ASSESSING EDUCATIONAL ENVIRONMENT IN NURSING SCHOOL OF MNUMS
- VernacularTitle:АШУҮИС-ийн Сувилахуйн сургуулийн сургалтын орчны үнэлгээ
- Author:
Khangai E
1
;
Usukhbayar M
1
;
Bayarbat G
1
;
Oyuntsetseg S
1
;
Bolorsaikhan O
1
;
Oyungoo B
1
Author Information
1. Mongolian National University of Medical Science
- Publication Type:Journal Article
- Keywords:
АШУҮИС, DREEM, Ликерт
- From:Innovation
2017;11(2):77-80
- CountryMongolia
- Language:Mongolian
-
Abstract:
BACKGROUND. To evaluate educational environment, it is important to use confidential
and accepted tool. Dundee Ready Education Environment Measure (DREEM) (3) is a
globally accepted and widely used tool to measure the education environment. Regular
assessment of educational environment to evaluate teachers’ teaching method, students’
perception and their outcome and making the necessary adjustment to it is one of the factors
affecting students’ knowledge, clinical practice and their motivation (4). In the MNUMS
program, educational environmental assessment is one of the most important parts and
we are unaware of any report of research work. Therefore, the researchers decide to carry
this study. AIM OF THE STUDY. This study aimed to evaluate the educational environment
in Nursing school of MNUMS using globally accepted DREEM Questionnaire.
MATERIALS AND METHODS. This cross-sectional analytic study was carried out in Faculty
of Nursing in Darkhan, Dornogobi and Gobi-Altai aimag out of 9 branch school of
MNUMS during the academic year 2015-2016 and 2016-2017. DREEM questionnaire was
used to collect data from 306 nursing students. RESULT. Most of the participants were
female accounted around 89.9% (275) and male were 10.1% (31). By age, age of 17-19
were 25.5%(78), 20-22 were 52.0% (159), 23-25 were 15.0%(46), >26 were 7.5% (23). The
mean item score was highest in Dornogobi school of 3.8 and lowest in Nursing school of
3.6. 4th year students’ 68.6% (210) agreed to “more on positive side” for their academic
self perception and 22.5% (69) agreed “moving in right direction” for their academic self
perception. All domains were statistically significant specially the perception of curriculum
(0.854**) and perception of learning (0.803**) have high correlation. On the other hand,
perception of educational atmosphere (0.444**) and perception of teachers have moderate
correlation. The reliability of questionnaire was confirmed by Cronbach alpha and it is
counted as reliable if it is more than 0.7. The perception of curriculum was relatively low in
2nd year students but higher in 3rd year students. The perception of educational atmosphere
was relatively low in 4th year students but higher in 1st year students.
CONCLUSION. The nursing school program is in same level. Students are satisfied with
their academic self perception and perception of teachers. The result showed that 68.2%
(209) of students consider positive aspect of educational environment (p<0.001). Students
of all 4 school of MNUMS with same level of nursing school program are satisfied with
their knowledge, clinical skills and educational atmosphere among the students. Dornogobi
school students’ 65% assessed perception of teacher as “model instruction”.
