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Volume 4 • Issue 1 • March 2012

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For P

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Supported by the Global Fund for AIDS, Tuberculosis and Malaria (GFATM)

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Editorial Board:

Mr. T. Dileep Kumar

Dr. Asha Sharma

Mrs. K.S. Bharati

Mrs. Sundari Edwin

Mrs. Santosh Mehta

Mrs. Mankumari A. Mistry

Mrs. Dipti Bhattacharya

Ms. Catherine Myrthong

Dr. S.N. Misra

Dr. Dilip Vaswani

Content and Design:

Shanta Misra

Cover:E-learning on HIV/AIDS for Nursesunder the Global Fund 7 project, accessible from the INC website. Please submit your contributions/articles to INC Newsletter at: [email protected]

Published by the Indian Nursing Council, Combined Councils Building, Kotla Road, Temple Lane, New Delhi 110002.

Contents

The President’s Desk 3

GFATM Nurses Training Project – Achievements in this Quarter 4

E-learning for Nurses on HIV/AIDS Prevention and Care 6

Photogallery 8

In Conversation 9

Knowledge of Parents Regarding HIV/AIDS and Health Status of Children Receiving ART in Selected Hospital 11

Impact of Global Fund Training Program on Management Skills Nursing Staff 14

Announcements 16

The views expressed in the INC Newsletter are not necessarily those of the Indian Nursing Council or the editorial board and they accept no responsibility for them.

GFATM Round 7Training Update (March 2012) This Quarter Cumulative

Activity Achievement

This Quarter Cumulative

Number of Master Trainers/Trainers Trained 32 849

Number of Staff Nurses Trained 5409 71815

Number of Trained Nurses provided with Supportive Supervision 3424 6775

Number of Nursing Superintendents oriented 490 1551

Number of ANM Trained 209 209


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The President’s Desk

Welcome to this edition of our quarterly newsletter

We start this quarter with the launch of the e-learning program on HIV/AIDS for nurses. This has been developed over the past several months and is based on the 6-day training program on HIV/AIDS under the Global Fund Round 7 project. I am happy to announce that after the launch in February, it is being increasing accessed by many nurses across the country through the Indian Nursing Council Website. More details about this e-learning are included in the newsletter.

In Conversation, we have Dr. Julianna Linnette D’Sa discussing her work and views on the Nursing education with us.

Parents remain the most important support to children who have been infected with HIV. Research findings from a study in KEM Hospital, Mumbai, concludes that knowledge of parents about the illness is critical for sustaining the health of the child and improving the quality of life.

Observations by a group of interns on the impact of the Global Fund project on the management skills of nursing staff makes interesting reading.

I also congratulate all the Training institutions who were awarded top honours in the Consensus Meet in Jaipur for implementing the Global Fund project in the past year

I look forward to your contributions and feedback and hope to share more about our work with you in our subsequent publications.

Sincerely,

Mr. T Dileep KumarPresident, Indian Nursing Council

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GFATM Nurses Training Project – Achievements in this Quarter

Mrs. K. S. BharatiJoint Secretary, INC& Project Manager, GFATM

Greetings and a Very Happy New Year !

In this quarter, the Global Fund project continued with the activities in reaching out to achieve the desired targets. A total of 5409 staff nurses from various hospitals were trained during this quarter to reach to an overall target of 71815 nurses trained so far. The supportive supervision of the trained nurses, which was initiated in the previous quarter reached out to an additional 3424 nurses across the districts. The one –day workshop for Nursing Superintendents of the various hospitals was acknowledged with great enthusiasm by the participants. A total of 490 Nursing Superintendents participated in this workshop during this quarter.

Training of Auxiliary Nurse Midwives (ANM)

The training of ANM on HIV/AIDS was initiated in West Bengal during this quarter. A 2 day curriculum was developed and a Training of trainers program conducted in the College of Nursing, Medical College, Kolkata. A total of 35 ANM trainers were trained to impart training to ANMs in the state. Subsequently, the three institutions in West Bengal, College of Nursing, medical college, College of Nursing, SSKM, Hospital and Ma Sarada College of Nursing took up the training of ANMs and 6 batches of training were conducted. A total of 209 ANM from West Bengal were trained. The trainings were conducted with the use of local language and there was an enthusiastic response from the participants.

