UNIT - XIV PLANNING AND ORGANISING.pptx

UNIT XIV – PLANNING & ORGANIZING

Subject: Nursing Management & Leadership
VI Semester
Study Notes by: Mr. Pradeep Abothu, PhD Scholar, Dept. of Child Health Nursing, ASRAM College of Nursing

Introduction

Planning and organization in a nursing college involve systematic preparation and structured management of educational, clinical, and administrative activities. It ensures effective resource utilization, quality teaching, and coordinated functioning of faculty, students, and facilities to achieve institutional goals and maintain excellence in nursing education.

1. Philosophy, Objectives & Mission of the College

Philosophy:

Expresses beliefs, values, and principles.

Emphasizes holistic student development (intellectual, emotional, social, professional).

Nursing education develops knowledge, skills, and attitudes for quality care.

Aligns with national health goals and INC philosophy.

Objectives:

Provide quality professional nursing education.

Develop critical thinking and decision-making skills.

Promote ethical and moral values.

Prepare nurses for holistic care.

Encourage research and evidence-based practice.

Foster leadership and administrative abilities.

Promote lifelong learning.

Contribute to community health.

Mission Example:

“To educate and empower nursing students to become competent, compassionate, and ethical professionals providing high-quality nursing care and contributing to societal health advancement.”

2. Organization Structure of School/College

Hierarchy:

Statutory Bodies – INC, SNC, Health University.

Educational Trust/Governing Body – Overall management and finance.

Principal – Head of institution, academic & administrative control.

Vice-Principal – Assists principal; acts in their absence.

Administrative Officer – Office and staff coordination.

Functional Divisions:

Teaching Staff: Professors, Associate/Assistant Professors, Lecturers, Clinical Instructors.

Non-Teaching Staff: Office Superintendent, Accountant, Clerical Staff, Computer Operator, Support Staff.

Library: Librarian, Assistant Librarian.

Hostel: Warden, Supporting Staff.

3. Review – Curriculum Planning

Definition:

Curriculum: Systematic arrangement of learning experiences to achieve educational goals (Tyler, 1949).

Curriculum Planning: Development, implementation, and evaluation of courses to meet professional competencies.

Purpose:

Structured, progressive learning.

Meet INC standards.

Integrate theory and practice.

Promote critical thinking and professional growth.

Steps:

Situation Analysis.

Formulate Philosophy & Objectives.

Content Selection.

Organize Learning Experiences.

Teaching Methods & Media Selection.

Implementation.

Evaluation & Review.

Role of Teacher: Participate in planning, teaching, supervision, and evaluation.

4. Planning Teaching & Learning Experiences

Definition:

Teaching: Facilitating learning through planned activities (Gage, 1962).

Learning Experience: Interaction between learner & environment

1. PLANNING & ORGANISING Nursing College Mr. Pradeep Abothu, PhD Scholar, Dept. of Child Health Nursing ASRAM College of Nursing

2. INTRODUCTION 2 Planning and organization in a nursing college involve systematic preparation and structured management of educational, clinical, and administrative activities. It ensures effective utilization of resources, quality teaching, and coordinated functioning of faculty, students, and facilities to achieve institutional goals and maintain excellence in nursing education and practice.

3. PHILOSOPHY, OBJECTIVES AND MISSION OF THE COLLEGE Every educational institution function based on a defined philosophy, mission, and objectives. These serve as guiding principles that shape its policies, curriculum, and activities. In a nursing college, they provide direction to teaching, learning, and professional development, ensuring the preparation of competent and ethical nurses who contribute to quality health care. 3

4. Philosophy of the college Philosophy expresses the beliefs, values, and principles on which the institution is built. It reflects the college’s commitment to education, community service, and professional growth. It emphasizes the holistic development of students—intellectual, emotional, social, and professional. Nursing education is viewed as a process of developing knowledge, skills, and attitudes to provide quality care to individuals, families, and communities. The philosophy often aligns with national health goals and the philosophy of nursing education set by regulatory bodies like the Indian Nursing Council (INC). Example : The college believes that nursing is a noble profession requiring scientific knowledge, compassion, and commitment to serve humanity. 4

5. Objectives of the college Objectives are specific statements that translate the philosophy into measurable outcomes. General Objectives: To provide quality education that meets the standards of professional nursing. To develop critical thinking and decision-making skills among students. To promote ethical and moral values in professional practice. To prepare nurses capable of delivering holistic care across all levels of health care settings. To encourage research and evidence-based nursing practice. To foster leadership qualities and administrative abilities in nursing students. To develop a spirit of lifelong learning and professional advancement. To contribute to community health through outreach and service programs. 5

