Volume 9, Issue 4 (1-2020)                   PCNM 2020, 9(4): 15-22 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Montaseri M A, Parniyan R, Badiye Peymaie Jahromi Z, Abdi M H, Ramezanli S, Rahmanian Koshkaki A, et al . Investigation of Nursing Students’ Perceptions Regarding the Educational Atmosphere of Pharmacology Course at Jahrom University of Medical Sciences. PCNM 2020; 9 (4) :15-22
URL: http://nmcjournal.zums.ac.ir/article-1-651-en.html
Investigation of Nursing Students’ Perceptions Regarding the Educational Atmosphere of Pharmacology Course at Jahrom University of Medical Sciences
Muhammad Ali Montaseri , Razieah Parniyan * , Zohre Badiye Peymaie Jahromi , Mohammad Hashim Abdi , Somayeh Ramezanli , Afifeh Rahmanian Koshkaki , Shohreh Javadpoure , Fatemah Kazemiyan
Department of Nursing, School of Nursing, Research Center for Social Determinants of Health, Jahrom University of Medical Sciences, Jahrom, Iran , R.Parniyan22@gmail.com
Abstract:   (10738 Views)
Background: Educational atmosphere is a manifestation of the curriculum and represents the spirit and context of schools and the curriculum.
Objectives: The Dundee Ready Education Environment Measure (DREEM) is used as a diagnostic tool for evaluating the effectiveness of changes in education and identifying the difference between real and ideal environments. Accordingly, this study aimed to investigate the nursing students’ perceptions regarding the educational atmosphere of the pharmacology course.
Methods: This cross-sectional study was conducted on all undergraduate nursing students who had a course in pharmacology training (N=30) in 2015. To this end, the DREEM modified instrument was applied to examine students’ perceptions and data were analyzed by SPSS software using mean, standard deviation, frequency, and percentage for descriptive data.
Results: Overall, the mean score of the nursing students’ perceptions regarding the educational atmosphere of the pharmacology course was 98.5± 18.86 out of 172. The educational atmosphere of the pharmacology course was reported as excellent (3.3%), more positive than negative (70%), and plenty of problems (26.7%) from participants’ viewpoints, respectively.
Conclusion: In general, the educational atmosphere of the pharmacology course was more positive than negative from the viewpoints of the majority of nursing students, indicating the importance of professors’ considerations regarding the principles of the instructional design and creating an appropriate educational environment for better learning in trainings.
Keywords: pharmacology, nursing students, education, atmosphere, universities
Full-Text [PDF 551 kb]   (2366 Downloads)    
Type of Study: Orginal research | Subject: Nursing
Received: 2020/06/7 | Accepted: 2020/05/30 | Published: 2020/07/31
References
1. Manias E. Pharmacology content in undergraduate nursing programs: Is there enough to support nurses in providing safe and effective care? Int J Nurs Stud. 2009; 46(1): 1- 3. [crossref]
2. Armitage G, Knapman H. Adverse events in drug administration: a literature review. J Nurs Manag. 2003; 11(2): 130- 40. [crossref]
3. Crips J, Taylor C. Fundamentals of nursing. 2nd ed. Philadelphia:St. Louis Toronto; 2005: 836- 58.
4. Manias E, Bullock S. The educational preparation of undergraduate nursing students in pharmacology: clinical nurses’ perceptions and experiences of graduate nurses’ medication knowledge. Int J Nurs Stud. 2002; 39(8): 773- 84. [crossref]
5. Kawamura H. The approaches to factors which cause medication error-from the analyses of many near-miss cases related to intravenous medication which nurses experienced. Gan To Kagaku Ryoho 2001; 28(3): 304- 09.
6. Dokoohaki R, Sharifi N, Rahnema Sh, AzarHooshang P, Jahanbin I. Evaluation of the knowldege and practice of the third year student nurses about drugs by OSCE method. Iran J Nurs. 2008; 21(55): 101- 09. [In persian]
7. Warger T, Dobbin G. Learning environments: where space, technology and culture converge. EDUCAUSE Learning Initiative. 2009.
8. Ezeala CC. Analysis of the undergraduate students’ learning environment in a medical school in Zambia [dissertation]. Pretoria: Uni South Africa; 2016.
