GOVT.

COLLEGE OF NURSING, RAJASTHAN

JAIPUR

NURSING EDUCATION

Assignment
On
EDUCATION & IT’S AIMS
 EDUCATION
INTRODUCTION

Human life is the best creation of God, has got two aspects: the biological and
the socio-cultural. Biological aspect is found in plant and animal life. But the socio-
cultural aspect is the rare distinction of human life alone. It is only man who is capable of
being educated. Through education, he tries to seek new ideas and new ways of life. It is
again through education that he promotes his intelligence and adds his knowledge with
which he can move the world for good or for evil, according to his wishes. Thus, he
attempts to understand himself in relation to the world about him and to transmit that
knowledge succeeding generations.

Our life in the complex world is governed not only by the biological process, but
also by a social process. While the functioning of the organism is the biological heredity,
education is his social heredity. With biological heredity alone, he would be nothing
better than an animal. But he has social heredity that makes him a man who is now
capable of governing this world.

Education is vital process of social life. Without education we are not able to
have a normal and prosperous life, and human race would be no better than animal race.
Eating, drinking, sleeping and sexual life are common to both animals and men. It is only
knowledge and education, where they different. Education not only comes from the
books and school teachers, but also from knowledge and experience by socialization.
MEANING OF EDUCATION

Education in the largest sense is any act or experience that has a formative effect
on the mind, character or physical ability of an individual. In its technical sense,
education is the process by which society deliberately transmits its accumulated
knowledge, skills and values from one generation to another.

Etymologically, the word “education” is traced to different sources of derivation.

According to the one view the word education is derived from Latin word “educo” means
‘I lead out’ here E means ‘out of’ while ‘duco’ means ‘I lead’ in other words it means ‘I
lead out of darkness into light’ and here ‘I’ denotes the teacher.

There is another view that the word ‘education’ is derived from the word
‘educare’, meaning ‘to rear’ ‘to bring up’ ‘to nourish’. This meaning implies that the
child is lacking and she is to be brought up with certain preconceived ideas. for which,
she is to be fed with knowledge in proper way so that, child or student can utilize his
innate power to achieve his ends in other words, it means that the child is to be brought
up according to certain aims and ends in view.

There is also another view that education is originated from the word ‘educere’
meaning ‘to lead out’. This implies ‘growth from within’. The child already possesses
some innate powers and capacities. Education is the process of developing these powers,
nothing from without is to be imposed on child.

There is yet another view, that in the term “Education” comes from the word
‘Educatum’ which means the act of “teaching or training”.

According to the above stated Latin words, Educare and Educatum, education is
something external, which is imposed from outside. But according to the word ‘Educere’
it is growth from within. The modern educationalists are of the opinion that the word
“Educere” is more acceptable as it allows more freedom to a child. Accordingly, the child
is not to accept imposition, but has to observe, think and draw conclusions for himself.
Therefore, education means ‘to lead out’, ‘to lead forth’, or ‘to unfold the hidden talents
of man’. It is very much the art of developing and cultivation the various powers of mind,
physical, mental and moral. However, it should be noted clearly that nothing can be
drawn, unless something is put before hand, means the growth of the child will not take
automatically, it needs certain knowledge and experience, so we have to give him
knowledge and experience before we expect to draw out the best in the child.

“Education is the deliberate and systematic influence exerted by the mature

person upon the immature through instruction, discipline and harmonious development
of physical, intellectual, aesthetic, social and spiritual powers of human being according
to individual and social need directed towards the union of the educand and his Creator
as the final end.”

Hence, education can be looked upon a process of providing desirable knowledge

and experience to the child so as to develop his inner powers to the maximum possible
extent. In other words, ‘education’ means both the acquisition of knowledge and
experience as well as the development of skills, habits, and an attitude which helps a
person to lead a full and worthwhile life in this universe. It is in fact, a process of training
the individual through various experiences of life, so as to draw out the best in him.
 AIMS OF EDUCATION
Education is mostly a planned and purposeful activity. It must have clear aims
and objectives, in view. An aim is a pre-determined goal which inspires the individual to
attain it through appropriate activities. Educational aims are necessary in giving direction
to educational activity.

