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THE BOARD OF NURSING EDUCATION NL
CHRISTIAN MEDICAL ASSOCIATION OF INDIA (SOUTH INDIA BRANCH)
ORIGIN
The Board today is like a river to which many springs and streams have contributed their waters.
This mighty swelling river is like Tennyson’s Brook …. It will go on forever. It will flow over this
great land, watering, nourishing, supporting and enlivening the nursing community and enriching
the quality of nursing care.
This Board which started as a trickle way back in the early nineties, is today a healthy vibrant
flowing river in which one hears the murmur of many noble nurses, past and present whose prayers,
hopes, works and gifts have intermingled to give eternal life to this great institution.
Nothing exists in a vacuum and the BNESIB is no exception. Modern nursing began in the early
19th century in northern Europe with the Protestant Deaconess Movement. The first secular effort to
train nurses began in 1836. In India it was the foreign missions which took a leading part in
promoting the training of nurses particularly in Indian languages. Most of the early missionaries
who came to India and took up nursing as their vocation had undergone professional training. Soon
they thought the need to form a common Association where issues related to nurses and nursing
could be addressed.
On 10th December 1908 the Association of Nursing Superintendents assembled in Bombay for their
Annual Conference for the purpose of drawing a definite standard of age, education, general fitness
length of training and certification with a uniform standard of theoretical and practical knowledge.
A sub-committee of Nursing Superintendents which can truly be said to constitute the First Board
of Nursing Education was appointed to enquire about the report what was already being done in the
way of training native Christian nurses in the various Mission Hospitals in South India and to
suggest training programme. In the annual meeting of the Indian Medical Missionary Association it
was agreed to accept most of the proposals recommended by the sub-committee. At the meeting of
the South India Medical Missionary Association at Kodaikanal of 24 May 1913, The Board was
formally constituted and was called the Central Board for Nurses’ Training Schools in South India.
This Board was asked to arrange a scheme for a uniform examination of the Indian Nurses in South
India Mission Hospitals. The first batch of males nurses to appear for the nursing exam was in
1917.
In 1930 the name was changed to the Examining Board of the Nurses Auxiliary of the CMAI. This
was again modified in March 1965 to the Examining Board of the Nurses League of CMAI (SIB).
Ten years later in October 1975 the name changed to what it is today “The Board of Nursing
Education of the Nurses League of the Christian Medical Association of India (South India
Branch).” ANM training was started in 1955.
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The uniqueness of BNESIB is neither its building, finance, nor in its programmes. But it lies in its
committed Board members, leadership of CMAI, loyal and dedicated staff and above all our values
that guided by faith in Lord Almighty. The commitment and dedication of the predecessors
motivate all to enlarge their contribution to rural India even as everyone attain new mile stones of
excellence. The partnership, participation and voluntarism of its members and well-wishers lead it
for international competitiveness.
Much as the Board has achieved, its members are always making that extra effort to do much more.
Board strives to maintain highest level of transparency, accountability and integrity. While
maintaining the statutory requirements at the affiliated institutions, it goes beyond by putting into
place procedures and systems. The Board ensures that the latest developments in the medical field,
emerging diseases have been incorporated in the curriculum to equip the nurses to face tomorrow’s
challenges. Many things have changed over the time; nevertheless the fundamental pillars of vision,
values and vitality have empowered the transformation of our Board over the past decades. Its
quality consciousness and student centric approach has improved the efficiency, standards and in
creating a performance- driven culture.
MILE STONES
10th December 1908 - Planning meeting by the Association of Nursing
Superintendent of India
24th May 1910
- Formulated rules for the training of nurses in Mission Hospitals
24th May 1913
- BOARD WAS CONSTITUTED AND WAS CALLED
“CENTRAL BOARD FOR NURSES TRAINING SCHOOL IN
SOUTH INDIA”
- Conducted 1st Examination (12 students appeared for exam)
- The Male Nursing Students appeared for exams
- Syllabus and rules & regulations were revised
- Board’s name was changed to “Examining Board of the
Nurses Auxiliary of CMAI’’
- Madras Nurses and Midwives Council accorded
recognition for the certificates issued by the Board
- Formulated constitutions and bye-laws. Prepared
“Midwifery case Book” & “Practical Work Record”
- ANM Course started
- Changed pattern of question paper
- Name changed to Examining Board of the Nurses
League of the Christian Medical Association of India
(South India Branch)
- Name changed to “The Board of Nursing Education
Nurses League, Christian Medical Association of India
(South India Branch)”
- Adopted the Revised GNM Syllabus
September 1913
1917
1921
June 1930
1931
1935
1955
1957
1965
1975
1987
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1996
1998
- Community Geriatric Health Care course started
- Started conducting DNEA course
2000
- Initiated “Quality Improvement Service”
- Introduced Ophthalmology nursing course for GNM male student in
lieu of Midwifery
- Affiliation of Non – CMAI member institutions
- Diploma Certificate – CMAI Logo & Hologram Incorporated
- Lamination of Certificate
- Adopted revised GNM Syllabus
- Adopted revised CGHC Syllabus
- Prepared Log Book of the Clinical Work record for GNM and ANM
Courses
- Standardized the Examination Protocol
- Revised Log book for the Clinical work record
- Standardized all the records to be maintained by the School of
Nursing
- Standardized the Student Evaluation
- Adopted revised ANM Syllabus
- Started conducting Post Basic Diploma in Speciality Nursing
Course
- Student Nurture Programme
- Initiation for Commemorative Learning Resource Centre ( Centenary
project )
- Comprehensive Evaluation of the Board
2000
2000
2002
2004
2005
2005
2006
2008
2009
2010
2011
FUNCTIONS
 Co-ordinates and brings uniform standard of Nursing Education in South India in schools
affiliated to the Board, in accordance with the requirements of the State Nurses and Midwives
Councils and the Indian Nursing Council
 Interprets to the Schools of the regulations of the Indian Nursing Council and State Nurses
and Midwives Councils
 Prescribes the entrance requirements, the syllabi and the rules for the courses and examinations
 Determines the number of students to be admitted in each School according to facilities
available
 Arranges for and conducts examinations and issues Diploma/ Certificates and mark list to
successful candidates
 Arranges inspections of the Schools of Nursing and related areas of learning experience
 Encourages writing and publishing of textbooks and relevant literature.
