Perception of nursing students about their educational environment in College of Nursing at King Saud Bin Abdulaziz University for Health Sciences, Saudi Arabia

Abstract

Background: One of the learning theories, i.e. the experiential learning theory, clearly states learning occurs when the learner interacts with the environment. This implies that the educational environment plays an essential role in the process of learning. Nursing students are frequently exposed to different kinds of educational environment which include clinical settings. Not only the educational environment but also the clinical learning environment can have profound influence on the students' learning perceptions. It will help the students to develop their critical thinking and problem-solving skills, which will later influence their academic achievement, personal and professional growth.

Aim: The purpose of this study was to assess undergraduate nursing students’ perceptions of their learning environment using the Dundee Ready Education Environment Measure (DREEM) inventory.

Results: The response rate was 99.1%. The average DREEM score was 129.70 ± 22.93 (which shows more positive environment than negative). The total mean scores for the five major domains, namely Student's Perceptions of Learning (SPL), Student Perceptions of Teachers (SPT), Students' Academic Self‐preparation (SAP), Students' Perception of Atmosphere (SPA), and Students' Self‐perception (SSP), in the respective order, were 34.61/48, 27.68/44, 21.48/32, 28.16/48, and 17.75/28. The sub-scale/domain with the highest mean score was the Students’ Perception of Learning corresponding to 72.11% of the maximum score. The lowest mean score was for the students’ Perceptions of the Atmosphere which corresponded to 58.66% of the maximum score. Variations were observed in responses to individual items while identifying specific strengths and weaknesses within the learning environment.

Conclusion: Study using DREEM inventory revealed both the positive and the negative aspects of learning environment in our nursing school. Furthermore, the data obtained will guide us in deciding the priority and the problematic areas which might need certain strategies toward restructuring the educational environment.

Acknowledgements

We are extremely grateful to all participants of this research.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Hawazen Rawas

Hawazen O. Rawas, RN, BSN, MSN, PhD, MME, is an assistant professor and assistant dean Clinical Affairs, College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.

Nusrath Yasmeen

Nusrath Yasmeen, M Pharm, is a lecturer in the department of pharmacology at College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia.