The Importance Of Nursing Education In India

World Health Organisation [WHO] (2015) validates the nursing profession as a key component and a major contributor to the global healthcare workforce. However, nursing worldwide has significant disparities, notably apparent between developing and developed countries. Although there are signs of improvement, a globalisation of nursing standards will facilitate worldwide unity within the nursing profession (Walton-Roberts, 2012). Comparisons between India and Australia illustrate the substantial differences and issues encountered by nurses (Charles et al., 2014). In modern Indian society the social stigmata and the issue of equality experienced by nurses remain visibly evident. Indian nurses suffer substandard workplace conditions which

The education standard in India has endured considerable neglect (Tiwari, Sharma, & Zodpey, 2013). Furthermore, the rights to nursing autonomy and professional growth has been slow, even though the profession has demonstrated rapid growth. Insufficient financial assistance from governments and fragile nursing organizations effect the levels of education delivered. Extensive studies into the quality of nursing education in India has indicated sub-standard educational institutions and poorly qualified teaching staff (Evans, Razia, & Cook, 2013). Although the availability of numerous public and private nursing schools and colleges throughout India, the quality of these institutions are questionable and the geographic locations problematic. A negative consequence to having a large quantity, especially in one concentrated area, is the lack of quality teachers. Some faculties recruit retired nurses, many who have had no current in-service training and therefore teaching outdated skills. In addition, graduate nursing students coming straight from university are being lured into teaching positions to fill the shortage of teachers, however the nurse graduates lack the clinical or practical skills acquired from working in the industry. In addition, there are profound teaching deficiencies in retired and graduate nurses due to no formal educational training or registered educator qualifications (Tiwari, Sharma, & Zodpey, 2013). Australian’s outstanding reputation to deliver excellence in superior education allows Australian nurses access to high quality, comprehensive nursing education programs. Australian universities offer a range of in-depth nursing courses delivered by highly qualified lectures and tutors skilled in nursing practices. Support from the government and private nursing organizations allow access to undergraduate degrees