National Consensus Workshop

The annual National Consensus workshop was conducted in Jaipur on the 10th and 11th February 2012. All GFATM staff from Indian Nursing Council and all SR and SSRs participated in this event. Apart from the progress update, gaps and issues were identified

and solutions discussed. The new activities for the forthcoming year, such as the training of ANM and the training of nurses contracted out in ART centers and Community Care centers were discussed and the plan finalized.

An elaborate process is followed in the grading of the trainers involved in the project. This include a 360 degree feedback from all stakeholders, including participants, Training Coordinators, monitors etc on the sessions conducted by individual trainers. Of the total trainers who participated in the training programs, about 66.3% of them achieved a performance rating of 65% and above.

Similarly, the institutions are ranked based on their performance in the past one year. The Regional Resource Centers or the Sub- recipients were ranked separately. The following institutions were formally awarded during this workshop-

Regional Resource center – Institute of Nurse Education (INE), Mumbai

Top Three training institutions –

College of Nursing, Manipal Armed Forces College of Nursing, Pune Government College of Nursing, Ahmedabad

E-learning

The 6 day training of staff nurses has been made available as an e-learning package in the INC website. The training materials have been customized and made available online from anywhere across the world and


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easily accessible to nurses and other health professionals who may find the training useful. This e-learning package was formally launched by Mr. Dileep Kumar, President INC in the Consensus meet in Jaipur and discussions were held among 200 GFATM staff that had assembled for the 2 day meet.

Training of Nurses exclusively posted in ART centers and Community Care Centers

A designated nurse is positioned by NACO in the ART centers and the Community care centers. These nurses required a customized training which included

e-learning page accessible at www.indiannursingcouncil.org

Launch of the e-leaning for nurses on HIV/AIDS by Mr. Dileep Kumar, President INC in Jaipur

sessions on reporting and record keeping as per NACO guidelines and formats. These trainings also included select Medical officers from ART centers and SACS who participated as trainers and took these special sessions. These exclusive trainings were conducted in select SR and SSRs from this quarter.

However, the additional training materials were subsequently included in the regular training of the staff nurses in the project.

Mid line assessment

The next round of mid line assessment on the satisfaction levels of People living with HIV(PLHIV) with the services provided by the trained nurses in the ART and PPTCT centers was conducted between February and March 2012. The assessment was repeated in the same hospitals in the 20 select districts which were utilized in the previous round. A total of 432 PLHIV including 18 pregnant women were interviewed and the overall satisfaction level with services provided by the nurses was 65.2% as compared to 58% in the previous year.

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E-learning for Nurses on HIV/AIDS Prevention and Care

Introduction

In 2001 Marc Rosenberg suggested the following definition of E-learning: “the use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance.” This definition has expanded to include wireless as well as internet technologies with the two technologies often working together to delivery focused learning.

E-learning is a new education concept by using the Internet technology, it deliveries digital content, provides a learner-oriented environment for teachers and students.

E-learning is a new education concept. It entails independent learning and refers to each individual learner completing learning activities or modules on their own, in their own environment, on their own schedule. The learner is independent of a facilitator and the other learners. However, this does not mean that the learner does not have access to other resources such as a facilitator or coach, but the learner is in control of whether they contact them, when they contact them, and for what.

Facilitated learning is designed to be completed through interaction with instructors or coaches. There

are several ways this can work, for example, a learner might complete a section of learning on-line then discuss key concepts via e-mail with the instructor or with classmates. Collaborative learning relates to working with other learners in an on-line environment. For example: an e-mail discussion with other learners on a particular topic or everyone posting to a bulletin board or course room.

Some of the more obvious benefits of E-learning include consistency of content, ease of customization, learner control, and reduction or elimination of travel costs to attend learning events. Consistency of content is achieved by the same learning being made available to anyone, anywhere, anytime with no degradation to the quality or effectiveness of the content or presentation.

E-learning for Nurses – GFATM Round 7 project

Indian Nursing Council (INC) with support from Futures Group has developed an E-learning program which has been tailor made to suit the needs and requirements of Nursing faculty working in various Nursing colleges and schools and the staff nurses working in different hospitals and providing care to HIV/AIDS cases. This online program is complementary to the ongoing 6-day classroom training courses conducted by

Introduction Unit for e-learning

the 55 nursing institutions all over India.

This E-learning course is a flexible, web-based learn-on-demand system that allows nurses to complete the course in a way that suits their individual schedules.