6. Mission of the college The mission defines the purpose and direction of the institution. It outlines what the college aims to achieve in the long run. The mission guides curriculum development, teaching methods, and institutional policies. Example of a Mission Statement: “To educate and empower nursing students to become competent, compassionate, and ethical professionals who provide high-quality nursing care and contribute to the advancement of health and well-being in society.” 6

7. ORGANIZATION STRUCTURE OF SCHOOL/COLLEGE 7

8. Introduction An organizational structure defines the hierarchy, authority, and responsibilities within a nursing institution. According to the Indian Nursing Council (INC) , every nursing school or college should have a well-defined structure to ensure effective management, supervision, and coordination of academic, administrative, and clinical activities. 8

9. Organization Structure (As per INC Guidelines) Organizational Hierarchy 1. Statutory Bodies Indian Nursing Council (INC), State Nursing Council (SNC), and Health University Function as regulatory and affiliating authorities. Approve and monitor nursing programs, maintain standards, and grant recognition. 2. Educational Trust / Governing Body Acts as the managing authority of the institution. Responsible for financial, administrative, and developmental decisions. 3. Principal Head of the institution. Responsible for overall administration, academic control, and implementation of INC and university norms. Reports directly to the educational trust and statutory bodies. 9

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11. 4. Vice-Principal Assists the Principal in both academic and administrative work. Supervises teaching programs and coordinates faculty activities. Acts as Principal in their absence. 5. Administrative Officer Manages office administration, staff records, student files, and official correspondence. Coordinates with all departments for smooth operation of institutional affairs. 11

12. Functional Divisions A. Teaching Staff Professors – Lead academic departments and guide research and advanced teaching. Associate/Assistant Professors – Assist in curriculum implementation and supervise clinical training. Lecturers – Handle theory and practical classes as per INC syllabus. Clinical Instructors – Conduct clinical demonstrations and supervise students in hospitals and community settings. 12

13. B . Non-Teaching Staff Office Superintendent – Supervises clerical and administrative activities. Accountant – Maintains financial records, budgets, and payroll. Clerical Staff – Handle office documentation, correspondence, and student records. Computer Operator – Manages data entry and institutional databases. Support Staff – Includes attenders, cleaners, and helpers for daily maintenance and assistance. 13

14. 14 Organizational Structure of Nursing Teaching Faculty in a School of Nursing (as per INC Norms)

15. C. Library Department Librarian – Responsible for managing books, journals, and digital resources. Assistant Librarian – Assists in cataloguing, issuing, and maintaining library materials. D. Hostel Department Hostel Warden – Oversees student accommodation, discipline, and safety. Supporting Staff – Includes cooks, bearers, attenders, and cleaners who maintain hygiene and order in the hostel premises. 15

16. REVIEW – CURRICULUM PLANNING 16

17. Introduction Curriculum planning is the systematic process of designing, organizing, and reviewing educational experiences to achieve desired learning outcomes. In a nursing college, it ensures that teaching content, learning methods, and clinical experiences are structured according to the standards set by the Indian Nursing Council (INC) and the affiliating university. 17

18. Definition Curriculum: “A curriculum is a systematic arrangement of the sum total of selected experiences planned by an educational institution for the purpose of achieving educational goals.” – Tyler (1949) Curriculum Planning: It is the process of developing, implementing, and evaluating a course of study to meet educational objectives and professional competencies. 18

19. Purpose of curriculum planning To provide structured and progressive learning experiences. To meet the educational and professional standards prescribed by regulatory bodies. To prepare competent nurses capable of meeting community and healthcare needs. To integrate theory and practical learning effectively. To promote critical thinking, problem-solving, and professional growth. 19

20. Principles of Curriculum Planning Should be goal-oriented and based on educational philosophy. Must reflect societal and community health needs . Should promote integration of theory and practice . Must ensure progression from simple to complex learning . Should be flexible , allowing revision based on feedback and advances in health science. 20

21. Steps in Curriculum Planning Situation Analysis: Assess needs of students, community, and healthcare system. Identify available resources, policies, and faculty expertise. Formulation of Philosophy and Objectives: Define the beliefs, values, and aims of the nursing program. Frame general and specific objectives aligned with the INC standards. Selection of Content: Choose relevant and updated topics based on nursing science and health needs. Ensure balance between theory and practice. 21

