INTRODUCTION:

Nursing faculties are the backbone of instruction, hence it is the key players in shaping the students by providing quality education. Faculty members are the forefront nurse leaders, they require a balanced academic and clinical teaching experience. The transformation of nursing education promoting professional nurses to face the challenges in real world, so the nurse educators must consider the strategies to facilitate the nurse students throughout their careers to reselect the goals of nursing education. Faculty development is an essential element of education, and need assessment is fundamental and initial step for planning effective faculty development programs. In response to major transformation in health education, scientific research and society need, the faculty functioning are significantly changing. Faculties are now expected to be an outstanding teachers, innovative researchers, proficient practitioners, effective managers, and inspiring educational leaders. However, faculty have been insignificantly equipped for these roles, specifically for teaching.¹

The novice demand for nursing education in this era is to help reduce the competition among the students, promote cooperation and boost a healthy study atmosphere. Learner is the main focus of the modern teaching. These approaches focus on the learner's intellect and are more activity-based, which fully engages them in the learning process. Students go from being passive listeners to active participants. A cocktail of all the various methods of teaching should be carried out in the curriculum implementation in nursing academic institutions. With a sound knowledge of various teaching-learning methods in nursing, a teacher can improve and improvise the approaches to create more conducive teaching-learning situation to students.²

Teaching and learning settings are greatly impacted by technology. Opportunities to maintain and improve professional training that are often only available in real practice environments, like medical institutions, are presented by rapidly changing digital technology.³

RESEARCH GAP:

Insufficient Focus was given on Innovative Pedagogical Strategies, while digital tools such as LMS platforms and video conferencing are increasingly utilized, little attention has been paid to training faculty in innovative strategies like flipped classrooms, virtual simulations, gamification, case-based e-learning, or interactive formative assessments that align with modern nursing curricula.³

Nursing education has changed dramatically over time. in the past decade, necessitating changes in pedagogical approaches. Traditional didactic teaching is no longer sufficient to meet the needs of the modern learner. Innovative strategies such as flipped classrooms, simulation, problem-based learning, and the use of technology can enhance student engagement and knowledge retention. Faculty must be trained and supported in implementing these methods. Hence, faculty development programs serve as a crucial intervention in empowering teachers with the necessary digital tools and techniques.

SUPPORTING LITERATURE:

Stefan Jobst, et al conducted a cross-sectional study on the requirements and competencies of clinical mentors and nurse educators for instruction in the digital era – (2022) in Germany, surveyed 169 nursing educators, finding that while they possessed basic digital skills and positive attitudes, nearly all expressed a greater requirement in advanced digital tools and pedagogy.⁴

Soon young Shon, et al (2024) conducted a study on the program for developing nursing faculty members' proficiency in digital teaching. A mixed-method intervention involving three 5‑hour workshops engaging 93 nursing faculty across 74 universities. Focus areas included virtual simulation, instructional tech tools (Zoom, Google Docs), and pedagogical strategies. The study found that, participants reported high satisfaction and noticeable improvements in confidence and competence in digital teaching integration.⁵

Pan Li, et al (2024) conducted a cross-sectional study on present scennario and associated factors of digital literacy among academic nurse educators: A study highlighted the critical role of digital literacy among academic nurse educators in enhancing simulated clinical scenarios, e-record-keeping, remote monitoring, and overall teaching quality, underscoring the necessity for targeted professional development in digital educational methods.⁶

Hence the researchers of this study felt the need of conducting Faculty development program at JSS College of Nursing, Mysuru keeping in mind the above findings and conducted a hands-on workshop which served as a platform for sharing ideas, exploring new teaching methodologies, and building skills that helped us shape competent, compassionate and critical thinking nursing professionals.

Staff development program was aimed to improve the teaching skill of faculty members and provide them with the latest knowledge and tools in innovative teaching strategies with digital tools and techniques. FDP was designed to allow educators with advance education strategies that meet the evolving needs of today's learners. Through interactive sessions, demonstrations, and hands-on activities, participants could explore modern pedagogical techniques with technology integration. It aimed to foster an engaging, inclusive, and dynamic learning environment, encouraging faculty to adopt active learning approaches and become reflective practitioners and were equipped to inspire critical thinking, creativity, and lifelong learning in their students.

OBJECTIVES:

1. To introduce innovative classroom strategies like flipped classrooms, concept mapping, jigsaw Learning strategy, Buzz group method, gamification and project-based learning.

