Using Invitational Theory to Examine Nursing Students' Experiences of Their Learning Environment.

ABSTRACT

AIM: The aim of this study was to test Purkey's invitational theory to evaluate unique aspects of the learning environment in nursing education. BACKGROUND: Faculty evaluate student learning but rarely students' unique experiences within learning environments. METHOD: This interpretive phenomenological analysis explored students' perceptions of their prelicensure learning environments. Twelve participants from two private bachelor of science in nursing programs were interviewed about their experiences. RESULTS: Students' perceptions of what helped (invited) their learning and hindered (disinvited) their learning included thematic aspects of learning environments based on Purkey's theory people, places, processes, policies, and programs. Findings illustrate facets of the learning environment often not considered by educators in planning learning environments most conducive to student learning. CONCLUSION: Purkey's theory is a plausible framework for nurse educators to evaluate learning environments from students' perspectives and may provide valuable data about the unique milieu that promotes or hinders successful learning.