with the university which accredited by University Grants Commission and
National Assessment and Accreditation Council.
The University Grants Commission (UGC) of India is a statutory organization set up by
Union government in 1956, for the coordination, determination and maintenance of
standards of university education. It provides recognition for universities in India, and
provides funds for government-recognized universities and colleges.
The NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) is an autonomous
body established by the University Grants Commission (UGC) of India to assess and accredit
institutions of higher education in the country.

National Assessment and Accreditation Council (NAAC)

The National Assessment and Accreditation Council (NAAC) is an organisation that assesses and
accredits higher education Institutions (HEIs) in India. It is an autonomous body funded
by University Grants Commission of Government of India headquartered in Bangalore.
Vision: To make quality the defining element of higher education in India through a combination of self and
external quality evaluation, promotion and sustenance initiatives.

Mission: To arrange for periodic assessment and accreditation of institutions of higher education or
units thereof, or specific academic programmes or projects:
• To stimulate the academic environment for promotion of quality of teaching- learning and research
in higher education Institution
• To encourage self-evaluation, accountability, autonomy and innovations in higher educations.
• To undertake quality-related research studies, consultancy and training programmes and
• To collaborate with other stakeholders of higher education for quality evaluation, promotion and
sustenance,

International Council Of Nurses (ICN)

The international council of nurses was founded in 1899 by Mrs. Bedford Fenwick. It is a federation
of non political and self governing national nurses association. ICN is non partisan body, i.e. not
controlled or influenced by, or supporting, any single political party. The head quarters are in
Geneva, Switzerland. The council of national nursing association representatives (CNR) is the
governing body of ICN
Purposes of ICN
 The purpose of ICN is to represent nurses worldwide and to be the voice of nursing
internationally.
 To provide a means through which the national associations can share their interests in the
promotion of health and care of the sick.
 Great emphasis has placed upon non discrimination
Objectives of ICN
 To influence nursing, health and social policy, professional and socio economic
standards worldwide.
 To assist the national nurses association to improve the standards of nursing and the
competence of nurses.
 To establish, receive and manage funds and trusts which contribute to the
advancement of nursing and of ICN.
Members of ICN: There are currently four categories of membership
Alliance: under this category, national nursing group in the country decide to form a new
national nursing organization for international purposes
To assist the national nurses association to improve the state nurses within their countries.
To serve as the authoritative voice for nurses and nursing internationally.

Associate: Under this category, three national nursing organizations can be ICN members.
The most representative NNA is the full ICN member and retains full membership rights
and obligation.
Collaboration: Under this category, there is one full ICN members with the associated rights
and responsibilities.
Indian Nursing Council (INC)
The Indian Nursing Council is a national regulatory body for nurses and nurse
education in India. It is an autonomous body under the Government of India, Ministry of
Health & Family Welfare, constituted by the Central Government under section 3(1) of the
Indian Nursing Council Act, 1947 of Indian parliament.[1] Since 1947 Indian Nursing
Council Act has undergone minimal amendments. This resulted in several anomalies that
have impacted the morale of Registered Nurses in India especially those practicing in the
private sector. The last amendment of the act was in the year 2006. According to the
original act the function of the council is to provide uniformity in nursing education.
Functions of INC

 Recognition of nursing qualifications in India.

 Granting any nursing qualification: Grants a qualification in general nursing,
midwifery, health visiting or public health nursing.

The Council may enter into negotiations with any authority [in any territory of India to
which this Act does not extend or foreign country] which by the law of such territory or
country is entrusted with the maintenance of a register of nurses midwives or health visitors;
for the settling of a scheme of reciprocity for the recognition of nursing qualifications.

Indian Nursing Council has the Power to require information as to courses of study and
training and examinations.
Inspect any institution recognized as a training institution, and to attend examinations held
for the purpose of granting any recognized qualification or recognized higher qualification
in India.

Withdrawal of recognition: The council may withdraw the recognition an institution

recognized by a State Council for the training of nurses, midwives or health visitors does
not satisfy the requirements of the Council.

Power to make regulations The Council may make regulations not inconsistent with the
Indian Nursing Council Act generally to carry out the provisions of this Act, and in
particular and without prejudice to the generality of the foregoing powers.

