Department of Nursing, College of Health Sciences, Mettu University, Mettu, Ethiopia.
Department of Nursing, Institute of Health Sciences, Wollega University, Nekemte, Ethiopia.
PLoS One. 2022 Mar 3;17(3):e0263169. doi: 10.1371/journal.pone.0263169. eCollection 2022.
Educational environment refers to the diverse physical facilities, the clinical settings where students learn, the design and delivery of the curriculum, and involve the skills, and attitudes of the teachers. Due to various undesirable aspects of the educational environment, students often do not attain the expected professional standard of nursing care. There is limited evidence on students' perception of their educational environment in Ethiopia, particularly in the study area. Thus, this study aimed to assess nursing students' perceptions of their educational environment in government Universities of Southwest Ethiopia.
An institution-based qualitative case study was employed. Eight participants were interviewed from government Universities of southwest Ethiopia. Face to face in-depth interview was used to generate data. The interviews were conducted for forty-five minutes to one hour using an open-ended semi-structured guiding questionnaire. All interviews were recorded, transcribed, translated, and analyzed using a conventional content analysis approach; finally, themes were derived and presented with narration.
The analysis of this study yields four themes categorized as curriculum, instructors', organizations', and students. The result of the study revealed that there were poor institutions students support systems, inadequate skills and knowledge in certain instructors, inadequate instructional materials and teaching aids, scarce facilities in students' practical areas, accommodation, and transportation.
Improvement of nursing students' educational environment was recognized as a strong attention-seeking area. The majority of the key informants stated that the educational environment is not suitable for the teaching-learning process. Thus, to create a conducive educational environment, the Minister of education, Universities, instructors, and other concerned bodies should design and implement strategies targeted at the aforementioned problems.
教育环境是指多样化的物理设施、学生学习的临床环境、课程的设计和实施，涉及教师的技能和态度。由于教育环境的各种不理想方面，学生往往无法达到预期的护理专业标准。在埃塞俄比亚，尤其是在研究区域，关于学生对其教育环境的看法的证据有限。因此，本研究旨在评估埃塞俄比亚西南部政府大学护理学生对其教育环境的看法。
采用基于机构的定性案例研究。从埃塞俄比亚西南部的政府大学中采访了 8 名参与者。采用面对面的深入访谈来收集数据。访谈使用开放式半结构式指导问卷进行了 45 分钟到 1 小时。所有访谈均进行录音、转录、翻译，并使用常规内容分析方法进行分析；最终得出主题并以叙述的方式呈现。
本研究的分析产生了四个主题，分为课程、教师、组织和学生。研究结果表明，学生支持系统较差，某些教师技能和知识不足，教学材料和教学辅助工具不足，学生实践区设施匮乏，住宿和交通条件差。
改善护理学生的教育环境被认为是一个强烈需要关注的领域。大多数知情人表示，教育环境不适合教学过程。因此，为了创造一个有利的教育环境，教育部长、大学、教师和其他有关机构应设计和实施针对上述问题的策略。