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23. Organization of Learning Experiences: Arrange content logically from simple to complex. Plan classroom teaching, laboratory practice, and clinical postings. Selection of Teaching Methods and Media: Use lectures, demonstrations, discussions, simulations, and audiovisual aids. Ensure active student participation. Implementation: Conduct teaching-learning activities as per the planned curriculum and timetable. Ensure coordination among faculty and clinical areas. Evaluation and Review: Assess the effectiveness of curriculum, teaching strategies, and student outcomes. Review periodically to update and modify content according to emerging trends in nursing and healthcare. 23

24. Role of teacher Participate in framing philosophy and objectives. Contribute to syllabus organization and teaching plan preparation. Select appropriate teaching methods and learning materials. Implement and supervise teaching-learning activities. Evaluate student performance and provide feedback for curriculum improvement. 24

25. Review of Curriculum Planning Review involves continuous monitoring and periodic evaluation of the curriculum to ensure its relevance, effectiveness, and compliance with INC standards. Feedback is obtained from students, teachers, clinical supervisors, and employers. Necessary revisions are made to include new concepts, technologies, and changing health priorities. 25

26. PLANNING TEACHING AND LEARNING EXPERIENCES

27. Introduction Planning teaching and learning experiences is a vital component of educational management. It involves organizing content, selecting suitable teaching methods, and creating opportunities for learners to actively participate. In nursing education, systematic planning ensures that theoretical knowledge and clinical skills are effectively integrated to achieve professional competency and quality learning outcomes. 27

28. Definition Teaching: “Teaching is the process of facilitating learning through planned activities designed to bring about changes in the learner’s behavior .” – Gage (1962) Learning Experience: “Learning experiences are interactions between the learner and the environment that result in changes in knowledge, skills, and attitudes.” – Tyler (1949) 28

29. Purpose of Planning Teaching and Learning Experiences To provide structured and meaningful learning opportunities. To link theory with practical application in nursing care. To ensure uniformity and continuity of teaching across courses. To use resources and time effectively. To meet institutional and regulatory body requirements (INC, University). To foster student- centered and outcome-based learning. 29

30. Principles of planning teaching and learning experiences Should be learner- centered and promote active participation. Should ensure integration of theory and practice . Must be sequential , proceeding from simple to complex. Should consider individual differences among students. Must be flexible to adapt to clinical situations and new developments. Should focus on achieving educational objectives effectively. 30

31. Steps in Planning Teaching and Learning Experiences Identification of Learning Objectives: Define what students should know, feel, and be able to do after learning. Objectives must be Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) . Selection of Content: Choose subject matter based on curriculum requirements and students’ level of understanding. Ensure scientific accuracy and clinical relevance. Organization of Content: Arrange topics logically from simple to complex. Integrate related theory and clinical practice. Selection of Teaching Methods: Choose methods appropriate for objectives and content. Examples: Lecture, Demonstration, Group Discussion, Seminar, Simulation, Clinical Teaching, etc. 31

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33. Selection of Learning Resources: Use audiovisual aids like charts, models, PowerPoint, videos, and mannequins. Include clinical and community-based experiences. Time Allocation: Prepare a lesson plan, timetable, or teaching schedule indicating duration for each topic. Implementation: Conduct planned teaching sessions in classroom, laboratory, or clinical areas. Encourage active student participation through questioning and practice Evaluation: Assess the extent to which learning objectives have been achieved. Use tools such as written tests, practical exams, OSCE, and feedback sessions. Feedback and Revision: Collect feedback from students and teachers. Modify teaching strategies and learning experiences based on evaluation outcomes. 33

34. Role of teacher Identify learning needs of students. Prepare lesson plans and teaching schedules. Select suitable teaching strategies and resources. Facilitate interactive and experiential learning. Supervise and guide students in clinical and community settings. Evaluate student performance and provide constructive feedback. 34

35. Examples of Teaching and Learning Experiences in Nursing Classroom: Lectures, seminars, case studies, role plays. Laboratory: Demonstrations, simulations, return demonstrations. Clinical: Bedside teaching, nursing rounds, case presentations. 35

36. CLINICAL FACILITIES 36

37. Introduction Clinical facilities are organized settings where nursing students acquire hands-on experience in patient care under supervision. These facilities provide an environment to apply theoretical knowledge, develop clinical skills, and enhance critical thinking, preparing students for professional nursing practice. 37

