India Nursing Course: General Nurse Midwives: Number of Institutions data was reported at 3,215.000 Unit in 2017. This records an increase from the previous number of 3,123.000 Unit for 2016. India Nursing Course: General Nurse Midwives: Number of Institutions data is updated yearly, averaging 2,349.000 Unit from Dec 2004 (Median) to 2017, with 10 observations. The data reached an all-time high of 3,215.000 Unit in 2017 and a record low of 635.000 Unit in 2004. India Nursing Course: General Nurse Midwives: Number of Institutions data remains active status in CEIC and is reported by Central Bureau of Health Intelligence. The data is categorized under India Premium Database’s Health Sector – Table IN.HLC003: Health Education: Nursing and Pharmacy Course.

A multimethod study in developing a Concept-based Advanced practice Nursing Curriculum Framework for Sub-Saharan Africa

This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants’ cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants’ overall satisfaction with the course. A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023.

India Nursing Course: Auxiliary Nurse Midwives: Number of Admissions data was reported at 55,263.000 Person in 2017. This records a decrease from the previous number of 57,019.000 Person for 2016. India Nursing Course: Auxiliary Nurse Midwives: Number of Admissions data is updated yearly, averaging 46,719.000 Person from Dec 2006 (Median) to 2017, with 9 observations. The data reached an all-time high of 57,019.000 Person in 2016 and a record low of 6,502.000 Person in 2008. India Nursing Course: Auxiliary Nurse Midwives: Number of Admissions data remains active status in CEIC and is reported by Central Bureau of Health Intelligence. The data is categorized under India Premium Database’s Health Sector – Table IN.HLC003: Health Education: Nursing and Pharmacy Course.

ABSTRACT Objective: to describe the training-professional profile of nursing professors in the vocational course in nursing at the Technical Schools of the Unified Health System. Methods: a quantitative descriptive research, carried out with 61 nurses who are professors of technical courses in nursing at five technical schools in three Brazilian regions. Data were collected through an online questionnaire and submitted to descriptive analysis. Results: only 36% of teaching nurses were licensed and 80% had a specialization in nursing or health. Although 95.1% of participants considered training for teaching necessary, 44.2% did not have qualifications for this job. The average length of work in care was 8 years, focusing on the hospital network. Conclusion: the need for professor training and investment in it is evidenced, as the training of essential workers for nursing care and consolidation of the Unified Health System is on the agenda.

Higher education plays a critical role in driving an innovative economy by equipping students with knowledge and skills demanded by the workforce.While researchers and practitioners have developed data systems to track detailed occupational skills, such as those established by the U.S. Department of Labor (DOL), much less effort has been made to document which of these skills are being developed in higher education at a similar granularity.Here, we fill this gap by presenting Course-Skill Atlas -- a longitudinal dataset of skills inferred from over three million course syllabi taught at nearly three thousand U.S. higher education institutions. To construct Course-Skill Atlas, we apply natural language processing to quantify the alignment between course syllabi and detailed workplace activities (DWAs) used by the DOL to describe occupations. We then aggregate these alignment scores to create skill profiles for institutions and academic majors. Our dataset offers a large-scale representation of college education's role in preparing students for the labor market.Overall, Course-Skill Atlas can enable new research on the source of skills in the context of workforce development and provide actionable insights for shaping the future of higher education to meet evolving labor demands, especially in the face of new technologies.

The two files are the data of test-retest reliability.

India Pharmacy Diploma: Number of Institutions data was reported at 777.000 Unit in 2017. This stayed constant from the previous number of 777.000 Unit for 2016. India Pharmacy Diploma: Number of Institutions data is updated yearly, averaging 647.000 Unit from Dec 2004 (Median) to 2017, with 10 observations. The data reached an all-time high of 777.000 Unit in 2017 and a record low of 377.000 Unit in 2004. India Pharmacy Diploma: Number of Institutions data remains active status in CEIC and is reported by Central Bureau of Health Intelligence. The data is categorized under India Premium Database’s Health Sector – Table IN.HLC003: Health Education: Nursing and Pharmacy Course.

