Sepali Guruge

Prof. Dr. Sepali Guruge

orcid

Research Focus & Metrics

Academic Career Length

30Years (1997-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

View All Publications
6 March 2015 in Journal of Immigrant and Minority Health
Verified
Journal Article
Closed access
PDF file
MTMary Susan Thomson
Mary Susan Thomson
FCFerzana Chaze
Ferzana Chaze
UGUsha George
Usha George
SGSepali Guruge
Sepali Guruge

12 January 2010 in Research in Nursing & Health
Verified
Journal Article
Closed access
PDF file
SSSouraya Sidani
Souraya Sidani
SGSepali Guruge
Sepali Guruge
JMJoyal Miranda
Joyal Miranda
MFMarilyn Ford‐Gilboe
Marilyn Ford‐Gilboe
CVColleen Varcoe
Colleen Varcoe

18 January 2012 in Refuge
Verified
Journal Article
Open access
PDF file
YSYogendra B. Shakya
Yogendra B. Shakya
SGSepali Guruge
Sepali Guruge
MHMichaela Hynie
Michaela Hynie
AAArzo Akbari
Arzo Akbari
MMMohamed Malik
Mohamed Malik
SASarah Alley
Sarah Alley
A large percentage of refugees have low levels of education and official language fluency upon arrival in Canada. Thi spaper discusses educational goals of newcomer refugee youth from three communities in Toronto (Afghan, Karen, and Sudanese), and explores how these are linked to premigration and post-migration determinants. Guided by community-based research principles, we collaborated with eight refugee youth peer researchers and conducted ten focus groups and thirteen interviews with refugee youth. Results show that newcomer refugee youth develop strong aspirations for higher education in Canada as a proactive response to overcome pre-migration experiences of forced migration and educational disruptions. We then discuss how these youth negotiate educational goals in post-migration context in relation to shifts in family responsibilities and everyday encounter with multiple systemic barriers in Canada. In doing this, we examine the thin line between vulnerability and empowerment that refugee youth straddle and reveal policy gaps and contradictions in the depoliticized humanitarianism within refugee resettlement in Canada.

UGUsha George
Usha George
MTMary S. Thomson
Mary S. Thomson
FCFerzana Chaze
Ferzana Chaze
SGSepali Guruge
Sepali Guruge
The Mental Health Commission of Canada’s (MHCC) strategy calls for promoting the health and wellbeing of all Canadians and to improve mental health outcomes. Each year, one in every five Canadians experiences one or more mental health problems, creating a significant cost to the health system. Mental health is pivotal to holistic health and wellbeing. This paper presents the key findings of a comprehensive literature review of Canadian research on the relationship between settlement experiences and the mental health and well-being of immigrants and refugees. A scoping review was conducted following a framework provided by Arskey and O’Malley (Int J Soc Res Methodol 8:19–32, 2005). Over two decades of relevant literature on immigrants’ health in Canada was searched. These included English language peer-reviewed publications from relevant online databases Medline, Embase, PsycInfo, Healthstar, ERIC and CINAHL between 1990 and 2015. The findings revealed three important ways in which settlement affects the mental health of immigrants and refugees: through acculturation related stressors, economic uncertainty and ethnic discrimination. The recommendations for public health practice and policy are discussed.

1 June 2015 in Journal of Psychiatric and Mental Health Nursing
Verified
Journal Article
Closed access
PDF file
SGSepali Guruge
Sepali Guruge
MTM. S. Thomson
M. S. Thomson
UGU. George
U. George
FCF. Chaze
F. Chaze

30 April 2010 in Clinical Nursing Research
Verified
Journal Article
Closed access
SFSuzanne Fredericks
Suzanne Fredericks
SGSepali Guruge
Sepali Guruge
SSSouraya Sidani
Souraya Sidani
TWTeresa Wan
Teresa Wan
Introduction: Knowledge of the effects of the specific approach, mode of delivery, and dose of educational interventions is essential to develop and implement effective postoperative educational interventions. Understanding the relationships of patient characteristics to outcomes is important for educational interventions. Purpose and method: The purpose of this systematic review was to examine who would most benefit from postoperative education, given in what type of approach and mode, and at what dose? The sample included 58 studies involving 5,271 participants. Major results: Findings indicate that delivery of postoperative patient education through the individualization of content, use of combined media for delivery, provision of education on a one-on-one basis, and in multiple sessions is associated with improvement in educational/health outcomes. Samples that contained individuals younger than 50 years and higher percentages of males showed benefits in outcomes of moderate magnitude. Application: The results highlight the importance of attending to the characteristics of both the elements of postoperative educational interventions and the individual patients in the design and delivery of patient education.