Saka Khadija, Amarouch Mohamed-Yassine, Miyah Youssef, Benjelloun Mohammed, El-Hilaly Jaouad
Ministry of Health and Social Protection, Higher Institute of Nursing Professions and Health Techniques, Fez, Morocco.
R.N.E Laboratory, Multidisciplinary Faculty of Taza, SMBA University, Morocco.
Belitung Nurs J. 2025 Apr 19;11(2):142-154. doi: 10.33546/bnj.3715. eCollection 2025.
The educational environment is crucial to student learning and professional development in nursing education. The Dundee Ready Educational Environment Measure (DREEM) is a widely used tool for assessing educational environments in health professions. However, its psychometric properties have not been sufficiently evaluated in the Moroccan context, particularly among nursing students.
This study aimed to examine and validate the psychometric properties of the Arabic version of the DREEM scale in a sample of Moroccan nursing students.
A cross-sectional study was conducted between May and July 2023 among 445 undergraduate nursing students at the Higher Institute of Nursing Professions and Health Techniques in Meknes, Morocco. Data were collected using the Arabic-translated DREEM questionnaire. Principal Component Analysis (PCA) was conducted to assess variance distribution, while Confirmatory Factor Analysis (CFA) was used to test model fit using key indices. Reliability was measured using Cronbach's alpha, and intra-class correlation coefficients (ICCs) were calculated for test-retest reliability.
PCA confirmed a five-factor structure, with the first two principal components explaining 19.13% and 23.61% of the total variance. CFA results showed that the students' perceptions of learning (SPL) and academic atmosphere (SPA) subscales had good to acceptable fit, while the students' perceptions of teachers (SPT) and academic self-perception (SASP) subscales demonstrated moderate to marginal fit. The Arabic DREEM scale exhibited good internal consistency, with a Cronbach's alpha of 0.87. Sociodemographic factors, including gender, scholarship status, and rural-urban background, influenced students' perceptions of their educational environment.
This study confirmed the reliability and validity of the Arabic version of the DREEM scale for assessing nursing students' educational environments in Morocco. However, variability in model fit across subscales suggests the need for further refinement to enhance cultural adaptation. Findings highlight disparities in teaching quality, academic support, and student engagement, emphasizing the importance of improving teacher-student interactions, interactive teaching methods, and social support systems to enhance learning outcomes.
教育环境对于护理教育中学生的学习和专业发展至关重要。邓迪就绪教育环境量表（DREEM）是一种广泛用于评估健康专业教育环境的工具。然而，在摩洛哥的背景下，尤其是在护理专业学生中，其心理测量特性尚未得到充分评估。
本研究旨在检验和验证DREEM量表阿拉伯语版本在摩洛哥护理专业学生样本中的心理测量特性。
2023年5月至7月，在摩洛哥梅克内斯护理专业与健康技术高等学院对445名本科护理专业学生进行了一项横断面研究。使用阿拉伯语翻译的DREEM问卷收集数据。进行主成分分析（PCA）以评估方差分布，同时使用验证性因素分析（CFA）通过关键指标检验模型拟合度。使用Cronbach's alpha测量信度，并计算组内相关系数（ICC）以评估重测信度。
主成分分析证实了五因素结构，前两个主成分分别解释了总方差的19.13%和23.61%。验证性因素分析结果表明，学生学习感知（SPL）和学术氛围（SPA）子量表具有良好到可接受的拟合度，而学生对教师的感知（SPT）和学术自我感知（SASP）子量表显示出中等至勉强的拟合度。阿拉伯语DREEM量表表现出良好的内部一致性，Cronbach's alpha为0.87。社会人口学因素，包括性别、奖学金状况和城乡背景，影响了学生对其教育环境的感知。
本研究证实了DREEM量表阿拉伯语版本在评估摩洛哥护理专业学生教育环境方面的可靠性和有效性。然而，各子量表模型拟合度的差异表明需要进一步完善以加强文化适应性。研究结果突出了教学质量、学术支持和学生参与度方面的差异，强调了改善师生互动、互动教学方法和社会支持系统以提高学习成果的重要性。