Administrative History on Nursing Education:

In circa 1859, Melbourne-Lying-In Hospital and Infirmary for Diseases of Women and Children (now The Royal Women's Hospital) commenced training in midwifery nursing. The Hospital established a formal three months certificate course in 1862 and a Gynaecology course in 1888. Up until 1993, these two training schemes were the platform of the nursing education programme; throughout the late nineteenth and twentieth centuries, midwifery and gynaecology training was extended, shortened, and re-shaped, to cope with the hospital's exigencies and changing government regulations.

The Women's became a centre for general nursing training during the 1940s and 1950s. This course had an emphasis in gynaecological nursing, but also included an external placement with another hospital, for the students to extend their training and experience in other areas of nursing.

A range of other training courses were conducted or facilitated by the hospital, responding to advancements in medical technology. These included: Neonatal Paediatrics; Cytotoxic Drug Therapy; Family Planning etc.

The Kathleen Syme Education Centre at The Royal Women's Hospital school closed in 1993 when the nursing courses in Midwifery, Gynaecology and Neonatal Intensive Care Nursing became university postgraduate qualifications rather than hospital based courses.

Series Description:

This series comprises the Nurses Board Annual Reporting Record Books.

The first two volumes run sequentially from 1942 to 1958 and hold the statistical data used for annual reporting to the Nurses' Board on the number of lectures given and attended for the hospital's Midwifery courses. The books also detail each student's marks in Infant Care, Obstetrics and State examinations. Part of the earlier volume includes the staff member's name with the lecture topic. The aggregate data was collated in a double page format with the following columns: date of commencement; student's name; date of completion; lecture attendance summary information under category of lectures e.g. Infant Care; summary of tests undertaken and percentage results under the headings Infant care, Midwifery and State.

The third book contains the raw data used to compile the statistics in the other two volumes. It was a tally book used to mark off (by strokes or ticks) each student's attendance against the lecture title. This book is divided into two halves, with the information throughout compiled in a double page column format. Up to 1949 only the hospital assessments are recorded, with the columns providing the following details: the date or month of commencement (not always provided); student's names according to each intake group (not alphabetical); the titles of the lectures across the top of the page and ticks marking the attendance of each student at each lecture. From March 1950 the State Examination group is listed for each student intake e.g. March State Trainees 1951. The lecture attendance is noted by a line or stroke against each lecture title.

Introduction: Effective communication is essential to delivering compassionate, high-quality nursing care. The intensive, stressful and technical environment of a new-born unit (NBU) in a low-resource setting presents communication-related challenges for nurses, with negative implications for nurse well-being, team relationships and patient care. We adapted a communication and emotional competence course with NBU nurse managers working in Kenya, explored its’ value to participants and developed a theory of change to evaluate its’ potential impact. Methods: 18 neonatal nurse managers from 14 county referral hospitals helped adapt and participated in a nine-month participatory training process. Training involved guided ‘on the job’ self-observation and reflection to build self-awareness, and two face-to-face skills-building workshops. The course and potential for future scale up was assessed using written responses from participant nurses (baseline questionnaires, reflective assignments, pre and post workshop questionnaires), workshop observation notes, two group discussions and nine individual in-depth interviews. Results: Participants were extremely positive about the course, with many emphasizing its direct relevance and applicability to their daily work. Increased self-awareness and ability to recognize their own, colleagues’ and patients’ emotional triggers, together with new knowledge and practical skills, reportedly inspired nurses to change; in turn influencing their ability to provide respectful care, improving their confidence and relationships and giving them a stronger sense of professional identity. Conclusion: Providing respectful care is a major challenge in low-resource, high-pressure clinical settings but there are few strategies to address this problem. The participatory training process examined addresses this challenge and has potential for positive impacts for families, individual workers and teams, including worker well-being. We present an initial theory of change to support future evaluations aimed at exploring if and how positive gains can be sustained and spread within the wider system.

This study aimed to assess the effect of simulation teaching in critical care courses in a nursing study program on the quality of chest compressions of cardiopulmonary resuscitation (CPR). An observational cross-sectional study was conducted at the Faculty of Health Studies at the Technical University of Liberec. The success rate of CPR was tested in exams comparing 2 groups of students, totaling 66 different individuals, who completed half a year (group 1: intermediate exam with model simulation) or 1.5 years (group 2: final theoretical critical care exam with model simulation) of undergraduate nursing critical care education taught completely with a Laerdal SimMan 3G simulator.

