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UNIT -I NURSING EDUCATION.pptx
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- 4. DEFINITION "Education is theall-round drawing out of the best in child and man- body, mind and spirit".. - Mahatma Gandhi
- 5. Contd….. “Education is thenatural, harmonious and progressive development of man's innate powers“ - Pestalozzi
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- 7. AIMS OF EDUCATION Utilitarian aim Educationfor vocation Education for knowledge Education for culture Education for character Education for leisure Education for spiritualism Education for individual development Education social efficiency
- 8. Contd…. Individual versus social aim:the reconciliation Physical health and well being International understanding Harmonious development Self realization Mental and emotional development Intellectual aim Citizenship Moral development
- 9. AIMS OF NURSINGEDUCATION
- 10. Aims of Nursing Education Harmoniousdevelopment Including the right attitude Knowledge and skill aim Emphasis on high tech-high tough approach Prepare students to take up a role in learning Professional development Assist to build a promising career Citizenship Social aim To prepare Global Nurse Leadership aim
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- 12. CONCEPTS OF EDUCATION INDIANCONCEPT The ancient Indian concept of Education is 'Shiksha' which is derived from the Sanskrit verbal root 'shas' which means to discipline, to teach, to instruct or to control. 'Vidya' (Education) is derived from the Sanskrit root 'vid' which means to know. Thus, 'vidya' actually means knowledge. WESTERN CONCEPT According to Spencer, "Education is complete living." According to John Dewey, "Education is the process of living through a continuous reconstruction of experiences. It is the development of all those capacities in the individual which will enable him to control his environment and fulfill his possibilities."
- 13. Contd…. BROADER CONCEPT In thebroader sense, education means the process of development from 'infancy to maturity'. It begins at birth and continues throughout the life, till death; from 'Womb to tomb' as they call it. NARROWER CONCEPT In its narrower or relatively restricted meaning, the term education is applied to whatever taught in school or university system of education.
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- 16. RELATIONSHIP BETWEEN PHILOSOPHY ANDEDUCATION Axiology Metaphysics Epistemology Method Aims Curriculum Philosophy Education
- 17. IMPORTANT PHILOSOPHIES OF EDUCATION TRADITIONAL PHILOSOPHIES MODERN CONTEMPORARY •Idealism • Naturalism • Pragmatism • Realism • Supernaturalism • Human existentialism • Progressivism • Behaviorism • Humanism • Experimentalism • Reconstructionalism • Eclecticism
- 18. PHILOSOPHIES AND EDUCATIONAL IMPLICATIONS IDEALISM Theword "Idealism" may be derived from "ideals" or "ideas". So according to Idealism, Idealism or higher values are much more to explain man and universe in terms of spirit or mind.
- 19. Idealism METAPHYSICS Idealism claims thatultimate reality is spiritual nature rather than physical idealism maintains that the universe is an expression of intelligence and will. It basic idea is the principle of the priority of consciousness EPISTEMOLOGY Truth depends upon the quality of a relation between an item of knowledge, which within an individual, and the state of world( which is outside the knowing individual) AXIOLOGY Idealists believe that values are inherent in the very design of the universe. That is they believe that values are interpersonal and objectives
- 20. Principles of Idealism • Presence ofuniversal mind. • Regards man as a spiritual being. • The world of ideas and values are superior than the materialistic world. • The real knowledge is perceived in the mind.
- 21. Educational implications ofIdealism An idealistic philosophy of education, according to Horne, is an account of man finding himself as an integral part a spiritual universe The first and foremost aim of education, then is to enable the educand to move towards spiritual self-realization Idealism considers student as an individual with inner potentialities. Education should help the student to realize these potentialities.
- 22. Contd…. Curriculum shouldconsists of those knowledge and experiences which help the student to attain development. The child should be taught the ways and means to acquire and verify knowledge. The teacher should impact essentials of knowledge and assist to develop moral and aesthetic values in the child. Idealism stresses more on the spiritual development of the child.
- 23. Idealism and Aimsof Education Self realization Exaltation of personality through self realization Universal education Development of inventive and creative powers Conservation, promotion and transmission of cultural heritage Bringing out or the enrichment of the cultural environment Development of moral sense Cultivation of spiritual values
- 24. Idealism and curriculum Overalldevelopment of child is the aim of idealistic curriculum. To achieve this overall development, subjects which assist the child to develop morally, aesthetically and physically are included in the curriculum.
