Educational environments have been found to bear a substantial relationship with the academic performance and success, as well as the retention, of students.
The 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.
A 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
The 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 (
The 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.
student’s perceptions; educational environment; nursing education; Western Cape; South Africa.
Teaching and learning in nursing education is undergoing substantial transformation worldwide (Aiken
The literature reveals that educational environments have an impact on students’ levels of success, achievement, contentment and motivation (Arzuman et al.
Evaluation of the students’ perceptions towards their educational environment at the school of nursing (SON) would aid nurse educators and faculty staff in measuring the quality of the teaching and learning taking place (Denz-Penhey & Murdoch
The objectives of this study were to:
evaluate the educational environment as perceived by undergraduate nursing students at a SON in the Western Cape province of SA
investigate whether the educational environment, or components thereof, was perceived negatively or positively among undergraduate nursing students of different year level, gender or ethnicity.
A quantitative research method with a cross-sectional design, using a researcher-developed survey, was used.
This study was conducted in the SON at a university in the Western Cape province of SA. The SON offers a range of undergraduate and postgraduate programmes. The undergraduate programmes offered by the SON were the main focus of this study, and these include the 4-year Bachelor of Nursing (BN) and 5-year Bachelor of Nursing Foundation (BNF) programmes.
As a result of the apartheid system and segregation policies in SA, the racial
Stratified random sampling was used to ensure that all levels of the BN and BNF programmes were adequately represented (
the population of interest is first divided into two or more groups based on characteristics that are important to the study, and then members within each group are randomly selected. (Macnee & McCabe
Summary of study population, sample and response rate.
Year level | Population ( |
Sample ( |
Response |
---|---|---|---|
First-year Bachelor of Nursing Foundation (BNF 1) | 74 | 19 | 14 (4.88) |
Second-year Bachelor of Nursing Foundation (BNF 2) | 45 | 11 | 9 (3.14) |
First-year Bachelor of Nursing (BN 1) | 221 | 56 | 49 (17.07) |
Second-year Bachelor of Nursing (BN 2) | 303 | 77 | 62 (21.60) |
Third-year Bachelor of Nursing (BN 3) | 240 | 61 | 48 (16.72) |
Fourth-year Bachelor of Nursing (BN 4) | 248 | 63 | 50 (17.42) |
The sample size equation
Data were collected using a researcher-developed questionnaire that was administered to the sampled undergraduate (BN and BNF) nursing students. The questionnaire consisted of a total score of 268 for 67 items on a four-point Likert scale (where 1 = strongly disagree, 2 = disagree, 3 = agree and 4 = strongly agree). For interpretation of the overall survey score, the following overall scores were considered based on quadrant parameters: 0–67 = very poor; 68–134 = poor; 135–201 = good; 202–268 = excellent.
The survey consisted of demographic factors and eight subscales that were used to measure nursing students’ perception of the educational environment. The instruments’ subscales and measurements included the following:
physical classroom environment (PCE) – 11 items; maximum score = 44
skills laboratory (SL) (on-campus) – six items; maximum score = 24
SL (off-campus) – six items; maximum score = 24
university library (UL) – five items; maximum score = 20
digital resources (DR) – seven items; maximum score = 28
teaching and learning climate (TLC) – nine items; maximum score = 36
teaching and learning strategies (TLS) – 11 items; maximum score = 44
nursing curriculum (NC) – 12 items; maximum score = 48.
In this study, TLC refers to professional relationships among students and educators, whereas TLS refers to the teaching and learning methodologies implemented at the SON.
Items with a mean score of 3.0 or more indicate absolute positive aspects. Items with a mean score of 2.0 or below indicate absolute negative aspects and need immediate intervention. Items with a mean score of between 2.0 and 3.0 are aspects of the educational environment that warrant improvement.