STATE REGISTERATION COUNCIL

Since the INC works in co-operation and coordination with the state nursing council it is
necessary that one must say a few words about the state nursing councils. There are present
eighteen state nursing councils: Andra Pradesh, Assam, Bihar, Gujarat, Haryana, Himachal
Pradesh, Kerala, Karnataka, Maharashtra, Madhya Pradesh, Orissa, Punjab, Rajasthan,
Tamil Nadu, Tripura, Utter Pradesh and west Bengal. Delhi nursing council bill was
recently passed by the assembly. Manipur registration council is in the process of being
constituted.

The training of nurses, midwives, health visitors and ANMs is to a large extent controlled
by nurse’s registration council in the respective states. State nursing council serves as legal
protection to the nurse and protects the public from incompetent nursing practices or poor
nursing care

THE FUNCTIONS OF THE COUNCIL ARE TO:

 Inspect and accredit schools of nursing in their state

 Conduct examinations
 Prescribe rules of conduct, take disciplinary actions etc.
 Maintain register of nurses, midwives,ANMs and health visitors in the state.

The state registeration council are autonomous to a great extent except that they do not have
powers to prescribe syllabi for the various training courses, recognize examining bodies and
to negotiate reciprocity. These powers arevested with the INC and state councils ensure that
the prescribed syllabi are followed and standards are maintained

Trained Nurses’ Association of India (TNAI)

The Trained Nurses’ Association of India (TNAI) is a national organization of nurse
professionals at different levels. It was established in 1908 and was initially known as
Association of Nursing Superintendents. The Government of India has recognized TNAI as
a service organization in 1950. A similar recognition by all the State Governments has been
an asset to the promotion of its objectives.Foundation stone for TNAI Headquarters
Inaugurated by Smt. Indira Gandhi laid by Dr. S Radhakrishnan
Objectives

 Dignity and honour of the nursing profession,

  Promoting a sense of espirit de corps among all nurses,
 To advance professional, educational, economic and general welfare of nurses

Functions

 To enunciate standards of Nursing Education and implement these through

appropriate channels.
 To establish standards and qualifications for nursing practice.
 To enunciate standards of Nursing Service and implement these through appropriate
channels.
 To establish a code of ethical conduct for practitioners.
 To stimulate and promote research designed to enhance
 To stimulate and promote research designed to enhance the knowledge for evidence-
based nursing practice.
 To promote legislation and to speak for Nurses in regard to legislative action.
 To promote and protect the economic welfare of Nurses.
 To provide professional counselling and placement service for Nurses.
 To provide for the continuing professional development of practitioners.
 To represent Nurses and serve as their spoke person with allied national and
international organisations,governmental and other bodies and the public.
 To serve as the official representative of the Nurses of India
as a member of the International Council of Nurses.
 To promote the general health and welfare of the public through the Association
programmes, relationships and activities e.g. Disaster Management.
 To render care as per the changing needs of the society.

Membership

A life member is a person who is a registered Nurse and Midwife (equivalent of midwifery
training in case of male nurse), trained from an institution recognised by the Indian Nursing
Council/State Nursing Council and holds a certificate of training issued by a Nursing
Registration Council or Board of Examinations recognised by the Indian Nursing Council.

characteristics of accreditation:
 Its prevailing sense of volunteerism
 Its strong tradition of self-regulation
 Its reliance on evaluation techniques
 Its primary concern with quality
Criteria for Assessment
Any assessment and subsequent accreditation is made with reference to a set of parameters
so that the standing of an institution can be compared with that of other similar institutions.
NAAC has identified the following seven criteria to serve as the basis of its assessment
procedures:
  Curricular Aspects
 Teaching-Learning and Evaluation Research,
 Consultancy and Extension
 Infrastructure and Learning Resources
 Student Support and Progression
 Governance and Leadership
 Innovative practices
 During The Survey In The Particular Department They Are Evaluated Following
Areas:
 Administration
 Collections/Holdings
 Personnel
 Financial Support
 Services and Use
 Physical Facilities

Standards of Accreditation:
Compliance with each of the 14 standards and with the standards as a whole requires
interpretation by evaluators. Each standard should be interpreted and applied in the context
of the institution’s mission and purposes.
Standard 1: Mission, Goals, and Objectives
Standard 2: Planning, Resource Allocation, and Institutional Renewal
Standard 3: Institutional Resources
Standard 4: Leadership and Governance
Standard 5: Administration
Standard 6: Integrity
Standard 7: Institutional Assessment
Standard 8: Student Admissions
Standard 9: Student Support Services
Standard 10: Faculty
Standard 11: Educational Offerings
Standard 12: General Education
Standard 13: Related Educational Activities
Standard 14: Assessment of Student Learning
Standard 1: Mission, Goals, and Objectives:
The institution’s mission clearly defines its purpose within the context of higher education
and explains whom the institution serves and what it intends to accomplish. The
institution’s stated goals and objectives, consistent with the aspirations and expectations of
higher education, clearly specify how the institution will fulfill its mission. The mission,
goals, and objectives are developed and recognized by the institution with its members and
its governing body and are utilized to develop and shape its programs and practices and to
evaluate its effectiveness.
Standard 2: Planning, Resource Allocation, and Institutional Renewal:
An institution conducts ongoing planning and resource allocation based on its mission and
uses the results of its assessment activities for institutional renewal. Implementation and
subsequent evaluation of the success of the strategic plan and resource allocation support
the development and change necessary to improve and to maintain institutional quality.

