Showing 5 results for Educational Environment
Neda Orakifar, Mohammad Jafar Shaterzadeh, Negin Moradi, Shahla Zahednejad,
Volume 13, Issue 37 (9-2020)
Abstract
Background & Objective: The educational environment is everything happening within the university including classrooms and departments. Getting feedback on students' attitudes to the educational environment is one of the most important components of evaluating this environment. The purpose of this study was to compare the attitudes of undergraduate students of Ahvaz Faculty of Rehabilitation Sciences about the educational environment using the Dundee Ready Education Environment Measure (DREEM) questionnaire.
Materials and Methods: In this descriptive cross-sectional study, 137 third- and fourth-year undergraduate students in the fields of physiotherapy, speech therapy, audiology, and occupational therapy who completed the second semester of the academic year 2018-2019 completed the DREEM questionnaire. This questionnaire has 5 domains and its maximum score is 200. In this tool, the score indicates more favorable evaluation result. Data analysis was performed using SPSS 18 and One-way analysis of variance test.
Results: The overall score of the questionnaire for all fields was above 130. A comparison of the mean scores of the domains with the one-way analysis of variance did not show a statistically significant difference between the different fields. Tukey's test showed a significant difference between the overall score in the field of audiology and speech therapy (P =0.028). The average score of less than 2 was not observed for any question.
Conclusion: According to the overall score of more than 120 for all fields, the educational environment of this faculty is in good condition and the attitude of students is positive. Lack of proper support system, self-centeredness of teachers, fatigue and disappointing experiences of students need more attention.
Zahra Jafari, Saeed Moshtaghi, Kourush Zarea,
Volume 13, Issue 39 (1-2021)
Abstract
Background and Objective: Learning environment has an important role in the process of teaching and learning. The purpose of this study was to examine the relationship of nursing students’ perception of the instructional environment on their academic engagement in Ahvaz Jundishapur University of Medical Sciences in 2018-19 academic years.
Materials and Methods: This study is a descriptive correlational research. The statistical population consisted of nursing and midwifery school students of Ahvaz Jundishapur University of Medical Sciences of whom 291 students were selected based on Morgan table and through random sampling. Data collection tools were standardized questionnaires of Dundee Ready Education Environment (DREEM) and Academic Engagement Scale (Schaufeli et al, 1996). Descriptive statistics, Pearson correlation coefficient and multiple linear regression were employed for data analysis.
Results: The mean of total score obtained from nursing instructional environment was 125.26±12.81 from 200 (MAX) that signified positive aspects to be more than negative. Findings showed that students’ perceptions of the learning environment would predict their academic engagement (R=0.518, R2=0.269, p<0.01). Calculation of regression coefficients revealed that the five components perception of learning and instruction (DREEM model) had a significant role in predicting students' academic engagement (R=0.518, R2=0.269, P<0.01).
Conclusion: Given the role of perception of the learning environment in predicting students’ academic
engagement, it is important to pay attention to the role and adjustment of academic environment.
Mrs Mahnaz Bahrami, Mrs Hakimeh Sabeghi, Miss Mona Zohourparvaz, Mr Hossein Karimi Moonaghi,
Volume 15, Issue 45 (8-2022)
Abstract
Background & Objective: The COVID-19 pandemic has created a stressful teaching and learning environment that puts it out of its dynamic state and puts most of the learning burden on the student. The aim of this study was to investigate the relationship between educational environment and self-directed learning in undergraduate nursing students.
Materials & Methods: In this cross-sectional descriptive study, 200 undergraduate nursing students of Birjand School of Nursing and Midwifery from different terms were studied by available sampling method in the year 1401-1400. DREEM and CHENG online questionnaires were used to evaluate the educational environment and self-directed learning, respectively. The questionnaires were analyzed by SPSS20.
Results: The mean score of educational environment (120.20 ± 27.20) and self-directed learning (75.85 ± 11.73) was obtained. The results of this study showed that there is a direct and significant linear relationship between educational environment and all its dimensions with self-directed learning and all its dimensions (p <0.05). Also, the educational environment was significantly associated with gender and interest in the nursing and self-directed learning with interest in the nursing (p <0.05). Multiple linear regression test showed that the dimensions of the educational environment can predict to 23% (adjusted R2 = 0.232) of self-directed learning changes in nursing students.
Conclusion: According to the results of the study and the sensitivities of the nursing profession, it is recommended to consider self-directed training programs and workshops and to create an educational environment that stimulates this skill.
Mrs Sara Mohammadi, Dr Azra Kenarkoohi, Mr Aghil Rostami, Mr Mostafa Sadeghi, Ms Maryam Bastami,
Volume 15, Issue 48 (2-2023)
Abstract
Background & Objective: Today, several well-known factors involved in the educational environment could influence students’ level of learning because of academic burnout. Academic self-efficacy, a factor affecting academic burnout, is likely to affect students’ performance levels. This study aimed to determine the relationship between the perception of the educational environment and academic self-efficacy with the academic burnout of paramedical students studying at the Ilam University of Medical Sciences, Ilam, Iran.
Materials & Methods: The present study was a cross-sectional type in which 300 paramedical students participated as the study sample. Data collection tools included the Dundee Ready Educational Environment Measure (DREEM), College Academic Self-Efficacy (CASES), and Maslach Burnout Inventory (MBI). Pearson’s correlation test was used to examine the relationship between variables, and linear regression applied to model the correlation between multiple variables. Data analysis was performed by SPSS (version 26).
Results: Mean scores of academic burnout, perception of the educational environment, and academic self-efficacy were 41.79±13.4, 112.34± 24.63, and 102.65±18.73, respectively. Through linear regression, the identified predictors of academic burnout were: perception of educational environment (β=-0.769, 95%CI; -0.985, -0.553, P<0.001), academic self-efficacy (β=-0.366, 95%CI; -.544, -0.188, P<0.001) and marital status (β=0.351, 95%CI; 0.013, 0.688, P<0.05).
Conclusion: The results found a negative correlation between academic burnout and students' perceptions of the educational environment (EE) and academic self-efficacy. Therefore, one could consider effective factors in the learning environment to create favorable conditions for student learning and reduce academic burnout.
Dr Nasrin Kamali, Dr Zakiyeh Amini, Dr Farkhonde Asadi, Dr Sara Mohammadi, Dr Kasra Khatib, Dr Sepideh Gholami,
Volume 17, Issue 55 (6-2024)
Abstract
Background & Objective: The learning environment plays a vital role in shaping a student's academic success and overall satisfaction. In this study, we aimed to evaluate the impact of the educational climate in the Operating Room (OR) on the moral distress experienced by operating room technology students.
Material & Methods: In 2022, we conducted a descriptive-analytical study on 58 undergraduate operating room technology students from North Khorasan University of Medical Sciences. We utilized purposeful sampling in the form of a census from qualified academic departments. To collect information, we used three questionnaires: one for demographic information, one for IMOTEC, and one for moral distress. We analyzed the data using independent t-tests, one-way analysis of variance, and Pearson's correlation coefficient, as well as multiple linear regression analysis at a 95% confidence level using SPSS 26 software.
Results: The mean score for the OR educational climate was 71.14 ± 12.01. The rate of moral distress was measured in severity and frequency dimensions, with scores of 1.87 ± 1.08 and 1.79 ± 0.94, respectively. We found a significant inverse relationship between the mean of the educational environment and the severity (p < 0.001) and frequency (p < 0.05) of moral distress.
Conclusion: Given that the educational climate is one of the key factors affecting moral distress, it appears that enhancing the educational climate in the OR environment can play a significant role in reducing the moral distress experienced by students.
