Abstract

BACKGROUND: Educational Environment (EE) is considered as a key component of educational curriculum.

Aim: The aim of this study was to evaluate the EE of Nursing and Midwifery School of Tehran University of Medical Sciences (TUMS) by using Dundee Ready Education Environment Measure (DREEM).

METHODS: This cross-sectional descriptive study was conducted in 2013. Totally, 500 nursing or midwifery students were recruited to the study by using the quota sampling method. Study data were collected by using a demographic questionnaire and the Persian version of DREEM questionnaire. The reliability of questionnaire was confirmed by Cronbach alpha which was 0.876 and 0.68–0.866 for the whole questionnaire and its domains, respectively. The data were analyzed by using SPSS v. 21.0.

RESULTS: Totally, 350 completely-filled questionnaires were included in the final analysis. Most of the participants were nursing students (79.7%), female (74.6%), single (86.0%), bachelor (86.9%), first-year (36.9%), with mean age of 22.5 years. The mean item score of the DREEM was 2.09±0.49 (104.39 from 200). Moreover, the mean item scores of the domains were as follows, perception of learning: 1.93±0.61; perception of teachers: 2.42±0.56; perception of educational atmosphere: 2.05±0.59; academic-self-perception: 2.06±0.65; and social-self-perception: 2.17±0.62. All domains were statistically significant except the perception of learning and educational atmosphere (p<0.001)

CONCLUSION: Although the educational environment of the study setting was found to be positive, it requires improvements. Strategies such as adopting student-centered approaches, revising the educational curriculum, strengthening student-teacher relationship, being sensitive and responsive to students’ educational needs, providing constructive feedback to them, and creating a comfortable, friendly, and supportive atmosphere can improve the educational environment.

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