Though this course is meant for those nursing personnel who have not attended the 6-day classroom training programme on HIV/AIDS Care and Treatment, It can also be utilised as a refresher course for all the nurses who have undergone the GFATM/any other training on HIV/


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AIDS Prevention, Care support and Treatment. Other health professionals working in the field of HIV/AIDS may also find this course useful since it discusses all aspects of HIV/AIDS prevention and care, support and treatment.

“E-learning is the use of technology to enable people to learn anytime and anywhere.”

This makes it convenient nurses to log in any time of the day or night either from work or home. If they’re interrupted during a course, the system allows them to return where they

The E-learning process

This GFATM e learning program includes all the fifteen units of the 6 day training program for nurses on HIV/AIDS. These units include the power point slides, a vivid commentary explaining all teachings, videos and pre test and post test questions after each unit to test the understanding of the learner. In addition, the learner has access to HIV/AIDS reference materials and national guidelines of NACO and an FAQ on HIV/AIDS.

If required, the learner can post additional queries seeking clarification from experts and trainers. The INC has identified a pool of HIV/AIDS and Nursing experts who provide all clarifications that the learner would require.

INC has also approved 30 hours of CNE (continuing nurse education) for anyone accessing and completing this innovative E-learning. On completion, INC would be acknowledging and awarding a certificate of completion and CNE credits.

In future, INC plans to expand this program to include webcasting of lectures and seminars and customised training sessions and further include other diseases and health care services for nurses.

This E-learning program as part of the ongoing Round 7 of the Global Fund project can be accessed through the Indian Nursing Council website –

www. indiannursingcouncil.org/gfatm/testcharts/home.aspx

e-learning – Unit 1left off, even days later.

Benefit of E-learning

Travel costs = zero

Many Government as well as private health care institutions may not be in a position to send their nurses for training programme for six days due to shortage of nurses in hospitals or various other reasons. These untrained nurses can excess E-learning as it has no travel cost.

Cost of delivery = zero

No classrooms, no additional trainer costs, no lunches – and training kits.

Learner time is better spent

E-learning is generally shorter than classroom training on the same subject by up to 25-60% (according to Brandon Hall, 2001 and Rosenberg 2001). Time is compressed in E-learning, as you don’t have all the logistics that come with the classroom: welcomes, introductions, setting up and winding up sessions, breaks, etc... Since the biggest cost of any training is learner time spent in training.

But is e-learning more effective?

A major research study by the US Department of Education in 2009 concluded that, on average, learners using E-learning performed better than those receiving face-to-face instruction.

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PHOTOGALLERY

AFMC College of Nursing being awarded the 2nd position among the SSRsfor implementation of the GFATM project for the year 2011

Institute of Nurse Education (INE), Mumbai being awarded as the top SR (Regional Resource Center) in the GFATM project

College of Nursing, Ahmedabad being awarded the 3rd position among the SSRs for the implementation of the GFATM project for the year 2011

Manipal College of Nursing being awarded the top position among the SSRs for implementation of the GFATM project for the year 2011


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In Conversation

Dr. Julianna Linnette D’Sa is Professor Research in Nursing, Yenepoya Research Centre, Yenepoya University, Mangalore. She has also held the positions of Dean, Professor & HOD Dept. Of Obstretics and Gynaecological Nursing, in the same University. She has done her Ph.D. in Nursing in 2007, from Manipal University, Faculty of Nursing. She has 17 years experience in Collegiate teaching, she has also been Program Manager for Global Program.

Dr. D’Sa has several publications to her credit, her most recent publications are: Bibiana D, D’Sa JL. A comparison of maternal and foetal outcomes among anaemic and non-anaemic gravid women in selected hospital in Kerala, India.

She has several national and international conferences, such as International Conference on Research and Training for Health Professionals, organized by KLE University, Belgaum. February 2012.

She has been awarded the FAIMER fellowship 2012 (Foundation for Advancement in International Medical Education and Research; Currently a fellow) this is an international Fellowship. Member of the Editorial Board for Publication of the Rajiv Gandhi University of Health Sciences Nursing Journal. Nursing Expert / Core Group member, Indian Nursing Council, for the Global Fund for AIDS, Tuberculosis, Malaria—Round 7, Project “Strengthening Institutional Capacity for Nursing Training on HIV/AIDS in India”. She is also member of the committee of the Indian Nursing Council for the Curriculum Revision of M.Sc. nursing curriculum; member of Board of Studies in various universities, Ph.D. guide at Yenepoya University, Mangalore, Founder Dean of Manipal College of Nursing, Mangalore; established the Nursing College.

