护士学生对突尼斯护理科学学院学术学习环境的看法：一项多地点横断面研究。

Nurse students' perception of the academic learning environment in Tunisian institutes of nursing sciences: A multisite cross-sectional study.

机构信息

University of Sousse, Higher Institute of Techniques and Health Sciences of Sousse (Tunisia), Street Tadjikistan-Sahloul II, Sousse 4054, Tunisia; Laboratory of Research LR12ES03 «Qualité des soins et management des services de santé maternelle», Tunisia.

University of Sousse, Faculty of Medicine of Sousse (Tunisia), Department of Community and Family Health, Tunisia; Laboratory of Research LR12ES03 «Qualité des soins et management des services de santé maternelle», Tunisia.

出版信息

Nurse Educ Today. 2022 Apr;111:105316. doi: 10.1016/j.nedt.2022.105316. Epub 2022 Feb 27.

DOI:10.1016/j.nedt.2022.105316

PMID:35287064

Abstract

BACKGROUND

A learning environment is an important determinant of students' learning behaviours, professional competencies, and academic performances. It is also an essential indicator of the quality of teaching programmes. To date, there is not a Tunisian study, that analysed nurse students' perceptions of the educational environment.

AIMS

This study aimed to assess the perception of Tunisian higher nursing institutes students regarding the quality of the learning environment, and identify the factors associated with it.

DESIGN

Multi-site cross-sectional survey.

SETTING

Five universities of nursing sciences in Tunisia.

PARTICIPANTS

Undergraduate nursing students (n = 736).

METHODS

A cross-sectional descriptive study was conducted during the academic year 2019-2020. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to describe the students' perceptions of the learning environment. The participants were recruited using a convenience sampling method. Statistical analyses were performed using SPSS version 20. One-way analysis of variance and t-test were used to compare the DREEM scores and socio-demographic/academic characteristics. A p-value of less than 0.05 was considered significant.

RESULTS

The mean overall DREEM score was 110.92 ± 20.55, indicating a positive perception of the learning environment. The year of study was significantly associated with total DREEM scores, with first-year students scoring higher than third- and second-year students (p = 0.035). The perception of the learning environment varied significantly among the five institutes (p < 10). Demotivated atmosphere, lack of a support system, poor timetable organisation, and teacher-centred learning were revealed as problematic areas that needed improvement (individual score < 2). Our adapted version of the DREEM obtained acceptable internal consistency (Cronbach's alpha coefficient of 0.881).

CONCLUSIONS

The study reported positive perceptions of the students regarding their academic learning environment. However, the DREEM scores reflected a traditional learning environment. It is essential to re-engineer the curriculum and shift the teaching paradigm towards 'student-centred curriculum' to enhance both the effectiveness and the efficiency of the learning environment.

摘要

背景

学习环境是学生学习行为、专业能力和学业成绩的重要决定因素，也是教学计划质量的重要指标。迄今为止，还没有一项突尼斯研究分析过护生对教育环境的看法。

目的

本研究旨在评估突尼斯高等护理学院学生对学习环境质量的看法，并确定与之相关的因素。

设计

多地点横断面调查。

地点

突尼斯五所护理科学大学。

参与者

本科护理学生（n=736）。

方法

在 2019-2020 学年进行了一项横断面描述性研究。使用邓迪准备教育环境量表（DREEM）问卷来描述学生对学习环境的看法。采用便利抽样法招募参与者。使用 SPSS 版本 20 进行统计分析。采用单因素方差分析和 t 检验比较 DREEM 评分和社会人口统计学/学业特征。p 值<0.05 被认为具有统计学意义。

结果

总体 DREEM 评分平均值为 110.92±20.55，表明学生对学习环境的看法较为积极。研究年级与总 DREEM 评分显著相关，一年级学生的得分高于三年级和二年级学生（p=0.035）。五所学院之间的学习环境感知存在显著差异（p<0.01）。动机不足的氛围、缺乏支持系统、课程时间安排不佳和以教师为中心的学习被认为是需要改进的问题领域（个人得分<2）。我们改编的 DREEM 具有可接受的内部一致性（Cronbach's alpha 系数为 0.881）。