A pilot test of the instrument preceded the actual data collection to ensure reliability of the data collection instrument. Perneger et al. (
The content validity of the questionnaire was established by the research supervisor (an expert in teaching and learning) and a statistician. Their inputs were implemented to improve the items in the questionnaire. In addition, face validity was conducted by 30 undergraduate nursing students during the pilot test of the instrument to ensure accurate interpretation of the content. During the face validity, none of the participants requested verbal assistance and they responded to all the items included in the instrument. In general, the participants in this pilot test reported that the instruction and the content of the instrument were well defined.
Data were analysed using the IBM Statistical Package for Social Sciences (IBM SPSS-24). Missing values were dealt with by replacing them with the median of nearby points to avoid errors and skewness of the data. Descriptive and inferential statistics were performed by means of frequencies, standard deviations (SDs) and percentages for the total score of the questionnaire and subscale scores of the whole sample as well as the specific BN and BNF groups, ethnic group and gender. For dichotomous variables (home language and gender), comparisons of overall and subscale mean scores were achieved through a series of independent-sample
Ethics in research is a serious matter and researchers need to adhere to strict rules (Denscombe
A total of 232 (80.84%) students out of the 287 stratified random sample completed the survey. The demographic data revealed that of the 232 students, 182 (78.45%) were females and 50 (21.55%) were males. More than half (
A one-way between-groups ANOVA was performed to compare the nursing students’ perceptions regarding their educational environment for each year level of study in the undergraduate programme. Subscale means and SDs for the whole sample as well as for each year level are summarised in
Mean (standard deviation) and overall scores by year level.
Domains | BNF 1 | BNF 2 | BN 1 | BN 2 | BN 3 | BN 4 | All |
|
|
Tukey’s HSD < 0.05 |
---|---|---|---|---|---|---|---|---|---|---|
Physical classroom environment (PCE) | 32 (3.3) | 33 (3.2) | 32 (4.8) | 31 (5.4) | 30 (5.9) | 30 (5.9) | 31 (5.4) | 1.303 | 0.264 | - |
Skills laboratory (SL) (on-campus) | 18 (2.0) | 18 (2.3) | 19 (3.2) | 16 (3.7) | 15 (3.7) | 16 (3.2) | 17 (3.6) | 6.341 | 0.000 |
BN 1–BN 2, BN 1–BN 3, BN 1–BN 4 |
Skills laboratory (SL) (off-campus) | 18 (3.0) | 18 (2.5) | 18 (3.1) | 16 (3.3) | 16 (3.8) | 16 (3.2) | 17 (3.4) | 4.242 | 0.001 |
BN 1–BN 2, BN 1–BN 3, BN 1–BN 4 |
University library (UL) | 16 (2.1) | 15 (2.3) | 16 (2.5) | 16 (2.7) | 14 (4.0) | 16 (2.8) | 16 (3.0) | 1.81 | 0.127 | - |
Digital resources (DR) | 20 (3.0) | 19 (2.7) | 21 (3.6) | 19 (3.4) | 17 (3.6) | 19 (3.7) | 19 (3.7) | 4.982 | 0.000 |
BN 3–BN 1, BN 3–BN 2 |
Teaching and learning climate (TLC) | 28 (3.7) | 27 (3.7) | 30 (3.8) | 28 (4.7) | 26 (5.3) | 25 (5.4) | 27 (3.7) | 7.254 | 0.000 |
BN 1–BN 3, BN 1–BN 4, BN 2–BN 4 |
Teaching and learning strategies (TLS) | 34 (3.3) | 44 (4.7) | 34 (4.6) | 33 (5.6) | 31 (5.3) | 31 (6.4) | 32 (5.5) | 2.773 | 0.019 |
BN 1–BN 4 |
Nursing curriculum (NC) | 38 (5.0) | 37 (6.5) | 39 (4.1) | 37 (5.5) | 36 (5.4) | 33 (6.4) | 37 (5.7) | 5.469 | 0.000 |
BN 4–BN 1, BN4–BN2 |
BNF 1, first-year Bachelor of Nursing Foundation; BNF 2, second-year Bachelor of Nursing Foundation; BN 1, first-year Bachelor of Nursing; BN 2, second-year Bachelor of Nursing; BN 3, third-year Bachelor of Nursing; BN 4, fourth-year Bachelor of Nursing; HSD, honestly significant difference;
,
The total mean score for all the students who participated in the present study was 195 (72.8% of the maximum score), with an SD of 24.2. These results indicate that, generally, the educational environment, as perceived by undergraduate nursing students at the identified university, was good but could be improved upon. The total scores varied significantly between year levels (
Skills laboratory (on-campus) scores varied significantly between the year levels of the undergraduate programme (
Digital resources mean scores varied significantly between year levels (
Teaching and learning climate mean scores varied significantly (
The TLS mean score varied significantly (
The mean score of the students’ perceptions regarding the NC varied significantly (
A one-way between-groups ANOVA was performed to compare the nursing students’ perceptions regarding their educational environment for each ethnic group. Participants were divided into five groups based upon their ethnic demographics (black, coloured, Indian, white and other). Subscale means and SDs for ethnicity are displayed in
Mean (standard deviation) and overall score by ethnicity.
