B.Sc. Nursing B.Sc. Nursing

School of Nursing

B. Sc. Nursing is a four-year undergraduate programme focused on developing critical care, advanced thinking skills, proficiency, and values necessary for the practice of professional nursing and midwifery as mentioned in the National Health Policy 2002. The programme is designed to enable students to address the health needs of the nation, society and individuals. The programme prepares students to become responsible citizens by following a code of moral values and conduct at all times while fulfilling personal, social and professional responsibilities to respond to national objectives. 

B. Sc. Nursing programme includes classroom learning and practical sessions. Facilities are provided to students for clinical experiences under the guidance of faculty in various clinical and community settings that enable students to gain practical knowledge of their learning. Candidates looking for more knowledge in the same field may pursue higher studies for challenging career opportunities.

Key Information

Duration

4 Years

Eligibility

Min. 50% in 10+2 with PCB

Selection Procedure

Entrance Test + PI

Industry Internship Programme

Seedling School of Nursing is having its own 800+ Bedded multispecialty JNU Hospitalwhere Students receive the clinical experience.JNU Hospital is Equipped with   ultramodern facilities in the departments of Medicine, Surgery Obstetrics and Gynecology, TB & chest, Dentistry, ENT, Orthopedic, Ophthalmology, Dermatology, Pediatrics, Psychiatric and Super-specialties as Cardiology, Neurology, Endocrine surgery, Nephrology, Urology, pediatric surgery & plastic surgery etc. Well equipped 24 hrs Blood Bank.  Medical & Surgical ICU, CCU, RICU, PICU and NICU. 24 hrs Emergency Services and Intensive care services. Modern Operation Theaters and well equipped radiology department with latest 1.5T System MRI.

Pedagogy

Pedagogy in nurse education is concerned with what nurses need to know in order to understand nursing as a social enterprise, as a political activity, as a technically demanding profession, in a digital age, and where patients, families and carers have access to medical and health-related information on a global scale.

  • Case Study Analysis and Discussion:

    The case study method is a participatory, discussion based way of learning where students gain skills in critical thinking, communication, and group dynamics. Appropriate integration of case studies in chosen subjects is arranged by all the teachers in their respective fields.
  • Experiential Learning:

    The faculty members foster learning environment by engaging in rich experiential content of teaching through experimentation, demonstration, visual aids, periodical industrial visits (Community Health Centres, Hospital), organizing exhibitions as well as presenting papers.
  • Guided role play in teaching therapeutic skills:

    The use of role play in mental health education allows students to become active participants and at the core of their learning. Because textbook descriptions cannot adequately communicate what it feels like to be disturbed or in conflict, students were assigned roles that involved doing a subjective selection of the characteristics of a specific diagnosis and explaining and enacting the selection in role play. The method was successful in decreasing students’ anxiety, enabling them better to understand concepts and skills and enhancing identification with the client. A role play situation is designed to reflect the interaction between a care provider and a patient in order to implement the expected therapeutic outcome.
  • Guided role play in teaching therapeutic skills:

    The use of role play in mental health education allows students to become active participants and at the core of their learning. Because textbook descriptions cannot adequately communicate what it feels like to be disturbed or in conflict, students were assigned roles that involved doing a subjective selection of the characteristics of a specific diagnosis and explaining and enacting the selection in role play. The method was successful in decreasing students’ anxiety, enabling them better to understand concepts and skills and enhancing identification with the client. A role play situation is designed to reflect the interaction between a care provider and a patient in order to implement the expected therapeutic outcome.
    In view of providing real life experience about the community problems students posted at Rural Health and Urban health centres, where they perform field visit, door to door serve and family case studies. To develop the effective teaching skills in students institute provide platform through the class room presentation, Seminar and class test etc.
  • Lecture method:

    This conventional method is commonly adopted by all the teachers. This method facilitates the teacher to interpret, explain and revise the content of a text only for better understanding of the subject by the learners. At the end of instruction of each unit, the students are given with specific assignment which enriches their learning.
  • Incidental Learning:

    Incidental learning is unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. Early research on this topic dealt with how people learn in their daily routines at their workplaces. However, it may trigger self-reflection and this could be used to encourage learners to reconceive what could otherwise be isolated learning fragments as part of more coherent and longer-termm learning journeys.
  • Context-Based Learning:

    Context enables us to learn from experience. By interpreting new information in the context of where and when it occurs and relating it to what we already know, we come to understand its relevance and meaning. In a classroom or lecture theater, the context is typically confined to a fixed space and limited time. Beyond the classroom, learning can come from an enriched context such as visiting a hospita, or being immersed in a good book.
  • Adaptive Teaching:

    All learners are different. However, most educational presentations and materials are the same for all. This creates a learning problem, by putting a burden on the learner to figure out how to engage with the content. It means that some learners will be bored, others will be lost, and very few are likely to discover paths through the content that result in optimal learning. Adaptive teaching offers a solution to this problem. It uses data about a learner’s previous and current learning to create a personalized path through educational content.
  • Information and Communication Technology (ICT) Enabled Teaching:

    ICT enabled teaching methods have been made available in the School of Nursing. The Teaching Learning Process is supported with Regular Practical Sessions, access of Digital Library, online journals, Use of LCD projectors for seminars and workshops, productive use of educational videos, Accessibility of non-print material for students through the Internate, Communication skills training facility make the students to acquire proficiency in listening, speaking, reading and writing.

 

Programme Structure

  • Anatomy and Physiology
  • Nutrition and Biochemistry
  • Nursing Foundation
  • Psychology
  • Microbiology
  • English*
  • Introduction to computers
  • Hindi/regional language
  • Library work/ Self Study
  • Sociology
  • Medical Surgical Nursing- I
  • Pharmacology Pathology& Genetics
  • Community Health Nursing-I
  • Communication & Educational Technology
  • Library work/self Study
  • Co- curricular activities
  • Medical Surgical Nursing-II
  • Child Health Nursing
  • Mental Health Nursing
  • Nursing Research & Statistics
  • Midwifery & Obstetrical Nursing
  • Library work/ Self Study
  • Co-curricular activities
  • Midwifery & obstetrical Nursing
  • Community Health Nursing-II
  • Management of Nursing Services & Education

Career Prospects

  • Clinical Nurse Specialist
  • Certified Nurse Midwife
  • Case Manager
  • Administrator
  • Nurse Anaesthetist
  • Nurse Educator
  • Nurse Practitioner
  • Staff Nurse
  • Nursing Tutor in Schools/Colleges of Nursing
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