Perception of Conducive Learning Environment among Students in Nursing Colleges, Islamabad: Conducive Learning Environment among Students

Sumayya Bibi; Saba Khurshid; Zulfiqar Azeem; Shagufta Parveen; Umbreen Dildar; Zareena Parveen

doi:10.54393/nrs.v5i1.140

Authors

Sumayya Bibi Department of Nursing, College of Nursing, Bhakkar, Pakistan
Saba Khurshid Department of Research & Development, National University of Medical Sciences, Rawalpindi, Pakistan
Zulfiqar Azeem Department of English, Islamabad Model College for Boys, Islamabad, Pakistan
Shagufta Parveen College of Nursing, Armed Forces Post Graduate Medical Institute, National University of Medical Sciences, Rawalpindi, Pakistan
Umbreen Dildar Department of Nursing, Poly Clinic Hospital, Islamabad, Pakistan
Zareena Parveen Department of Nursing, College of Nursing, Bhakkar, Pakistan

DOI:

https://doi.org/10.54393/nrs.v5i1.140

Keywords:

Nursing Education, Learning Environment, Student Perceptions, Conducive Education Factors

Abstract

Nursing education is essential for developing skilled healthcare practitioners, and Students' educational experiences and outcomes are significantly impacted by their learning environment. Objective: To find out how Islamabad, Pakistan's nursing schools' students feel about the supportive learning environment. Methods: In a descriptive cross-sectional study, 220 nursing students enrolled in Post-Registered Nurse Bachelor of Science in Nursing (PRBSN) and Generic Bachelor of Science in Nursing (GBSN) programs participated. Responses were collected anonymously using the Dundee Ready Education Environment Measure (DREEM). SPSS version 25.0 was used to analyze the data in order to obtain a more detailed grasp of the perceptions of the pupils. Results: The 220 participants in the study, 90 (40.9%) identified as male and 130 (59.1%) as female. The overall mean score of 153 out of 200 indicates that people have more favourable opinions about the supportive learning environment than they do negative ones. Further investigation revealed that students in the GBSN program had even more favourable opinions of a supportive learning environment (P<0.0001) according to the independent t-test than students in the PRBSN program. Additionally, female students displayed significantly more positive perceptions (P<0.0001) compared to their male counterparts. Conclusions: In examining the nursing students’ perceptions, this study identified both commonalities and differences in their perceptions. While positive aspects were acknowledged, negative perceptions also surfaced. The study concludes that creating a conducive learning environment in nursing colleges is essential for fostering positive student experiences and enhancing the overall quality of education.

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