- 25. Idealism and methodsof teaching Froebel developed "kinder garden method“ Questioning, discussion, lecture method, single and group projects, imitation etc. The idealist believes that the method of teaching is distinct from the content of education
- 26. Idealism and discipline Strictdiscipline is essential for self-realization. Teacher's guidance is necessary at every step. As far as idealists are considered, freedom is not a means but it is an end.
- 27. Idealism and teacher Idealistteacher has attained self- realization. He is a practical man based on ideal and virtuous life.
- 28. Evaluation The idealist willnot favour objectives measure of achievement or assessing the rational facilities involved in the students mental processes- like the ability to organize, logical consistence and deductive power.
- 29. REALISM Realism isdirectly related to man and the society. Realists grant equal status to mind and matter. It also go by the principle of the priority of consciousness. According to Butter, "Realism is the reinforcement of our common acceptance of this world as it appears to us."
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- 31. Realism METAPHYSICS The fundamental tenetof all realists is the principle of independence. Realists grant equal status to mind and matter. It also goes by the principle of the priority of consciousness. EPISTEMOLOGY The realist also maintains that the relation between the subject and the object of knowledge is an external one. Truth - the validity of knowledge is thus a function of this external relationship in realist epistemology. AXIOLOGY For the realist believes that values have an objectives references; further it believes that it can be known through observation and reasoning.
- 32. Principles of Realism Worldly realities of everyday lifeare true It does not believe in the existence of any absolute truth. It accepts only sensory experienc es of the external world as real. looks at man like a physical being controlle d by rules and laws. Real knowled ge is obtained by analyzing and experienc ing sensation s. It advocate s the methods and principles of physical science for acquiring knowled ge.
- 33. Educational Implications Realism considersthe child as a dynamic and growing entity to face the realities of life. The aim of education is to prepare the child to face the realities of life and to solve problems. The knowledge and experiences given in the school should be appropriate to achieve this aim. Hence the realists suggests that the curriculum should be broad based and include varieties of subjects, especially science subjects.
- 34. Realism and curriculum Realisticcurriculum prepares subjects and activities which can prepare children for day to day living. Science and vocational subjects enjoy predominant position in curriculum followed by arts, literature and language.
- 35. Realism and methodof teaching In the choice of methods two sets of questions are involved; feasibility, practical efficiency Realism oppose bookish knowledge as it failed to prepare the child for real life. Since realism belief that knowledge comes through senses and words, it justifies the use of appropriate audio- visual aids in teaching.
- 36. Realism and discipline Realismbelieves in self-discipline and advocate moral and religious education for the development of self-discipline among children.
- 37. Realism and teacher A realistic teacher is well versed in content and aware about the needs of the children.. He is also interested in research and transferring knowledge in a clear and intelligent way by employing psychological and scientific principles.
- 38. Evaluation The idealist,it may be pointed out there for contrast, would give less importance to facts than to principles and would look for the insightful understanding of irrational world
- 39. NATURALISM Naturalism is asystem of which the salient characteristics is the exclusion of whatever is spiritual are indeed, whatever is transcendental of experiences from our philosophy of nature and man. Naturalism is a doctrine that separates nature from God, subordinates spirit to matter and setup According naturalists, human life is a part of nature, it is a self- sufficient entity having its own natural matter, natural force and natural laws.
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- 41. Naturalism METAPHYSICS It basicprinciple is netural matters EPISTEMOLOGY The naturalists subscribe to the dictum that the senses are the gateways of knowledge. Naturalism accept the validity of empirical data as a source of knowledge AXIOLOGY Since man is innately good according to naturalists," the value consisted in the flowering of the innate potentialities of man
- 42. Principles of naturalism Childcentered education Education as natural development of the child’s power and capacities Negative education is early childhood Education should be based on child’s psychology The role of teacher should be that of guide
- 43. Educational Implications Educationmust confirm to the natural process of growth and mental development. Pupil will be given freedom to determine the form of learning process. Education should be a pleasurable activity for children and it engages the spontaneous self activity of the children. Acquisition of knowledge is an important aspect of education related to body and mind. Punishment should be based on the consequences of wrong deeds, but with sympathy its frequency will be reduced.
