Background: Large discrepancies exist between standards of healthcare provision in high-income (HICs) and low and middle-income countries (LMICs). The root cause is often financial, resulting in poor infrastructure and under-resourced education and healthcare systems. Continuing professional education (CPE) programmes improve staff knowledge, skills, retention, and practice, but remain costly and rare in low-resource settings. One potential solution involves healthcare education collaborations between institutions in HICs and LMICs to provide culturally appropriate CPE in LMICs. To be effective, educational partnerships must address the challenges arising from differences in cultural norms, language, available technology and organisational structures within collaborating countries. Methods: Seven databases and other sources were systematically searched on 7 July 2020 for relevant studies. Citations, abstracts, and studies were screened and consensus was reached on which to include within the review. 54 studies were assessed regarding the type of educational programme involved, the nature of HIC/LMIC collaboration and quality of the study design. Results: Studies varied greatly regarding the types and numbers of healthcare professionals involved, pedagogical and delivery methods, and the ways in which collaboration was undertaken. Barriers and enablers of collaboration were identified and discussed. The key findings were: 1. The methodological quality of reporting in the studies was generally poor. 2. The way in which HIC/ LMIC healthcare education collaboration is undertaken varies according to many factors, including what is to be delivered, the learner group, the context, and the resources available. 3. Western bias was a major barrier. 4. The key to developing successful collaborations was the quality, nature, and duration of the relationships between those involved. Conclusion: This review provides insights into factors that underpin successful HIC/LMIC healthcare CPE collaborations and outlines inequities and quality issues in reporting.
Intimate Partner Violence (IPV) results in serious short and long-term health consequences, and is a global health problem. Nurses can play a key role in identifying and addressing the health concerns of women subjected to IPV. Yet, nursing curricula often do not adequately-cover this topic.The objective of this study was to examine and describe the current status of the IPV-related education for nurses in Sri Lanka.This study used a descriptive cross-sectional design. A purposive sample of nurse educators from the 24 educational institutions that conduct pre-and post-registration nursing programs in Sri Lanka reviewed their curricula using a pre-tested self-administered questionnaire with closed questions and one open question. Data were analyzed using descriptive statistics and manifest content analysis.
Introduction: Nursing students who undergo clinical learning in hospitals frequently communicate with nurses and patients. Communication barriers act as a burden to reach the desired quality of their learning. Previous studies indicate that barriers to communicate with nurses by nursing students are significantly higher compared to patient-related and nursing student-related barriers. This study aimed to describe perceived barriers to communicate with nurses and patients during clinical learning among nursing students of two state universities in Sri Lanka. Methods: A descriptive cross-sectional study was conducted using a convenience sample of 120 nursing students from 2 nd , 3 rd and 4 th years in the University of Sri Jayewardenepura and the Eastern University of Sri Lanka. A previously validated questionnaire, consisting three barrier categories; nurse-related, patient-related and student-related was adapted and pretested for the study. Data were analyzed using descriptive and inferential statistics in SPSS version 23. Results: The majority of participants were females (77.5%). All three barrier categories were perceived as moderate by a majority; 66.7%, 72.5% and 66.6% respectively. Nurse-related barriers had the highest overall mean score (3.31±0.56) compared to patient-related (3.12±0.64) and nursing student-related (3.00±0.68) barriers. The highest mean score (3.91±0.99) was evident for nurses’ negative attitudes towards nursing students, serious disease conditions of patients (3.75±1.03), and language differences (3.34±1.36). Conclusions: The three tested barrier categories were found to be moderate where nurse-related barriers were the highest and nursing student-related barriers were the lowest. The study recommends to provide adequate training on effective communication skills in clinical settings for nursing students. Continuing education programs for nurses should also focus on facilitating student training in clinical settings.Keywords: Clinical learning, Communication barriers, Nursing students, Nurses, Patients
Intimate partner violence (IPV) is recognized as a preventable public health problem. Previous studies in Sri Lanka report high prevalence rates of IPV. Nurses as the largest healthcare force can take on a significant role in the care of women subjected to IPV. This study aimed to describe nurses' knowledge, attitudes and practices related to providing care for women subjected to IPV in the Sri Lankan context. A cross-sectional study was conducted with 407 female nurses from 17 hospitals in the Western Province, using a stratified random sampling
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