PurposeThe objective of this study was to evaluate nursing students’ perceptions of their educational environment in a private college. Perceptions were compared between genders and 2 bachelor’s programs.MethodsA total of 219 students participated in this study, drawn from the Generic Bachelor of Science in Nursing (GBSN) and the Post-Registered Nurse Bachelor of Science in Nursing (PRBSN) programs of the Shifa College of Nursing, Islamabad, Pakistan. The Dundee Ready Education Environment Measure was utilized for data collection. Descriptive statistics were used to calculate total scores, as well as means and standard deviations, and the t-test was applied for comparisons according to program and gender.ResultsThe overall total mean score (119 of 200) is suggestive of more positive than negative perceptions of the educational environment. The mean score of 13 of 28 on the social self-perception subscale suggests that the social environment was felt to be ‘not a nice place.’ The t-test revealed more positive perceptions among students enrolled in the PRBSN program (P<0.0001) than among those enrolled in the GBSN program and more positive perceptions among female students than among male students (P<0.0001).ConclusionCommonalities and differences were found in the perceptions of the nursing students. Both positive and negative perceptions were reported; the overall sense of a positive environment was present, but the social component requires immediate attention, along with other unsatisfactory components. Establishing a supportive environment conducive to competence-based learning would play an important role in bringing desirable changes to the educational environment.

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Background: Feedback is imperative for academic success, learning, and professional growth. Faculty competence to provide constructive feedback is a cornerstone in the educational process, environment, and outcomes. Methods: This cross-sectional study evaluated the quantity, quality, timing, and utilization of feedback among 38 Bachelor of Science in Nursing students. An assessment experience questionnaire was used to collected data. Results: The majority of students ( n = 27 [71%]) expressed that the timing of feedback is critical; 21 (55%) students reported feedback threatened their self-esteem, 19 (50%) students perceived feedback did not help in completing assignments, and 24 (63%) students reported feedback did not help in understanding assignments. Students reported the negative impact of feedback resulted in feeling discouraged regarding reflection ( n = 20 [53%]) and self-regulation ( n = 21 [55%]). Conclusion: Although feedback is imperative for academic success and professional development, the quantity and quality affects students' utilization of feedback. [ J Nurs Educ . 2021;60(10):577–581.]

The global adult lifetime risk of maternal mortality is 1 in 180; in Pakistan, it is 1 in 170; in developed regions, 1 in 4,900 (Alkema et al., 2016; Filippi, Chou, Ronsmans, Graham, & Say, 2016; World Health Organization [WHO], 2015). The differences in maternal mortality between developed and developing countries are mainly due to the quality of antenatal care (ANC) available in the two groups of countries. The purpose of this study was to assess the structural and procedural quality of ANC services provided and to assess satisfaction levels of women receiving ANC services in two large hospitals in Islamabad, Pakistan. A cross-sectional survey was conducted at the hospitals' outpatient maternal and child health clinics, with a random sample of 138 women. The overall quality of ANC was rated as good (61%), average (17.5%), or poor (17.5%). The findings suggest a need to cultivate quality of care at public health facilities, train health workers in communication skills, and build technical capacity by continuing education and supportive supervision to train health-care providers to follow standard protocols for provision of quality ANC services.