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

Sarah Owens Watts1, Helen F Hodges

  • 1About the Authors Sarah Owens Watts, PhD, RN, is an assistant professor, Auburn University School of Nursing, Auburn, Alabama. Helen F. Hodges, PhD, RN, CNE, is professor emerita, Georgia Baptist College of Nursing, Mercer University, Atlanta, Georgia. This work was supported by a Southern Nursing Research Society/National League for Nursing Doctoral Dissertation Grant Award. The authors acknowledge with thanks Dr. Susan. S. Gunby, professor emerita, Georgia Baptist College of Nursing, and Dr. Terri Worthy of the College of Nursing and Public Health, South University. For more information, contact Dr. Watts at sow0002@auburn.edu.

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Summary

Purkey's invitational theory helps understand nursing students' learning environments. It reveals factors like people and policies that invite or disinvite student success.

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Area of Science:

  • Nursing Education
  • Educational Psychology

Background:

  • Faculty often overlook students' unique learning environment experiences.
  • Student perspectives are crucial for understanding educational effectiveness.

Purpose of the Study:

  • To test Purkey's invitational theory in nursing education.
  • To evaluate unique aspects of student learning environments.

Main Methods:

  • Interpretive phenomenological analysis.
  • Interviews with 12 prelicensure Bachelor of Science in Nursing students.

Main Results:

  • Student learning is influenced by "invited" (helpful) and "disinvited" (hindering) environmental factors.
  • Key themes identified include people, places, processes, policies, and programs.

Conclusions:

  • Purkey's theory offers a framework for evaluating nursing learning environments from student viewpoints.
  • This approach can identify factors promoting or hindering student success.