Standard 3: Institutional Resources:

The human, financial, technical, physical facilities, and other resources necessary to achieve
an institution’s mission and goals are available and accessible. In the context of the
institution’s mission, the effective and efficient uses of the institution’s resources are
analyzed as part of ongoing outcomes assessment.
Standard 4: Leadership and Governance:
The institution’s system of governance clearly defines the roles of institutional
constituencies in policy development and decision-making. The governance structure
includes an active governing body with sufficient autonomy to assure institutional integrity
and to fulfill its responsibilities of policy and resource development, consistent with the
mission of the institution.
Standard 5: Administration:
The institution’s administrative structure and services facilitate learning and
research/scholarship, foster quality improvement, and support the institution’s organization
and governance.
Standard 6: Integrity:
In the conduct of its programs and activities involving the public and the constituencies it
serves, the institution demonstrates adherence to ethical standards and its own stated
policies, providing support to academic and intellectual freedom.
Standard 7: Institutional Assessment:
The institution has developed and implemented an assessment plan and process that
evaluates its overall effectiveness in: achieving its mission and goals; implementing
planning, resource allocation, and institutional renewal processes; using institutional
resources efficiently; providing leadership and governance; providing administrative
structures and services; demonstrating institutional integrity; and assuring that institutional
processes and resources support appropriate learning and other outcomes for its students
and graduates.
Standard 8: Student Admissions:
The institution seeks to admit students whose interests, goals, and abilities are congruent
with its mission.
Standard 9: Student Support Services:
The institution provides student support services reasonably necessary to enable each
student to achieve the institution’s goals for students.
Standard 10: Faculty:
The institution’s instructional, research, and service programs are devised, developed,
monitored, and supported by qualified professionals.
Standard 11: Educational Offerings
The institution’s educational offerings display academic content, rigor, and coherence that
are appropriate to its higher education mission. The institution identifies student learning
goals and objectives, including knowledge and skills, for its educational offerings.
Standard 12: General Education
The institution’s curricula are designed so that students acquire and demonstrate college-
level proficiency in general education and essential skills, including oral and written
communication, scientific and quantitative reasoning, critical analysis and reasoning,
technological competency, and information literacy.
Standard 13: Related Educational Activities:
Institutional programs or activities that are characterized by particular content, focus,
location, mode of delivery, or sponsorship meet appropriate standards.
Standard 14: Assessment of Student Learning

Assessment of student learning demonstrates that the institution’s students have knowledge,
skills, and competencies consistent with institutional goals and that student at graduation
have achieved appropriate higher education goals.

Types of Accreditation Agencies

ACCREDITATION TYPE

PROFESSIONAL REGIONAL

STATE NATIONAL

Process for Accreditation:

NAAC has formulated a three stage process for assessment and accreditation as given below:

 The First-Step: ‘Institutional Eligibility for Quality Assessment (IEQA): In the first step of
Assessment and Accreditation, “Institutional Eligibility for Quality Assessment” (IEQA) is
required to be obtained by an applicant institution at the beginning, while it is still in the
planning stage for assessment. The benefits of this step for an applicant institution are:
 To get recognized as eligible to apply for the second step comprehensive
Assessment and Accreditation process;
 To get feedback from NAAC if it does not qualify in the first step, about specific
improvements to be made for reaching the required quality level
 To receive assistance and suitable mentoring from NAAC in the latter case, for
enabling it to qualify for IEQA in due course of time.

Preparation of the Self-Study Report by the institution, its submission to NAAC and
in-house analysis of the report by NAAC.
Peer Team Visit to the institution for validation of the Self-Study Report followed
by presentation of a comprehensive assessment report to the institution.

Grading, Certification and Accreditation based on the evaluation report by the

peer team, the final decision given by the Executive Committee of the NAAC.