Domains | Black | Coloured | Indian | White | Other | Tukey’s HSD < 0.05 | ||
---|---|---|---|---|---|---|---|---|
Physical classroom environment (PCE) | 32 (5) | 30 (5) | 24 (7) | 30 (6) | 24 (10) | 2.382 | 0.114 | - |
Skills laboratory (SL) (on-campus) | 18 (3) | 16 (4) | 16 (6) | 16 (2) | 15 (5) | 4.847 | 0.001 |
Black–coloured |
Skills laboratory (SL) (off-campus) | 18 (3) | 16 (3) | 15 (6) | 17 (2) | 15 (6) | 3.208 | 0.014 |
Black–coloured |
University library (UL) | 16 (3) | 16 (3) | 17 (2) | 15 (2) | 14 (3) | 0.361 | 0.836 | - |
Digital resources (DR) | 19 (4) | 19 (3) | 15 (6) | 19 (4) | 16 (4) | 2.827 | 0.026 |
- |
Teaching and learning climate (TLC) | 28 (5) | 26 (5) | 26 (6) | 27 (6) | 20 (6) | 5.809 | 0.000 |
Black–coloured, black–other, white–other |
Teaching and learning strategies (TLS) | 33 (5) | 31 (5) | 27 (6) | 30 (6) | 25 (7) | 6.235 | 0.000 |
Black–coloured, black–other |
Nursing curriculum (NC) | 38 (5) | 35 (5) | 30 (11) | 37 (7) | 28 (8) | 4.927 | 0.016 |
Black–coloured |
,
The mean score of the students’ perceptions regarding the on-campus (
The mean score of the students’ perceptions regarding DR by ethnicity varied significantly (
The mean score of students’ perceptions of the TLC by ethnicity varied significantly (
The mean score of students’ perceptions regarding the TLS implemented at the identified university varied significantly (
An independent-samples
Mean score (standard deviation) and overall scores by gender (
Domains | Female | Male |
|
|
---|---|---|---|---|
Physical classroom environment (PCE) | 31 (5) | 32 (5) | 2.089 | 0.038 |
Skills laboratory (SL) (on-campus) | 16 (4) | 18 (3) | 2.100 | 0.037 |
Skills laboratory (SL) (off-campus) | 17 (3) | 18 (3) | 1.789 | 0.075 |
University library (UL) | 16 (3) | 16 (3) | 0.481 | 0.631 |
Digital resources (DR) | 19 (4) | 19 (4) | 0.506 | 0.614 |
Teaching and learning climate (TLC) | 27 (5) | 28 (4) | 1.390 | 0.166 |
Teaching and learning strategies (TLS) | 32 (6) | 33 (5) | 1.624 | 0.106 |
Nursing curriculum (NC) | 36 (6) | 38 (5) | 1.994 | 0.047 |
,
The mean scores for UL were the highest (3.1 out of 4), followed by TLC and NC (3.0 out of 4 for both subscales). The remaining five subscales (PCE, SL [on-campus], SL [off-scampus], DR and TLS) revealed mean scores below 3 out of 4. The results revealed that the weakest subscale was DR with a mean score of 2.7 out of 4. Furthermore, the DR subscale was the only subscale with a statement or item that was rated an absolute negative.
