Student nurse satisfaction levels with their courses: part I -- effects of demographic variables

Recent years have seen an increased emphasis on the monitoring of the quality of learning and teaching in higher education. This has led to more attention being paid to evaluating student perceptions of their learning experiences. This article (Part I of two on the subject) examines the factors that influence student satisfaction with their modular courses. Seven factors categorized into two sets are scrutinized: Part I investigates the effects of four demographic variables, while Part II explores the effects of three academic (educational)-related variables. In this report, the study research design, tool and sample are described, and an analysis of the demographic variables of gender, disability, ethnicity and age-bracket is undertaken, whereby their effects on performance and satisfaction levels of students are considered. Employing a questionnaire, data from 460 students attending various multidisciplinary health care modules at the School of Health Care, Oxford Brookes University for the first term of the academic year 2000/2001 were analysed. The questionnaire was found to be reliable and there were no differences in satisfaction between students who provided their registration numbers and those who did not, suggesting that the results are generalizable to the greater student population of the School of Health Care. The study found no differences in performance or satisfaction levels according to gender, but disabled students indicated less satisfaction although the differences were not significant. Fewer students of 'non-white' ethnicity felt that their learning experience was intellectually stimulating, and that the information about their modules was satisfactory and readily available. Student age significantly predicted performance and 'mature' students performed better and showed higher satisfaction than 'traditional' students. The findings and their implications for nurse education and curriculum design are discussed, with support from a growing number of studies investigating student nurse satisfaction and quality issues of learning and teaching in higher education.