unit1-introduction for bsc 5th semester nnursing

unit1-introduction for bsc 5th semester nnursing

1. UNIT 1 : INTRODUCTION AND THEORETICAL FOUNDTIONS Prepared by: Ms. Krishma Jindal Assistant Professor

2. MEANING OF EDUCATION The word ‘ education’ is derived from latin word- educatum - meaning is to educate. Educatum also made up of two words: E – From within Duco - To lead out or to push forward In this way education means to develop the inner powers outwardly.

3. Educere - to develop or to bring out Educare - To bring forth , to bring out or to develop

4. DEFINITION OF EDUCATION Education means bringing out the ideas of universal validity which are latent in the mind of every man- Socrates Education is the manifestation of perfection already present in man. Education is the development of all those capacities in the individual which will enable him to control his environment and fulfil his possibilities- John Dewey

5. CHARACTERISTICS OF EDUCATION The Process of education seen in the following points: Education is the purposive and conscious process Education is the Bipolar process Life long process Process of Adjustment

6. Education is a developmental process Education is the all-round development of inner Powers Meaning of education is not only limited to school earned knowledge

7. MEANING AND DEFINITION OF EDUCATIONAL TECHNOLOGY ‘Educational Technology’ word is made up of two words—one is ‘ Education’ and another is Technology’. Technology or Technological Science is a synonym of an English word ‘Technology’. Technology means— Methods of using scientific knowledge in daily life. According to Prof. Golbraith , There are two major characteristics of Technology— (1) Systematic application of scientific or other organized knowledge to practical tasks. (2) Forming the division and sub-division of any such task into its component parts.

8. Jacquetta Bloomer defined Technology in 1973 as follows—“Technology is the application of scientific theory to practical ends”. So it can be said that the scientific mechanisms and experimental techniques as well as technical or technological sciences.

9. “Educational Technology is the application of scientific knowledge about learning to practical learning situations.” - Jacquetta Bloomer (1973) (2) Educational Technology is concerned to provide appropriately designing learning situations, holding in view the objectives of the teaching or training, bring or bear the best means of instruction. Richmand 1970”

10. APPROACHES OF EDUCATIONAL TECHNOLOGY Lumsdeine (1964) – 3 Distinct Approaches : ET-I or Hardware approach ET-II or Software approach ET-III or Systems approach

11. ET-I OR HARDWARE APPROACH Initiated in physical sciences & engineering and its concept is that using technology in education. Computerized world Using microphone, charts, models, film strips,audio casettes , radio, TV, projectors, computers. Increased benefit and cost effective

12. ET-II OR SOFT WARE APPROACH Originated from behavioural sciences and Psychology of learning. It is referred as instructional technology or teaching technology or behavioural tecchnology . Focuses on behavioral changes. Programmed materials, teaching strategies, Tools of evaluation are examples It softens and smoothens the task of teaching and learning.

13. ET-III OR SYSTEMS APPROACH(latest concept) Originated from computer science. Aims to organise the educational system effectively and cost effectively. Educational technology stands for a systemic way to design, carry out and evaluate the total process of education based on its specific objectives.

14. System approach receives education as a system having a set of inputs, which are subjected to a process designed to produce certain system. Unified entity with goals where interconnected components operate within the limitations of the current context. Ongoing evaluation & Compares the function of humans, machines and media. Instructional design and strategies- goals met Objectives are not met- revise the system.

15. SCOPE OF EDUCATIONAL TECHNOLOGY It’s a integration of education and technology. 1.Selection of Teaching- Learning Strategies : Provide a thought of what is teaching. Determine the essential features of teaching process & their relations. Point out the changeable & flexible factors of teaching.

16. Analyze the possible changes that should occur in teaching. Analyze the level of teaching, theories of teaching, principles of teaching, the concept of learning, how the theories of learning connected with actual activity of learning, the involvement of teacher & the learner. Produce a large unit of theories and principles of teaching –learning for achieving the optimum educational goal.

17. 2.Finding out clearly the educational Aims & Objectives : It identifies resources available in that society for the completion of these aims & objectives. It tries to clearly find out the broad educational objectives & investigate in terms of the specific classroom objectives of teaching and learning.

18. 3.Development of the Curriculum : - appropriate for attaining the objectives. It attempts to get out techniques & means for the selection of suitable learning experiences or contents to meet objectives. It finds out suitable framework so that successful instruction can be given according to the planned curriculum.