Mean score (out of 4) of the items under study domains.
Items | Mean (SD) | Interpretation |
---|---|---|
|
||
(1) Classrooms are pleasant places to work | 2.8 (0.8) | Could be improved |
(2) Lighting is adequate and there is no glare | 3.0 (0.8) | Absolute positive |
(3) Ventilation is sufficient and the temperature is appropriate | 2.7 (0.9) | Could be improved |
(4) There is adequate space for movement | 3.1 (0.8) | Absolute positive |
(5) Furniture is arranged to best effect for different activities | 2.6 (0.8) | Could be improved |
(6) Equipment and materials are easily accessible (computer, lighting system, projector, overhead projector) | 2.6 (0.9) | Could be improved |
(7) Adequate seating arrangements for students | 2.9 (0.8) | Could be improved |
(8) Students have adequate personal workspace | 2.9 (0.7) | Could be improved |
(9) Students can easily see the teacher and the black or white board | 3.1 (0.7) | Absolute positive |
(10) Furniture is suitable and well maintained | 2.4 (0.8) | Could be improved |
(11) Sound level in classroom is conducive or favourable to learning | 2.8 (0.8) | Could be improved |
|
||
(12) Adequate in size | 2.6 (0.9) | Could be improved |
(13) Adequate lighting | 3.2 (0.6) | Absolute positive |
(14) Adequate ventilation | 2.8 (0.8) | Could be improved |
(15) Equipped with appropriate and sufficient equipment necessary for students’ practice of required clinical skills | 2.8 (0.8) | Could be improved |
(16) Equipped with appropriate and sufficient supplies (stock) necessary for student’s practice of required clinical skills | 2.8 (0.8) | Could be improved |
(17) Accessible to students outside regularly scheduled class times | 2.6 (0.9) | Could be improved |
|
||
(18) Adequate in size | 2.8 (0.8) | Could be improved |
(19) Adequate lighting | 3.1 (0.7) | Absolute positive |
(20) Adequate ventilation | 2.9 (0.8) | Could be improved |
(21) Equipped with appropriate and sufficient equipment necessary for student’s practice of required clinical skills | 2.9 (0.7) | Could be improved |
(22) Equipped with appropriate and sufficient supplies (stock) necessary for student’s practice of required clinical skills | 2.8 (0.7) | Could be improved |
(23) Accessible to students outside regularly scheduled class times | 2.2 (0.9) | Could be improved |
|
||
(24) Institutional library personnel offer orientation and demonstration of the library services | 3.2 (0.8) | Absolute positive |
(25) Library personnel provide assistance to students when needed | 3.1 (0.8) | Absolute positive |
(26) Library is user friendly for nursing students | 3.0 (0.8) | Absolute positive |
(27) Library has sufficient materials to support programme or classroom assignments | 3.1 (0.8) | Absolute positive |
(28) Library operating hours are convenient for students | 3.3 (0.8) | Absolute positive |
|
||
(29) Computer laboratories are adequate to support learning (research, assignment completion, etc.) | 2.9 (0.8) | Could be improved |
(30) Effective use of various mediums such as online teaching and learning (Ikamva) | 3.1 (0.7) | Absolute positive |
(31) Adequate resources for students during online assessments | 2.9 (0.8) | Could be improved |
(32) E-learning support services are readily accessible to all students | 2.9 (0.7) | Could be improved |
(33) Computer laboratories are available outside regular classroom hours | 2.8 (0.9) | Could be improved |
(34) Off-campus internet connectivity (Wi-Fi) is readily accessible | 1.9 (0.9) | Absolute negative |
(35) On-campus internet connectivity (Wi-Fi) is readily accessible | 2.6 (0.9) | Could be improved |
|
||
(36) Lecturers or clinical facilitators are approachable | 3.2 (0.7) | Absolute positive |
(37) Lecturers or clinical facilitators are concerned with developing my competence | 3.2 (0.7) | Absolute positive |
(38) Lecturers or clinical facilitators are able to communicate well with students | 3.0 (0.8) | Absolute positive |
