Bridging Theory And Practice: A Study On Innovative Teaching Strategies And Clinical Competence Of Nursing Students At Sulustate College

Abstract

This study examines how SSC’s nursing students perceived the integration of innovative strategies into curricula and evaluates their effectiveness in clinical preparedness. By focusing on a localized context, the research addresses systemic barriers such as limited technology access, cultural factors. while contributing to broader discourses on nursing pedagogy in low-resource environments. This study investigates: What innovative teaching strategies are utilized by nursing students at Sulu State College, Jolo, Sulu in terms of Technological -enhanced learning, Student- centered approaches, Experiential learning, Assessment for learning.2. what is the level of clinical competence among SSC Nursing Students?3. Is there any significant difference in the impact of these innovative teaching strategies in student’s level of clinical competence ?4. Is there a significant correlation between innovative teaching strategies and the level of clinical competence of student respondents?

Based on the results gathered, the following findings are thereby presented: Generally, the result shows that the weighted mean for the innovative teaching strategies are utilized by nursing students’ in terms of Technological-enhanced learning, Student-centered approaches, Experiential learning and Assessment for learning is rated as Agree. Generally, the result shows that the weighted mean for the level of clinical competence among SSC Nursing Students in terms of: technical Skill, Clinical Judgement and Interpersonal Skills is rated as High Competence. There is NO significant difference in the impact of innovative teaching strategies in terms of Technological-enhanced learning, Student-centered approaches, Experiential learning and Assessment for learning in students’ level of clinical competence in terms of Technical Skill, Clinical Judgement and Interpersonal Skills. There is a significant correlation between the innovative teaching strategies according to Technological-enhanced learning, Student-centered approaches, Experiential learning and Assessment for learning to the level of clinical competence of student respondents in terms of Technical Skill, Clinical Judgement and Interpersonal Skills.

Based on its findings, the following recommendations are made:1. Targeted Enhancement of Technological Integration: While technology is utilized, the study shows no significant impact on clinical competence. Recommend a focused approach: Conduct a needs assessment to identify specific technological needs and training gaps for both faculty and students.  Invest in robust, reliable technology and provide ongoing training on its effective pedagogical application in nursing education such as simulations, virtual labs, online resources. 2. Strengthening Experiential Learning through Clinical Partnerships: The study highlights a positive correlation between experiential learning and clinical competence, but clinical placements may need improvement. Formalize partnerships with more diverse clinical sites.  Develop structured clinical learning experiences that emphasize direct application of theoretical knowledge, regular feedback, and opportunities for reflection. Consider increasing the duration or frequency of clinical placements.3. conduct a Curriculum Redesign for Enhanced Student-Centered Learning: The positive correlation between student-centered approaches and clinical competence suggests a promising avenue. Incorporate more active learning strategies such as problem-based learning, case studies, simulations into the curriculum.  Develop assessments that align with active learning objectives and provide regular feedback that promotes self-directed learning. 4. Refining Assessment for Learning:  The study indicates a significant correlation between assessment for learning and clinical competence, but further refinement could enhance its impact.  Diversify assessment methods to include a range of approaches that accurately assess various aspects of clinical competence (e.g., OSCEs, simulations, portfolios, peer evaluations).  Ensure timely and constructive feedback is consistently provided to students.