• العربية
    • English
  • English 
    • العربية
    • English
  • Login
Home
Publisher PoliciesTerms of InterestHelp Videos
Submit Thesis
IntroductionIUGSpace Policies
JavaScript is disabled for your browser. Some features of this site may not work without it.
View Item 
  •   Home
  • Faculty of Nursing
  • Staff Publications- Faculty of Nursing
  • View Item
  •   Home
  • Faculty of Nursing
  • Staff Publications- Faculty of Nursing
  • View Item

Please use this identifier to cite or link to this item:

http://hdl.handle.net/20.500.12358/23882
TitleEVALUATION OF NURSING EDUCATION ENVIRONMENT IN THE FACULTY OF NURSING, ISLAMIC UNIVERSITY OF GAZA
Untitled
Abstract

The main objective of Nursing Program at Islamic University of Gaza (IUG) is to prepare a new generation of nurses who are well-prepared theoretically and professionally to meet nursing needs in the Palestinian community. A positive approach to the systematic design of a learning environment can lead to positive outcomes for graduates. Aim: The aim of this study is to evaluate the learning environment at Faculty of Nursing, IUG, and identify areas for change that may contribute to a more meaningful student learning experience. Method: The Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered to all male and female second, third and fourth year of bachelor nursing students at the Faculty of Nursing with response rate 96.55% (280/290). Reliability Coefficients of the DREEM subscales were: 0.78, 0.81, 0.77, 0.84, 0.82 respectively, and 0.87 for total DREEM. Results: The total mean score on DREEM inventory was 113.10 out of a maximum of 200 and all subscales of learning environment were positive. Fourteen items with low mean scores (less than two) on the DREEM questionnaire were identified as requiring remediation and a total of 35 items had aspects of the learning environment climate that could be enhanced. The total mean score for subscales: subscale 1 (28.53 out of 48), subscale 2 (25.02 out of 44), subscale 3 (16.22 out of 32), subscale 4 (24.42 out of 48) and subscale 5 (16.09 out of 28). One way ANOVA test shows no significant mean difference due to years of study. Conclusion: A supportive environment is needed and interventions are required to deal with negative elements of the learning environment.

Authors
Alhajjar, Bashir
أبو دف, محمود خليل
TypeJournal Article
Date2013
LanguageEnglish
Subjects
learning environment
nursing
iug
dreem
Published inIUG Journal of Educational and Psychology Sciences
SeriesVolume: 21, Number: 1
Publisherالجامعة الإسلامية - غزة
Citation
License
Collections
  • Staff Publications- Faculty of Education [318]
  • Staff Publications- Faculty of Nursing [152]
Files in this item
558-1607-1-PB.pdf118.7Kb
Thumbnail

The institutional repository of the Islamic University of Gaza was established as part of the ROMOR project that has been co-funded with support from the European Commission under the ERASMUS + European programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Contact Us | Send Feedback
 

 

Browse

All of IUGSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsSupervisorsThis CollectionBy Issue DateAuthorsTitlesSubjectsSupervisors

My Account

LoginRegister

Statistics

View Usage Statistics

The institutional repository of the Islamic University of Gaza was established as part of the ROMOR project that has been co-funded with support from the European Commission under the ERASMUS + European programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Contact Us | Send Feedback