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Perception of nursing students about their educational environment in College of Nursing at King Saud Bin Abdulaziz University for Health Sciences, Saudi Arabia

机译：在沙特阿拉伯国王班达库拉兹大学护理教育环境教育环境的看法

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摘要

Background: One of the learning theories, i.e. the experiential learning theory, clearly states learning occurs when the learner interacts with the environment. This implies that the educational environment plays an essential role in the process of learning. Nursing students are frequently exposed to different kinds of educational environment which include clinical settings. Not only the educational environment but also the clinical learning environment can have profound influence on the students' learning perceptions. It will help the students to develop their critical thinking and problem-solving skills, which will later influence their academic achievement, personal and professional growth. Aim: The purpose of this study was to assess undergraduate nursing students' perceptions of their learning environment using the Dundee Ready Education Environment Measure (DREEM) inventory. Results: The response rate was 99.1%. The average DREEM score was 129.70 +/- 22.93 (which shows more positive environment than negative). The total mean scores for the five major domains, namely Student's Perceptions of Learning (SPL), Student Perceptions of Teachers (SPT), Students' Academic Self-preparation (SAP), Students' Perception of Atmosphere (SPA), and Students' Self-perception (SSP), in the respective order, were 34.61/48, 27.68/44, 21.48/32, 28.16/48, and 17.75/28. The sub-scale/domain with the highest mean score was the Students' Perception of Learning corresponding to 72.11% of the maximum score. The lowest mean score was for the students' Perceptions of the Atmosphere which corresponded to 58.66% of the maximum score. Variations were observed in responses to individual items while identifying specific strengths and weaknesses within the learning environment. Conclusion: Study using DREEM inventory revealed both the positive and the negative aspects of learning environment in our nursing school. Furthermore, the data obtained will guide us in deciding the priority and the problematic areas which might need certain strategies toward restructuring the educational environment.
机译：背景：学习理论之一，即经验主义学习理论，显然在学习者与环境互动时发生的状态。这意味着教育环境在学习过程中起着重要作用。护理学生经常暴露于包括临床环境的不同类型的教育环境。不仅是教育环境，还可以对学生的学习看法产生深远的影响。它将有助于学生培养他们的批判性思维和解决问题的技能，后来会影响他们的学术成就，个人和专业的增长。目的：本研究的目的是利用邓迪准备教育环境措施（DREEME）库存评估本科护理学生对其学习环境的看法。结果：响应率为99.1％。平均DREEM分数为129.70 +/- 22.93（其显示比负数更多的阳性环境）。五大主要域的总均值分数，即学生对学习的看法（SPL），学生对教师（SPT）的看法，学生的学术自我准备（SAP），学生对大气（SPA）的看法，以及学生的自我在相应的顺序中，普遍存在（SSP）为34.61/48,27.68/44,21.48 / 32,28.16/48和17.75/28。均衡分数的亚级/域是学生对学习的认知，相应于最高分的72.11％。最低的平均得分是学生对大气的看法，其最高分数的58.66％。在对单个物品的反应中观察到变化，同时识别学习环境中的特定优势和缺点。结论：使用DREEMIEM清单进行研究，揭示了我们护理学校学习环境的积极和消极方面。此外，所获得的数据将指导我们决定优先权和有问题的区域，这些区域可能需要某些策略来重组教育环境。

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  • 来源
    《Medical teacher》 |2019年第11期|共8页
  • 作者

    Rawas Hawazen; Yasmeen Nusrath;

  • 作者单位

    King Saud bin Abdulaziz Univ Hlth Sci Coll Nursing Jeddah Saudi Arabia;

    King Saud bin Abdulaziz Univ Hlth Sci Coll Nursing Jeddah Saudi Arabia;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 医药、卫生;
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