The Proficiency Certificate Level (PCL) in Nursing (Staff-Nurse) program, a cornerstone of nursing education in Nepal, was initiated by the Council for Technical Education and Vocational Training (CTEVT) in 1999 AD (2056 BS). Recognizing the importance of career progression for its graduates, CTEVT initially adopted the curriculum of Tribhuvan University (TU), Institute of Medicine (IOM), facilitating vertical and horizontal mobility within the nursing profession.

In response to evolving health needs and the directives of the Nepalese government's health policy, CTEVT undertook a significant curriculum revision in 2013. This updated curriculum reflects the dynamic landscape of healthcare and underscores PCL Nursing's vital role as a prominent and highly sought-after discipline. The nursing profession globally contributes significantly to comprehensive health development, simultaneously generating substantial employment opportunities, both salaried and self-employed, across public and private sectors.

The core objective of the PCL Nursing curriculum is to cultivate a cadre of skilled middle-level technical nursing professionals. These graduates are equipped with essential knowledge and practical skills to address the country's healthcare demands, thereby contributing directly to Nepal's national economic development. The program's design ensures that graduates are prepared to meet individual patient needs as well as broader national healthcare priorities.

Aligning with the Nepal Government's "Health for All beyond the Year 2000 A.D" policy, which emphasizes a primary healthcare approach, CTEVT was mandated to produce a skilled middle-level healthcare workforce through its own institutions and affiliated training centers.

The 2013 curriculum development process incorporated crucial updates reflecting contemporary healthcare challenges and government endorsement of emerging health concepts. Notably, recognizing PCL nursing graduates as primary service providers, the Department of Health advocated for the inclusion of gerontology care. Furthermore, the curriculum expanded its focus on psychiatric nursing, increasing both theoretical content and clinical hours. A new subject, "Basic Science Applied to Nursing," was introduced, encompassing Biochemistry (including Microbiology, Parasitology, and Virology) and Pharmacology. Portions of oncology nursing were also integrated. The program emphasizes a balanced approach, with robust theoretical instruction complemented by extensive practical sessions.

The PCL Nursing curriculum is designed to align with the job performance requirements of Staff Nurses across various levels of Nepal's healthcare system. It aims to instill the requisite knowledge, skills, and professional attitudes in graduates, enabling them to deliver competent and compassionate nursing care. The three-year program is structured progressively: the first year concentrates on foundational nursing practices within hospital and community settings; the second year delves into preventive, promotive, and therapeutic nursing care for adults, the elderly, and individuals with mental health conditions; and the third year covers specialized areas such as pediatric nursing, midwifery, gynecology, and essential leadership and management skills.

Aims

The program aims to produce a middle level nursing work force who is independent and competent to assume the responsibility to carry out the function of preventive, primitive, curative, rehabilitative and holistic care of an individual/group at hospital and in community settings.

Program Objectives

• Upon completion of the program the graduate will be able to:
• Utilize a sound knowledge base in giving care to well and sick individuals, families and communities.
• Implement preventive and therapeutic measures directed toward promotion, maintenance and restoration of health.
• Utilize communication skills effectively while communicating with individuals and groups in a variety of settings.
• Apply the nursing process in providing and improving health care.
• Assume leadership role for planning and improving health care.
• Guide and supervise individuals, families and groups including health care workers.
• Collaborate with multi-sectorial groups to develop a healthful environment, including safe drinking water, environmental sanitation and other comprehensive approaches in the community.
• Mobilize the community people to participate in the activities of the village health post.
• Demonstrate a positive attitude and respect for cultural values and health practices in working to meet needs and solve problems.
• Continue to seek new knowledge for personal and professional growth.
• Seek new knowledge and skill continuously for personal and professional growth.