Dr. Julianna Linnette D’SaProfessor Research in NursingYenepoya Research CentreYenepoya University,Mangalore, Karnataka

Dr. D’Sa it is a great honour and privilege talking to you on behalf of GFATM INC Newsletter. Many of our readers will be inspired and motivated reading about you.

Ma’am, with your extensive experience in Obstetrics and Gynecological Nursing, please tell us about nursing education and skills in this field?

Midwifery is an area of practice that has independence for practice, provided the midwife has the required competencies. Midwives have helped in saving lives of women and have a distinct role in care of women before, during and after child birth. Although Midwifery was a separate profession in India during the colonial period, in 1902, a midwifery board was established. When there was a shortage of nurses, the midwives were given a short training and were called the Auxiliary Nurse midwives (ANM). A two year ANM course that was provided was discontinued later and replaced by an 18 month multipurpose worker course for Female Health workers.

The Indian Nursing Council has initiated a course: The Nurse Practitioner in Midwifery (a post basic diploma). This one year course was designed with an aim to develop nurses to work as nurse practitioners for providing competent care at institutional and community levels. In reality, what actually exists is that most registered midwives do not have the confidence to work independently or are dominated by the rising number of Obstetricians or young post graduates in Obstetrics in hospitals attached to medical colleges. Initiatives to define roles of doctors/nurses are needed and empowering the nurses to be independent is essential.

You have been Professor and HOD of Obstetrics and Gynaecology Nursing, did you find the students interested pursuing in Obstetrics/Gynaecology Nursing/ Midwifery as a career option and why?

Yes. I did find few students interested in pursuing Obstetrics &Gynaecological Nursing as a career option. This is evident by their choice in pursuing Master of Science in Nursing with Obstetrics and Gynaecological Nursing as their specialization. Many students who have chosen this area have expressed that they had done so because of the interest that they had developed in their undergraduate programme or because of their prior clinical experience that was a motivational factor.

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One of your major areas of interest is Innovative teaching strategies, Problem-based learning, for the benefit of our readers please tell us about these strategies.

Innovation is the act of introducing something new. Providing students with real life situation facilitates learning. We know that professional nursing requires strong critical reasoning, clinical judgment, communication, and assessment skills that needs to be used in practice in rapidly-changing environments, where complex care is being provided in a variety of settings. Modular teaching, field based teaching, integrated teaching, problem based teaching, and use of information technology are some examples of innovation in Nursing education.

Innovative courses could also be developed. For example, in the first year of the undergraduate programme, we could use teach anatomy (structure of the lungs), physiology (Respiration), Nursing Foundation (Assessment of the respiratory system, oxygenation, drug administration through inhalation) Microbiology (Air borne infection) etc. Courses could be structured in such a way that integration would be facilitated, or innovative teaching strategies could be utilized.

We could also use innovative strategies that would be acceptable to the students, because, ultimately, we wish to achieve the objectives that are student- oriented. Problem – based learning (PBL) is one of the innovative strategies that can be utilized in teaching students. This strategy is one in which a problem situation is introduced as a stimulus and the students brain storm and find solution to the problem, they do self-directed learning, and regroup. It has several benefits like enhances critical thinking/ clinical reasoning, lifelong learning, acquisition of skills, motivation for learning, etc . In the study that I conducted, I introduced the PBL in the already existing traditional curriculum. The PBL package on antenatal care was effective in improving the clinical reasoning, clinical skills, attitude towards care of antenatal women and motivation for learning of the undergraduate nursing students. However, with regard to the learning style, they used the strategic approach to learning predominantly; the PBL did not bring about a change in the approach to learning, although several studies show that students using PBL develop a deep approach to learning. PBL was found to be acceptable to majority of the students. This approach needs to be used by nursing colleges, in my view. A data base of all innovative teaching material could be developed and a resource centre for this could be initiated so that all

the innovative teaching material that is developed and tested can be shared by various colleges in the country, thereby improving the quality of nursing education through innovative practice in education.

For final year nursing students who wish to pursue Nursing Research, what is your advice and where would you recommend that they start?