19. 4.Production & Development of the Teaching-Learning Material Af ter designing the curriculum, Suitable teaching-learning are prepared in view of the specific objectives. ET tries to produce & develop new preparing software material & instructional material, Computer assisted learning material, preparation of the lesson plan which stimulates the teaching-learning situation.

20. 5.Training of the teacher Teacher Plays vital role in implementation of educational technology. Preparation of teachers to face the responsibilities of teaching with perfectly trained knowledge. Training imparted to the teacher through various technological media.

21. 6.Development & Selection of Teaching –Learning Strategies It attempts to pave the ways & means for developing, selecting & devising suitable policy & procedure of teaching considering optimum learning outcomes. Attention must be given to teaching –learning materials available, appropriate devices & models of teaching. It tries to select the appropriate strategy from all these strategies to get the maximum benefit.

22. 7.Teaching Learning Process can be Made More Effective through the Use of Audio Visual aids AV aids must have significance to the Particular teaching learning situation. Based on the difficulties, Manipulation of AV aids are recommended

23. 8.Effective Utilization of hardware & mass media Sophisticated Instruments, equipments, gadgets, Communication devices. ET tries to finds the specific of these devices. Effective use of mass medias can be achieved in both individual and large scale situations in formal & informal education. Helps in teaching learning process.

24. 9.To work for Effective utilization of Subsystem of Education System is incorporating various subsystems. In order to apply technology, we require topic details, its theory & principles, the process of education, its different subsystems, their operations & process in terms of input & output, the needed development, output & functional ability of the system, the organization & management of the system in an effective way by specifying the respective roles of humans, machine & media in relation to the purpose of teaching & learning.

25. 10. To provide essential feedback & control through Evaluation ET controls the teaching learning process It plans & devices the suitable tools for continuous evaluations of the process & products of the teaching learning activities. Appropriate feedback to the learners as well as teachers. Can be done in prior to the implementation

26. Scope of ET Online Learning & E learning- Virtual classes, video lectures, interactive simulations & digital text books. Gamification : involving game elements to increase engagement & motivation. Virtual & Augmented reality: Virtual field trips, Simulations, interactive 3D models

27. Artificial Intelligence : automated assessments, intelligent tutoring systems, data driven insights. Data analytics: can collect & analyze data on student performance, engagement & behaviour . Language learning & translation tools: - interactive learning sessions, pronunciation guides & translation services.

28. LATEST APPROACHES TO EDUCATION TRANSFORMATIONAL EDUCATION RELATIONSHIP BASED EDUCATION COMPETENCY BASED EDUCATION

29. TRANSFORMATIONAL EDUCATION Teacher transmits knowledge to gain skills & competence. Develops adult learners. Independent thinking students- Productive individuals. Helps in development of own sense of meaning for complete participation in society & for ethical decision making.

30. It extends the real relationship between teacher & learner. The teacher makes a difference in the student life as well as own life. Allows the student to use the environment of their formal learning to build & reconstruct personal meaning. Joins the workforce after completing their education.

31. DIFFERENCE BETWEEN TRADITIONAL & TRANSFORMATIONAL EDUCATION TRADITIONAL EDUCATION TRANFORMATIONAL EDUCATION FOR EMPLOYMENT RESPONSIBLE CITIZENSHIP INFORMATION TRANSFER INFORMATION MINING / ANALYSIS PASSIVE ACTIVE TEXT BOOK AUTHENTIC WITHIN THE CLASSROOM COMMUNITY

32. RELATIONSHIP BASED EDUCATION Being familiar with children; knowing psychological, emotional, social/ physical, spiritual nature of the student. Focuses on relationship. Helps to know about the students strength, weakness, passion, identification of needs. Works to meet those needs. Giving for without giving, none authentically function.

33. Essential elements of relationship: Trust, Forgiveness Integrity, hope & compassion Third Path Educational theory: (supports the students well being & academic achievement) Safety 2. Regulation 3. Belonging 4. Positivity 5. Engagement 6.Identity 7.Mastery 8. Meaning

34. COMPETENCY BASED EDUCATION Focuses on the competencies (knowledge, skill & abilities) Instructional system in which a performance based learning process is used. The learner demonstrates his / her level of attainment on subject area. Focuses on outcomes of learning CBE- what the students are expected to do rather than on what they are expected to learn about.