38. Definition Clinical facilities refer to hospitals, community health centres, specialty units, and other health care settings where nursing students participate in structured learning experiences to gain practical skills and professional competencies. 38

39. Purpose To provide real-life patient care experience. To integrate theoretical knowledge with practical application. To develop clinical decision-making and critical thinking skills. To enhance confidence and competence in nursing procedures. To promote professional socialization within healthcare teams. 39

40. Clinical Facilities Required for 60 B.Sc. Nursing Students as per INC Norms 40 S.NO Clinical Facility / Area Requirement / Details 1 Parent Hospital 100 beds 2 Additional Affiliated Hospital Minimum 50 beds, bed occupancy ≥ 75%, within 30 km (50 km for hilly/tribal) 3 Medicine 50 beds 4 Surgery including OT 50 beds 5 Obstetrics & Gynaecology 50 beds, ≥100 deliveries/month 6 Paediatrics 30 beds

41. 41 S.NO Clinical Facility / Area Requirement / Details 7 Orthopaedics 15 beds 8 Emergency Medicine 10 beds 9 Psychiatry 20 beds 10 Community Health Nursing Own/affiliated urban & rural health centers , field teaching center for 10–15 students & 1 staff, transport facility, support staff (peon, cook, chowkidar) 11 Major OT Available in hospital 12 Minor OT Available in hospital

42. S.NO Clinical Facility / Area Requirement / Details 13 Dental, ENT, Ophthalmology Specialty units as per syllabus 14 Burns & Plastic Specialty unit 15 Neonatal Care Unit Specialty unit 16 Communicable Disease / Respiratory Medicine / TB & Chest Diseases Specialty unit 17 Dermatology Specialty unit 18 Cardiology Specialty unit 42

43. S.NO Clinical Facility / Area Requirement / Details 19 Oncology / Neurology / Neuro-surgery Specialty unit 20 Nephrology Specialty unit 21 ICU / ICCU Specialty unit 22 Geriatric Medicine Specialty unit 23 Educational Visits Milk plant, water/sewage plant, rehabilitation centers , orphanage, geriatric care, home for destitute, professional organizations 43

44. Responsibilities of Clinical Staff Facilitate learning experiences for students. Ensure student safety and patient confidentiality. Demonstrate procedures and guide skill acquisition. Evaluate student performance and provide constructive feedback. 44

45. MASTER PLAN

46. Introduction A Master Plan is an overall plan showing the rotation and placement of all students in a nursing educational institution. It includes both theoretical and clinical blocks , study blocks, partial blocks, examinations, vacations, and co-curricular activities. It provides a clear picture of how the entire academic year will proceed, ensuring a smooth teaching-learning process for students and teachers. 46

47. Definition “Master plan is the overall academic year plan denoting the placement of a particular group of students that includes theoretical block, partial block (half clinical and half theory), clinical block, examinations, vacation, co-curricular activities etc.” — Nurses of India Journal “Master rotation plan is an overall plan which shows rotation of all the students in a particular educational institution, showing placement of students belonging to various groups/classes in clinical nursing as well as community areas.” 47

48. Purpose of master plan To ensure availability of an advanced plan before implementation of curricular activities. To make all concerned staff aware of the student schedule throughout the year. To promote effective coordination among departments. To help both teachers and students be prepared and organized . To allow easy modification when required. To make assessment of the curricular program more effective. To facilitate faculty planning for leave or vacation without affecting academic activities. 48

49. Principles The plan should be in accordance with the curriculum plan of the course. It should be prepared before the beginning of the academic year. All activities must follow the maxims of teaching . Planned activities should be realistic and feasible for both faculty and students. Theoretical instruction should precede clinical experience. Each subject should be spread throughout the year for continuity. Allocate additional hours than prescribed to compensate for holidays or extended sessions. 49

50. Components of a Master Plan Title & Academic Details Clearly mentions the purpose: e.g., Master Rotation Plan for B.Sc. Nursing 4th YDC-Semester-II (2023-2024) . Indicates the academic year and semester. Timeline Months : e.g., Mar-25 to Sep-25. Weeks : sequential numbering for easy reference. Dates : specific dates for clarity (helps in planning daily activities). Subjects / Courses Lists the subjects for the semester. Allocation of Hours Theory Hours Lab/Skill Hours Clinical Hours : Shows stipulated vs. allotted hours in the scheme of instructions. 50