Nursing research has a tremendous influence on current and future professional nursing practice, thus rendering it an essential component of the educational process. It is critical to the nursing profession and is necessary for continuing advancements that promote optimal nursing care. The students must understand the importance of research. They need to understand that research is a systematic process. The Indian Nursing Council has prescribed an appropriate method of learning this course that is, using the project method. Through this method, they learn by doing. The problem that they study should be of importance to Nursing, the results of which will contribute to the profession. Of course, the supervisors will help them in doing this. Enjoy every step of the research project.

I compare the research project to the birth of a baby: conceiving, going through the pregnancy and then finally delivering the baby, and informing all friends and relatives. One is very happy when the baby is born. I have seen students have a sigh of relief and joy when they submit the copies of their project report.

To the students I would like to say “Students, enjoy every step of your research. Disseminate the research findings: publish it, present it at conferences, discuss it with friends at your work place, and most importantly, utilize the findings. Go ahead and contribute towards making research a culture in your work place”.

We always mention a “Few of your Favourite Things”, in our interview, so here goes:Your Favourite Book/Film:Book: The Power of Positive Thinking by Norman Vincent PealeFilm: ‘Three Idiots’Favourite place and why: Mangalore, a serene place with a lot of opportunities for being a socially productive citizen.Favourite Food: ChaatMost Inspiring Person in your life: My mother, who has taught me values in life.Your Motto in Life: Honesty and hard work counts, be passionate towards whatever you do.


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Introduction and need of the study:

AIDS is an acquired disorder which affects the immune system of the person. As the disease progresses, it gives a way to other infections called as opportunistic infections.

It has been seen, that the incidence of parent to Child transmission is on the rise. The child who has been affected with AIDS is more at risk for developing opportunistic infections. To improve the quality of life, it is essential that a person has regular treatment, follow up, and in addition requires to have a healthy lifestyle to maintain a good health status. The Health status is an important factor which has a bearing on the incidence of infections, quality of life and the mortality related to AIDS.

Childs health status depends on various factors, the main one being awareness of the caregivers regarding HIV / AIDS.

Thus, the investigator felt that it we identify the knowledge that the parents have and assess the health status of children, the data will be useful in identifying the areas in which parents lack knowledge, to help in bridging the gap. We would also be able to identify the current health status of children who are on ART which would enable us to plan strategies to improve the wellbeing.

Title: A study to assess the knowledge of parents regarding HIV/AIDS and to evaluate the health status of children receiving ART in ART center of K.E.M. Hospital Mumbai.

Objectives

• To find out the knowledge of parents regarding HIV/AIDS.

• To assess the selected physiological parameters of children on ART.

• To assess the nutritional status of children on ART.

• To assess the developmental milestones of children receiving ART.

• To compare the health status of children receiving ART with the Knowledge score of parents.

Research Methodology

Research Approach: Exploratory Descriptive approach

Research Design: Survey

Setting of the Study: Selected ART Center, K.E.M. Hospital, Mumbai.

Population: Children living with HIV/AIDS and their Parents.

Sample: Children living with HIV/AIDS and their Parents attending ART Center at K.E.M Hospital.

Sample Size: 100

Criteria for sample selection

• Children living with HIV/AIDS and their Parents.• Parents who can understand English, Hindi, Marathi• Children and their Parents willing to participate in

the study.• Children whose age is above 1 year.

Tool and Technique

Tool: Semi structured Interview schedule to collect information from parents and Anthropometric measurement to assess health status of children.

Technique: Interviewing and Assessing of Anthropometric measurements of the children.

Analysis of the Data

Demographic Data: Among the samples selected, 59% of them were Males, where as 41% were Females. 91% of the children were non-vegetarian and only 9% of them were vegetarian.

Knowledge of Parents Regarding HIV/AIDS and Health Status of Children Receiving ART in Selected Hospital

Mrs. Nancy Fernandes,Mrs. Devita Nalawade andMrs. Avani OkeAsst. Professors at L.T. College of NursingS.N.D.T. Women’s University, Mumbai

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Data Related to Knowledge: Only 15% of the parents knew the actual meaning (i.e. Full form) of AIDS. 27% knew what HIV meant. Only 20% of the sample knew the test which is done for HIV infection. 33% of the samples knew the cells which are responsible to fight infection.

it can be improved by regular medication, good care (31%), adequate infections (31%), Supplementary feeds (18%).

Data Related to Common Health Problems of Infants and Young Children: Out of the samples selected, the Common health problems reported were cold and cough (48%), diarrhea (36%), dental caries (7%), skin rash (9%).