35. Receives Practical training, guidance & support from faculty. Students get credentials by demonstrating mastery through multiple forms of assessment, often a personalized pace. Permits the students to have mastery based on their ability to advance a skill or competency at their own pace regardless of environment. More efficient outcomes

36. Students are allowed to make significant decisions about their learning experiences. Students will create & apply knowledge , will demonstrate their learning. Assessment is meaningful, positive & empowering learning experiences. Timely support Progress based on assessment of mastery. Impartiality. Potential for the learner is clear, lucid, measurable & transferable.

37. Difference between traditional education & Competency based education TRADITIONAL EDUCATION COMPETENCY BASED EDUCATION BASED ON CONTACT HOURS SKILL BASED INSTRUCTION COACHING SEAT TIME SELF PACED & ONLINE MORE EXPENSIVE LES S EXPENSIVE END OF TERM STUDENTS FINISH AS THEY ARE ABLE TO DO

38. EDUCATIONAL PHILOSOPHIES DEFINITION OF EDUCATION “ Education is the all round drawing out of the best in child and man – body, mind and spirit”. (Mahatma Gandhi ) MEANING OF PHILOSOPHY The word “ philosophy” has been derived from the Greek words “ philos ” and “Sophia”. Philos means “love of” and Sophia means “wisdom”. Thus philosophy means love of wisdom Philosophy is fundamental beliefs and convictions, principles that guide the approach to teaching, learning and educational practices.

39. EDUCATIONAL PHILOSOPHIES TRADITIONAL PHILOSOPHIES MODERN CONTEMPORARY PHILOSOPHIES NATURALISM PERENNIALISM IDEALISM ESSENTIALISM PRAGMATISM EXISTENTIALISM REALISM RECONSTRUCTIONALISM PROGRESSIVISM

40. NATURALISM (MATERIALISM) Naturalism is concerned with the “Natural self” or the “real self” Naturalism separates nature from god and allot no place for supernaturalism and spiritualism.” Chief proponants – Roussea , Aristotle and Tagore

41. Material world is real world, it is the reality. It is governed by natural laws which are created by the man. Does not believe in spiritualism. Nature is an independent creature. Only nature is all nothing, nothing is before and beyond it. Definition: “only nature, including humans and our creations, is real; that God does not exist; and the science alone can give us complete and reliable knowledge of reality”

42. CHARACTERISTICS OF NATURALISM Follows nature Child centered education Opposition of bookish knowledge Emphasis on training of senses Signifies on the freedom of the child Signifies on the capacities & interests of the child Progressive Negative education

43. NATURALISM AND AIMS OF EDUCATION Self expression To prepare man for the struggle To facilitate to adjust with the environment Natural development Development of culture To perfect human machine Attainment of present & future happiness Autonomous development of personality Redirection of human instincts Proper utilization of leisure time

44. NATURALISM & METHODS OF EDUCATION Learning by doing Learning by playing Learning by direct experience Activity method Freedom in the child Negative method

45. NATURALISM AND TEACHER Guide Observer Protector Organizer

46. Merits of Naturalism It affords an uplifting & humanistic approach in teaching & learning. Adults and children are equal. Individuality is respected Discipline comes in the self It avoids regular correction or harsh approach. Children share freedom. Children take responsibility with children

47. Demerits of naturalism It pays no attention to the spirituality. Implemented irrespective of their individual difference. Difficult to apply in practical settings & urban areas. Not appropriate for a huge amount of learning It is difficult to apply without books.

48. IDEALISM Idealism is the oldest philosophy and Plato is the father of Idealism. MEANING The word idealism is derived from the Greek word “ ide+as ” which means “ to see”. Idealism believes that man is a combination of spiritual and material aspects of which the spiritual aspect is more important. Idealism defines education as “an all-round drawing out of the best in man and child”.

49. Idea means true and testified knowledge. The main subject of this philosophy is idea- the reality of everything that lies in ideas, thoughts and mind not in material things. Idealism is representation of things in an ideal form, imaginative treatment, system of thought in which the object of external perception is held to consist of ideas.

50. CHARACTRISTICS OF IDEALISM The universe exists in spirit Mechanical clarification of universe is inadequate. Man is central in creation Stress on normative and social sciences Conceptualism Universe is knowable Importance is given to the mental or spiritual aspect

51. IDEALISM AND TEACHER Significant role; it affords spirituality in teaching and learning. Self knowledge or self dynamism Peaches essential qualities of spiritualism Guide and philosopher Teaches cultural heritages Teaches spiritual values of the society.