51. MASTER PLAN MODEL 51

52. Rotation / Schedule Divides students’ time into classroom theory, lab, and clinical rotations . Includes vacation periods and holidays . Clearly marks internal examinations (1st & 2nd), and university examination periods. Color Coding / Key Uses colors to represent each subject or activity: Distinguishes internal exams, holidays, and vacations visually. Scheme of Instructions Table Breaks down Theory and Practical components : Stipulated hours (as per INC) Allotted hours (as per college plan) Helps ensure compliance with regulatory standards. Signatures Signature of principal to ensure official approval and accountability. 52

53. Responsibilities of Teaching Staff in Preparing and Implementing Master Plan Participate in teaching, supervision, and evaluation of students. Prepare students in theory block before clinical placement . Maintain regular attendance in classroom and clinical areas. Report to the Principal or Head for any modifications needed. Conduct regular evaluation meetings to assess the plan’s effectiveness. Ensure correlation between theory and practice in all areas. 53

54. Clinical Rotation Plan 54

55. Introduction A Clinical Rotation Plan is a detailed statement that shows the order and schedule of clinical postings for various groups of nursing students across different years. It ensures that students gain adequate exposure to all clinical and community health areas as per INC norms. 55

56. Principles in Planning Clinical Rotation Clinical supervisors must be well-informed about the rotation plan; copies should be available in each clinical area. Students should be posted where they receive maximum supervision and learning opportunities. Overcrowding in any clinical area should be avoided. Students should enter and leave clinical areas at the same time and complete assignments promptly. The plan should align with the total curriculum plan. Theoretical instructions should precede clinical experiences. Maintain teacher–student ratio as per INC (1:4 or 1:1 in critical areas). Integrate ward teaching, case presentation, and bedside clinics during clinical postings. 56

57. Advantages Facilitates easy supervision of students. Ensures equal exposure to all clinical experiences. Prevents overcrowding in any area. Helps in evaluation of student performance. Reduces confusion among teachers and students. Ensures completion of all objectives of the curriculum. 57

58. Components of the Clinical Rotation Plan Title Section Specifies the subject and semester. Example: Adult Health Nursing – I, B.Sc Nursing Semester III. Time Frame Indicates the total duration of the clinical rotation. Example: March to July 2025, divided into weekly slots. Roll Numbers Lists student groups assigned for clinical postings. Example: Roll No. 1 to Roll No. 8. 58

59. Weeks Shows the weekly schedule for rotations. Example: Week 11 to Week 29. Color Codes / Legend Represents different clinical areas or wards for easy identification. Clinical Areas / Wards Includes major wards such as: Medical Surgical Orthopedic Intensive Care Unit (ICU) Cardiac ICU Respiratory ICU Communicable Disease Ward Casualty Rotation Pattern Indicates the weekly movement of each student group across different wards to ensure balanced exposure. 59

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61. TIMETABLE 61

62. Introduction A timetable is a systematic plan that organizes academic and clinical activities over a specific period, usually a semester or academic year. It serves as a schedule for both teaching and learning activities, ensuring that subjects, practical sessions, and clinical postings are appropriately planned. In nursing education, a well-prepared timetable balances theory, practical skills, clinical exposure, and self-study time, facilitating smooth functioning of the academic program. 62

63. Purpose Provides a clear schedule of lectures, practicals , and clinical postings. Ensures efficient utilization of teaching staff, classrooms, laboratories, and clinical facilities. Helps students manage their time effectively. Prevents overlapping of activities and reduces confusion. Ensures proper distribution of subjects throughout the semester. Facilitates coordination between academic and clinical teaching. 63

64. Components of a Timetable Days and Dates – Specifies the week, day, and date for each scheduled activity. Time Slots – Divides the day into periods for theory, practical, and clinical sessions. Subjects/Courses – Lists the topics or subjects to be covered in each session. Venue/Room – Indicates lecture halls, laboratories, or clinical areas for each session. Faculty Allocation – Shows which teacher is assigned for each class or clinical session. Activities – Differentiates between lectures, demonstrations, practicals , and clinical postings. Breaks – Includes lunch and short intervals to maintain student concentration. 64

65. INFRASTRUCTURE FACILITIES COLLEGE, CLASSROOMS, HOSTEL, LIBRARY, LABS, COMPUTER LAB, TRANSPORT FACILITIES

66. Introduction Infrastructure facilities in a nursing college provide the essential environment for effective teaching, learning, and student welfare. These facilities include the teaching block, classrooms, laboratories, library, hostel accommodations, computer lab, transport, and recreational spaces. Adequate and well-planned infrastructure ensures smooth conduct of academic programs, clinical training, and overall student development 66

