In the absence of a transparent, institutionalised system for rating nursing and midwifery institutes, the quality of professional training of pre-service nurses remains opaque to students, employers, and regulators. This opacity imposes significant costs:
● For prospective students: They lack an objective criteria to make an informed choice about institutes, which leads to lack of employability or future career outcomes.
● For institutes: In the absence of clear quality signals, institutes have little motivation or incentive to enhance the standard of professional training of nurses they provide.
● For employers: They lack certainty while employing nurses and incur avoidable expenditure on remedial training.
● For regulators: Without an evidence-based quality benchmark, it is not feasible to incentivise excellence or mandate corrective action.

The National Nursing and Midwifery Commission (NNMC) Act, 2023 constitutes an autonomous board the Nursing and Midwifery Assessment and Rating Board to mandate a formal, recurring, and transparent rating system for institutes, using ratings as both a regulatory tool and a public quality signal. It also provides for penalties, intake reduction, suspension of admissions, or withdrawal of recognition if minimum standards are not maintained. The National Education Policy (NEP) 2020 also mandates robust quality assurance mechanisms across all professional education streams.
An institute public ratings system is the most direct instrument to operationalise these policy imperatives. It creates a credible quality signal for institutes, reduces information asymmetry, and enables all stakeholders to make informed decisions.

To establish a credible, transparent, and institute ratings system for nursing and paramedical institutes that informs stakeholders about institute quality, drives continuous improvement in pre-service education.

The National Nursing and Midwifery Commission (NNMC) Act, 2023 mandates a transparent institute rating system for all nursing and paramedical institutes to ensure zero information asymmetry, with the following key requirements:
● Universal coverage – All recognised institutes must be included to ensure a fair comparison.
● Clear benchmarks – Publicly notified parameters covering infrastructure, teaching–learning processes, learning and placement outcomes, to ensure clarity of quality benchmarks.
● Independent verification – On-ground inspections by trained, empanelled assessors to validate compliance of quality benchmarks.
● Public reporting – Accessible publication of grades and detailed reports around rating.
● Regulatory linkages – Incentives for high performers and restrictions for poor performers.

  • A formal government notification to be issued covering details of the policy. Once issued, it should also be published on the official portal and shared with all recognized institutes.

    • Scope and coverage: Applies to all recognised nursing and allied health institutes with at least two admitted batches, ensuring universal comparability and preventing selective participation. Ratings are course-specific, with an option for an aggregate institute score

    • Validity and reassessment: Validity and reassessment:</b> Ratings remain valid for three years, after which reassessment is mandatory to maintain recognition and ensure sustained quality

    • Parameters: Evaluates infrastructure, teaching&ndash;learning processes, clinical and community practice, learning outcomes, and faculty or student competency, aligned with NNMC norms

    • Stages: Includes self-assessment, desktop verification, independent on-ground validation, and regulatory approval to balance self-reporting with independent checks

    • Independent verification: On-ground inspections by trained, empanelled assessors to validate compliance

  • Finalise ratings parameters and assessment tools

    • Hightlight: Description

  • Use a state-approved geotagging application to capture latitude and longitude, linked to institute identifiers. This ensures officials can verify locations, plan inspections efficiently, and maintain a publicly accessible, accurate database.

    • Hightlight1: Description

  • Distribute structured self-assessment formats for nursing and paramedical courses that capture data on infrastructure, faculty, teaching–learning processes, and learning and placement outcomes. Institutes also submit evidence to support their self-assessment. A self assessment training is also conducted for the institutes.

    • Hightlight: Description

  • Distribute structured self-assessment formats for nursing and paramedical courses that capture data on infrastructure, faculty, teaching–learning processes, and learning and placement outcomes. Institutes also submit evidence to support their self-assessment. A self assessment training is also conducted for the institutes.

    • Hightlight: Description

  • Distribute structured self-assessment formats for nursing and paramedical courses that capture data on infrastructure, faculty, teaching–learning processes, and learning and placement outcomes. Institutes also submit evidence to support their self-assessment. A self assessment training is also conducted for the institutes.

    • Hightlight: Description

  • Distribute structured self-assessment formats for nursing and paramedical courses that capture data on infrastructure, faculty, teaching–learning processes, and learning and placement outcomes. Institutes also submit evidence to support their self-assessment. A self assessment training is also conducted for the institutes.

    • Hightlight: Description

  • Distribute structured self-assessment formats for nursing and paramedical courses that capture data on infrastructure, faculty, teaching–learning processes, and learning and placement outcomes. Institutes also submit evidence to support their self-assessment. A self assessment training is also conducted for the institutes.

    • Hightlight: Description

  • Distribute structured self-assessment formats for nursing and paramedical courses that capture data on infrastructure, faculty, teaching–learning processes, and learning and placement outcomes. Institutes also submit evidence to support their self-assessment. A self assessment training is also conducted for the institutes.

    • Hightlight: Description

  • Distribute structured self-assessment formats for nursing and paramedical courses that capture data on infrastructure, faculty, teaching–learning processes, and learning and placement outcomes. Institutes also submit evidence to support their self-assessment. A self assessment training is also conducted for the institutes.

    • Hightlight: Description

  • Distribute structured self-assessment formats for nursing and paramedical courses that capture data on infrastructure, faculty, teaching–learning processes, and learning and placement outcomes. Institutes also submit evidence to support their self-assessment. A self assessment training is also conducted for the institutes.

    • Hightlight: Description

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