Tunisian DREEM: Nursing Students’ Perception of the Learning Environment

Abstract

Objectives: The evaluation of the learning environment has become critical to professional development and student success. This study aims to evaluate the viewpoints of nursing sciences students on the learning environment using the Dundee Ready Education Environment Measure (DREEM) at a Higher Institute of Nursing Sciences in Tunisia. Methods: A descriptive cross-sectional study was performed on 200 students at the Higher Institute of Nursing Sciences. The Dundee Ready Education Environment Measure was used as a worldwide tool. Descriptive statistics and one-way analysis of variance with a post hoc Tukey-Kramer multiple comparisons test were used for data analysis. Results: The total mean score on the 50-item DREEM inventory was 111.9 out of a maximum of 200. Students’ perceptions of learning, their teachers, their academic self, and of the atmosphere were more positive than negative. Student social self-perception was negatively evaluated. Students were not satisfied with the support system in the institute. The DREEM score was significantly higher for the students in the first year of study (P < 0.001). The four items with low mean scores (less than two) on the DREEM questionnaire were identified in the domain of learning. Conclusion: This is the first study in Tunisia assessing the nursing learning environment; it showed a positive assessment. Therefore, improvements are required, especially in the learning and social domains of the educational environment.