Universal Journal of Educational Research Vol. 6(12), pp. 2707 - 2714
DOI: 10.13189/ujer.2018.061202
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Psycho-social Learning Environment from Nurse Students' Perspective


N. A. R. Nettasinghe 1,*, K. Samarasinghe 2
1 Faculty of Nursing, University of Colombo, Sri Lanka
2 Faculty of Health Science, University of Kristianstad, Sweden

ABSTRACT

The quality of the learning environment is vital for the delivery of quality training as there is a proven connection between this environment and the outcome of students' achievements, satisfaction and success. The aim of the study was to explore the experience of student nurses in Sri Lanka about their psycho-social learning environment. The study had a qualitative descriptive design. Data was collected through focus group discussions (FGDs) and individual semi structured interviews from final year nursing students in two Schools of Nursing in Western and Southern provinces in Sri Lanka. Data was analysed through manifest and latent content analysis. Findings showed that supportive supervisors, students' cohesion and social activities influenced students' motivation, satisfaction and confidence thus empowering nurse students in preparing them for their nursing profession. In contrast, theory practice gap, non-supportive supervisors, lack of facilities discouraged and disempowered them and made them feel insecure and frustrated thus making them de-motivated and fed up with their nursing education as a consequence. An empowering learning environment, which strengthens the nurse students' self-confidence and motivation to learn, is therefore a necessity in order to facilitate nurses who can deliver a professional nursing care.

KEYWORDS
Content Analysis, Psycho-social Learning Environment, Nurse Students, Experiences, Focus Group Discussions, Individual Interviews, Sri Lanka

Cite this paper
N. A. R. Nettasinghe , K. Samarasinghe . "Psycho-social Learning Environment from Nurse Students' Perspective." Universal Journal of Educational Research 6.12 (2018) 2707 - 2714. doi: 10.13189/ujer.2018.061202.