MEANING OF AIMS IN EDUCATION

All human activities can be classified as those with aims or those, which are
aimless. By and large, one can discover an aim or a purpose in human activities. That is
why it is observed that man is purposive by nature. There can be illustrations of activities,
which are aimless. Refugees wandering in search of shelter and peace without knowing,
where they get it, mentally deranged persons engaging in mad behaviour, children
behaving like monkeys and destroying valuable articles can be illustrations of aimless
activities. But a cynic can discover aims even in these activities. He may discover that the
search for security itself may be an aim of a meaningless wandering of a refugee; a search
for emotional balance may be the purpose of a madman's action or a child's destruction.
Like this, one can try to find a meaning and an aim in all human activities. But let us be
concerned with activities, which are acknowledged as purposeful.

A purposeful activity can be defined as one, which comprises three stages. It has
a beginning, an end and an intervening process. John Dewey (1915) defines an aim thus:
"An aim implies an orderly and ordered activity, one in which the order consists in the
progressive completing of a process." Note that there are two terms in this definition viz;
orderly and ordered. Orderly activity means a systematic activity, which may be
sequential or multi-sequential. There should be internal consistency and coherence in the
activity. Ordered activity means that which has a direction. Direction is felt at each
successive step. An aim, therefore, is a systematic activity, which is carried out with a
sense of direction at each stage. An aim means a foresight of the outcomes in advance, of
the end, the consequences, and the fruits of action. The sense of direction is to be felt,
experienced and discovered at each stage from curriculum planning, organisation,
provision and through its monitoring by means of periodical, terminal and follow-up
evaluation. It should be in view in planning and management of all educational processes
within a system.

Critical philosophy in its classification of "aims of education" suggests that aims

are not ends that are extrinsic to what we actually do in schools and classroom. They
refer more to principles of educational procedure than extrinsic end points.

NEED OF AIMS OF EDUCATION

Education is a purposeful activity. By education we intend to bring certain
desirable changes in the students. Education is a conscious effort and, as such, it has
definite aims and objectives. In the light of these aims the curriculum is determined and
the academic achievements of the student are measured. Education without aim is like a
boat without its rudder. Aims give direction to activity. Absence of an aim in education
makes it a blind alley. Every stage of human development had some aim of life. The aims
of life determine aims of education. The aims of education have changed from age to age
and thus it is dynamic because the aims of life are dynamic.

FACTORS DETERMINING EDUCATIONAL AIMS

The factors that contribute for the determination of educational aims are
philosophy of life, views about human nature, religious factors, political ideologies,
socioeconomic problems, cultural factors and exploration of knowledge.
 Philosophy: Philosophy of life and educational aims are closely related. In fact,
philosophy determines the aims of education. Education is the best means for
propagation of philosophy. Philosophy and education are the two sides of a coin.
 Elements of human nature: These elements are always considered for the
determination of educational aims. For example, Idealists regard unfolding of the
divine in man as the aim of education.

 Religious factors: Religious factors exert their influence on educational aims. In

ancient India, Buddhism emphasized the inculcation of the ideals of that religion such
as Ahimsa and Truth into the prevailing educational system.
 Political Ideologies: Political ideologies certainly have a say in the determination of
educational aims. The educational aims of a democratic political system can be quite
different from that of an autocratic political set up.
 Socio-economic factors and problems: These factors and problems of a country
definitely have a say in deciding the educational aims of that country.
 Cultural factors and problems: Socio-cultural heritage of a country have a great
influence on the aims of education. Education has to preserve and transmit the cultural
heritage and traditions from one generation to another.
 Exploration of knowledge: Education today is science oriented and technology
based: It has to aim at exploring new information. Education must represent these
factors and be related to the realities and problems and issues of life. Aims of
education are also related to time and space. Therefore, they can change from time to
time and place to place. All the same, there can be some common elements in the
educational aims of different places.

AIMS OF EDUCATION

THE VOCATIONAL AIM

 The vocational aim is also known as “the utilitarian aim or the bread and butter
aim.” The above stated ideals of education are useless unless these aims enable us to
procure the primary needs of our life- food, shelter and clothing. Education should
prepare the child to earn his livelihood and make him self-sufficient and efficient
economically and socially. Education therefore, must prepare the child for some future
profession or vacation or trade. The vocational aim is a narrow aim of education.
Therefore, the vocational aim is not a complete aim by itself but it must be an important
aim of education. Because –
 It makes one economically self-sufficient.
 Vocational aim gives purpose to educational activity.
 Vocational education is only hope of children with lower intelligent.
 Vocational education is essential for the bridging the gap in society.

