https://ir.kdu.ac.lk/handle/345/5338 Mon, 04 May 2026 13:40:51 GMT 2026-05-04T13:40:51Z https://ir.kdu.ac.lk/handle/345/5361 Overcoming English Language Apprehension in Nursing Education Sudusinghe, WS; Kumara, WGC Apprehension of Learning English Apprehension of learning English remains one of the most frequently reported fears experienced by many undergraduates that has directly impacted their careers. This apprehension naturally continues to their professional life and has the potential to become a strong barrier for them to seek new knowledge and pursue higher education (Hashemi, 2011). As the world moves with the wings of globalization, learning English has become a mandatory need. Moreover, achieving competency in the English language plays a vital role in every individual (Rao, 2019). However, at the same time, learning the English language is associated with negative experiences by learners in some contexts. They tend to experience an uncomfortable emotional state when using the English language. It makes them feel stressed and powerless (Krishnamoorthy, 2019). It is widely accepted that individuals may feel physiological arousal while using a second language due to the constant fear of being judged and assessed by outsiders (Khawaj et al., 2018). It is observed that apprehension of learning the English language is a result of the personal beliefs of the learner, the teacher and the society at large (Krishnamoorthy, 2019). Apprehension for English Language and Nursing Education To confront the new challenges in the healthcare setting, employers worldwide are looking for competent nurses in dealing with international standards. Hence, the need to improve English language proficiency and take appropriate steps to minimize apprehension for learning the language among nursing students. Further, many studies conducted worldwide have proven that apprehension for learning English remains one of the most dominant anxieties even at undergraduate levels of study (Palaleo & Srikrajang, 2018). A research study conducted among nursing students in an Iranian university tested for apprehension using an Anxiety Scale (Amiri & Ghonsooly, 2015). The results revealed that apprehension for the English language remained at the topmost fears among nursing students, and it seemed to have a tremendous impact on their academic performance). Another study conducted among eight nursing students at a Taiwanese university revealed that apprehension for the English language remained a massive problem among all the nursing students interviewed and it had become a significant barrier for their professional growth (Wang, 2009). Improving English Language Proficiency among Nursing Students It is observed that nurses with better linguistic compe-tency are given priority in the international context. Therefore, it has become essential for nursing students to improve their language proficiency. It will make them potential beneficiaries while applying for foreign job opportunities. On the contrary, lack of such competency has the potential to become a primary cause for potential health risks for patients due to issues related to miscommunications and social misunderstandings. Hence, improving language proficiency will potentially benefit the well-being of both the patient and the nurses. With globalization, a commendable level of English language proficiency is a must to maintain standards of professionalism. As English is the primary medium of communication among people in the international context, the English language proficiency of nursing students is a significant concern. Hence, it is essential to assess apprehension for learning the English language among nursing students and provide them with the necessary motivation and training to overcome their apprehension. It will facilitate them to follow higher education and seek advancement in their career with great ease. This would, in turn, lead to a better quality of service provided for the patients. Moreover, acquiring new knowledge and providing internationally standardized healthcare for patients. However, when it comes to the Sri Lankan context, strategies implemented to enhance knowledge of and competencies in the English language among nursing students are very few. Therefore, apprehension for learning the English Language among nursing students in the Sri Lankan context remains an unaddressed issue, and this has become a considerable barrier to evidence-based nursing practice. Furthermore, although several studies have been conducted to explore the phenomenon of apprehension for learning the English Language among nursing students worldwide, there is a dearth of similar studies conducted in the Sri Lankan context. Therefore, it is necessary to examine apprehension for learning the English language among nursing students in Sri Lanka along with associated factors. Findings of such studies can be utilized for policy planning and initiating well-designed programmes to improve the English language competency of nursing students in Sri Lanka. Furthermore, it will also empower and increase the nursing students‘ self-confidence as it will open the doors for internationalism to pursue further studies and explore more knowledge. Wed, 01 Dec 2021 00:00:00 GMT https://ir.kdu.ac.lk/handle/345/5361 2021-12-01T00:00:00Z https://ir.kdu.ac.lk/handle/345/5360 Assertiveness for a Successful Nursing Profession Kumara, WGC; Warnakulasuriya, S.S.P. What is Assertiveness? Every individual possesses a unique style of communication-based on the manner in which they get involved in interactions and share information with others. According to Alvernia University (2018), people demonstrate four communication styles, including passive, assertive, aggressive and passive-aggressive. Individuals with the passive style may not show any resistance when accepting events or behaviour of other people. Nevertheless, society, in general, considers the passive style as weak and vulnerable, and negatively evaluate those who demonstrate this communication style as fearful and futile (Maloney & Moore, 2019). On