Infuence of education environment on academic performance of nursing students

Martis, Maxie and Shekh, Rubiya and S, Thankamma (2015) Infuence of education environment on academic performance of nursing students. imanagers journal of nursing, 5 (3). pp. 35-40. ISSN 2231-4504

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Abstract

The context of learning, the educational environment and the learning styles have an influence on the academic performance. While the context of learning and learning styles are individualistic, the education environment provided by an institution is generic. The aim of this study was to assess the education environment as perceived by the learners. The objectives of the study were to describe the education environment and academic performance and identify the relationship between education environment and academic performance. A cross sectional survey was held in December 2013, one of the nursing institutions in India offering diploma and graduate nursing program. The Participants were the enrolled students available on the day of data collection and consented to the study. The total score obtained in the board/university examination was the measure of academic performance. The total score obtained from the administration of Dundee Ready Education Environment Measure (DREEM) was regarded as the educational environment. The Karl Pearson correlation coefficient was used to assess the relationship between education environment and academic performance. The education environment was perceived as 'more positive' by 84.84% of graduate (n=66) and 76.66% of diploma nursing students (n=90). However, the relationship between education environment and academic performance was not statistically significant among graduate (r= 0.006, p= 0.97, n=44) and diploma (r= 0.145, p=0.22, n=73) students. Nursing students should make effective use of the educational environment.

Item Type: Article
Subjects: Education
Nursing
Divisions: Nursing - Khamis Mushyait > Emergency Nursing
Depositing User: maxie andrade
Date Deposited: 19 Jan 2017 21:15
Last Modified: 19 Jan 2017 21:15
URI: http://eprints.kku.edu.sa/id/eprint/363

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