- 44. Aims of education Self expression Self preservation Redirection ofhuman instincts Struggle for existence Education according to nature Perfect development of individual
- 45. Naturalism and curriculum The naturalists deemed a purely literacy curriculum as inadequate. It include training of the 5 senses and vocational training.. The curriculum of the naturalists is more activity - centered than book-centered. It is a combination of actual living and preparation for living. No fixed curriculum.
- 46. Naturalism and methodof teaching Learning and doing Play way method Observation and experimentatio n Self education and self effort
- 47. Naturalism and discipline Naturalism favors total freedom and oppose punishment or external discipline. Naturalism and Teacher In naturalism, teacher's place is behind the scene. Instead of passively transferring information, the teacher has to arrange an environment or stage with necessary opportunities and materials required
- 48. Evaluation Since thenaturalist aimed at the all-round, total development of the educand, the conservative tools and techniques of evaluation were woefully inadequate.
- 49. PRAGMATISM It isderived from the Greek word, "Pragmatism" which means 'practice' or 'action', 'active and efficient’. A pragmatist lives in the world of facts rather than ideas or ideals. According to Ross, Pragmatism is a essentially a humanistic philosophy maintaining that man creates his own values in course of activity, that reality is still in making and awaits its part of completion from the future.
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- 51. Pragmatism METAPHYSICS Pragmatism has arelativistic conception of values. According to Dewey man is an organism who grows and involves as he intelligently interacts with his environment EPISTEMOLOGY Pragmatism would accept empirical knowledge and rational knowledge AXIOLOGY For Dewey it is the source of values. Dewey values the process of growth as an end in itself.
- 52. Principles of pragmatism Man is considered as essentially a biological and social organism. Knowledge should be experimentally verified and it should be useful to the learner. Pragmatism has faith in man's capacity to shape his destiny. Only those theories which can work in practical situations are true.
- 53. Educational implications Theschool becomes child centered, education will help the child to grow. Education is centered in the experience of the children and the sense of need experienced by the children should be fulfilled. In the school, the child learns the activities by practicing it, so the school has to provide conducive environment for the children.
- 54. Aims of education Harmoniousdevelopment of the individual Continuous experience Social efficiency
- 55. Pragmatism and cirriculum Principlesof Utility Principles of Interest. Principles of Experience Principles of Integration
- 56. Pragmatism and methodof teaching Project method Practical oriented Touching an handling the objects Discussion Questioning
- 57. Pragmatism and Discipline Pragmatism does not believe in strict and rigid discipline. They believe in social discipline. Social discipline may develop in child from experiences and help which the child receive from the society, school and home. Pragmatism and Teacher Pragmatism consider teacher as a friend, philosopher and guide to the children.The Pragmatist teacher teaches his pupils to think and act for themselves rather than to know or to react. Evaluation The pragmatist tools would include objectives tests, project reports, anecdotal records, attitude and rating scales and aptitude and personality inventories.
- 58. MODERN CONTEMPORARY PHILOSPHIES- EDUCATIONALIMPLICATIONS SUPERNATURALISM Education are social development, economic competency, moral development, spiritual perfection and physical development. HUMANISTIC EXISTENSIALISM That is an individual must have as accurate an awareness in general like guilt, tragedy, suffering and death of his human condition that exist PROGRESSIVISM Education is centered on the present life itself. The development of an individual and the society is only possible, when education facilitates the growth of every phase of the child.
- 59. Contd… BEHAVIORISM Aims at changingmaladaptive behavior with adaptive behavior. Learning is governed by man's action and reaction to various media HUMANISM Children must be taught to respect language, a sense of language perfection must be trained in modern literacy standards of academics. RE-CONSTRUCTIONALISM The primary aim of education is an all round development of personality, to develop faith in democratic principles, improvement of mental abilities. ECLECTISM An efficient education system promptly foresee the future needs of the society and reprioritize its aims
- 61. IMPACT OF SOCIAL,ECONOMICAL, POLITICAL &TECHNOLOGICAL CHANGES ON EDUCATION
- 62. SOCIAL CHANGE "Socialchanges is a term used to describe variation in or modifications of any aspect of social process, social pattern, social inter-action or social organization“ -Jones.
