Yanika Kowitlawakul

Yanika Kowitlawakul


Teaching nursing students to become excellent nurses who are reliable and accountable for patient care is my deep desire. My main goals in teaching nursing students are to support students’ successes in learning, increase public safety, and to increase positive patient outcomes. My students have to learn how to provide good care to patients, and understand rationales behind their actions. During school hours, students should have the opportunities to apply knowledge and get to practice their clinical skills in a conducive environment to increase their confidence in carrying out nursing tasks, and to meet the required core competencies, such as communication, critical thinking, and clinical judgment. Moreover, I hope that professionalism and patient advocacy are cultivated early at the beginning of the nursing programme.

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Dr Kowitlawakul’s professional experiences include critical care nursing practice, clinical teaching, healthcare education, and research in several areas. At NUS, she has been involved in teaching, course and curriculum development for both undergraduate and post-graduate nursing programmes. With regards to education, Dr Kowitlawakul has developed an e-learning research module that has been used as a supplementary tool for research courses taken by undergraduate and post-graduate nursing students to enhance students’ engagement and research knowledge and skills. Dr Kowitlawakul also enjoys working with people from different cultures. Recently, she was invited to be a guest speaker in Indonesia, Thailand, Malaysia, and Japan to share her experience in using electronic health records software in the nursing laboratory/simulation, and how to design and develop an e-learning module. She has also published several pedagogical articles in the national and international journals. 

About being a part of the Academy…

I am very honoured and excited to be part of the Teaching Academy. I look forward to learn and work with other Fellows to enhance teaching and learning at NUS. In particular, I am very interested to learn more about learning styles and learning needs of Generation Z (GenZ) students, who were born in 1996-2010, when the information technology revolution is complete. The GenZ students have already been on campus for at least two years now. I hope that the Teaching Academy can help to provide more scholarly works/evidence on teaching strategies for the new generation.

Teaching Awards:

  • Faculty Teaching Excellence Award (AY 2015/2016)