THE KNOWLEDGE OR INFORMATION AIM

Knowledge is as essential for intellectual growth as food is essential for physical
growth. Knowledge is a must for good interpersonal relationship, healthy adjustment in
life, modification of behaviour, self-awareness and for social growth; it is also a source of
happiness. Above all knowledge is indispensable for all right action and it is the source of
all power. It is knowledge which makes a realist a visionary successful in any profession.
Because of all these, attainment of knowledge should be an important aim of education.
THE CULTURAL AIM
Every individual has to become cultured and civilized through education.
Cultural development is manifested through the development of an aesthetic senses and
respect for others culture.The cultural aim of education has been suggested to supplement
the narrow view of knowledge aim. The cultural aim of education is no doubt a nice aim
as it produces men of culture. But it is ambiguous and has too many meanings. It cannot
serve as the major aim of education.
THE SOCIAL ANDINDIVIUUAL AIM
 Every individual is considered as a productive member of the society. Through
education the individual child should be provided with the required assistance to become
a use full member of the society, irrespective of the socio-economic status. Keeping this
aim in mind, educationalists have to help learners to develop a healthy, purposeful,
productive exploratory and controlling adjustment with the environment. Society is the
result of the inter-relations of individuals. It consists of big and small groups and there
are sub groups within each group. Education helps the child to understand this inter-
relation of individuals and the possibilities of various groups. Peaceful existence of
society is determined by a phenomenon of balancing and counter-balancing between
various social forces. By creating a social order, education ensures the effective
functioning of this phenomenon and prepares students to safeguard the peaceful existence
of society. Education not only helps in the formation of social norms and their
implications but also train the learner to them. Effective utilization of social resources is
essential for the progress of the society and education equips the learners to harness the
social resources in an Eco-friendly as well as people friendly manner. By the way of
education, students realize the importance of social values and justice, fair play, healthy
competition, harmony, etc. in short, education instill a sense of obligation and loyalty the
community and its needs. By means of social aim of education gives in the development
of the society.
THE MORAL OR CHARACTER BUILDING AIM
Character is the cream of life and, as such, it should be the aim of education.
Vivekananda and Gandhi both emphasized character building in education. Character
formation or moral education is concerned with the whole conduct of man. According to
Mahatma Gandhi, the end of all knowledge must be the building up of character.
Education assists the child to develop certain human values, attitudes habits and Moral
values like honesty, truthfulness, justice, goodness, purity, courage, reverence,
dutifulness, punctuality, self-confidence, discrimination, between good and bad,
observation of rules, belief in systematic organization etc., which are essential for
building a desirable character. These qualities contribute to the development of mortality
and sound character. Many educationalists share the view of Mahatma Gandhi and regard
character development as the supreme aim of education.
THE CITIZENSHIP TRAINING AIM
The child has to be educated to become a good citizen of his country. A citizen
has to perform multifarious civic duties and responsibilities. Education enables the
children to grow as productive citizens by following the social and moral standards set by
the society. Education should motivate the child to perform his duties and responsibilities
as a citizen, for the welfare of the society. As a member of the society, he should have
knowledge about his duties, functions, and obligations towards society, so that the
children can successfully discharge their various civic duties and responsibilities. In a
democratic set up, this aim is very important.
The Secondary Education Commission in India (1951-1952) has greatly
emphasized citizenship training in schools. Such training includes the development of
certain qualities to character such as clear thinking, clearness in speech and writing, art of
community living, co-operation, toleration, sense of patriotism and sense of world
citizenship.
THE COMPLETE LIVING AIM
Education should acquaint a person with the activities of complete living. They
are bearing and rearing of children, self-preservation, activities related to social and
political duties and activities related to the beneficial utilization of leisure time.
THE HARMONIOUS DEVELOPMENT AIM
Harmonious Development means the harmonious cultivation of the Physical,
intellectual, aesthetic and moral aspects of human nature. The aim of education is to
produce a well-balanced personality. All the powers and abilities of the child should be
developed in a harmonious manner. Mahatma Gandhi emphasized this aim of education
very much when he said "By education, we mean an all-round drawing out of the best in
child and man body, mind and spirit." Ultimately the overall aim of education is to ensure
harmonious development through the achievement of the above mentioned aims.
Harmonious development will enable the child to deal effectively with the problems and
uncertainties of life.
PHYSICAL HEALTH AND WELL-BEING
Education prepare the child to lead a healthy life through providing the
knowledge required for a healthy living and helping him to develop a positive attitude
towards health. Education should also help the child to develop health conscience and
respect towards his or her own health.
MENTAL AND EMOTIONAL DEVELOPMENT
In this fast changing world, good mental health is a must to cope with the
changing lifestyle and societal needs. Education should train the child by giving adequate
opportunities for mental and emotional development. Now-a-days, lot of research is
taking place to gather more information regarding the role of emotional development on
education and life. Research studies conducted by Holman in 1998 shows that emotional
development is very important for attaining success in life, His study reveals that more
individuals with higher intelligence quotient and lower emotional quotient have failed to
reach higher positions in life corresponding to their IQ when compared to individuals
with normal IQ and high EQ have managed to reach higher position which usually
demands a very high IQ and leading a very satisfied and happy life. Based on his study,
Holman suggested that instead of IQ, EQ should be considered as the parameter of
achievements in life. According to him, placing challenges in front of a person with lower
EQ is just like serving a delicious diet to a person who is not having the appetite. Of
course, more research is needed before replacing IQ with EQ. recent studies shows that
emotional development is essential to conduct proper self-appraisal, control unhealthy
emotions, develop an aim in life, attain emotions maturity, etc. in fact, emotional
development is must for leading a happy and content life. It is earnestly hoped that this
aim will receive more attention in the coming years.
SELF-REALIZATION AIM
What we are is God’s gift to us and what we become is our gift to God. Child is
born with tremendous potentials and education should help the child to become what he
has to become by assisting to realize his potentials and then equipping him to utilize the
identified to the maximum extent possible. Self-realization also helps the child to realize
his strengths, weakness, opportunities, and threats so that he can exert a good control
over his life by strengthening the weakness.