52. IDEALISM AND STUDENT Focuses on intellectual growth Development of character & values Emphasis on critical thinking Individual potentials Lifelong learning

53. MERITS OF IDEALISM IN EDUCATION Signal contribution Promotes universal education Stresses on instill of values(truth, beauty) Teacher plays vital role Growth of the self Values the personality & encourages creativity The school has grown into vital in society because of idealism

54. DEMERITS OF IDEALISM IN EDUCATION It is an abstract & vague doctrine. Avoids the realities It avoids the day to day life problem. Sets importance on thinking & mental activities. Boosts intellectualization unnecessarily Study and memory are the method of teaching Humanities are given importance to develop spirituality

55. PRAGMATISM Pragmatism is a philosophical movement that originated in the United States in the late 19th century. It's characterized by the idea that the usefulness or practicality of an idea is the best way to measure its merit. Pragmatists believe that language and thought are tools for problem solving, prediction, and action, rather than for describing reality .

56. Biological pragmatism

57. PRINCIPLES OF PRAGMATISM Truth is ever changing Trust is formed by its result Problems are the motives of the truth Emphasis on social and democratic values Opposition to fixed ideals and values Emphasis on principles of utility Importance of man power Importance of present, past & future

58. Opposition to social customs and traditions Trust in pluralism Reality in making Faith in flexibility

59. PRAGMATISM & METHODS OF TEACHING Practical oriented Activity based method Preparation for practical life Learning by doing creates creativity, develops confidence & cooperation. Teacher is experimental The student is required to find the truth. Stimulates interest

60. Books & teachers not important Project method is the primary focus, practical oriented.

61. PRAGMATISM & TEACHER Assistant; direct & philosopher Purpose of teaching is to suggest problems Stimulate them to find out the solutions Natural development of inborn qualities

62. PRAGMATISM AND STUDENTS Learning through experience Problem solving skills Relevance to life Learning from mistakes Preparation for practical life Life-long learning attitude

63. MERITS OF PRAGMATISM Creation of project method Significance to child Emphasis on activity Faith in applied life Social and democratic education Infusion of new life in education

64. DEMERITS OF PRAGMATISM Opposition to unchanging truth Opposition of prearranged ideas and values No prearranged aims of education Denial of spirituality Opposition of intellectuality Denial of post

65. REALISM Realists think that the study of ideas can be improved by the study of material things. Knowledge is power & obtaining knowledge persons to solve problems and to face life successfully. If the mind is empty slate, then knowledge comes from things gained sensation and reflection.

66. REALISM AND METHODS OF TEACHING Critical reasoning through observation. Supports accountability and performance based teaching. Scientific research & development Recitation, demonstration, experimentation, drills, exercises are the procedures Simple to complex; concrete to abstract

67. Enhanced learning in the course of direct or indirect experiences. Field trips, lectures, films, TV, audio –visual aids, computer technology are the observable education. Fact’s analysis & questioning Medium of instruction is vernacular Curricular materials are ringing bells, time periods, daily lesson plans Positive rewards can be given to children.

68. REALISM AND TEACHER Simple to complex Teacher should be skilled Role model Helps in vocational skills Individual’s experience & spirit of inquiry is more important Recapitulation is necessary One subject should be taught at one time. No pressure or compulsion to students

69. Uniformity among children Things should be introduced first, then the words. Entire knowledge should be gained after experience. Correlation between utility in daily life & education. The simple rules should be defined.

70. REALISM AND STUDENT Should analyze rather than to construct. Find out the interest and teach

71. MERITS OF REALISM Relies on practical knowledge Intends in development of a dynamic and adoptable mind. Due importance to science & technology. Inductive & deductive method of teaching Not as authority , it emphasis on objectivity. Development of proper attitude.

72. Instructions are based on uniform scientific method. Focuses on vocational education, adapts the modern conditions, aspirations of society.

73. DEMERITS OF REALISM Emphasis on immediate reality. No importance to the emotions No place for intuition and meditation Importance given only for scientific subjects. No faith in never ending values & ideals of life.

