Evaluation of service quality and patient satisfaction should be an ongoing process for improving the quality of patient care. Quality of caring behaviour significantly impact on patient satisfaction. The aim of this study was to determine the service quality of nursing care through patients' and student nurses' perception on nurses' caring behaviours and patient satisfaction. This descriptive study was conducted in 2018 in the surgical and medical wards of a leading hospital in Southern Province, Sri Lanka. The study population was patients (N=300) and 3rd-year student nurses (N=115). Random sampling technique was used. Validated and modified 5 point-Likert scales of "perception of caring-behaviors" and "SERVQULAL" were employed. Jean Watson's theory of human caring was incorporated in the study. Descriptive analysis, Pearson's correlation, and regression analysis were performed. The mean was computed (1-5) and higher score reflected positive perception. Patients' perception was above average level on caring behaviour (4.07±0.54) and satisfaction (3.21±0.64). There was a strong correlation between perceived caring behaviour and patient satisfaction (Pearson Correlation 0.65). Findings revealed that patients rated higher in terms of caring behavior compared to the ratings of student nurses (3.47±0.65) and there was a significance difference between two groups (0.03< 0.05). According to regression analysis between independent (caring behaviour) and dependent variable (satisfaction), R2 was 0.44. Jean Watson's theory of care, bedside handover, information provision to the patients, empathetic approach and patients' awareness on ideal nursing care are recommended to further increase quality and satisfaction. Area of culturally appropriate therapeutic touch is recommended for future research.

Introduction: Depression is a common mental disorder which can lead to major problems such as suicidal attempts. It is well known that the demands and pressure on undergraduates in medical faculties create tremendous challenges which result in an extensive range of psychological ailments like depression. The objective of this study was to determine the prevalence of different levels of depression among undergraduates in a selected medical sciences faculty in Sri Lanka. Methods: A descriptive cross-sectional study was conducted using a convenient sampling technique among students in a selected medical faculty. The Depression Anxiety Stress Scale-21 (DASS-21) was used to assess depressive symptoms of the respondents. Descriptive analysis was done using SPSS version 23. Results: Mean age of the sample (n=397) was 24.1±2.5 years. The mean score obtained for depression was 10.5±8.3. Only 38.5% of the respondents had normal level of depressive symptoms while 7.1% and 4.0% of the respondents presented severe and extremely severe symptoms, respectively. Age (p=0.011) and academic year (p=0.001) showed a significant association with depression. Conclusions: The study demonstrates a considerable prevalence in different levels of depressive symptoms among undergraduates who are enrolled in medical and allied health sciences programmes. Therefore, it would be highly beneficial to reduce depressive symptoms by early identification. Studies to identify causes and interventional studies will contribute to implement measures to improve identification, and reduce the prevalence of depression among undergraduates.Keywords: Depression, Undergraduates, Mental disorder

The Cultural Competence of nurses is an important aspect of effective health care. Cultural competency in nursing contributes to equity in health care for culturally diverse patients. Sri Lanka is a plural society and nurses will be serving patients from diverse cultures in their professional contexts. Components of cultural competence are cultural awareness, cultural knowledge, cultural skills, cultural encounters, and cultural desire. The purpose of the study on which this article is based was to investigate the level of cultural competence among third-year nursing students in two selected schools of nursing in Sri Lanka. The study was descriptive, cross-sectional, and was conducted in the schools of nursing in Jaffna and Kurunegala among all the schools of nursing. According to the results, all the components of cultural competence were at a moderate level. Based on this finding, the article suggests that cultural competency ought to be improved among student nurses. Moreover, the article suggests that training on components of cultural competence ought to be included in nursing education in Sri Lanka. This would ensure that nurses are equipped to provide culturally competent care. Such nurses would improve equity in health care and enhance patients' satisfaction.

Background: Emotional intelligence (EI) is considered as a main aspect that impacts the academic performance of students, particularly in the health field. The aim of this study was to assess the impact of EI on the academic achievement of the students and the socio-demographic factors affecting it. Methods: A cross-sectional study was conducted in four selected government universities. The systematic random sampling method was used to select/recruit participants. EI was assessed using a validated self-administered Genos EI scale (a concise version consisting of 7 domains; 31 questions equally weighted; total score of 155). Socio-demographic data were obtained using a self-administered questionnaire and the academic performance was assessed by the year GPA of the students who had completed the semester examinations. Ethical clearance was obtained from the Ethical Review Committee of KAATSU International University. Analysis was done by using the Spearman rank correlation, Mann-Whitney U test, and the Kruskal Wallis test employed since the data were not normally distributed. Results: Of 200 students; 80.0% were females (mean age 24.2 ± 2.59 years). The median total EI score was 114.0 (females-113.0, males-125.0; p = 0.073). Median score was highest for Emotional reasoning (male-21.00, Female-19.0; p=0.04) and lowest for Emotional Self Control (male-15.0, Female-14.0; p=0.067). A majority of 53.5% obtained 96-126 of total EI score. Demographic variables – gender, having siblings, family type, loss of parents, participation in extracurricular activities or parental education were not associated with the total EI score (p>0.05) except socio economic status (p=0.028) and study year (p=0.022). Academic performances were assessed by the GPA, and there was a moderate positive correlation between GPA and Emotional Intelligence among all three batches, 2nd year (p=0.004; r=0.435), 3rd year (p =034, r =0.376), 4th year (p=0.000; r = 0.641).A significant weak positive correlation was found with family relationships (p=0.003; r=0.214) and satisfaction with study of nursing (p=0.000; r=0.316). Conclusions: Emotional intelligence was associated with the factors such as study year, income level, self-satisfaction on the nursing programme whereas age, gender, education level, parental influence did not show any significant relationship. EI was shown to have a significant positive weak correlation with the GPA.

Lecturer for their kind support to complete the study. The services rendered by the Librarian and library staff of Faculty of Medical Sciences,