Mthimunye Katlego D T, Daniels Felicity M
School of Nursing, University of the Western Cape, Cape Town.
Curationis. 2019 Apr 8;42(1):e1-e11. doi: 10.4102/curationis.v42i1.1914.
BACKGROUND: Educational environments have been found to bear a substantial relationship with the academic performance and success, as well as the retention, of students. OBJECTIVES: The study objectives were to (1) evaluate the educational environment as perceived by undergraduate nursing students at a school of nursing (SON) in Western Cape province and (2) investigate whether the educational environment, or components thereof, is perceived negatively or positively among undergraduate nursing students of different year level, gender, home language and ethnicity. METHOD: A quantitative research method with a cross-sectional design was implemented. Data were collected from 232 undergraduate nursing students from a SON at a university in Western Cape province, South Africa. The subscales and the items of the educational environment questionnaire were compared among undergraduate nursing students. Data were analysed by means of the IBM Statistical Package for Social Sciences (IBM SPSS-24) using analysis of variances (ANOVAs), independent-sample t-tests, mean scores, standard deviations and percentages. RESULTS: The mean score attained for the entire participant group was 195 (standard deviation [SD] = 24.2) out of 268 (equivalent to 72.8% of maximum score), which indicated that the educational environment was perceived substantially more positively than negatively. The overall mean score was significantly higher (p < 0.05) for male students (M = 202; SD = 21) and for black students (M = 202; SD = 21). The digital resources (DR) subscale was the only subscale with a statement or item that was rated as absolute negative (M = 1.9; SD = 0.9). CONCLUSION: The educational environment at the institution concerned was perceived as predominantly positive by its undergraduate nursing students. Although the educational environment was predominantly perceived as positive, the results of this study also indicated that enhancements are required to improve the physical classroom conditions, skills laboratories, DR and the implemented teaching and learning strategies. It is vital for university management to prioritise the creation of an educational environment which would ensure that quality learning takes place.
背景：研究发现教育环境与学生的学业成绩、学业成就以及留校率密切相关。 目的：本研究的目的是：（1）评估西开普省一所护理学院（SON）的本科护理学生所感知到的教育环境；（2）调查在不同年级、性别、母语和种族的本科护理学生中，教育环境或其组成部分被认为是消极还是积极的。 方法：采用横断面设计的定量研究方法。从南非西开普省一所大学的护理学院的232名本科护理学生中收集数据。对本科护理学生的教育环境问卷的分量表和项目进行比较。使用IBM社会科学统计软件包（IBM SPSS-24）通过方差分析（ANOVA）、独立样本t检验、平均分、标准差和百分比对数据进行分析。 结果：整个参与组的平均得分为268分中的195分（标准差[SD]=24.2）（相当于满分的72.8%），这表明教育环境被认为积极的程度远高于消极的程度。男生（M=202；SD=21）和黑人学生（M=202；SD=21）的总体平均分显著更高（p<0.05）。数字资源（DR）分量表是唯一一个有被评为绝对消极的陈述或项目的分量表（M=1.9；SD=0.9）。 结论：相关机构的教育环境被其本科护理学生认为主要是积极的。尽管教育环境主要被认为是积极的，但本研究结果也表明，需要改进物理课堂条件、技能实验室、数字资源以及实施的教学策略。大学管理层必须优先创建一个能确保高质量学习发生的教育环境。
Nurse Educ Today. 2019-3-30
J Educ Eval Health Prof. 2016-12-25
Nurse Educ Today. 2018-7-9
Int J Med Educ. 2011-6-27
J Educ Eval Health Prof. 2016-12-25
Glob J Health Sci. 2015-1-14
Health Informatics J. 2014-9
Qual Life Res. 2015-1
Zotero 插件