74. CONTEMPORARY PHILOSOPHIES PERENNIALISM ESSENTIALISM EXISTENTIALISM RECONSTRUCTIONISM PROGRESSIVISM

75. PERENNIALISM Teacher centered philosophy Focuses on eternal ideas & universal truth Written ideas are relevant and meaningful and transfer the knowledge to another generation. Aims to develop the students intellectually and to prepare moral qualities. Emphasizes critical thinking skills in their search for individual freedoms, human rights & responsibilities through nature

76. METHOD OF TEACHING IN PERENNIALISM It focuses on core curriculum & natural world. Syllabus based on cultural literacy Stresses on student’s growth in continuing disciplines. Less importance on vocational & technical education. More importance to humanities

77. ROLE OF TEACHER IN PERENNIALISM Less worried on student’s interest. More concerned on transferring knowledge. Conveys knowledge from one generation to next generation. Reading is the only focus of the teacher

78. MERITS & DEMERITS OF PERENNIALISM MERITS DEMERITS Enhances thought& its all about reasoning & thinking May be boring due to traditional teaching methods Improves understanding; required to memorize facts May loss enthusiasm to study It strengthens the mind due to philosophical inquiry

79. ESSENTIALISM Provides self assurance to the students with the essentials of academic knowledge & character development. It was popular by william bagley -American educator. Identification of immature student by a well educated teacher & will guide in caring & cultural manner. Classroom is important in transferring the knowledge.

80. Contents are math, writing, reading literature, natural science, history makes the curriculum. Pass or fail system followed. Must pass in particular before going to the next class. Standardized assessment is must to assess the student’s mastery of the content.

81. ESSENTIALISM & TEACHER Role of the teacher is leader. Strict & corrective. Teacher is accountable. Teacher should be well qualified & control the students with rewards & penalties. Teaches classroom procedures & gives knowledge. Process of teaching & learning are separated with lot of small steps. Direct teaching structured lesson.

82. MERITS OF ESSENTIALISM MERITS Spins around the teacher spreading exact information to students in an organized way Teacher has responsibility in expose students to important subjects & students interests would eventually follow. Produces a academically educated students Strong academic foundations classrooms where they can build basic skills. Students must work hard always. Maintenance of discipline is Primary.

83. DEMERITS OF ESSENTIALISM Student interests will not be considered. Teacher seems like a manager outside the class Too much emphasis on specific knowledge & not on other purposes of schooling. Over emphasis on core curriculum

84. EXISTENTIALISM Focuses on the student’s freedom & agency to choose the future. There is no GOD or higher power guiding the students. All students should exercise their personal agency & create their own meaning for life. Existentialists hold that human have no pregiven purpose or essence laid out for them by GOD or by nature; it is up to each one of us decide who & what we are go through our own actions.

85. CHARECTERISTICS OF EXISTENTIALISM Commitment Personal Concern Concreteness of experience Uniqueness of the individual VALUES OF EXISTENTIALISM Creative effort Personal love Individual dignity Freedom of choice

86. METHODS OF TEACHING Focuses on individual Actions of historical individuals focused as models Clarification strategy Teacher remains non judgmental and not to impose their values. Encourages creativity & imagination more than copying & imitating established models.

87. EXISTENTIALISM AND STUDENTS To relate with each student openly & honestly. To create an environment in which they freely choose their own preferred way. Help the students to define their own essence by exposing them to various paths

88. EXISTENTIALISM AND TEACHERS Helps in identification & knowing of themselves Assisting in the process of becoming intelligent, sensitive, choosing & active person in knowing their obligations & responsibility of freedom. Identifies the learner’s challenges to become fully existent. Define own existence Freely choosing their subjects which they want to study.

89. MERITS AND DEMERITS OF EXISTENTIALISM MERITS DEMERITS 1. Positive, speaks the principle of action 1. Difficult to conduct 2. Stresses on liberty, accountability ,choices 2.Observation takes more time & effort 3. Exerted on increasing request to the educator 3. Concepts are not clear; Vague. 4.Focuses on human existence & behaviour .

90. RECONSTRUCTIONISM First time, it was used by John Dewey. Otherwise known as social reconstructionism. Educationists tasks are altering instrument & social designer. Student centered philosophy; argumentative world issues & uses current events as a facilitator for the thinking process. Students are taught the significance of working together to bring about change .

91. PRINCIPLES OF RECONSTRUCTIONISM Society & education needs regular reconstruction. Interdisciplinary programmes Concentrates on social order & educate persons in to a new population behavioral roles. Educated person direct the process of social & conscious evolution toward progressive goals Must be oriented on globalist & futuristic.

