https://matjournals.net/nursing/index.php/IJINS <p><strong>"International Journal of Interdisciplinary Nursing Science"</strong> is a peer reviewed journal that focuses on the integration of nursing science with other disciplines to advance healthcare practices and improve patient outcomes. The journal explores collaborative approaches across various fields such as medicine, psychology, public health, and social sciences etc. Key areas include team-based care, development of new methodologies that blend nursing with other scientific domains like Nursing Informatics, Genetics, Pharmacology, Molecular Biology, Biochemistry, Epidemiology, Behavioral Science, Environmental Science, Biomedical Engineering, Social Work, Health Psychology, , Health Economics, Artificial Intelligence, Systems Biology, Neurobiology, Clinical Research, Health Policy and oncology etc. Targeted at nurses, interdisciplinary researchers, healthcare professionals, and educators, it publishes original research, case studies, reviews, expert commentaries, short communication, conceptual, theoretical papers, and editorial to foster innovation and collaboration in nursing science.</p> MAT Journals Pvt. Ltd. en-US International Journal of Interdisciplinary Nursing Science https://matjournals.net/nursing/index.php/IJINS/article/view/814 <p><em>This research explores the profound dissonance between modern technological civilization and humanity’s ancient evolutionary design. By synthesizing insights from evolutionary biology, neurobiology, endocrine regulation, and biohistory, the work investigates how contemporary digital media acts as an artificial stimulant that hijacks the human nervous system, disrupting baseline dopamine pathways and natural homeostatic equilibrium. Drawing a conceptual parallel between the regional adaptation of flora—where soil composition and climate dictate a plant's nutritional and active properties—and human physiology, the study argues that human physical constitutions, hormonal balances, and behavioral norms are inherently tied to specific environmental and biological boundaries. The work addresses the systemic erosion of moral and social structures caused by consumerist deviations from foundational evolutionary ethics, highlighting how modern societies frequently ignore structural technological triggers while attempting to regulate behavioral symptoms. Ultimately, this paper advocates for a return to bio-ethical awareness, self-restraint, and regional ecological harmony as essential prerequisites for preserving human dignity, family stability, and species longevity in the digital age.</em></p> Sadagoban Kalidass T. Vanitha Sadagoban Copyright (c) 2026 International Journal of Interdisciplinary Nursing Science 2026-09-23 2026-09-23 1 10 10.46610/IJINS.2026.v02i03.001 https://matjournals.net/nursing/index.php/IJINS/article/view/816 <p><strong><em>Background: </em></strong><em>Learning is an individual process through which knowledge and skills are acquired, processed, and retained. Nursing education requires students to integrate theoretical knowledge with practical and clinical experiences. Understanding students’ preferred learning styles may help nurse educators provide diverse and learner-centred educational experiences.</em></p> <p><strong><em>Objective</em></strong><em>: To assess the preferred learning styles among nursing students and to determine the association between preferred learning styles of nursing students and selected demographic variables.</em></p> <p><strong><em>Methods:</em></strong><em> A descriptive, non-experimental study was conducted among 230 nursing students studying Bachelor of Science in Nursing and Diploma in General Nursing and Midwifery programmes at Dr. Kumaraswami Health Centre College of Nursing, Perumalpuram, Kanyakumari District, Tamil Nadu. Participants were selected using a non-probability convenience sampling technique. Data were collected using a demographic questionnaire and Honey and Mumford’s Learning Styles Questionnaire (LSQ), which classifies learning preferences as Activist, Theorist, Reflector, and Pragmatist. Descriptive statistics and chi-square analysis were used.</em></p> <p><strong><em>Results:</em></strong><em> Among 230 nursing students, Reflector was the most preferred learning style (74; 32.17%), followed by Theorist (69; 30.00%), Activist (53; 23.04%), and Pragmatist (34; 14.78%). Significant associations were identified between Activist learning style and age, birth order, number of siblings, parents’ education and occupation, monthly family income, residence, and religion. Theorist was significantly associated with age, birth order, medium of education, number of siblings, mother’s education and occupation, residence, and religion. Reflector was significantly associated with birth order, medium of education, parents’ education, mother’s occupation, monthly family income, residence, and religion. Pragmatist was significantly associated with age, medium of education, previous course attendance, number of siblings, mother’s occupation, monthly family income, and residence.</em></p> <p><strong><em>Conclusion:</em></strong><em> Reflector was the most frequently preferred learning style, while all four Honey and Mumford learning-style categories were represented. The findings indicate variation in learning preferences and support the use of varied, flexible teaching-learning strategies in nursing education.</em></p> <p><strong>&nbsp;</strong></p> Rajeshwari G Deepika S Dhanya T Dharini R P Dharshini N Eisha. E Hemarista J Inigo Lipni J Copyright (c) 2026 International Journal of Interdisciplinary Nursing Science 2026-09-28 2026-09-28 11 18 10.46610/IJINS.2026.v02i03.002