Satisfaction with the Organization of a Learning-Supportive Environment for Nursing Practice Education in the Digital Era Aamong Students of the Faculty of Nursing, Pattani Campus, Thailand

Abstract

This study employed a combined experimental and survey research design. The objectives were: 1) to investigate student satisfaction with the learning environment and facilities conducive to teaching and learning in a digital-era nursing laboratory, and 2) to compare the practical nursing learning outcomes between a group taught using a traditional method and a group that incorporated digital technology. The sample consisted of second-year nursing students from the Faculty of Nursing, Prince of Songkla University, Pattani Campus, enrolled in the “Nursing Techniques” course. Research instruments included a satisfaction questionnaire and practical nursing examination scores. Data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) and an independent-samples t-test. The results indicated that students had a high level of overall satisfaction with the digital learning environment (x̄ = 4.25, S.D. = 0.58). In terms of learning outcomes, the group that integrated digital technology achieved a mean score of 36.24 (S.D. = 1.25), which was significantly higher than the traditional instruction group’s mean score of 32.85 (S.D. = 2.62) at the 0.05 level of statistical significance. This study suggests that providing a supportive digital learning environment not only increases student satisfaction but also directly enhances academic achievement. It enables students to continuously learn and practice skills independently, which is a crucial factor in developing proficiency and expertise in the nursing profession.