Distribution of the sample according to gender and their diet pattern.

Knowledge of sample regarding Meaning of AIDS, HIV, TEST done and cells involved.

Data Related to knowledge of parents regarding management of Infection: 96% of the sample knew that children have special needs when infected with HIV than that of adults. 55% of the sample felt that HIV can be confirmed even when the child is on breastfeed. Regarding improvement of Immune status, 75% felt that

Distribution of samples according to reported health problems

Data Related to Knowledge Regarding care to be taken by Caregivers to Improve Health of HIV Infected Children: Only 18% felt that growth monitoring was essential. 68% felt that it is important to do regular medical check- ups. 38% felt that it is necessary to recognize and report any signs of infection. Only 17% felt it important to prevent injuries. Only 13% felt it important to consider nutrition as a measure to improve health.

Knowledge of caregivers regarding care of HIV Infected children


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Data Related to Opinion of parents regarding Transmission of HIV

91% of the sample felt that teenagers need not worry about getting AIDS. 41% of the sample knew that they could protect themselves and reduce the spread of infection if they were aware about the HIV infection. 56% among the sample felt that it is a rumor that those infected with HIV should not be provided any support and funds.

When questioned regarding the mode of transmission, only 23% of the samples were aware of the mode of transmission of HIV.

When asked if the children were aware what they were suffering from? It was noted that 98% of the samples infected were unaware that they were suffering from HIV infection neither were they told by their parents.

Assessment of Nutritional status of the samples

It was seen that all the samples who attended OPD were undernourished and this finding correlated with the knowledge aspect where only 31% of the parents felt that adequate nutrition can improve health of the child.

BMI less than 10 was note in 19.10% of the children, BMI between 10-14 was seen in 62.92% and BMI ranging from 15-20 was found in only 17.98% of the children.

=8.22x10-5 ]. There was poor correlation between the knowledge score of parents and BMI of their children which indicated that knowledge of parents has not influenced the nutritional status of their children .Since the knowledge score of the parents was already poor this may be the reason why the nutritional status of children was seen to be poor indicating malnutrition.

Conclusion

Children with HIV/AIDS form a vulnerable group which further is affected by poor nutrition, which pushes the child towards malnutrition and opens the door for the opportunistic infection increasing the mortality and morbidity rate. Knowledge of parents plays a very important role in sustaining the health of the child and in improving the quality of life. The knowledge and the health status may be influenced by many other factors but mainly economy as most parent themselves being infected do not have job or adequate source of income to meet the nutritional requirements.

The study highlighted that though the health team believes in providing adequate amount of information and teaching via the media. Knowledge has not improved in the parents and effect of poor knowledge has been reflected in the poor health status of the children in the study. Hence it may be concluded that health team needs to keep on reinforcing importance of good nutrition, in maintaining health of children specially those diagnosed with HIV/AIDS. The Government should consider providing nutritional supplements which would enhance the nutritional status of the children and make the treatment modality effective.

Bibliography

• Soni Darshan, “A textbook of nutrition”, 2009, 2nd edition P.V. books, Jalandhar Publishing house.

• Polit and Beck, 2010, Nursing Research: Generating and Assessing Evidence for Nursing Practice, 8th edition, New Delhi, Wolters Kluwer Pvt. Ltd.

• Basvanthappa. B.T, 2008, Nursing Research; 2nd edition, New Delhi, Jaypee Brothers.

• Burns. N, Grove. S, 2005, The Practice of Nursing Research, 5th edition, Missouri, Elseviers.

• Brink. Hilla, 2006, Fundamentals of Research Methodology for health care professionals: 2nd edition, Cape Town, Juta and Co. Pvt .Ltd.

Nutritional status of the samples according to the BMI calculation.

Data Related to developmental milestones of children receiving ART: None of the parents of children with HIV/AIDS reported observing any delay in the milestones of their children.

Comparison of the health status of children receiving ART with the Knowledge score of parents

Co-efficient of correlation was calculated[r

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Impact of Global Fund Training Program on Management skills of Nursing Staff

The Global Fund Round 7 project on Institutional Strengthening of Nurse training is being implemented from 2008 till 2013. Though the training has focussed on strengthening the nurses faculty training skills and increasing their technical knowledge, it was also felt by many that the Faculty and other project staff working in the 55 select nursing institutions have also gained adequately in terms of program management and other related skills. In order to gather more evidence a team of management interns from a multinational company from Japan decided to take up this project with the objective to study how the GFATM project impacted the Nursing trainers and Nursing staff working in this project. These team of 4 members undertook this assessment between November and December 2011.