THE SPIRITUAL AIM

The idealist thinkers have opined that the spiritual development of an individual
should be the supreme aim of education. Vivekananda and Gandhi both have attached
great importance to spiritual values in education.
THE LEISURE AIM
“Free and unoccupied time” of an individual is generally known as leisure. It is
that time which is utilized for enjoyment and recreation. It is also part of human life. It is
a time when we can use it in a creative way. During leisure we can pursue an activity for
own sake and not for earning a living, which is dull and monotonous. During leisure we
can also regain our lost energy and enthusiasm. Leisure can make our life dynamic and
charming. Artistic, moral and aesthetic developments can be inspired through the
beneficial use of leisure time. Children should be educated to use their leisure time
usefully and creatively.
INTERNATIONAL UNDERSTANDING:
Education is a universal process and it helps in creating universal understanding.
The process we achieved in the field of education is the result of the combined effort of
people from different countries, the scholars of all periods, the followers of all religions
and members of all the races. Education is the common heritage of mankind and it is not
an exclusive property of any particular nation, race or community. All educationalists,
irrespective of their caste, color and creed worked devotedly towards the development of
education. The man-made boundaries or restrictions cannot check the free flow of
information and co-operation among educationalists. As the world has reduced to a
global village due to advancements in the information technology, the aim of
international understanding has conquered new dimensions.
AIM OF EDUCATION IN INDIA
Educational aims in India should be judged in relation to the lives of the Indian
people. Indian civilization is one of the ancient civilizations of the world.