the other hand, the style of being aggressive, "pursuing one's aims and interests forcefully, sometimes unduly," is seen as powerful, dynamic, spirited, courageous, or innovative. However, the assertive communication style is recognized as the most effective type (Taghavi et al., 2014). Assertiveness is a vital interpersonal skill that facilitates the imbalance of power among individuals (Alberti & Emmons, 2008) and is identified as the capacity possessed by the individuals to recognize and respect their own beliefs and those of others. It can also be defined as the ability possessed by individuals to fulfill their desires, defend one's rights, and express one's beliefs, feelings, and thoughts while concurrently recognizing and respecting the rights of others (Roya et al., 2014). Assertiveness is also considered to denote individual's capability of rejection by saying no, expressing requirements and negative/positive feelings, and starting, continuing and finishing a conversation (Lazarus, 1973). Factors Affecting Assertiveness Assertive behaviour is developed with the influence of numerous factors (Binuja & Nagarajaiah, 2020). The general classification of factors that influence the assertiveness of an individual is two-fold, namely intrinsic factors or attributes that are within the person. These include intrinsic factors such as gender, inheritance, disposition, sense of self-respect and self-assurance, level of knowledge and skill in practice, defiance, psychological factors such as anxiety and style of coping. On the other hand, extrinsic factors that remain- ing external to an individual such as his/her country, culture, religion, type of family to which he/she belongs, socio-economic status, educational status, profession, exposure to mass media, the child-rearing pattern of the parents, nature of parent-child interaction during his/her childhood, determined to keep up-to-date, peer group, and role models may also have an impact on the assertive behaviour of a person (Binuja & Nagarajaiah, 2020). Importance of Assertiveness in the Nursing Profession Individuals who demonstrate behaviours associated with assertiveness have higher feelings of self-esteem and tend to achieve success in their lives efficiently (Ibrahim, 2011; Karagözoğlu et al., 2007). In addition, assertiveness has the potential to help individuals to demonstrate constructive social behaviours and suitable social interactions with others and improve their problem-solving ability and self-awareness (Hadavi & Nejad, 2018). When people demonstrate behaviours that demarcate positive assertiveness, it helps them in building close relationships. Furthermore, it facilitates the maintenance of healthy human relationships with no harm being caused to others (Taghavi et al., 2014). Assertiveness is considered a valuable nursing skill since it brings numerous benefits for nurses (Roya et al., 2014). For instance, in healthcare settings, it has been noted that assertiveness strengthens inter-professional relationships, prevents workplace violence (Karakaş & Okanli, 2015), reduce occupational stress, minimizes negligence, and improves nurses' leadership ability, sense of job satisfaction, professional autonomy, and professional efficacy. In addition, assertiveness is also directly correlated with nurses' caring skills (Montini et al., 2008). Apart from this, it enhances nurses' professional dignity, enabling them to solve their professional problems and preventing them from making inaccurate judgments (Yin, 2011). More importantly, assertiveness permits nurses to develop influential team relationships. It has been identified that partnership with other team members needs both a high level of assertiveness and a high level of cooperation (Boone et al., 2008). Moreover, nurses' assertiveness facilitates them when they are unsure or concerned about medical procedures, patient treatment, or patients' symptoms, which, in turn, contributes to reducing risk and pre-venting significant medical errors (McVanel & Morris, 2010). Improving Assertiveness among Nurses Improving assertiveness skills among nurses and nursing students is an excellent investment for the future, which can be done through both pre-registration and post-registration education programmes (Timmins & McCabe, 2005). However, improving interpersonal skills like assertiveness is challenging, and several methods in teaching that are highly creative and are supported by empirical evidence need to be used in making the learning experience productive (McCabe and Timmins, 2003). For example, the teaching-learning strategy of role-play could be used during particular teaching sessions to ensure that evocative, practically applicable learning occurs (McCabe & Timmins, 2003). Further, previous research conducted on assertiveness training programmes has shown significant impacts on improving assertiveness among nurses and nursing students worldwide (Eslami et al., 2016; Fensterheim & Baer, 1975; Karakaş & Okanli, 2015). However, the necessity for more detailed research in the form of extensive controlled studies on the process of evaluating the efficacy of assertiveness training of nurses, namely performance of the analysis of subgroup, focusing on nurses working in high-risk situations and comprehensive follow-up observations (Yoshinaga et al., 2018). Conclusions and Recommendations Assertiveness is a crucial skill in the nursing profession. Therefore, it is recommended to inculcate well-designed assertiveness training programmes be incorporated into nursing education programmes implemented in Sri Lanka and to improve assertiveness skills in pre-registration and post-registration nurses. Further, it is necessary to conduct extensive research on interventions to develop assertiveness among nurses in this context. Wed, 01 Dec 2021 00:00:00 GMT https://ir.kdu.ac.lk/handle/345/5360 2021-12-01T00:00:00Z https://ir.kdu.ac.lk/handle/345/5339 How to Teach Communication Skills Dalpatadu, Amali C.; Hettigoda, Kanthi Fri, 01 Jan 2021 00:00:00 GMT https://ir.kdu.ac.lk/handle/345/5339 2021-01-01T00:00:00Z