Karadeniz Technical University, Faculty of Health Sciences, Nursing Department, Trabzon, Türkiye.
Karadeniz Technical University, Faculty of Health Sciences, Nursing Department, Trabzon, Türkiye.
Nurse Educ Today. 2022 Apr;111:105311. doi: 10.1016/j.nedt.2022.105311. Epub 2022 Feb 23.
As a versatile and dynamic process, classroom climate directly affects the learning levels of students and their quality of life while in school.
The study was conducted to explore and compare nursing students' perceptions of classroom climate throughout four years of university education and to evaluate the influencing factors.
The longitudinal study was conducted between 2017 and 2020 in the nursing department of a university in Turkey.
The study was carried out with 134 nursing students who enrolled in their first year and agreed to participate in the study.
The data were collected at the end of the fall semester of each of the four years using the Student Information Form and the Classroom Climate Inventory.
The mean score of students' perceptions of classroom climate was 2.88 ± 0.83 for all academic years. The classroom climate inventory mean scores of fourth-year students were statistically significantly higher than their scores in the first and third years (p = 0.000). The students' classroom climate levels were statistically significantly affected by the positive classroom communication among students in all academic years in a positive direction. Statistically significant effective factors in students' classroom climate perceptions by year were as follows: the sense of belongingness to the class in the second and third years (although significantly lower in the first year), socio-cultural activities organized at school the second and fourth years (p < 0.05), instructors' attitudes supporting classroom communication in the first year, and opportunities supporting communication in the school environment in the fourth year (p < 0.05).
Students' perception of the classroom climate was moderate overall and affected by positive classroom communication among students in all academic years. School administrators and educators can develop strategies and organize activities to increase positive communication in the classroom.
课堂氛围作为一个多功能且活跃的过程，直接影响着学生的学习水平和在校生活质量。
本研究旨在探讨和比较护理专业学生在大学四年教育中对课堂氛围的感知，并评估其影响因素。
该纵向研究于 2017 年至 2020 年在土耳其一所大学的护理系进行。
研究对象为 134 名护理专业学生，他们在大学第一年入学并同意参与研究。
在每个学年的秋季学期末，使用学生信息表和课堂氛围量表收集数据。
所有学年学生对课堂氛围的感知平均得分为 2.88±0.83。四年级学生的课堂氛围量表平均得分显著高于一年级和三年级（p=0.000）。在所有学年中，学生之间积极的课堂交流对课堂氛围水平有正向影响，且具有统计学意义。各学年学生课堂氛围感知的显著影响因素如下：第二和第三学年对班级的归属感（尽管在第一学年显著较低），第二和第四学年在学校组织的社会文化活动（p<0.05），第一学年教师支持课堂交流的态度，以及第四学年学校环境中支持交流的机会（p<0.05）。
学生对课堂氛围的感知总体上处于中等水平，并受到所有学年学生之间积极课堂交流的影响。学校管理人员和教育者可以制定策略并组织活动，增加课堂上的积极交流。