A good Program/Business management includes

• Good communication • Efficient team management • Good reporting/marketing • Tech-savvy information • Time and stress management

In order to include the above areas, a semi structures questionnaire was utilised to include-

• Communication Skills • Time Management Skills • Team Management Skills • IT Skills • Stress Management Skills

The team visited the following institutions –

• RAK, College of Nursing, New Delhi • CMC, College of Nursing, Ludhiana • NINE, PGI, Chandigarh

The persons who were interviewed were the Principal Coordinators, the training Coordinators, select trainers, the Finance officer and the Data entry operators and select trainees. A total of 28 staff were interviewed in these three locations.

Findings

The important skills that have been enhanced as depicted in Graph 1.

All 28 respondents mentioned that the GFATM project has been instrumental in the enhancement of their skills. Of these 82% of them mentioned about facing stress in their day to day professional work.

Communication skills

Team management

Stress management

Time management

IT skills

Intern Team’s visit to CMC, Ludhiana

Intern Team’s visit to RAK, Delhi Graph – 1(a)


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They manage stress by adopting the following-

• Meditation, Pray, deep breathing exercise, Sit • Discussion with senior/family/others • Cooperation of team • Look up the resources-books, internet etc • Music • Manage oneself by doing priority work • Time does it on its own

A specific question on whether to meet demands of the society today, is it important for nurses to learn management skills in the undergraduate programme,

Communication skills

Team management

Stress management

Time management

IT skills

Principals... Trainer/Faculty FO/DEO Nurses

0% 20% 40% 60% 80% 100%

Graph – 1(b)

about 96% of them agreed that it is very important. The many reasons on why this is important is because

• They are the future leaders. • They need to improve upon

time management skills. • It is essential for all the

professionals to learn management skills.

• They learn to better manage emergency situations in the hospitals.

• They need to attend several duties at the same time while working in the hospitals.

Conclusion

The GFATM Rd 7 project not only trains nurses’ clinical skills but also enhance their levels of management skills, especially, communication and IT skills were enhanced for majority of them. The nurses recommended more of such initiatives either funded globally or by Government of India. There should be a follow up training on handling stress/ communication management of the nursing personnel. This platform should be leveraged to include technical training for nurses on other communicable diseases as well.

There should be focus on building this pool of trained nurses and engage them, post training to build a community through various social media networking platforms.

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Printed at Rakmo Press Pvt. Ltd. New Delhi-110020

INC AnnouncementsINDIAN NURSING COUNCIL

COMBINED COUNCILS BUILDINGKOTLA ROAD, TEMPLE LANE, NEW DELHI-110 002

1. Bond System

It has come to the notice of Indian Nursing Council that some nursing educational institutions are resorting to the practice of obtaining Service Bonds from students who have completed their respective course studies to work in their own affiliated Hospitals as Staff Nurse. This leads to the students to work as Staff Nurses in affiliated Hospitals against their own free will on the threat of retaining and not returning their original certificates. Instances has come to the notice that many of the nurses are denied the original certificate and marks card and students are being harassed by the management of the Hospitals.

Indian Nursing Council has resolved that henceforth the unethical practice of taking Service Bonds from students and forcefully retaining their Original Certificates should be stopped immediately. If, such unethical practice of obtaining Service Bonds/forcibly retaining the original certificates of students comes to the notice of the Indian Nursing Council, and then in that event the Council would be forced to take a penal action against such erring nursing educational institution.

2. Closure of Vocational ANM Course

Indian Nursing council has resolved that the eligibility criteria for the ANM programme shall be 12th pass instead of 10th pass. Indian nursing Council in its general body meeting held on 26th June 2011 has resolved that the eligibility criteria for ANM will be 12th pass. Therefore, the vocational ANM programme conducted by the CBSE to be stopped from next academic year 2012-13 as it will not fulfill the eligibility criteria prescribed by INC i.e. 12th pass for the ANM programme.

Indian Nursing council will not be responsible for the students admitted for 2012-13.

Website: www.indiannursingcouncil.orgE-mail: [email protected]

Phone: 23235570, 23235619Fax: 23236140

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