AIMS OF EDUCATION IN ANCIENT INDIA

The aim of education in ancient India was the ultimate outcome of the Indian
theory of knowledge and the corresponding scheme of life and values. People in ancient
India were greatly impressed and affected by the fact of death as the central fact of life.
Their one aim of life was to solve the problem of death by achieving knowledge of the
whole truth of which life and death are arts and phases. The aim was not simply abstract
and theoretical. There were practical and concrete aims too. The first was the acquisition
of knowledge. This was evident in the Vedic period. Inculcation of social and civic duties
in the minds of the students was also regarded as an important aim of education in those
days. Education for occupation was another important aim. Character training and moral
education was regarded as very important aim of ancient Indian education.
AIMS OF EDUCATION IN MEDIEVAL INDIA
During medieval age religion was the main guiding force in life and society.
Medieval civilization centered round religion. The Muslim rulers of India generally took
a keen interest in education, and many of them founded schools, colleges and libraries in
various places in their kingdoms. The mosque was a center of instruction and of literary
activity. Muslim education included those eternal teachings and values of the Quran and
Haditha, which would promote moral and spiritual knowledge. Islamic education aimed
at both physical and mental development of the students. Thus, it aimed at total
development of personality of individual.
AIMS OF EDUCATION IN BRITISH INDIA
 The British uprooted the indigenous system of education in India with definite
intentions. The educational system established by the British was colonial in character. It
was designed to prepare Indians only for taking certain subordinate positions in
Government offices. It was not intended to develop among the people capacities to take
leadership and initiative in different walks of life. The main educational objective can
better be understood from the following declaration in the educational policy or Lord
Bentinck (1835): “We want a class of persons Indian in blood and colour but English in
tastes in opinion, in morals and intellect.” The Wood’s Despatch declared almost the
same policy. The aim of British education was to inculcate European knowledge in the
minds of the Indians.
AIMS OF EDUCATION IN INDEPENDENT INDIA
After independence the Indian leaders realized the inherent defects in the system
of education introduced by the British. Universalization of education was the need of the
hour. Education must be linked with national development in all directions. With these
national goals in view the Government in independent India set up different committees
and commissions for educational reforms in the desired lines. These committees and
commissions have formulated educational aims and objectives.
INDIAN UNIVERSITY EDUCATION COMMISSION –1948-49
Just after independence an education commission was set up to enquire into the
various problems of education, particularly higher education, and to recommend
proposals for its improvements. It is commonly known as Radhakrishnan Commission
as Dr. Commission, 1948-49. This Commission has given many important
recommendations regarding higher education. It has also formulated the aims of
education of India.
SECONDARY EDUCATION COMMISSION 1952-53
For reconstruction of Secondary Education, Secondary Education Commission
was set up (1952-53) under the chairmanship of Dr. LakshmanSwami Mudaliar, a noted
educationist and ex-Vice Chancellor of the Madras University. The Commission has
made important recommendations for the reconstruction and development of secondary
education in the country. The Commission formulated the following aims of Secondary
Education after considering the dominant needs of India. These are -
1. Developing Democratic Citizenship- The adoption of the goals of democracy and
socialism necessitate the development of habits, attitude and qualities of character,
which will enable its citizens to bear worthily the responsibilities of democratic
citizenship. Among these qualities, which are to be fostered through curricular and co-
curricular activities in secondary schools, are:
 The capacity for clear thinking (clearness in speech and writing);
 The scientific attitude of mind;
 Receptivity to new ideas;
 Respect for the dignity and worth of every individual;
 The ability to live harmoniously with one another
 A sense of true patriotism; and
 A sense of world citizenship.
2. Development of Personality or Character - An important aim of democratic
education is the all-round development of every individual’s personality. This
requires that education should take into account his entire needs- psychological,
social, emotional, and practical and cater to all of them. It should provide in him the
sources of creative energy so that he may be able to appreciate his cultural heritage, to
cultivate rich interests, which he can pursue in his leisure, and contribute in later life
to the development of this heritage. Hence, education should be so organized that
subjects like life, art, craft, music, dancing and the development of creative hobbies
should find place of honour in the curriculum.
3. Development of leadership - Since the youth of today assume leadership in
different walks of life tomorrow, special function of the secondary education is to
train persons who will be able to assume the responsibility of leadership in social,
political, industrial and cultural fields. To achieve success in this work, the qualities
of justice, courage, discipline, tolerance, wisdom, sacrifice, initiative, understanding
 of social issues, civic as well as vocational efficiency should be developed in the
young men and women of our country.
4. Vocational Efficiency- One of the urgent problems of the country was to improve
productive efficiency and to increase the national wealth and thereby to raise the
standard of living. In this respect the commission recommended fostering dignity of
manual labour and promotion of work and technical skill for the advancement of
industry and technology.
5. Initiating students to the Art of living – through education the child should learn
the Art of living together in harmonious relationship with each other by developing
interpersonal skills and adjustment abilities. Education should enable a person to
acquire the necessary interpersonal skills and adjustment abilities for successful and
happy living together in society.
INDIAN EDUCATION COMMISSION (KOTHARI COMMISSION) 1964-66
In July 1964 the Government of India set up an Education Commission to
overhaul and reconstruct the entire field of Indian education under the chairmanship of
Dr. Daulat Singh Kothari. The Commission submitted its comprehensive report in July
1966. According to it education should aim at:
 Increasing national productivity;
 Achieving social and national integration;
 Accelerating the process of modernization;
 Cultivating social, moral and spiritual values.
NATIONAL POLICY OF EDUCATION 1968
The Government of India after considering the Report of the Education
Commission tried to formulate a national policy of education. With this report
Parliamentary Committee on education was set up in 1967. This Committee approved the
recommendations of the Education Commission and formulated a national policy of
education in 1968.
NATIONAL EDUCATION POLICY -1968- CHALLENGE OF EDUCATION POLICY PERSPECTIVE
 After seventeen years of experiment an attempt was made to evaluate the
national education policy, 1968. In 1985 the Government of India published and
circulated a White Paper entitled “Challenge of Education: Policy Perspective.” On the
basis of these opinions and the evaluation of different Government agencies, The
Government of India declared its new education policy under the title “National Policy
on Education, 1986.”The NEP 1986 specified the following aims and objectives of our
education –
 All round material and spiritual development of all people
 Cultural Orientations and development of interest in Indian Culture
 Scientific temper
 National cohesion
 Independence of mind and spirit
 Furthering the goals of socialism, secularism and democracy
 Man-power development for different levels of economy
 Fostering research in all areas of development
 Education for equality
Education is a unique investment in the present and future. The nation as a whole
isstriving to attain the above-mentioned educational goals of our country. Eachindividual
has to contribute his/her own mite for the good of the country.
 NURSING EDUCATION
NURSING EDUCATION