BackgroundTechnological platforms provide online support systems for teaching and learning colleges and universities. However, some colleges seem to be not benefiting from these online support systems. The current paper explores the use of technological platforms in nursing education colleges by incorporating the e-learning Context Design Delivery and Outcomes (el-CDDO) framework to demonstrate the benefit of applying the technological platforms. The e-learning Context Design Delivery and Outcomes (el-CDDO) framework has been applied and is beneficial in non-nursing disciplines; however, there has been little scholarly attention paid to the use of this framework to support the delivery of information and communication technology (ICT) platforms in nursing education.AimTo adopt the el-CDDO framework in exploring the perceptions of learner nurses and nurse educators about information and communication technology platforms at the Limpopo College of Nursing.MethodThe exploratory-descriptive qualitative research design was adopted to explore the perceptions of learner nurses and nurse educators regarding ICT platforms that support teaching, learning, and assessment in the colleges of nursing within Limpopo Province. Focus group discussions were held with purposively selected learner nurses and nurse educators to collect qualitative data. Thematic qualitative data analysis was used to make sense of collected data according to the five dimensions of the el-CDDO framework.ResultsSix dimensions of the framework highlighted the perceptions of learner nurses and nurse educators about the use of ICT platforms. The perceptions are summarised as the learning context, benefits, enabling and barriers as influencing factors. Benefits include enhanced skills, knowledge, and quick thinking necessary for academic progress and patient care. Enabling factors include the willingness of learner nurses and nurse educators to use ICT platforms. Barriers include insufficient training on ICT platforms, lack of a structured ICT-integrated curriculum, and inadequate ICT skills among lecturers.ConclusionThe el-CDDO framework proved effective in exploring the perceptions of learner nurses and nurse educators about the use of ICT platforms in nursing education institutions. We recommend using the framework to assess the state of ICT platforms in nursing education institutions.

Nursing Course: General Nurse Midwives: Number of Institutions在2017达3,215.000 单位，相较于2016的3,123.000 单位有所增长。Nursing Course: General Nurse Midwives: Number of Institutions数据按每年更新，2004至2017期间平均值为2,349.000 单位，共10份观测结果。该数据的历史最高值出现于2017，达3,215.000 单位，而历史最低值则出现于2004，为635.000 单位。CEIC提供的Nursing Course: General Nurse Midwives: Number of Institutions数据处于定期更新的状态，数据来源于Central Bureau of Health Intelligence，数据归类于India Premium Database的Health Sector – Table IN.HLC003: Health Education: Nursing and Pharmacy Course。

File 1: Table of clinical charactristics for surgically treated cases at initial presentationFile 2: Individual change of tumor size

This is the data of a survey of seven students taking a nursing care course at College A after they experienced various nursing care robots in the education program.

S1 Table. Table of surgically treated cases.S1 File. Change of tumor size.

Nursing Course: Auxiliary Nurse Midwives: Number of Institutions在2017达1,909.000 单位，相较于2016的1,986.000 单位有所下降。Nursing Course: Auxiliary Nurse Midwives: Number of Institutions数据按每年更新，2004至2017期间平均值为1,159.000 单位，共10份观测结果。该数据的历史最高值出现于2016，达1,986.000 单位，而历史最低值则出现于2004，为237.000 单位。CEIC提供的Nursing Course: Auxiliary Nurse Midwives: Number of Institutions数据处于定期更新的状态，数据来源于Central Bureau of Health Intelligence，数据归类于India Premium Database的Health Sector – Table IN.HLC003: Health Education: Nursing and Pharmacy Course。

In 2023, Business Administration was the most sought-after university course for job offers in the Community of Madrid, accounting for nearly six percent of job vacancies requiring a university degree. Nursing came in fourth with 2.5 percent.

Demographics of the learner nurses who participated in the study.

about EBN courses and TBL with nursing postgraduate students at Guangzhou University of Chinese Medicine（2019）