The Board of Nursing Education Nl

THE BOARD OF NURSING EDUCATION NL

CHRISTIANMEDICAL ASSOCIATION OF INDIA (SOUTH INDIA BRANCH)

Origin

The Board today is like a river to which many springs and streams have contributed their waters. This mighty swelling river is like Tennyson’s Brook …. It will go on forever. It will flow over this great land, watering, nourishing, supporting and enlivening the nursing community and enriching the quality of nursing care.

This Board which started as a trickle way back in the early nineties, is today a healthy vibrant flowing river in which one hears the murmur of many noble nurses, past and present whose prayers, hopes, works and gifts have intermingled to give eternal life to this great institution.

Nothing exists in a vacuum and the BNESIB is no exception. Modern nursing began in the early 19th century in northern Europe with the Protestant Deaconess Movement. The first secular effort to train nurses began in 1836. In India it was the foreign missions which took a leading part in promoting the training of nurses particularly in Indian languages. Most of the early missionaries who came to India and took up nursing as their vocation had undergone professional training. Soon they thought the need to form a common Association where issues related to nurses and nursing could be addressed.

On 10th December 1908 the Association of Nursing Superintendents assembled in Bombay for their Annual Conference for the purpose of drawing a definite standard of age, education, general fitness length of training and certification with a uniform standard of theoretical and practical knowledge. A sub-committee of Nursing Superintendents which can truly be said to constitute the First Board of Nursing Education was appointed to enquire about the report what was already being done in the way of training native Christian nurses in the various Mission Hospitals in South India and to suggest training programme. In the annual meeting of the Indian Medical Missionary Association it was agreed to accept most of the proposals recommended by the sub-committee. At the meeting of the South India Medical Missionary Association at Kodaikanal of 24 May 1913, The Board was formally constituted and was called the Central Board for Nurses’ Training Schools in South India. This Board was asked to arrange a scheme for a uniform examination of the Indian Nurses in South India Mission Hospitals. The first batch of males nurses to appear for the nursing exam was in 1917.

In 1930 the name was changed to the Examining Board of the Nurses Auxiliary of the CMAI. This was again modified in March 1965 to the Examining Board of the Nurses League of CMAI (SIB). Ten years later in October 1975 the name changed to what it is today “The Board of Nursing Education of the Nurses League of the Christian Medical Association of India (South India Branch).” ANM training was started in 1955.

The uniqueness of BNESIB is neither its building, finance, nor in its programmes. But it lies in its committed Board members, leadership of CMAI, loyal and dedicated staff and above all our values that guided by faith in Lord Almighty. The commitment and dedication of the predecessors motivate all to enlarge their contribution to rural India even as everyone attain new mile stones of excellence. The partnership, participation and voluntarism of its members and well-wishers lead it for international competitiveness.

Much as the Board has achieved, its members are always making that extra effort to do much more. Board strives to maintain highest level of transparency, accountability and integrity. While maintaining the statutory requirements at the affiliated institutions, it goes beyond by putting into place procedures and systems. The Board ensures that the latest developments in the medical field, emerging diseases have been incorporated in the curriculum to equip the nurses to face tomorrow’s challenges. Many things have changed over the time; nevertheless the fundamental pillars of vision, values and vitality have empowered the transformation of our Board over the past decades. Its quality consciousness and student centric approach has improved the efficiency, standards and in creating a performance- driven culture.

MILE STONES

10th December 1908 - Planning meeting by the Association of Nursing

Superintendent of India

24th May 1910 - Formulated rules for the training of nurses in Mission Hospitals

24th May 1913 - BOARD WAS CONSTITUTED AND WAS CALLED

“CENTRAL BOARD FORNURSES TRAINING SCHOOL IN

SOUTH INDIA”

September 1913 - Conducted 1st Examination (12 students appeared for exam)

1917 - The Male Nursing Students appeared for exams
1921 - Syllabus and rules & regulations were revised
June 1930 - Board’s name was changed to “Examining Board of the

Nurses Auxiliary of CMAI’’

1931 -Madras Nurses and Midwives Council accorded

recognition for the certificates issued by the Board

1935 - Formulated constitutions and bye-laws. Prepared

“Midwifery case Book” & “Practical Work Record”

1955 - ANM Course started
1957 - Changed pattern of question paper
1965 - Name changed to Examining Board of the Nurses

League of the Christian Medical Association of India

(South India Branch)

1975 - Name changed to “The Board of Nursing Education

Nurses League, Christian Medical Association of India

(South India Branch)”

1987 - Adopted the Revised GNM Syllabus
1996 - Community Geriatric Health Care course started
1998 - Started conducting DNEA course

2000 - Initiated “Quality Improvement Service”