67. Infrastructure facilities for a B.Sc., Nursing college with 60 student intake as per INC norms: S.No . Facility Area ( sq.ft .) 1 Lecture Halls (4) 3600 2 Nursing Foundation & Adult Health Nursing Lab 1600 3 Community Health Nursing & Nutrition Lab 1600 4 Obstetrics & Gynaecology Lab 1200 5 Child Health Nursing Lab 900 6 Pre-Clinical Science Lab 900 67 A. Teaching Block

68. 68 S.No . Facility Area ( sq.ft .) 7 Computer Lab 900 8 Audio-Visual Aids Room 1500 9 Multipurpose Hall 600 10 Common Rooms (Male & Female) 3000 11 Staff Room 1000 12 Principal Room 800

69. 69 B. Hostel Block (60 Students) S.No . Facility Area ( sq.ft .) 18 Single Rooms 12000 19 Sanitary (Latrine & Bath for 5 students) 2400 20 Visitor Room 500 21 Reading Room 250 22 Store 500 23 Recreation Room 500 Total Constructed Area (Teaching + Hostel) = 44,300 sq.ft .

70. BUDGET PLANNING – FACULTY, STAFF, EQUIPMENT & SUPPLIES, AV AIDS, LAB EQUIPMENT, LIBRARY BOOKS, JOURNALS, COMPUTERS AND MAINTENANCE 70

71. Introduction Budget planning is essential for a nursing college to allocate resources efficiently for academic and clinical activities. A budget is a financial plan showing expected income and expenditure for a year. It ensures proper funding for teaching, clinical training, research, and student support services while maintaining financial discipline. Preparation of Budget Preparing the budget for a College of Nursing involves systematic steps and participation from various stakeholders. 71

72. Steps in Budget Preparation Setting Objectives: Align the budget with the college’s goals such as program expansion, equipment purchase, or meeting accreditation needs. Review of Previous Expenditure: Analyze financial data from previous years and assess expected changes like enrollment growth or funding variations. Income Estimation: Estimate all income sources including tuition fees, government grants, research funding, and donations. 72

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74. Expenditure Estimation: Calculate all expenses such as salaries, teaching aids, lab materials, clinical costs, maintenance, and utilities. Drafting the Budget: Combine all estimates into a draft budget and seek input from department heads, the principal, and the finance officer. Review and Approval: Present the draft to the governing body or budget committee for feedback and final approval. Implementation and Monitoring: Use the approved budget to guide financial decisions. Regular monitoring and reports ensure expenditures remain within limits. 74

75. Typical Budget Items Salaries of teaching, non-teaching, and hostel staff Student stipends Clinical equipment, lab supplies, and teaching aids Office supplies and library resources Contingency funds for tours, professional development, ceremonies, and events 75

76. Recurring Annual Expenditures (Mandatory) University Admin Fees – ₹50,000 Affiliation Fees – ₹3,00,000 + ₹50,000 per course annually Inspection Fees – ₹25,000 State Nursing Council Fees – ₹7,000 INC Recognition Fees – ₹50,000 per course Re-inspection & Affiliation Fees – As applicable 76

77. Responsibilities of the Principal/Nursing Administrator in Budget Management Participate actively in the institutional budgeting process. Consult with faculty and staff to identify financial requirements. Request adequate funds for academic and administrative needs. Prepare and justify budget proposals. Ensure proper implementation and use of approved funds. Monitor expenditures and maintain financial discipline throughout the year. 77

78. Budget Model for College of Nursing (Recurring Expenditure) Sl. No. Particulars Estimated Amount (₹) 1 Nursing Faculty Salaries (Principal, Professors, Associate/Assistant Professors, Tutors) 22,13,300 2 Office Faculty Salaries (Admin Officer, Clerks, Accountant, Librarian) 13,76,400 3 Hostel Staff Salaries (Warden, Cook, Helper – Boys & Girls Hostels) 25,68,000 4 Equipment (Office furniture, appliances, hospital beds, etc.) 1,50,000 5 Supplies (Stationery, cleaning items, office consumables) 80,000 6 Audio-Visual Aids (Projectors, TVs, microphones, smart boards) 1,00,000 78 Estimated Annual Recurring Expenditure

