Abstract
BackgroundEducational environments have been found to bear a substantial relationship with the academic performance and success, as well as the retention, of students.ObjectivesThe 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.MethodA 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.ResultsThe 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).ConclusionThe 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.Keywordsstudent’s perceptions; educational environment; nursing education; Western Cape; South Africa.
Highlights
Teaching and learning in nursing education is undergoing substantial transformation worldwide (Aiken 2011; Benner 2012; World Health Organization 2013)
The Digital resources (DR) subscale was the only subscale with a statement or item that was rated an absolute negative
Recent studies conducted across the world have been conclusive in finding that the majority of undergraduate nursing students perceive their educational environment as predominantly positive (Brown, Williams & Lynch 2011; Hamid, Faroukh & Mohammadhosein 2013; Imanipour et al 2015; Victor, Ishtiaq & Parveen 2016)
Summary
Teaching and learning in nursing education is undergoing substantial transformation worldwide (Aiken 2011; Benner 2012; World Health Organization 2013). The educational environment in nursing comprises both practical and theoretical learning settings (Billings & Halstead 2015) It incorporates a variety of basic provisions such as the physical infrastructure, the teaching and learning processes, school resources or materials and the teacher–student relationship (Miles, Swift & Leinster 2012). Arzuman et al (2010) and Al Ayed and Sheik (2008) reported that educational environment domains correlate positively with the academic success and, the retention of students. The improvement of the overall educational environment is likely to have a significant influence on the academic performance and retention of the nursing student (Al Ayed & Sheik 2008; Arzuman et al 2010; Till 2005)
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