 Maintains and enhances the educational standards of Schools of Nursing by arranging
Continuing education programmes such as workshops, refresher courses etc
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COURSES OFFERED
INC has recognized the Board of Nursing Education NL CMAI( South India Branch) for issuing
qualification for the General Nursing and Midwifery, Auxiliary Nurse Midwife, Diploma in
Nursing Education and Administration & 10 Post Basic Diploma in speciality Nursing at its
affiliated institutions. There are number of Schools of Nursing in Andhra Pradesh, Karnataka,
Tamil Nadu and Union Territory which are affiliated to this Board.
ADMISSIONS
Board strives to impart quality nursing education through its affiliated institutions without
distinction on the basis of religion, caste or creed. Its training methodology aim to equip the student
nurses with a global outlook to face the challenges of tomorrow. The students are assisted in
developing independent thinking, creative outlook and a balanced view point. Most of the affiliated
schools are equipped with qualified and experienced faculty. In addition to INC requirements the
admission protocol include written examination aptitude test and interview. Those who successfully
pass this are selected for this course.
CURRICULUM IMPLEMENTATION
BNESIB offers a strong integrated approach in dealing with the curriculum. First and foremost it
ensures that the teaching faculty are qualified, experienced, knowledgeable and are easily
approachable to students. Emphasis is on ‘student centric’ rather than on ‘teacher centric’ teaching.
The role of teacher is that of a ‘facilitator’ who help the students to ‘learn the subject’ rather than
merely ‘teach the subject’. They ensure that most of the details are addressed to keep the students
active, comfortable and pursue the course in an ideal ambience.
Students acquire and increase habit of curiosity, reading, reflection critical thinking, self-discipline
and open mind and loving heart to accept and respect people of all age group of various religion,
languages, economic and cultural back grounds. School imparts hands-on training on simulation
models first. Once their skills are enhanced they care the patients with confidence. The Faculty and
other staff of the institution ensure that they inculcate in students ethics and values by which they
can nurse the patients with a human touch. They teach them that there are more possibilities than
limits.
EDUCATIONAL EVALUATION
The first examination was held in September 1930. Students appeared for theory, practical
examination and viva. External examiners were arranged; few students were withheld as they could
not complete the requirements. Questions were prepared by the group of people and the evaluation
of the examinations were held before the results were published. The students are evaluated
periodically.
The syllabus is prescribed by Indian Nursing Council. The Board has continued to mould and refine
the syllabus. The result of this hard labour can be seen in the quality of thousands of nurses who
pass out from the portals of the schools affiliated to the Board. These nurses are well appreciated
for their professional knowledge, competency and commitment. They are well placed in different
continents of the world.
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LEADERSHIP DEVELOPMENT
Continuing Education: In the year 1957 the first workshop was organized on “Public Heath”. Board
was always quick to see the changes and brought about necessary modification to its syllabus and
practical training. From 1957 Board organized couple of workshops. Skill up-gradation and
knowledge enhancement of the teaching faculty continue to receive focused attention by the Board
throughout the year. From the year 2004 Board have moved a step forward to organize the areawise workshop especially for the institutions of close proximity. Post workshop evaluation revealed
that 98 % of the workshop objectives could be achieved as they are very informative, interactive,
cost effective, comprehensive course content extensive & intensive and accessible to all.
INSTITUTIONAL DEVELOPMENT
Maintaining healthy relationship among the members, member institutions especially with the
Leaders and Government officials continued to form one of the strategic agenda and such measurers
got due reflections in the satisfactory functioning of the Board.