79. 79 Sl. No. Particulars Estimated Amount (₹) 7 Laboratory Equipment (Reagents, mannequins, simulation models, anatomy charts) 2,00,000 8 Library Books (Textbooks, reference books, new editions) 1,50,000 9 Journals and Periodicals for Library (National & International) 5,00,000 10 Computers & IT Maintenance (AMC, software, accessories, printer toner) 1,00,000 11 Annual Maintenance and Rearing (Campus, building, gardens, generator, water systems) 20,000 12 Inspection Fees (INC, University, State Council visits) 1,00,000 13 University Fee towards Consortium (Academic, exam-related) 50,000 Total ₹76,07,700

80. Non-Recurring Expenditure Item Amount (Rs.) Building Construction (Academic Block) 3,63,20,000 Building Construction (Hostel Block) 3,07,50,000 Audio-Visual Aids 10,57,000 Library 37,00,000 Vehicle 20,00,000 Furniture 12,70,200 Equipment 2,91,000 Simulation Models 46,60,500 Total Non-Recurring 7,99,58,700 80 Grand Total Item Amount (Rs.) Total Expenditure Rs. 8,67,86,400/- (Recurring +non recurring)

81. RECORDS & REPORTS FOR STUDENTS, STAFF, FACULTY AND ADMINISTRATIVE 81

82. Introduction Records and reports are essential in a College of Nursing to ensure accurate documentation, effective monitoring, and smooth administration. They support academic planning, faculty and staff management, student assessment, and compliance with regulatory requirements. Maintaining proper records and timely reports helps the institution evaluate performance, plan future activities, and meet standards set by bodies like the Indian Nursing Council (INC). 82

83. 83 1. Records Maintained A. Student Records Admission records (application, eligibility certificates, medical reports, mark lists) Health records and cumulative health profile Attendance and leave records Internal assessment records (theory & practical) Clinical and field experience logs Rotation and duty rosters State Council/Board exam mark lists and registration details Practical record books (procedures, nursing care plans, midwifery) Records of co-curricular and extra-curricular activities Disciplinary records Alumni and placement data B. Faculty Records Appointment letters, job descriptions, and role assignments Educational qualifications and professional experience Participation in workshops, seminars, and conferences Membership in professional organizations Research publications and academic contributions Annual Performance Appraisal Reports (APAR) and self-appraisals Leave and medical records Professional development and promotion documentation

84. 84 C. Staff Records Appointment letters and job descriptions Service books and experience records Attendance and leave records Annual performance evaluations Training and skill development participation D. Administrative/College Records College philosophy, vision, mission, goals, and objectives Curriculum documents, subject-wise content, and academic calendars Annual rotation plans (academic, clinical, field work) Committee records (academic, co-curricular, disciplinary) Stock and inventory registers (library, lab, equipment) Affiliation, accreditation, and recognition documents (State Council, University, INC) Budget proposals, financial statements, and grant utilization records Minutes of meetings (staff, administrative, governing bodies) Annual and program reports Digital records (computer files, photos, event videos)

85. Minimum Records per INC Category Minimum Records Students Admission & health, attendance & leave, clinical & field experience, internal assessments, practical record books, cumulative academic record, extra-curricular records College Course content, annual academic records, year-wise rotation plans, committee & stock records, affiliation & grant-in-aid records, faculty/student educational programs, annual performance reports 85

86. 86 2. Reports Maintained A. Administrative Reports Annual administrative reports (activities, achievements, plans, challenges) Budget and financial reports (expenditure, fund utilization) Inspection and accreditation reports (INC, University, NAAC) Infrastructure and equipment utilization reports Minutes of meetings and strategic development plans B. Faculty Reports Annual Performance Appraisal Reports (APAR) Faculty self-appraisal and peer evaluation reports Workshop, seminar, and conference participation reports Research and publication reports Observation reports on classroom and clinical teaching

87. 87 C. Staff Reports Staff performance evaluation reports Leave and attendance summaries Training and skill development reports APAR for administrative staff Job-specific observation reports D. Student Reports Academic performance reports (internal & external exams) Clinical and field experience evaluation reports Cumulative health reports Participation and achievement reports (co/extra-curricular) Disciplinary and behavioral reports Alumni tracking and placement reports

88. COMMITTEES & FUNCTIONING 88

89. Introduction Committees in a College of Nursing are structured groups of faculty and staff formed to manage academic, administrative, and student-related activities. They ensure quality education, regulatory compliance, student welfare, and smooth functioning of institutional operations. 89

90. 90 Committees and Their Functions 1. College of Nursing Advisory Committee Guides strategic development and aligns institutional goals with healthcare standards. Advises on policies, staffing, budgets, and student welfare. Represents the college to the community and stakeholders. 2. Anti-Ragging Committee Prevents ragging and ensures a safe learning environment. Organizes awareness programs, monitors hostels, and addresses complaints promptly. 3. Curriculum Committee Designs, updates, and reviews the curriculum. Ensures compliance with regulatory guidelines and promotes academic quality.