(39) Lecturers or clinical facilitators have shown patience towards students | 3.0 (0.8) | Absolute positive |
(40) Lecturers or clinical facilitators provide good feedback to students | 2.9 (0.8) | Could be improved |
(41) Lecturers or clinical facilitators give students constructive criticism | 3.0 (0.8) | Absolute positive |
(42) Lecturers or clinical facilitators are well prepared for classes | 3.2 (0.8) | Absolute positive |
(43) I feel free to ask whatever question I want in class | 2.9 (0.8) | Could be improved |
(44) The environment encourages me to learn | 2.9 (0.8) | Could be improved |
|
||
(45) I am stimulated to actively participate in classroom | 2.9 (0.7) | Could be improved |
(46) The teaching strategy stimulates my thinking | 2.9 (0.7) | Could be improved |
(47) Teaching is student-centred (teaching addresses learning needs of individual students) | 2.9 (0.7) | Could be improved |
(48) Teaching is well integrated and focused | 3.0 (0.6) | Absolute positive |
|
||
(49) The teaching method develops my confidence | 2.9 (0.8) | Could be improved |
(50) The time for teaching is sufficient | 3.0 (0.7) | Absolute positive |
(51) My learning needs are addressed | 2.9 (0.8) | Could be improved |
(52) Teaching is focused on the teacher | 2.5 (0.8) | Could be improved |
(53) I can understand the lecturers in classrooms | 3.0 (0.7) | Absolute positive |
(54) I am able to meet the learning outcomes through the teaching and learning strategies used | 3.0 (0.7) | Absolute positive |
(55) Clinical training activities prepare the student to perform effectively in the clinical setting | 3.2 (0.7) | Absolute positive |
|
||
(56) I am sure about the programme learning outcomes | 3.0 (0.7) | Absolute positive |
(57) The teaching and learning experience of the previous year prepared me well for this year | 3.0 (0.9) | Absolute positive |
(58) Time table arrangement allows for academic engagement | 2.7 (0.9) | Could be improved |
(59) Assessments are aligned to the outcomes provided in module guides | 3.1 (0.7) | Absolute positive |
(60) The curriculum provides an appropriate balance between theory and practice | 2.9 (0.8) | Could be improved |
(61) The learning outcomes are appropriate for the year level | 3.1 (0.7) | Absolute positive |
(62) The curriculum is organised in a way that facilitates my learning | 3.0 (0.7) | Absolute positive |
(63) The learning materials, including module guides, work books and so on, are clear | 3.1 (0.7) | Absolute positive |
(64) The programme thus far developed my ability to apply theory to practice | 3.2 (0.6) | Absolute positive |
(65) The programme thus far improved my problem-solving skills | 3.1 (0.7) | Absolute positive |
(66) The programme thus far developed my ability to think critically about the subject matter | 3.2 (0.6) | Absolute positive |
(67) The programme thus far helped me understand current issues in the nursing profession | 3.2 (0.7) | Absolute positive |
SD, standard deviation.
The aim of the present study was to evaluate the educational environment as perceived by undergraduate nursing students at a SON. It also aimed to investigate whether the educational environment, or parts thereof, was perceived negatively or positively among undergraduate nursing students of different year level, gender or ethnicity.
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
A positive perception of the educational environment was mutual for participants in all year levels of the undergraduate nursing programme. The total score per year level ranged from 186 to 202, indicating that the perception of the educational environment fell in the category of ‘good’. The subscale means scores ranging between 60.7% and 100% of the maximum scores also indicated a positive perception of the educational environment. These results are consistent with the findings of the majority of the studies conducted around the world (Brown et al.