9. Lizzio A, Wilson K, Hadaway V. University students’ perceptions of a fair learning environment: a social justice perspective. Assess Eval High Educ. 2007; 32(2): 195- 213. [crossref]
10. Ezeala CC, Moleki MM. Evaluation of the educational environments of undergraduate medicine and pharmacy programmes at the University of Zambia. Res Dev Med Educ. 2018; 7(1): 14- 20. [crossref]
11. Genn JM. AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education-a unifying perspective. Med Teach. 2001; 23(4):337- 44. [crossref]
12. Mazin AA. Validation of dundee ready education environment measure (DREEM) in Basrah college of medicine. The Medical Journal Of Basrah University. 2014; 32(2): 63- 69. [crossref]
13. Roff S, McAleer S, Harden RM, et al. Development and Validation of the Dundee Ready Education Environment Measure (DREEM). Med Teach. 1997; 19(4): 295- 99. [crossref]
14. Fallah kh, Langroudi H, Badsar A.R, Hosseini Z, Rouhi M. Validation of the Persian version of the Dundee Ready Educational Environment Measure (DREEM). Res Med Educ. 2012; 4(2): 24- 33. [In Persian] [crossref]
15. Roff S, McAleer S, Ifere OS, Bhattachayra S. A global diagnostic tool for measuring educational environment: comparing Nigeria and Nepal. Med Teach. 2001; 23(4): 378- 82. [crossref]
16. Miles S, Swift L, Leinster SJ. The Dundee Ready Education Environment Measure (DREEM): A review of its adoption and use. Med Teach. 2012; 34(9): e620- 34. [crossref]
17. Askari H, Mansoori N, Saeed MZ, et al. The Dundee ready education environment measure (DREEM): perception of educational environment and its impact on academic performance of medical and pharmacy students. Ann Jinnah Sind. 2018; 4(2): 59- 63.
18. Soltani Arabshahi K, Kouhpayezade J, Sobuti B. The Educational Environment of Main Clinical Wards in Educational Hospitals Affiliated to Iran University of Medical Sciences: Learners' Viewpoints Based on DREEM Model. Iran J Med Educ. 2008; 8(1): 43- 50.
19. Gowda PP, Ismail SK. The Dundee Ready Education Environment Measure A prospective comparative study of undergraduate medical students’ and interns’ perceptions in Oman. Sultan Qaboos Univ Med J. 2018; 18(2): e173- 81. [crossref]
20. Shehnaz SI, Sreedharan J. Students’ perceptions of educational environment in a medical school experiencing curricular transition in United Arab Emirates. Med Teach. 2011; 33: e37- 42. [crossref]
21. Khaghanizade M, Mahmoudi H, Jahvaher A, Kameli M. The Key of Successful Teaching from Students'Perspective: A Qualitative Study. Iran J Med Educ. 2013; 13(8): 672- 80. [In Persian]
22. Hickey MT. Baccalaureate nursing graduates' perceptions of their clinical instructional experiences and preparation for practice. J Prof Nurs. 2010; 26(1): 35- 41. [crossref]
23. Ghamari Zare Z, Purfarzad Z, Ghorbani M, Zamani M. Factors Affecting Learning of Pharmaceutical Care in Clinical Education: Arak Nursing Students’ Perspectives. Iran J Med Educ. 2012; 12(4): 265- 73. [In Persian]
24. Mohammadi F, Hosseini M. Rehabilitation Sciences Students' Perception from Clinical Self-Efficacy Compared to Evaluation by Clinical Teachers. Iran J Med Educ. 2010; 10(2): 155- 63. [In Persian]
25. Fooladi N, AliMohammadi H, Barghi A. Survey the educational environment of main clinical wards in educational hospitals affiliated to Ardabil university of medical sciences based on DREEM model [dissertation]. Ardabil: Ardabil university of medical sciences; 2011. [In Persian]
26. Tontus O. DREEM; dreams of the educational environment as its effect on education result of 11Medical Faculties of Turkey. J Exp Clin Med. 2010; 27(3): 104- 08. [crossref]
27. Finn Y, Avalos G, Dunne F. Positive changes in the medical educational environment following introduction of a new systems-based curriculum: DREEM or reality? Curricular change and the environment. Ir J Med Sci. 2014; 183(2): 253- 58. [crossref]
28. Dreyer A, Gibbs A, Smalley S, Mlambo M, Pandya H. Clinical associate students’ perception of the educational environment at the University of the Witwatersrand, Johannesburg. Afr J Prim Health Care Fam Med. 2015; 7: 778. [crossref]
29. Karim J, Al-Halabi B, Marwan Y, Sadeq H, Dawas A, Al-Abdulrazzaq D. The educational environment of the undergraduate medical curriculum at Kuwait University. Adv Med Educ Pract. 2015; 6: 297- 303. [crossref]
30. Mayya S, Roff S. Students’ perceptions of educational environment: a comparison of academic achievers and under-achievers at Kasturba medical college, India. Educ Health (Abingdon). 2004; 17(3): 280- 91. [crossref]
31. Zawawi AH, Elzubeir M. Using DREEM to compare graduating students’ perceptions of learning environments at medical schools adopting contrasting educational strategies. Med Teach. 2012; 34 Suppl 1: S25- 31. [crossref]
32. Kazemi D, Behan J, Boniauto M. Improving teaching strategies in an undergraduate community health nursing (CHN) program: Implementation of a service-learning preceptor program. Nurs Educ Today. 2011; 31(6): 547- 52. [crossref]
Add your comments about this article : Your username or Email:
CAPTCHA
Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2025 CC BY-NC 4.0 | Preventive Care in Nursing & Midwifery Journal

Designed & Developed by : Yektaweb