91. Committees and Their Functions 4. Disciplinary Committee Maintains discipline and ethical conduct among students. Investigates violations and recommends corrective actions. 5. Grievance Redressal Committee Resolves complaints of students and staff impartially. Promotes awareness on rights, gender sensitivity, and workplace safety. 6. Research Ethics Committee Reviews research proposals to ensure ethical standards. Monitors ongoing studies and promotes research integrity. 91

92. 7. Library Committee Manages library resources, policies, and budgets. Organizes activities and ensures access to educational materials. 8. Maintenance Committee Oversees proper functioning and upkeep of buildings, labs, and equipment. Conducts inspections and ensures timely repairs. 9. Student Welfare Committee Supports physical, mental, and career development of students. Organizes health camps, counselling, extracurricular, and placement programs. 10. Staff Welfare Committee Promotes staff well-being and morale. Organizes workshops, recreational activities, and mediates workplace disputes. 92

93. CLINICAL EXPERIENCE 93

94. INTRODUCTION Clinical experience is a vital component of nursing education, providing students with practical exposure to patient care in hospitals, community health settings, and specialized units. It bridges theoretical knowledge with real-life practice, enhancing professional skills, decision-making, and patient- centered care. 94

95. Definition The clinical experience plan is a detailed schedule of student postings in various clinical and community health areas, designed to ensure adherence to curriculum objectives and statutory guidelines, while developing students’ nursing competencies. 95

96. Objectives of Clinical Experience Provide comprehensive exposure to clinical and community health settings. Facilitate application of theoretical knowledge in real patient care scenarios. Develop essential practical skills, including monitoring, medication administration, and procedure assistance. Enhance teamwork with doctors, nurses, and other healthcare professionals. Promote critical thinking, problem-solving, and clinical decision-making. Ensure patient safety, ethical practice, and professionalism. Improve communication skills with patients, families, and healthcare staff. Offer continuous feedback for performance improvement. 96

97. Principles of Clinical Experience Planning Align with the overall nursing curriculum framework. Prepare schedules in advance with faculty collaboration. Maintain continuity, sequence, and integration of learning. Ensure sufficient faculty supervision in clinical areas. Involve nursing staff in clinical sites for guidance and support. Complete all assignments within the designated experience period. Avoid overcrowding in clinical units to ensure effective learning. 97

98. Factors to Consider in Planning Healthcare organization standards and policies. Curriculum requirements per INC and university guidelines. Teacher-student ratio for personalized supervision. Necessary permissions and financial arrangements. Availability of experienced instructors. Staffing levels in clinical areas. Duration and nature of clinical postings. Size, layout, and suitability of clinical areas. 98

99. Role of Clinical Instructors Facilitate theoretical and practical skill development. Engage continuously with students, providing guidance and feedback. Divide students into manageable groups based on needs and clinical availability. Monitor performance during procedures to ensure competency. Assign patients based on students’ knowledge, experience, and area requirements. 99

100. Clinical hours required for B.Sc. Nursing as per INC Semester Course / Subject Clinical Credits Clinical Contact Hours I Nursing Foundation I (including First Aid) 10 360 II Nursing Foundation II (including Health Assessment) 4 320 III Adult Health Nursing I (including BCLS) 6 480 IV Adult Health Nursing II (including Geriatric & Palliative Care) 6 480 V Child Health Nursing I, Mental Health Nursing I, Community Health Nursing I 5 400 100

101. Total Clinical Credits: 56 Total Clinical Hours: 4540 VI Child Health Nursing II, Mental Health Nursing II, Midwifery/OBG I, Nursing Management & Leadership 7 560 VII Community Health Nursing II, Midwifery/OBG II 6 480 VIII (Internship) Community Health Nursing, Adult Health Nursing, Child Health Nursing, Mental Health Nursing, Midwifery 12 1056 101

102. THANK YOU