- 63. Factors of socialchange Endogenous Exogenou s
- 64. Types of socialchange Cultural change Civilization change Change in social relationship
- 65. Nature of socialchange Social change in universal Social change in not uniform Social change cover the whole community Duration of change varies Nature and speed of social changes is affected by and related to time factor Social change is an essential law and it becomes as a necessity Definite prediction of social change is not possible Social change is a network It occurs in form of modification or replacement
- 66. Impact of socialchange on education Education and social change Education can initiate social changes by bringing about a change in outlook and attitude of man. It can bring about a change in the pattern of social relationships and thereby it may cause social changes. Modern educational institutions do not place much emphasis upon transmitting a way of life to the students. The traditional education was meant for an unchanging static society not marked by any change. But today education aims at imparting knowledge. Education was associated with religion.
- 67. Education and culture Education has as one of its fundamental goals the imparting of culture from generation to generation. Culture is a growing whole. There can be no break in the continuity of culture. The cultural elements are passed on through the agents like family, school and other associations. Education has this function of cultural transmission in all societies. The curriculum of a school its extra- curricular activities and the informal relationships among students and teachers communicate social skills and values.
- 68. Relationship between andeducation and social change Education as an effect of social change Education as an instrument of social change Education as a social change
- 69. Teachers role insocial change Teacher is an agent of positive social changes A believe in social change. He should expose himself to mass media and been couraged to use mass media to increase their own knowledge. The rigidities of the education system should be replaced in an enlighten manner. He has to give positive and constructive suggestions for social change. He should encourage adult education, women education, education of backward classes. He should participate in the activities Remove obstacles in the way of social change. The teacher must present things before public. A teacher has to welcome social change.
- 70. IMPACT OF ECONOMICALCHANGE ON EDUCATION Knowledge is the driving force in the rapidly changing globalised economy and society. Quantity and quality of highly specialized human resources determine their competence in the global market Emergence of knowledge as driving factor results in both challenges and opportunities. The funds for higher education in India come mainly from three different sources, viz, government, fee income from students and other sources of income
- 71. Contd… On theother side, the needs of the higher education system have been growing rapidly. Increase of poverty. 40-50% of Indian live under threshold of poverty Increase price for the needed product. To increase the higher education various revenue raising measure are needed in education.
- 72. Contd… Economic conditions,economic policies and economic system are the important factors that constitute educational environment. Collaboration with foreign universities exchange of students and faculty members from one county to another country Loans for higher studies and educational institutions
- 73. ECONOMIC FACTORS ANDEDUCATION Funding for education Investment in education Strategies for resources mobilization
- 74. IMPACT OF POLITICALCHANGES ON EDUCATION Government polices in education are based on prevailing environment Dual degree course, job oriented courses, vocational courses, short term courses relating to information technology Uniform curriculum Uniformity of conducting exams Financial support
- 75. Political environment 1. Sarva Shiksha Abhiyan 2.National Policy on Education 3. District Primary Education Program 4. Mid-Day Meal Scheme 5. Pradhan Mantri Gramodaya Yojana 6.National program for education of girls at elementary schools 7.Beti bachao,beti padhao
- 76. National Policy onEducation Streamlining higher secondary education Centralized admission for professional education Medium of instruction. Reservation policy
- 77. IMPACT OF EDUCATIONALTECHNOLOGY Education technology refers to the development of set systemic methods, practical knowledge, operating and testing in schools.
- 78. Nature & Characteristicsof Educational Technology It is the application of scientific principles of education. It lays stress on development of methods and techniques for effective teaching. It stresses the organization of learning situations for effective realization of the goals of education. It emphasizes the designing and measuring instruments for testing learning outcomes. Involves input, output and process aspect of education. It is not confined to the use of electronic media in education, it includes system approach also. It is important media of communication.
- 79. General objectives ofeducational technolgy Transmitting information Serving as role Assisting the practice of specific skills Contributing to the provision of feed back The need to reach more students To reach them with an improved range of learning materials To offer greater opportunities for independent study. To permit at least a limited student response. It is the mother of civilizations, of arts and of sciences.