INSPECTION
Inspection of schools include initial, regular, re-inspection and surprise visits intuitions. Inspections
are always institution friendly, inspectors spend time in giving positive suggestions for future
improvement. Various aspects of inspections include
 School Administration
 Teaching faculty
 Physical facilities
 Clinical facilities
Hospital – Clinical material available for the students’ practice; patient work load statistics;
staffing pattern; supervision; clinical teaching etc.
Field practice areas – Both urban and rural, Population; activities; supervision;
transportation; accommodation for Tutors and students; students’ activities.
 Accommodation facilities; means & provision of well-balanced diet for students; Staff of
the hostel.
 Affiliated institutions (if any): Statistics, staffing pattern, transportation from parent hospital
to affiliated areas, type of clinical experience provided.
 Implementation of the curriculum: School philosophy; Admission procedure followed;
verification of time table and class attendance registers; lesson plans; master plan; clinical
rotation; details of test papers; term exam; model exams; course outline and other records as
per the guidelines of the board.
 Health services provided to the students.
CONTRIBUTION TO INDIAN NURSING COUNCIL AND STATE COUNCILS
Faculty from Board affiliated institutions assists the State Council & Indian Nursing Council in
conducting Institutional inspections. Board members continue to be co-authors of book published
by the Council, and also serve in various committees in the State/ National level.
BOOKS OF THE BOARD
To build the Nursing heritage, to continue and solve the challenges of the new era, the pioneers in
Nursing, with their continued enthusiasm, interest, constant demonstration of love, unfailing
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encouragement and wise counsel have made the books to grow from a dream to reality. The first
textbook published by the Board was brought out in January 1922. This book was translated to 4
regional languages. Case book was prepared and printed in 1935 and the cost of one book was eight
annas. The books of the Board are a synergistic product of many minds, inspiration and wisdom of
many thinkers. Written by experts in the field, with special attention to the Indian context, our
books are geared to meet the expectations of nurses who will practice in a rapidly changing
environment in the field of health.
In addition to this Board publish ‘Course materials’ and release relevant ‘CDs’.
QUALITY IMPROVEMENT SERVICES
In the year 2000 at the start of the new millennium the Board initiated Quality Improvement
Services. Based on the request, a committee of experts from the Board will be deputed to the
hospital. The group will stay there for a couple of days/ weeks observing the practice and processes.
Based on their observation and study they will recommend necessary changes or modifications to
the existing system and also help in the implementation of the suggestions and periodically assess
the outcome.
CONTINUING EDUCATION PROGRAMME
There is tremendous need that supports the learning needs of diverse students to unlock their self,
discover creativity and critical reasoning. Teacher’s preparation and development in areas such as
becoming a role model, application based teaching, facilitator, mentor, counsellor, supervisor &
administrator and to excel in their field of un trust is dealt with all its seriousness. They are
encouraged and are provided with opportunities for innovative teaching, creativity and research.
STUDENT NURTURE PROGRAMME
Board members always believe in constantly surpassing the ever growing expectations and
satisfaction of their prized possession – THE STUDENTS. To be able to make a difference, to stand
tall amidst adversities and to transform the lives of many through quality education and service is
their challenge and commitment. The need for more interactive sessions with the students to create
a caring, nurturing environment that helps students build self-esteem, and thus serve as a great tool
of encouragement resulting in the overall development of budding nurses. Thus emerged “Student
Nurture Programme Series I – “Roots To Fruits” to nurture communication, cooperation,
problem solving skills leading to the betterment of the students.
AWARD AND SCHOLARSHIP
Ms. Cherian Memorial Academic Award: Achievements are always appreciated and rewarded.
Late Ms. Cherian former Chairman of BNESIB and Nursing Advisor to Government of India was a
highly qualified and courageous professional. Her passion for excellence permeated nursing
practice and education made her and excellent role model. Her contagious & energetic spirit and
enthusiasm inspired many others to do their best. This award was introduced when she was alive
and later the Board has named as “Ms. Cherian Memorial Academic Award”. Cash award and
certificates are given to the GNM & ANM students who score highest marks in the annual BNESIB
examinations.
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Ms.Neudoerffer Memorial Scholarship: Ms. T.K. Neudoerffer was the first full time Secretary
OF BNESIB from the year 1969 and continued till 1976. During the tenure she has steered the
schools through channel of learning and evaluation with kind and gentle guiding spirit. Besides
publishing and revising books, she organized several workshops and seminars. Her vision to impart
quality education, leadership development, dissemination of information has motivated the Board
to formulate Ms. Neudoerffer Memorial Scholarship. Economically underprivileged students
receive this scholarship amount annually.
The driving force behind all its achievements is the quality. These things seasoned with time and
dedications have added to the quality and perfection to make BNESIB what is now. Many systems
were introduced, reviewed, re-oriented and simplified during the last year without making any
compromise to its quality. The quality and the punctuality in the performance of its activities are
monitored at the highest level as most of its functions are time-bound.