92. RECONSTRUCTIONISM & STUDENT Feel realize in the study. Seek the experience with oneself. Students role as agents of change. Students should know the problems & have to create solutions. Students are hope, Problem solvers. Students should study their own culture, find the causes for the problem & solving it.

93. RECONSTRUCTIONISM AND TEACHER Helps in the necessity of creating social connections. Teachers will not tell what is right or wrong in society, students should explore it. Teachers can present alternative view points & facilitates students analysis of the issue.

94. MERITS & DEMERITS OF RECONSTRUCTIONISM MERITS DEMERITS 1. Students gain first hand experience in studying real social problems& controversial issues. 1.Lack of proper structure & organization 2.Curriculum is based on democratic ideals & emphasis civic education. Confusion & frustration to the students. 3. Helps the student to think in critical terms & expose their assumptions & practices.

95. PROGRESSIVISM Collective term used in historiography to characterize historical phases to think about the progress. Started by john dewey ; students learn by their own experiences. Revolves around students needs; including teaching students as good citizens. Focusing on the whole child concept.

96. Collective term, used in historiography to characterize historical phases in which particular ways to think about the progress are detectable. Ideas of progress are by john . B.Bury “ synthesis of the past” with a “ prophecy of the future”, focuses less on the interpretation of the advancement of the past to the present& more on its “ bearing on the future”.

97. STEPS TO BUILD A REMARKABLE STUDENT CENTERED CLASSROOM 1. Create ongoing projects to promote mastery. 2. Integrate technology. 3. Replace homework with engaging in class activities. 4. Eliminate rules & consequences. 5. Involve students in evaluation.

98. PROGRESSIVISM AND TEACHER The teacher who is vital in education process & having richer, superior experience & she will analyze the current situation. Teacher will act as a stage setter, guider & coordinator. Teacher will act as a stage setter, guide & coordinator. Involves in curriculum development. Determine student interest.

99. As a facilitator or guide. Human elements, human beings are given more importance. The teacher has to meet the needs of pupil as good being.

100. MERITS & DEMERITS OF PROGRESSIVISM MERITS DEMERITS 1. Students are active learner & it allows students to develop into uncovered to real world. 1.Teacher is not total authority 2. Progressivism aid a student to have master in skills needed after completion of their careers 2.Students in the progressive classroom lack in the discipline. 3. Promotes an enthusiasm for learning new things

101. PHILOSOPHY OF NURSING EDUCATION Philosophy of nursing is a statement that outlines a nurse’s values, ethics & beliefs, as well as their motivation for being part of the profession. A philosophy of nursing helps the beliefs & theories that shape the choices make on the job every day. Florence Nightingale developed a foundational philosophy of nursing that is still in place today.

102. Philosophy of nursing education is the written statement of the believes, values, attitudes & ideas which the faculty as a group agreed upon in relation to the nursing educational programme , such as health, disease, nursing, nurse, nursing profession, education, learner, society, patient nursing education & preparation of nurses.

103. - Traditionally nursing education focused which was focused on supernaturalism. Love of God Or love of neighbor. After that changes were taken place. It was not advisable to adhere one type of philosophy. Then decided to follow path of eclecticism; to draw the best & useful aspects of various educational philosophy.

104. EM OLIVIA-PHILOSOPHICAL POINTS The individual has intrinsic value and there is worth inherent in human value. Nursing is traditional activity. Nursing’s uniqueness is in the way the basic, social& biological sciences are synthesized in functions that promote health. The individual nurse-citizen has some control over & responsibility for the practical & social milieu in which he /she lives

105. Nursing is a process with a central subjective purpose, an inherent organization or system & dynamic creativity. Nursing functions are independent, interdependent & collaborative. Nursing is a profession & nursing practice must reflect professionalism. Nursing roles in the order of priority. The democratic mode of operation & the implications of that democratic mode are a key stone of nursing roles, organization & structure .

106. ELEMENTS OF PHILOSOPHY OF NURSING EDUCATION Holistic care Patient centered approach Ethical & moral values Evidence based practice. Cultural competence Critical thinking & clinical judgment Interdisciplinary collaboration life long learning

107. Communication skills Promotion of health & wellness Adoptability & resilience Humanitarian values Reflective practice

108. CONCLUSION Philosophy of nursing education should contain guidelines for the nursing practice as well as education. Should be developed by nurse leaders. Philosophy should be clearly stated & directly related to the aims, objectives, curriculum & other aspects of nursing education.

109. Thank you