- 80. IMPACT ON EDUCATION Technologyis teaching aid Technology has made student life easier It’s easier to store information Information is easily accessible Technology has eliminated time and space constraints Technology is sharing Mutual impact
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- 83. TRENDS AND ISSUESIN EDUCATION
- 84. TRENDS IN EDUCATION Theuse of internet and social media as a teaching tool Student teaching teachers Paying close attention to each students needs The education industry Online education E-learning Cost of education Methodology of education Results
- 85. CURRENT ISSUES INEDUCATION Discipline and security Public versus private Race , ethnicity and equality Bilingual education Mainstreaming Social issues Gender issues Emotional issues Economic Cultural Ethical issues
- 86. TRENDS IN NURSINGEDUCATION Curriculum changes Innovations in teaching and learning Educational quality assurance More reliance on technology Emphasis on high tech high tough approach Preparation of global nurses Trans national approach Ensuring a promising career
- 87. Contd… Uniformity and standardizati on Dimnishing government role Potential shortage of nurse educators Preference of shortterm clinical programs than postgraduate programs Increased opportunitie s for higher education Emergence of new specialities
- 88. Trends in nursingprograms Practical nurses programs- 12-18 months duration Diploma programs- 2 to 3 years Associate degree programs- 4 years Master’s degree programe- 2 years Doctoral programe
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- 90. NATIONAL POLICY ONEDUCATION-1986 Our young and dynamic former prime minister late Sri Rajiv Gandhi announced his desire to introduce a new education policy for the country as soon as he assumed his office in 1985. that policy was formulated and announced in 1986 as THE NATIONAL POLICY ON EDUCATION-1986 (NEP-86).
- 91. Objectives of NPE-19861 The main trust of the policy is the man and his/her preparation to face the 21st century. The concept of national education system implies that up to a given level all students irrespective of caste, creed, sex etc have access to education of a comparable quality. To motivate the younger generation for international cooperation and peaceful coexistence. To establish network arrangements between different institutions in the country to pool their resources & participate in projects of national importance in the areas of research development To provide opportunities to the youth, house wives & industrial workers etc to continue the education of their choice at the pace suited to them.
- 92. NATIONAL EDUCATION POLICY-1992 Presenting the revised national education policy in both the houses of parliament of May 7, 1992, the human resources department minister Arjun Singh stated that though the policy formulated in 1986 had stood best of time; the development during the past few years had necessitated certain alterations.
- 93. Revised national educationpolicy Women’s education Education for SC,ST and other backward sections Education of minorities Education of the handicapped Adult education Early childhood care and education (ECCE) Elementary education Secondary education
- 94. Contd… Vocational education Higher educationopen studies Rural universities and institutions Technical manpower education Research and development Sports ,physical health and youth Evaluation process and examination prerforms
- 95. TRENDS IN DEVELOPMENT OFNURSING EDUCATION IN INDIA
- 96. DEVELOPMENT OF NURSINGEDUCATION Training of Dais (Birth Attendant) The Dai training continued past independence. The goal was to train one Dai in each village and ultimate goal was to train the entire practicing Dais in country Duration of training was 30 days. No age limit was prescribed, training include theory and practice, more emphasis on field practice. This training was done at sub centre and equipments provided by UNICEF.
- 97. Auxiliary Nurse Midwife In 1950 Indian Nursing Council came out with some important decisions relating to future patterns of nursing training in India. One of the important decisions was that there should be only two standard of training nursing and midwifery, subsequently the curriculum for these courses was prescribed. The first course was started at St. Mary's Hospital Punjab, 1951. The entrance qualification was up to 7/8 years of schooling. The period of training was 2 years which include a 9 month of midwifery and 3 months of community experience.
- 98. Contd… In 1977,as a result of the decision to prepare multipurpose health worker& vocationalization of higher secondary education, curriculum was revised a designed to have 1.5 year of vocationalized ANM programme and six months of general education. The entrance qualification was raised from 7th passed to matriculation passed. Under multipurpose scheme promotional avenue was opened to senior ANM’S for undergoing six months promotional training for which course was prescribed by INC.
- 99. Lady Health VisitorCourse Training of LHV course continued post independence. The syllabus prepared and prescribed by INC in 1951. The entrance qualification was matriculation. The duration was two and a half years which subsequently reduced to 2 years.
- 100. General Nursing andMidwifery Course GNM course existed since early years of century. In 1951, syllabus was prescribed by INC. In 1954 a special provision was made for male nurse. In 1954 public health was integrated into basic nursing course. First revision of course was done in 1963. In 1964- 65 Psychiatric nursing was included in curriculum.
- 101. Contd… The durationof course was reduced from 4 years to 3.5 years. Second revision was done in 1982. The duration of the course reduced to 3 years. The Midwifery training of one year duration was gradually reduced to 9 months and then six months, finally three year integrated programme of GNM was prescribed in 1982.