A few trends were noted between the year levels. Particularly, first-year BN students seemed to view their educational environment as more satisfactory than did second-, third- and fourth-year BN students with regard to both the on-campus and off-campus skills laboratories. Papathanasiou, Tsaras and Sarafis (
First- and second-year BN students viewed DR more favourably than did third- and fourth-year BN students. A comparative study conducted by He et al. (
Likewise, the result of this study revealed that junior students (first- and second-year BN students) viewed NC more favourably than did the senior students (third- and fourth-year BN students). According to previous studies, students of an innovative curriculum tend to show more contentment with their educational environments compared with students of the traditional curriculum. The higher scores in the undergraduate nursing students’ perceptions towards their curriculum indicate a more student-centred curriculum (Aghamolaei & Fazel
nursing students reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning. (pp. 7–10)
Furthermore, a descriptive study conducted by Ozturk, Muslu and Dicle (
A general trend that emerged from the students’ perceptions of their educational environment by year level was that senior (third- and fourth-year) BN students viewed the educational environment at the selected university as less satisfactory than the junior (first- and second-year) BN students. The findings are consistent with those of Said, Rogayah and Hafizah (
this trend could be due to the fact that students genuinely believed that their learning environment was deteriorating, and thus were psychologically tired of being a student and looking forward to leaving student life. (p. 61)
Conversely, contradictory findings noted in studies conducted by Till (
Previous studies evaluating the perceptions of students of their educational environment categorised students based on their immigrant background (Avalos, Freeman & Dunne
A few trends were noted between ethnic groups. Black students seemed to view their educational environment as more favourable than did coloured students and the category classified as ‘other’, particularly with regard to NC, both on-campus and off-campus skills laboratories, TLC and implemented TLS. These results provide evidence that it is imperative for the SON identified in this study to adopt a multicultural learning environment (Giddens
The present study revealed that ‘other’ category viewed the TLC less favourably than did white students. Interestingly, a study conducted by Avalos et al. (
Taken together, it can be concluded that black students viewed their educational environment as more favourable than did other ethnic groups. This finding could be explained by the fact that the majority of black students at the selected university are predominantly from previously disadvantaged educational backgrounds and consequently might be more appreciative of anything that was better than what they had previously experienced (University of the Western Cape
Previous studies conducted in the medical field comparing gender differences revealed that female students were more positive about their educational environment compared to their male counterparts (Jawaid et al.
Although it is acknowledged that academic performance and success is unquestionably a complex phenomenon with various contributing factors (Jeffreys
conditions of the PCE: this includes creating a pleasant place to work with adequate ventilation, temperature regulation and adequate seating arrangements
conditions of the SL environment: this includes ensuring adequate ventilation, temperature regulation, accessibility and ensuring appropriate and sufficient equipment necessary for practice of required clinical skills
DR as well as making provision for Internet access for students who reside off-campus
TLS adopted at the identified SON.
Although this study provides crucial evidence regarding the educational environment at the SON, it would be invaluable to conduct a similar study that includes students from other departments in the community and health science faculty. The limitation that should be acknowledged in this study is that because of financial reasons and time constraints an adjusted sample size of 287 participants was calculated to ensure a sample that is representative of the study population (Dean et al.
This study’s findings conclude that the selected participants at the identified university generally perceived their educational environment as being more positive than negative. Regarding students’ general perceptions of the subscales, enhancements are required in the PCE, skills laboratories (both on-campus and off-campus), DR and the implemented TLS. In contrast, and completing the range of subscales, the students’ perceptions of the subscales UL, TLC and NC seem to require minimal enhancements, if any. It is essential for university management and the SON to prioritise the suggested improvements based on the results of this study to create an educational environment that promotes quality learning.
The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article. The views expressed in this article are the authors’ own and do not reflect an official position of the institution or the funder.
K.D.T.M., primary student researcher, was responsible for the conceptualisation of the study, data collection, data analysis and discussion. F.M.D. was the study leader, supervised the conceptualisation of the study and guided the methodology for the study.
Statistics South Africa continues to classify people into population groups as moving away from the pre-1994 apartheid-based system. This classification uses a population group-based classification system that is no longer based on a legal definition, but rather on self-classification (Statistics South Africa 2016).