Committees of NAAC:
NAAC functions through its General Council (GC) and Executive Committee (EC)
and other academic, advisory and administrative sub-committees.

Benefits of Accreditation
 Helps the institution to know its strengths, weaknesses and opportunities
through an informed review process.
 To identify internal areas of planning and resource allocation. Enhances
collegiality on the campus.
 Outcome provides funding agencies objective data for performance funding.
Initiates institutions into innovative and modern methods of pedagogy.
 Gives institutions a new sense of direction and identity. Provides society with
reliable information on quality of education offered.
 Employers have access to information on the quality of education offered to
potential recruitees.
 Promotes intra and inter-institutional interactions.

National Professional Accrediting Agency:

Professional accrediting is supported by state licensure laws. Indian nursing council

(INC) is the official accrediting agency for all programs of nursing, which include
diploma in nursing, basic and post basic B.Sc. nursing, M.Sc. and PhD in nursing.
An accredited program voluntarily adhere, to standards thus protect, the quality of
education, public safety and the profession itself.
The Indian Nursing Council is a statutory body constituted under the Indian Nursing
Council Act, 1947. The Council is responsible for regulation and maintenance of a
uniform standard of training for Nurses, Midwives, Auxillary Nurse-Midwives and
Health Visitors. Amongst other things, the Council is empowered to make
regulations for:
 Prescribes the standard curricula for the training of nurses, midwives and
health visitors; and for training courses for teachers of nurses, midwives and
health visitors, and for training in nursing administration.
 Prescribes conditions for admission to above courses.
 Prescribes standard of examination and other requirements to be satisfied for
securing reorganization.
 Accreditation provides stimulus for programs to initiate periodic self
examination and self improvement. It assures the students that their
educational program is accountable for offering quality education for future
practice. Areas generally scrutinized in accreditation review are:
 Administration and governance
 Finances and budget
 Faculty
 Students
 Curriculum and resources
 Criteria or standards are established in each area, programs under review
prepare reports, than show how school or collage met each criticism. Once
accredited and in good standing, continuing accreditation review take place
every 8 years or 5years. The programs that do not meet standards may be
placed on warning and given a specific time period to correct deficiencies.
Accreditation can be withdrawn if deficiencies are not corrected within the
specific time.

INC seen following criteria during inspection and for accreditation:

Building – School/College of Nursing Building

Running the nursing educational institution in rented building affects quality in

nursing education programme. It is therefore; it is compulsory that nursing
programmes should be started in their own building. Institutions, which are
functioning in rented building, should ensure within the period of 2 years they should
construct their own building.
Minimum 3 acres of land is required to start nursing school/college subject to the
conditions that they have minimum 54470 sq. ft. constructed area.

Admission criteria–with regard to pregnant women–One, of the admission

criteria for B. Sc (N) and P. B. Sc (N) programme is that the candidate Should
produce medical fitness certificate before joining the course.

Stay of students in the Hostel:

Provision of having hostel accommodation is compulsory for the institution.

However, Principal has the discretion to decide about the student’s stay in the hostel
or be made as day scholar.

Teaching faculty:

It is mandatory to have a nursing teaching faculty irrespective of nursing specialty

as a guide from the same college for M. Sc (N) programme. However a co-guide
may be from outside the college but should be within the city.

Many of the teaching faculties are leaving the institution during the middle of the
academic year, which affects the implementation of curriculum and students will be
put into inconvenience. It is, therefore, in case teachers who will be leaving in
middle of the academic year such teaching faculty should be brought under the
disciplinary action by the State Nursing Council and also they may be considered for
withdrawal of license after following due procedure.

Clinical facilities:

1:5 student patient ratio to be maintained

Minimum 300 bedded Parent/affiliated hospital is required to start College of

Nursing.

Minimum 200 bedded Parent/affiliated hospital is required to start School of

Nursing.

Number of seats:

Maximum number of 100 seats can be sanctioned to those institutions which are
having 500 bedded Parent Hospital/ Parent Medical College, provided that they have
Physical and Teaching facilities as per Indian Nursing Council norms.
Maximum number of 60 seats can be sanctioned to those institutions, which are
having less than 500-bedded Parent/ affiliated hospital, provided that they are having
physical and teaching facilities as per Indian Nursing Council norms.

Institutions which are found “Unsuitable” consecutively three times, their

Compliance report should be submitted through State Government & State Nursing
Council.

