Abstract
Background and Purpose: Traditional lectures while effective in delivering large amounts of information systematically fail to engage students actively, leading to disengagement and limited critical thinking.[1] Research indicates that active learning methods using educational innovations increase student participation, enhance their critical thinking and problem-solving skills. [2 ]The purpose of this project was to evaluate the learning outcomes of educational innovations implemented in an adult health course for nursing at Department of Nursing, Kathmandu University School of Medical Sciences (KUSMS), Nepal.
Methods: Several educational innovations such as flipped classroom, concept mapping, problem based learning, case study analysis, 2D illustrations and animations, and Nearpod were implemented within an adult health course for Undergraduate nursing at KUSMS for a semester. After obtaining ethical approvals, a six-item Qualtrics survey was developed to evaluate the effectiveness of the educational innovations using a five-point Likert scale. We analyzed the responses using descriptive statistics. We recruited 12 students to participate in a focus group to share their perceptions of the implemented educational innovations. The focus group discussions were recorded, transcribed verbatim, and analyzed using thematic analysis. [3]
Results: 46 students responded to the Qualtrics survey. All the participants selected ‘agree’ and strongly agree to all the questions of the Qualtrics survey which confirmed that the implemented educational interventions enhanced their understanding of the subject matter and class engagement compared to traditional lecture-based approaches. Common themes identified from the focus group interview (n = 12) analysis showed that the educational innovations transformed their learning dynamics, boosted cognitive retention and clarity, helped the students to blend theory with their clinical learning, and also led to an interactive classroom environment that catered to diverse learning styles.
Conclusion and Implications: The integration of educational innovations in the adult health course yielded positive outcomes, as shown in student evaluations. These strategies support active learning and deeper comprehension of nursing concepts.[4] Nurse educators should adopt evidence-based innovations to enhance student-centered learning.[5] Future research should examine scalability and long-term effects on performance and readiness.
Notes
References:
1. Falasi, M. (2024). Innovative pedagogies: A comparative analysis of traditional and modern teaching methods. Academy of Educational Leadership Journal, 28(S1), 1-2.
2. Klein, K., et al. (2023). Evaluating Active Lecture and Traditional Lecture in Higher Education. Journal on Empowering Teaching Excellence, 7(2).
https://doi.org/]https://doi.org/10.26077/ba42-a5cc
3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
4. Dehghanzadeh, S., & Jafaraghaee, F. (2018). Comparing the effects of traditional
lecture and flipped classroom on nursing students' critical thinking disposition: A quasi experimental study. Nurse Education Today, 71, 151–156. https://doi.org/10.1016/j.nedt.2018.09.027
5. University of Pennsylvania. (2023). The Case for innovation education in nursing
school. https://www.nursing.upenn.edu/live/news/2131-the-case-for-innovationeducation-in-nursing
Sigma Membership
Alpha Alpha
Lead Author Affiliation
The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Curriculum, Curriculum Development, Health--In Adulthood, Nursing Education--Trends, Nursing Education
Recommended Citation
Davis, Suja P. and Punn, Kunta Devi, "Driving Innovation: Transforming Adult Health Nursing Curricula Through Educational Advances" (2026). International Nursing Research Congress (INRC). 120.
https://www.sigmarepository.org/inrc/2026/presentations_2026/120
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-08-04
Driving Innovation: Transforming Adult Health Nursing Curricula Through Educational Advances
Toronto, Ontario, Canada
Background and Purpose: Traditional lectures while effective in delivering large amounts of information systematically fail to engage students actively, leading to disengagement and limited critical thinking.[1] Research indicates that active learning methods using educational innovations increase student participation, enhance their critical thinking and problem-solving skills. [2 ]The purpose of this project was to evaluate the learning outcomes of educational innovations implemented in an adult health course for nursing at Department of Nursing, Kathmandu University School of Medical Sciences (KUSMS), Nepal.
Methods: Several educational innovations such as flipped classroom, concept mapping, problem based learning, case study analysis, 2D illustrations and animations, and Nearpod were implemented within an adult health course for Undergraduate nursing at KUSMS for a semester. After obtaining ethical approvals, a six-item Qualtrics survey was developed to evaluate the effectiveness of the educational innovations using a five-point Likert scale. We analyzed the responses using descriptive statistics. We recruited 12 students to participate in a focus group to share their perceptions of the implemented educational innovations. The focus group discussions were recorded, transcribed verbatim, and analyzed using thematic analysis. [3]
Results: 46 students responded to the Qualtrics survey. All the participants selected ‘agree’ and strongly agree to all the questions of the Qualtrics survey which confirmed that the implemented educational interventions enhanced their understanding of the subject matter and class engagement compared to traditional lecture-based approaches. Common themes identified from the focus group interview (n = 12) analysis showed that the educational innovations transformed their learning dynamics, boosted cognitive retention and clarity, helped the students to blend theory with their clinical learning, and also led to an interactive classroom environment that catered to diverse learning styles.
Conclusion and Implications: The integration of educational innovations in the adult health course yielded positive outcomes, as shown in student evaluations. These strategies support active learning and deeper comprehension of nursing concepts.[4] Nurse educators should adopt evidence-based innovations to enhance student-centered learning.[5] Future research should examine scalability and long-term effects on performance and readiness.
Description
This project evaluated learning outcomes from educational innovations such as flipped classroom, concept mapping, problem-based learning, case study analysis, 2D illustrations, animations, and Nearpod implemented in an adult health course for undergraduate nursing students. Data from a Qualtrics survey showed all 46 participants felt these strategies supported their learning, with focus group insights reinforcing these findings.