Purpose: The objective of this study was to evaluate nursing studentsââ?¬â?¢ perceptions of their educational environment in a\nprivate college. Perceptions were compared between genders and 2 bachelorââ?¬â?¢s programs. Methods: A total of 219 students\nparticipated in this study, drawn from the Generic Bachelor of Science in Nursing (GBSN) and the Post-Registered\nNurse Bachelor of Science in Nursing (PRBSN) programs of the Shifa College of Nursing, Islamabad, Pakistan. The Dundee\nReady Education Environment Measure was utilized for data collection. Descriptive statistics were used to calculate total\nscores, as well as means and standard deviations, and the t-test was applied for comparisons according to program and\ngender. Results: The overall total mean score (119 of 200) is suggestive of more positive than negative perceptions of the\neducational environment. The mean score of 13 of 28 on the social self-perception subscale suggests that the social environment\nwas felt to be ââ?¬Ë?not a nice place.ââ?¬â?¢ The t-test revealed more positive perceptions among students enrolled in the\nPRBSN program (P<0.0001) than among those enrolled in the GBSN program and more positive perceptions among female\nstudents than among male students (P<0.0001). Conclusion: Commonalities and differences were found in the\nperceptions of the nursing students. Both positive and negative perceptions were reported; the overall sense of a positive\nenvironment was present, but the social component requires immediate attention, along with other unsatisfactory\ncomponents. Establishing a supportive environment conducive to competence-based learning would play an important\nrole in bringing desirable changes to the educational environment.
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