2026-09-21T16:11:22Zhttps://digital.library.adelaide.edu.au/server/oai/requestoai:digital.library.adelaide.edu.au:2440/475212014-06-16T23:10:58Zcom_2440_14759col_2440_14760
Pearson, Alan
Schultz, Timothy John
Jayasekara, Rasika Sirilal
School of Population Health and Clinical Practice : Nursing
2008
http://hdl.handle.net/2440/47521
Background
In Sri Lanka, nursing education is moving from a 3-year general nursing certificate to a 4-year university bachelor degree. In this transitional stage, the development of a conceptual framework that uses evidence to underpin undergraduate nursing education is a crucially important step to improve nursing education and nursing service in Sri Lanka. However, there is no evidence to support the contention that existing and proposed undergraduate nursing curricula in Sri Lankan universities are based on a common philosophy or an acceptable needs assessment.
Purpose
The overall purpose of this study was to develop an evidence-based conceptual framework for undergraduate nursing curricula in Sri Lanka.
Method
This study has involved conducting critical reviews of literature, two systematic reviews, developing a draft conceptual framework, testing its appropriateness and feasibility with key stakeholders (nursing academics, administrators, clinicians) via focus group discussions in Sri Lanka, and formulating the final conceptual framework for nursing curricula in Sri Lanka.
Findings
The systematic reviews revealed that the evidence regarding the effectiveness and appropriateness of undergraduate nursing curricula is notably weak and direct transfer of the curriculum model from one country to another is not appropriate without first assessing the cultural context of both countries. The conceptual framework, which was developed using the finding of systematic reviews and literature reviews, consists of widely recognised nursing concepts in international and local contexts. However, some concepts can not be directly applicable because
of cultural and economic impediments.
Discussion
The cultural, social, political and economic contexts of a country have a direct impact on its health and education systems. This study identified several factors that shape the approach to nursing curricula in Sri Lanka. These factors include: Western influence; Sri Lanka’s cultural influence; the current healthcare system and demand for healthcare; nursing systems and regulation; medical dominance; financial support; and Sri Lanka’s education system. All of these factors influence the conceptualisation of nursing and educational strategies needed to effectively and appropriately prepare nurses in Sri Lanka. I propose seven recommendations to support the implementation of the study findings into practice in Sri Lanka.
Thesis(Ph.D.) -- University of Adelaide, School of Population Health and Clinical Practice, 2008
conceptual framework; nursing curricula; undergraduate curricula - Sri Lanka
Nurses -- Training of -- Sri Lanka.
Nurses -- Study and teaching -- Sri Lanka.
Nursing -- Study and teaching -- Sri Lanka.
Curriculum change -- Sri Lanka.
Curriculum planning -- Sri Lanka.
Education, Higher -- Curricula -- Sri Lanka.
The development of an evidence-based conceptual framework for undergraduate nursing curricula in Sri Lanka.
Thesis
Copyright material removed from digital thesis. See print copy in University of Adelaide Library for full textopen.access