- Introduced Ophthalmology nursing course for GNM male student in

lieu of Midwifery

2000 - Affiliation of Non – CMAI member institutions
2000 - Diploma Certificate – CMAI Logo & Hologram Incorporated
2002 - Lamination of Certificate
2004 - Adopted revised GNM Syllabus
2005 - Adopted revised CGHC Syllabus
2005 - Prepared Log Book of the Clinical Work record for GNM and ANM

Courses

- Standardized the Examination Protocol

- Revised Log book for the Clinical work record

2006 - Standardized all the records to be maintained by the School of

Nursing

- Standardized the Student Evaluation

2008 - Adopted revised ANM Syllabus
2009 - Started conducting Post Basic Diploma in Speciality Nursing

Course

2010 - Student Nurture Programme
2011 - Initiation for Commemorative Learning Resource Centre ( Centenary

project )

-Comprehensive Evaluation of the Board

FUNCTIONS

Co-ordinates and brings uniform standard of Nursing Education in South India in schools affiliated to the Board, in accordance with the requirements of the State Nurses and Midwives Councils and the Indian Nursing Council

Interprets to the Schools of the regulations of the Indian Nursing Council and State Nurses

and Midwives Councils

Prescribes the entrance requirements, the syllabi and the rules for the courses and examinations

Determines the number of students to be admitted in each School according to facilities available

Arranges for and conducts examinations and issues Diploma/ Certificates and mark list to successful candidates

Arranges inspections of the Schools of Nursing and related areas of learning experience

Encourages writing and publishing of textbooks and relevant literature.

Maintains and enhances the educational standards of Schools of Nursing by arranging

Continuing education programmes such as workshops, refresher courses etc

COURSES OFFERED

INC has recognized the Board of Nursing Education NL CMAI( South India Branch) for issuing qualification for the General Nursing and Midwifery, Auxiliary Nurse Midwife, Diploma in Nursing Education and Administration & 10 Post Basic Diploma in speciality Nursing at its affiliated institutions. There are number of Schools of Nursing in Andhra Pradesh, Karnataka, Tamil Nadu andUnion Territory which are affiliated to this Board.

ADMISSIONS

Board strives to impart quality nursing education through its affiliated institutions without distinction on the basis of religion, caste or creed. Its training methodology aim to equip the student nurses with a global outlook to face the challenges of tomorrow. The students are assisted in developing independent thinking, creative outlook and a balanced view point. Most of the affiliated schools are equipped with qualified and experienced faculty. In addition to INC requirements the admission protocol include written examination aptitude test and interview. Those who successfully pass this are selected for this course.

Curriculum Implementation

BNESIB offers a strong integrated approach in dealing with the curriculum. First and foremost it ensures that the teaching faculty are qualified, experienced, knowledgeable and are easily approachable to students. Emphasis is on ‘student centric’ rather than on ‘teacher centric’ teaching. The role of teacher is that of a ‘facilitator’ who help the students to ‘learn the subject’ rather than merely ‘teach the subject’. They ensure that most of the details are addressed to keep the students active, comfortable and pursue the course in an ideal ambience.

Students acquire and increase habit of curiosity, reading, reflection critical thinking, self-discipline and open mind and loving heart to accept and respect people of all age group of various religion, languages, economic and cultural back grounds. School imparts hands-on training on simulation models first. Once their skills are enhanced they care the patients with confidence. The Faculty and other staff of the institution ensure that they inculcate in students ethics and values by which they can nurse the patients with a human touch. They teach them that there are more possibilities than limits.

EDUCATIONAL EVALUATION

The first examination was held in September 1930. Students appeared for theory, practical examination and viva. External examiners were arranged; few students were withheld as they could not complete the requirements. Questions were prepared by the group of people and the evaluation of the examinations were held before the results were published. The students are evaluated periodically.

The syllabus is prescribed by Indian Nursing Council. The Board has continued to mould and refine the syllabus. The result of this hard labour can be seen in the quality of thousands of nurses who pass out from the portals of the schools affiliated to the Board. These nurses are well appreciated for their professional knowledge, competency and commitment. They are well placed in different continents of the world.

LEADERSHIP DEVELOPMENT

Continuing Education: In the year 1957 the first workshop was organized on “Public Heath”. Board was always quick to see the changes and brought about necessary modification to its syllabus and practical training. From 1957 Board organized couple of workshops. Skill up-gradation and knowledge enhancement of the teaching faculty continue to receive focused attention by the Board throughout the year. From the year 2004 Board have moved a step forward to organize the area-wise workshop especially for the institutions of close proximity. Post workshop evaluation revealed that 98 % of the workshop objectives could be achieved as they are very informative, interactive, cost effective, comprehensive course content extensive & intensive and accessible to all.

INSTITUTIONAL DEVELOPMENT

Maintaining healthy relationship among the members, member institutions especially with the Leaders and Government officials continued to form one of the strategic agenda and such measurers got due reflections in the satisfactory functioning of the Board.