- 102. Post-Basic/Post Certificate Short-Term Coursesand Diploma Programmes During 1948-50 four nurses were sent to the U.K.by Govt. of India for mental health nursing diploma. During 1954 Manzil Medical Health centre, Lucknow gave psychiatric nursing orientation course of 4-6weeks duration. In 1951 a one year course in public health was started at college of nursing Delhi. Govt. of India felt urgent need for psychiatric nurses during 1953-54; this resulted in first organized course at
- 103. Contd… All IndiaInstitute of Mental Health. In 1962 diploma in pediatric nursing was established at J.J.Group of Hospitals, Bombay. At present there are many other courses of three months duration which are monitored and recognized by INC. The ultimate aim of the entire post-basic/post certificate programme is to improvement of quality of patient care and promotion of health.
- 104. University level programmes BasicB.Sc Nursing First university programme started just before independence in 1946 at university of Delhi and CMC Vellore In 1949. On recommendation of university education committee and education commission (1964-66) and conference & workshop held by TNAI, The WHO and UGC, some more colleges came up in different state affiliated to different state university.
- 105. Post basic B.ScNursing INC prescribes the syllabus which has been revised three times, the last revision was done in 1981. It was done on basis of the 10+3+2 system of general education. At present the B.Sc Nursing programme which is recommended by the INC is of four years and has foundations for future study and specialization in nursing.
- 106. Post Basic Nursingby Distance EducationMode In 1985 Indira Gandhi National Open University was established. In 1992 Post Basic B.Sc Nursing programme was launched, which is three years duration course is recognized by INC.
- 107. Post-Graduate Education M.ScNursing First two years course in masters of nursing was started at RAK College of Nursing in 1959 and in 1969 in CMC Vellore. At present there are many colleges imparting M.Sc Nursing degree course in different specialties.
- 108. M.Phil INC feltneed for M.Phil programme as early on 1977 for this purpose committee was appointed. In 1986 one year full time and two years part time programme was started in RAK College of nursing Delhi.
- 109. Ph.D in Nursing Indian nurses were sent abroad for Ph. D programme earlier. From 1992 Ph D in nursing is also available in India. MAHI is one of the university having PhD programme.
- 110. Current Educational Patternsin Nursing 1. Non University Programme • Basic ANM • GNM • Advance-Post-Certificate diploma 2. University Programme • Basic- B.Sc (N) • Post-Basic B.Sc (Regular) • Post-Basic B.Sc (N).IGNOU • Advance's (Nursing) • M. Phil • Ph.D.
- 111. Development of nursingeducation in India-pre independence Nursing in pre- historic period Nursing – vedic period (3000 B.C- 1400) B.C Nursing post vedic period (600 B.C- 600 A.D) Nursing in mogul period(10 00 A.D) British period (16th century onwards) Military nursin g Civilian nursin g Mission aries nursing
- 112. Development of nursingeducation in India-post independence The formation of many commission and committees, establishment of INC and tremendous work of TNAI brought about change in nursing education post independence.
- 113. Trained Nurses Associationof India TNAI It helps the initiation of university level education in India. Recommendations of the Bhore committee were implemented within year. Passing of the INC act Deputation of Indian nurses abroad for post basic education
- 114. Contd… The TNAImade significant achievements in the field of nursing education. It creates awareness among nurses through Nursing journal of India and organizing continuing education programmes. TNAI also offers scholarships to deserving candidates to take up studies within the country and abroad.
- 115. Establishment of IndianNursing Council INC The INC was constituted to establish a uniform standard of education for nurses, midwives, health visitors and auxiliary nurse midwives. The INC act was passed following an ordinance on December 31st 1947. The council was constituted in 1949.
- 116. Contd… Main proposes ofthe council To set standards and to regulate the nursing education of all types in the country. Top prescribe and specify minimum requirement for qualifying for a particular course in nursing. Advisory role in the state nursing council To collaborate e with state nursing councils,schools and colleges of nursing and examination board.
- 117. State Registration Council Functions Inspect and accredit schools of nursing in their state. Conduct the examinations Prescribe rules of conduct. Maintain registers of nurses, midwives, and ANM and health visitors in the state. The state registration council is autonomous except they do not have power to prescribe the syllabi for courses.