Improving Nursing Education in Sri Lanka to take on New Challenges faced by Global Healthcare Systems

Kumara, Wgc; Sudusinghe, WS

doi:10.4038/ucr.v2i1.42

Cited by 6 publications

(8 citation statements)

References 62 publications

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“…Ultimately, it would result in poor academic performance and harm lifelong learning (AlMezeini & Almaskari, 2021). Hence, educators must be aware of the different learning styles of learners and should experiment with a range of educational, and clinical methodologies (Kumara & Sudusinghe, 2021) and cater to learners' multiple intelligences (Kumara et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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The Learning Styles and Academic Performance of Nursing Undergraduates in a Sri Lankan Defence University

Gamage,

Sudusinghe

2023

SE Asian Jnl Med Educ

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Introduction: Learning styles play a significant role in the academic performance of nursing undergraduates. The main aim of this study was to evaluate the relationship between preferred learning styles and academic performance among nursing undergraduates in a defence university in Sri Lanka.Methodology: The study was conducted as a descriptive correlational study among nursing undergraduates studying at General Sir John Kotelawala Defence University, Sri Lanka. The socio-demographic data, preferred learning styles, and academic performance were evaluated by a general questionnaire, Honey and Mumford questionnaire, and via last Semester's Grade Point Average (SGPA) respectively. The data analysis was performed by SPSS 23.0. The relationship between preferred learning styles and academic performance was determined using the Pearson correlation test while the mean differences between SGPA and preferred learning styles were determined using one-way ANOVA.Results: The response rate of the participants was 69.6% (n=126), and their average (SD) age was 23.65(3.82) years. Reflector had the highest mean (SD) score (7.931.57), and Activist had the lowest (6.161.61). Activist (p = 0.002, r = -0.356) and Theorist (p = 0.048, r = -0.234) had significant negative correlations with SGPA. There was no significant difference between the SGPAs of the four student batches (p=0.095). There was no significant difference in mean SGPA among the four batches (p=0.095). Activist (p=0.004), Theorist (p=0.034) and Reflector (p=0.03) had significant mean differences among the four batches. The Activist (p=0.002, r = -0.356), and Theorist (p=0.048, r = -0.234) had negative significant correlations with SGPA.Conclusion: The results of the current study can be applied and used to improve the teaching and learning experiences of nursing undergraduates.

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Section: Discussionmentioning

confidence: 99%

“…Consequently, nursing professional development can be improved by identifying nurses' preferred learning styles. (Dickerson, 2017;Kumara & Sudusinghe, 2021). In addition, it is hypothesized that clinical experience and academic performance on exams are related to learning approaches (Samarakoon et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Learning Styles and Academic Performance of Nursing Undergraduates in a Sri Lankan Defence University

Gamage,

Sudusinghe

2023

SE Asian Jnl Med Educ

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“…(28) Therefore, nursing students should improve their emotional skills as they will be nurses shortly. (29)…”

Section: Patient Satisfaction and Outcomesmentioning

confidence: 99%

Unveiling the heart of nursing: the transformative impact of emotional intelligence on patient-centred care

Gamage,

Sudusinghe

2024

Asian J. Internal Med.

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The five-component model developed by Daniel Goleman serves as the primary description of emotional intelligence (EI). EI plays a significant role in the nursing profession by assisting students in acquiring traits including motivation, self-awareness, self-management, empathy, and interpersonal competence. Consequently, nurses equipped with heightened EI contribute to treatment that is both compassionate and highly collaborative. Positive impacts of EI on stress management, collaboration, and the promotion of personal and professional development have been linked to higher levels of job satisfaction. It also has a significant role in uniting healthcare workers from various backgrounds, which promotes improved communication and, eventually, improves patient care. Associations between increased levels of nurses' EI and improved interpersonal relationships, professional success, and a harmonious work-life balance emphasise the multifaceted advantages of EI in the nursing profession. Additionally, EI has a crucial role in influencing patient-nurse interactions, communication, trust, patient satisfaction, and overall outcomes. The integration of EI training into nursing education is essential, with a specific emphasis on the development of skills related to the identification, comprehension, and regulation of emotions. Continuing education and mentoring initiatives have the potential to further augment the EI of nurses. Improving healthcare outcomes and services requires an understanding of the importance of combining nursing practice and education.

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“…Moreover, the provision of telenursing treatments without training has been shown to cause discomfort to both the nurse and the patient [4,5]. Thus, there is an evident need to prepare nurses for the new global challenges and demands of digital technology-based virtual healthcare provision [1,6].…”

Section: Introductionmentioning

confidence: 99%

Nurses’ perceptions of videoconferencing telenursing: comparing frontal learning vs. online learning before and after the COVID-19 pandemic

Kats

Shmueli

2023

Preprint

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Introduction: During the COVID-19 pandemic, a digital transformation led to an expansion in telenursing practices and a shift in training to online learning. The aim of this study was to explore the impact of behavioral-related factors, based on both TAM and TPB variables, on the intention to use telenursing through videoconferencing and to compare the effect of frontal (before COVID-19) vs. online (during and after COVID-19) training in post-basic nursing courses on nursing attitudes to telenursing. Methods: A cross-sectional online survey was conducted in December 2022 among nurses working mainly at hospitals in Israel who underwent post-basic education training between January 2017 and December 2022. A multivariate ordinary least squares (OLS) regression analysis was used to investigate determinants of intention to use telenursing through videoconferencing Results: Nurses have a positive attitude towards telenursing technology via videoconferencing for remote patient care, regardless of whether they learned about it through face-to-face or online training. The ease of use and the perception of the technology's importance by colleagues and supervisors were found to have the most significant impact on the attitude of both research groups towards the use of telelearning. Discussion: Successful implementation of new technology in healthcare requires organizational and collegial support. Therefore, managers should encourage the use of telenursing by providing appropriate training for nurses and the necessary resources and support.

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Improving Nursing Education in Sri Lanka to take on New Challenges faced by Global Healthcare Systems

Cited by 6 publications

References 62 publications

The Learning Styles and Academic Performance of Nursing Undergraduates in a Sri Lankan Defence University

The Learning Styles and Academic Performance of Nursing Undergraduates in a Sri Lankan Defence University

Unveiling the heart of nursing: the transformative impact of emotional intelligence on patient-centred care

Nurses’ perceptions of videoconferencing telenursing: comparing frontal learning vs. online learning before and after the COVID-19 pandemic

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