INSPECTION

Inspection of schools include initial, regular, re-inspection and surprise visits intuitions. Inspections are always institution friendly, inspectors spend time in giving positive suggestions for future improvement. Various aspects of inspections include

School Administration
Teaching faculty
Physical facilities
Clinical facilities

Hospital – Clinical material available for the students’ practice; patient work load statistics; staffing pattern; supervision; clinical teaching etc.

Field practice areas – Both urban and rural, Population; activities; supervision; transportation; accommodation for Tutors and students; students’ activities.

Accommodation facilities; means & provision of well-balanced diet for students; Staff of the hostel.
Affiliated institutions (if any): Statistics, staffing pattern, transportation from parent hospital to affiliated areas, type of clinical experience provided.
Implementation of the curriculum: School philosophy; Admission procedure followed; verification of time table and class attendance registers; lesson plans; master plan; clinical rotation; details of test papers; term exam; model exams; course outline and other records as per the guidelines of the board.
Health services provided to the students.

CONTRIBUTION TO INDIAN NURSING COUNCIL AND STATE COUNCILS

Faculty from Board affiliated institutions assists the State Council & Indian Nursing Council in conducting Institutional inspections. Board members continue to be co-authors of book published bythe Council, and also serve in various committees in the State/ National level.

BOOKS OF THE BOARD

To build the Nursing heritage, to continue and solve the challenges of the new era, the pioneers in Nursing, with their continued enthusiasm, interest, constant demonstration of love, unfailing encouragement and wise counsel have made the books to grow from a dream to reality. The first textbook published by the Board was brought out in January 1922. This book was translated to 4 regional languages. Case book was prepared and printed in 1935 and the cost of one book was eight annas. The books of the Board are a synergistic product of many minds, inspiration and wisdom of many thinkers. Written by experts in the field, with special attention to the Indian context, our books are geared to meet the expectations of nurses who will practice in a rapidly changing environment in the field of health.

In addition tothis Board publish ‘Course materials’ and release relevant‘CDs’.

QUALITY IMPROVEMENT SERVICES

In the year 2000 at the start of the new millennium the Board initiated Quality Improvement Services. Based on the request, a committee of experts from the Board will be deputed to the hospital. The group will stay there for a couple of days/ weeks observing the practice and processes.Based on their observation and study they will recommend necessary changes or modifications to the existing system and also help in the implementation of the suggestions and periodically assess the outcome.

CONTINUING EDUCATION PROGRAMME

There is tremendous need that supports the learning needs of diverse students to unlock their self, discover creativity and critical reasoning. Teacher’s preparation and development in areas such as becoming a role model, application based teaching, facilitator, mentor, counsellor, supervisor & administrator and to excel in their field of un trust is dealt with all its seriousness. They are encouraged and are provided with opportunities for innovative teaching, creativity and research.

STUDENT NURTURE PROGRAMME

Board members always believe in constantly surpassing the ever growing expectations and satisfaction of their prized possession – THE STUDENTS. To be able to make a difference, to stand tall amidst adversities and to transform the lives of many through quality education and service is their challenge and commitment. The need for more interactive sessions with the students to create a caring, nurturing environment that helps students build self-esteem, and thus serve as a great tool of encouragement resulting in the overall development of budding nurses. Thus emerged “Student Nurture Programme Series I – “Roots To Fruits” to nurture communication, cooperation, problem solving skills leading to the betterment of the students.

AWARD AND SCHOLARSHIP

Ms. Cherian Memorial Academic Award: Achievements are always appreciated and rewarded.Late Ms. Cherian former Chairman of BNESIB and Nursing Advisor to Government of India was a highly qualified and courageous professional. Her passion for excellence permeated nursing practice and education made her and excellent role model. Her contagious & energetic spirit and enthusiasm inspired many others to do their best. This award was introduced when she was alive and later the Board has named as “Ms. Cherian Memorial Academic Award”. Cash award and certificates are given to the GNM & ANM students who score highest marks in the annual BNESIB examinations.

Ms.Neudoerffer Memorial Scholarship: Ms. T.K. Neudoerffer was the first full time Secretary OF bnesib from the year 1969 and continued till 1976. During the tenure she has steered the schools through channel of learning and evaluation with kind and gentle guiding spirit. Besides publishing and revising books, she organized several workshops and seminars. Her vision to impart quality education, leadership development, dissemination of information has motivated the Board to formulate Ms. Neudoerffer Memorial Scholarship. Economically underprivileged students receive this scholarship amount annually.

The driving force behind all its achievements is the quality. These things seasoned with time and dedications have added to the quality and perfection to make BNESIB what is now. Many systems were introduced, reviewed, re-oriented and simplified during the last year without making any compromise to its quality. The quality and the punctuality in the performance of its activities are monitored at the highest level as most of its functions are time-bound.