BACKGROUND:Students' perceptions of their academic learning environment have been found to be related to their approaches to learning and learning outcomes. Educational environment is just beginning to be researched in nursing education with the vast majority of studies focusing on the clinical educational environment. Accelerated Bachelor of Science in Nursing (ABSN) programs for students who have obtained a bachelor degree are a popular nursing pedagogue. These programs are instituted on the belief that degreed students have the ability to be successful in a demanding program, are older, are adult learners and tend to be more motivated than their traditional counterparts. There is a paucity of research exploring the differences in student perceptions of the educational environment between the traditional and accelerated programs. OBJECTIVE:Explore students' perceptions of the educational environment in the traditional and ABSN programs within an institution and determine any differences. DESIGN:Comparative descriptive study. SETTING:Private school of Nursing in the Southwest. PARTICIPANTS:Convenience sample of 24 ABSN and 38 traditional graduating senior students. METHODS:Invited students completed the Dundee Ready Education Environment Measure through the online survey application Qualtrics. An independent t-test was used to compare the scores. RESULTS:A total of 62 students completed the survey for an overall response rate of 57%. No statistical difference was found in students' perceptions of academic environment between the two groups on the total score. However, there was a statistically significant difference on the sub-domain pertaining to atmosphere and there were significant differences on 6 out of 50 individual items. CONCLUSIONS:The results of this study indicate that, taken in its entirety, there was no significant difference in student perception of educational environment between the traditional and accelerated cohorts at this institution as measured by the DREEM tool. However, there was a significant difference between the two cohorts within the student perception of Atmosphere sub-domain and on seven individual items. The DREEM tool was found to be a reliable instrument to determine students' perceptions of educational environment.

译文

背景:已经发现学生对其学术学习环境的看法与其学习方法和学习成果有关。在护理教育中,教育环境的研究才刚刚开始,绝大多数研究都集中在临床教育环境上。面向获得学士学位的学生的加速护理学学士(ABSN)计划是一种流行的护理教育家。这些课程的建立是基于以下信念:有学位的学生有能力在要求苛刻的课程中取得成功,年龄更大,是成年学习者,并且比传统的学习者更有动力。很少有研究探讨传统课程和加速课程之间学生对教育环境的看法的差异。
目的:在机构内的传统课程和ABSN课程中探索学生对教育环境的看法,并确定是否存在差异。
设计:比较描述性研究。
地点:西南私立护理学校。
参与者:24名ABSN和38名传统即将毕业的高年级学生的便利样本。
方法:受邀学生通过在线调查应用Qualtrics完成了Dundee准备教育环境评估。使用独立的t检验比较得分。
结果:共有62名学生完成了调查,总体答复率为57%。两组之间在学生对学术环境的看法上没有发现统计学差异。但是,与大气有关的子域在统计上存在显着差异,并且在50个单独项目中有6个存在显着差异。
结论:这项研究的结果表明,从整体上看,通过DREEM工具测量,该机构的传统人群和加速人群在教育环境方面的学生认知没有显着差异。但是,在学生对“大气”子域的理解以及在七个单独项目上,这两个队列之间存在显着差异。发现DREEM工具是确定学生对教育环境的看法的可靠工具。

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