A STUDY TO ASSESS THE SATISFACTION LEVEL OF STUDENTS REGARDING TRADITIONAL TEACHING METHODS VS. INNOVATIVE TEACHING METHODS AMONG BSc NURSING STUDENTS

Abstract

Education in nursing is continuously evolving in response to advancements in healthcare
systems, technological innovations, and changing learner expectations. Traditional teaching methods,
characterized by lecture-based instruction and teacher-centered approaches, have long served as the
foundation of nursing education. However, these methods often emphasize passive learning and may not
adequately prepare students for complex clinical environments. In contrast, innovative teaching methods
such as simulation-based learning, flipped classrooms, case-based learning, and digital platforms promote
active engagement, critical thinking, and experiential learning.
This study aimed to assess and compare the satisfaction levels of BSc nursing students regarding
traditional and innovative teaching methods at Al Shifa College of Nursing. A descriptive cross-sectional
survey design was adopted. Data were collected using a structured questionnaire administered through
Google Forms. The instrument included demographic variables, exposure to different teaching methods,
satisfaction levels, and perceived effectiveness in enhancing knowledge, skills, and clinical competence.
The findings revealed that students reported significantly higher satisfaction with innovative
teaching methods compared to traditional approaches. A majority of participants also preferred a blended
approach that integrates both teaching methods. Innovative strategies demonstrated improved outcomes
in terms of knowledge acquisition, skill performance, and student engagement.
The study concludes that while innovative teaching methods enhance learning outcomes and student
satisfaction, traditional methods remain essential for foundational knowledge. Therefore, a blended
teaching approach is recommended to optimize nursing education.