Nursing education is the professional education for the preparation of nurses to

enable them to render professional nursing care to people of all ages, in all phases of
health and illness, in a variety of settings. Need for nursing care is universal. Well
qualified professional nurses are needed to take care of the nursing needs of people in any
society.
Nursing care is an important and integral aspect of health care. Nurses have an
important role to play in identifying and meeting/solving the health and nursing
needs/problems of people of all ages, in a variety of settings such as hospital, family, and
community. S/he should teach principles of healthful living to people around and above
all she has to be a model of health.
The purpose of nursing education is therefore to produce well qualified and
competent professional nurses to meet the nursing needs of the country. Nursing
education brings changes in the behavior of student nurse so as to prepare her to play her
roles effectively as an individual and as a good responsible citizen.
AIMS OF NURSING EDUCATION

Nursing education has its aims in common with the aims of education in general
as well as its specific aims. The aims of nursing education are determined by such factors
as health needs of the people in the society, needs of the student, philosophy of nursing,
current trends in general education as well as professional education, current trends in
nursing, needs of the time, advances in science and technology and so on. Some of the
specific aims of nursing education are the following:

1. Knowledge Aim: Nursing education should impart scientific and up-to-date

knowledge in the area of biological, behavioural, social, medical and nursing
sciences. Nursing education at the same time should aim at inculcating the appropriate
nursing skills and the right attitude in the students. Theoretical and practical
knowledge is essential for rendering intelligent and efficient nursing services.
Professional nursing practice is based on scientific and nursing principles. Any
nursing education curriculum should have sufficient theory content and practical
experience.
2. Leadership Aim: Nursing education should aim at the preparation of nurses as good
leaders. Nurses are responsible for the quantity and quality of nursing care. They have
to assess and monitor the quality of care. They have to participate in decision-making
and policy-making with regard to health matters and allocation of resources of health
development. They have to plan, organize and manage health care programmes in the
community. They have to evaluate the quality and structure of health care services.
They are to collaborate and coordinate the health care functions of the members of the
health team. The nurse leaders are also responsible for effective nursing education,
nursing education should, therefore, aim at identifying potential nursing leaders and
facilitating their development.
3. Professional Development Aim: Nursing education should aim at the professional
development of each individual nurse. She should be trained to keep up the ethics and
standards of her profession. Each individual nurse should be educated in a manner so
as to enable her to develop the appropriate skills and attitude essential for professional
practice of her vocation. She should also in turn contribute for the growth and
development of her profession.
4. Personality Development Aim: This is also an important aim of nursing education.
Nursing education should contribute for the all-round development of the individual
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in all aspects. It should mould her character and help for the individual is personal as
well as professional development. S/he should grow and develop as a person of self-
awareness, self-direction and self-motivation.
5. Research Orientation: Ongoing research is essential for the growth of the
profession. Nursing education should prepare nurses who have inquisitive mind and
approach and who can add to the body of nursing knowledge through participation in
scientific investigations.
6. Democratic Citizenship: Nursing education should inculcate democratic values such
as respect to individuality, equality, toleration, co-operative living and faith in change
through persuasion. The nurse also has to be a responsible and contributing citizen of
the country.

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BIBLIOGRAPHY
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