Up gradation of School of Nursing to College of Nursing:

To upgrade School of Nursing to College of Nursing essential certificate for B. Sc

(N) course is not essential, as they already posses essential certificate for School of
Nursing. However, the private institutions has to produce document with regard to
resolution of the management for upgrading the School of Nursing into College of
nursing and creating the additional teaching position as per Indian Nursing Council
norms for the College of Nursing.

Registration of Additional qualification:

State Nursing Registration Council should register additional qualification like P B

B.

Sc (N), M.Sc. (N) One-year specialty course prescribed by Indian Nursing Council
etc. The original Registration Number will remain the same. Only the additional
qualification will be added.
Registration of Additional qualification:
State Nursing Registration Council should register additional qualification like P B B.
Sc (N), M.Sc. (N) One-year specialty course prescribed by Indian Nursing Council etc. The
original Registration Number will remain the same. Only the additional qualification will be
added.

Process of Registration of School/ College

Trial basis: Recognition given on the temporary basis is the application submitted plus pending
inspection and is done after the favorable report of accreditation.
Permanent recognition: After the inspection and evaluation that is when the school/ college meet all
the criteria prescribed by the INC permanent recognition is given.
Service given by accredited agencies:
 Registration and admission of students. Accredited institutions are also expected to counsel
students as to assist them in proper selection of the subjects.
  Distribution of study materials.
 Organization of personal contact program and registering students for external examination.
 Distribution of mark sheet and certificates.
 The schools and colleges are expected to keep ready the following:
 General information:
 The name of the university it is affiliated.
 Date of establishment of the program
 Date recognition by state nursing council, INC or university
 Number of students graduating per year
 Philosophy: aims and objectives of the institution and department
 Organization and administration:
 Organization chart of institution and colleges
 Placement of principal
 Line of authority
 Teaching staff and non teaching staff
 Teaching staff
 Internal lecturers
 External lecturers
 Staff selection procedure
 Staff development program
 Seminars attended
 Administration and physical setup
 Office and room for principal
 Staff, clinical staff, numbers of class rooms, all labs such as nursing foundation lab,
nutrition lab, community lab, etc.
 Hostel, cafeteria, dining hall, reading hall, toilet facility, etc.
 Number of books, periodicals
 Finance
 Total budget sanctioned
 Drawing office separate and combined
 Committees
 Advisory committee, development committee , student welfare committee
 Staff teaching monitoring technique
 Construction and institution facilities
 Syllabus, prospectus, application forms, bond paper, etc.
 Health facilities for students and staff
 Medical checkup
 Clinical set up
 Community experience, family people co-curricular activities
 Research of students, application forms and bond paper signed
 Attendance registers, practical record, leave record
 Evaluation form, master plan, examination results and assignments
 Drugs study lesson plans, nursing care plans and clinical presentation.

Related studies
A cross-sectional survey research design was conducted by Cho Ja Kim et al. Development
of Standards and Criteria for Accreditation of a Baccalaureate Nursing Education Program:
Reflections on the Unique Characteristics of the Nursing Profession among 99 nursing
schools in Korea. The result shows that characteristics of nursing science were defined with
five concepts including humanity, scientific knowledge, professionalism, therapeutic
relationship, and facilitating well-being. The expected outcomes from graduates were
identified as providing holistic nursing, critical thinking, establishing professionalism and
leadership, construction of a therapeutic relationship, and skilled nursing practice. Finally6
standards and 14 criteria reflecting the unique characteristics of the nursing profession were
developed for accreditation. These proposed accreditation standards and criteria are a
challenge to promote the quality of nursing science.

Reference:

 R. Sudha, nursing education principles and concepts, 1sr Ed, jaypee brothers
publication, newdelhi.
 Jasprret Kaur Sodhi, comprehensive textbook of nursing education, 1st Ed, Jaypee
brothers publication, Newdelhi
 BT.Basavanthappa, textbook of nursing education, Jaypee publication, page: 255 -
258
 http://www.indiannursingcouncil.org/fee-structure-nursing-programs.asp
 www.who.int/hrh/...midwifery/hrh_global_standards_education.pdf
 http://www.scribd.com/doc/28214701/Function-of-State-Nursing-Council
 http://www.scribd.com/doc/36390273/Indian-Nursing-Council
 Kim CJ, Ahn YH, Kim MW, Jeong YO, Lee JH. Development of standards and
criteria for accreditation of a baccalaureate nursing education program: reflections
on the unique characteristics of the nursing profession. Journal of Korean Academy
of Nursing. 2006 Oct 1;36(6):1002-11.