Academic adjustment of nursing students and its relationship with the perception of the educational environment of the faculty and clinical departments in the Faculty of Nursing and Midwifery of Tabriz, year 1402

Abstract

Abstract Introduction and Aim: Nursing education plays a significant role in educating successful post-graduates who will improve the medical needs of the country, including the effective factors in the education of students, academic adjustment, and the investigation of factors affecting it, such as perceptions of the educational environment, so the general purpose of this study is to determine the academic adjustment of nursing students And its relationship withthe perception of the educational environment of the faculty and clinical departments in Faculty of Nursing and Midwifery in Tabriz. Research Method: The present study is a cross-sectional descriptive study. 230 undergraduate and graduate nursing students of Tabriz School of Midwifery Nursing were selected by stratified random sampling method. The data of the study were collected considering ethical considerations and through students' personal and social characteristics form, Baker and Siryk's academic adjustment questionnaire, Roff Institute's educational environment perception questionnaire (Dreem), and Strand's clinical education environment perception questionnaire (Uceem), in a written and self-reported manner. After collecting the data, using Spss v24 software, it was analyzed with descriptive and inferential statistical tests. The univariate and multivariable regression model was used to predict the changes in the academic adjustment score using contextual variables and perception of the faculty and clinical education environments.

Findings: Most of the students were male (51.3%) and their average age was 25.07 years. The degree of academic adjustment of students was average with a mean of 91.19 ±10.66 in the range of 57 to 112. The level of perception of the clinical education environment was reported from the maximum score of 125, with an average of 81.73 ±14.24. The average perception of the educational environment of the faculty was 114.16 ±25.70 in the range between 101 and 150.Students' perception of the educational environment of the faculty, with correlation coefficient (r=0.339) and significance level (P<0.001), and students' perception of clinical education environment, with correlation coefficient (r=0.206) and significance level (P=0.004). It had a positive and significant relationship with academic adjustment. Also, the background variables of gender, marital status, educational level, and age had a significant relationship with academic adjustment. The Multiple Linear regression analysis model shows that the variables of perception of the clinical education environment and educational level are significant predictors of academic adjustment, as studying at the postgraduate level with a coefficient of 0.219 and perception of the clinical education environment with a coefficient of 0.195 have a positive effect on academic adjustment scores. These two variables can predict 14% of the changes in students' academic adjustment scores (R2=0.14, p<0.001). Conclusion: The perception of the educational environment of the faculty and clinical education environment plays a positive and important role in the academic adjustment of the students, therefore, managers and education officials in universities and higher education institutions can help to improve the academic adjustment of students by creating and providing a supportive and positive environment.