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.