No abstract

No abstract

Governed by central and state nursing Acts that are dated and disconnected, and numbers below global norms, nursing education and practice function within caste‐ and gender‐based prejudices in India. Nursing education is fragmented and siloed, and nursing practice is delinked from education. The study strategically relooks at the Acts and highlights pathways that can strengthen, sustain, or weaken nursing education and practice, and suggests how nursing education can be linked to practice.

This paper presents an ontological review of the global research on access to geriatric disability care and a roadmap for future research to address the problem in India. First, the dominant research focus is on resources (human, financial, and spatial) that affect access to disability care; there is little focus on informational and technological resources. Second, functional disabilities are the dominant focus of the research, followed by cognitive, mental, and locomotor disabilities; there is little focus on speech, hearing, and visual disabilities. Third, barriers, inhibitors, and catalysts of physical access are the dominant focus, with relatively less focus on virtual access; there is very little emphasis on the drivers to access. Fourth, the primary, although not dominant, focus is on access for urban and rural populations; there is very little focus on access for underserved and indigenous populations. Future research must address these gaps systematically to improve access. This paper adds: (a) a systemic framework for the study of an important, complex, emerging problem; (b) a systematic review of the global research on the problem; and (c) a research roadmap to address the emerging problem in India.