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Abstract The quality of nursing education is one of the key elements of quality healthcare services. The health staff needs to grow, develop and be better distributed across settings of care to continue to meet the increasing and changing needs in community for access to high-quality healthcare services. Also, high-quality education and training in health service settings are necessary to prepare students to enter the health workforce, enabling them to gain essential experience in the theory and practice of delivering quality services in advance of assuming direct responsibility for patient care(Willis commission on nursing education report, 2012). Nurses have an important role in meeting the health care needs of a changing population. Therefore it is necessary to invest in appropriate nurse education to meet these needs. Despite the rapid changes in nursing education, we still grapple with the same healthcare reform issues. The challenges for nursing are consistent globally and include a shortage of nurses, an ageing professional workforce and the financial constraints of funding nurse education. There was also concern that the principle of caring is no longer fully integrated into nursing curriculum and could be potentially overlooked in the future.(M Jackson, D Graham and F Ross, 2013) The challenge of education today is to offer school experiences that provide students with opportunities to develop the understandings, skills, and attitudes necessary to become lifelong learners, capable of identifying and solving problems and dealing with change. Moreover, students need to be able to communicate clearly, competently, and confidently from a broad knowledge base in order to Protocol make thoughtful and responsible decisions. Achieving these educational goals will provide students with the means to make connections between what they learn and how they live There are several factors affecting quality of nursing education including: potentiality of student, change in curriculum, qualified and experienced teacher, teaching methods, physical facilities, clinical infrastructure, constructive supervision , incidental teaching, nurse patient ratio and teacher student ratio, new technology, evaluation system, institutional polices, guidance and counseling, and opportunity of self-development (NLN, Transforming clinical nursing education report, 2009) . |