2. To introduce the concept and principles of simulation-based learning as an effective pedagogical strategy.

3. To familiarize faculty with different types of simulation modalities.

4. To enhance the skills of faculty in designing and implementing simulation scenarios.

5. To develop competence in debriefing techniques.

6. To introduce various digital tools and platforms relevant to nursing education and integrate technology to enhance blended and online education.

7. To Equip faculty with modern, student-centered teaching techniques to enhance student engagement and learning outcomes.

OBJECTIVES OF STUDY:

1. To assess the baseline knowledge of teaching faculty on innovative teaching strategies.

2. To assess the digital competence.

3. To implement a structured faculty development program.

4. To find the effectiveness of Faculty Development Program on Innovative teaching strategies and digital competence in using digital tools and techniques among nursing faculty.

HYPOTHESES:

H₁: There will be significant improvement in the posttest knowledge scores of nursing faculty on innovative teaching learning strategy with digital tools and techniques after the intervention.

H₂: There will be significant improvement in posttest digital competence scores of nursing faculty on innovative teaching learning strategy with digital tools and techniques after the intervention.

MATERIALS AND METHODS:

Research design:

Pre-experimental (one group pre-test post-test) design.

Setting:

JSS College of Nursing, Mysuru.

Sample and sampling technique:

40 nursing faculty members selected by total enumeration sampling from JSS College of Nursing, Mysuru and Chamarajnagara and JSS School of Nursing, Mysuru and Kollegala.

Tools:

1. Structured Knowledge Questionnaire (on Innovative teaching strategies: Jigsaw Learning strategy, Simulation Based Learning and scenario teaching, flipped classrooms Concept mapping, digital platforms, gamification, Project based learning, digital tools and techniques in nursing education. Structured knowledge questionnaire (30 items; content validated by experts; r = 0.82)

2. Digital Competence Scale (20 items; content validated by experts; r = 0.86)

Intervention:

A 3-day FDP from 7^th to 9^th May 2025 covering:

· Innovative teaching strategies: Jigsaw Learning strategy, Simulation Based Learning and scenario teaching, flipped classrooms Concept mapping, digital platforms, gamification, Project based learning, digital tools and techniques in nursing education.

· Activity sessions for sessions and scenario based and debriefing sessions.

· Hands-on with Kahoot, Coursera, Swayam etc.

Data Collection:

Pre-test administered on Day 1; post-test on Day 3 after intervention.

Statistical Analysis:

Descriptive statistics (mean, standard deviation, frequencies) were used to analyse sociodemographic variables and knowledge and digital competence scores. Paired t-test was used to compare pre- and post-test knowledge and digital competence scores.

Intervention:

Three-day faculty development program was conducted on 7^th, 8^th and 9^th May 2025 among 40 nursing faculties of JSS College of Nursing, Mysuru and Chamarajnagara and JSS School of Nursing, Mysuru and Kollegala. It included sessions on innovative teaching strategies such as Jigsaw learning strategy, concept mapping, flipped classroom, gamification, simulation-based teaching, project-based learning, digital tools and techniques in nursing education (e.g., Kahoot, Mentimeter). Eminent speakers were selected for sharing their impassioned perspectives. They highlighted importance of Innovative Teaching Strategies and its pivotal role in driving student achievement and enhancing the overall educational experiences.

On day 1, Ice breaking session was done and pretest was administered

Day 1, On May 7^th 2025, First Session was commenced at 10AM by Bhavani BB, Professor & HOD Department of Child Health Nursing, Sri Shankara College of Nursing, Bengaluru after the formal inaugural function of the program, who led the session on “Innovative teaching strategies”. She highlighted the Innovative Teaching Learning practices like Concept Mapping, Jigsaw method, Buzz group method and engaged the participants with activity sessions. The engaging presentation concluded at 1.00 PM, leaving attendees inspired by the potentials within the field.

Following a delectable lunch, the second session commenced at 2:00PM by Dr. Shalini G Nayak, Assistant Professor (senior grade), Department of Medical Surgical Nursing, Manipal College of Nursing, MAHE, Manipal. The session delved into the theme “Digital Learning Platform” highlighting the online systems that deliver and manage learning content, providing a centralized hub for accessing courses, modules, assessments and progress tracking. Sessions were conducted through hands on activities for participants using digital platforms in nursing.

Day 2, On May 8^th 2025, the second day of the FDP commenced with a recapitulation of the enriching sessions of Day 1 and introduction of the resource person by Dr. Ambika K, Attendees were reminded of the insightful discussions and themes explored. The energetic Day 2 began at 9AM with the first session on “Innovative Teaching Learning Strategies" by Prof, Arathi TV, Professor and HOD, Department of Child Health Nursing, Adichunchanagiri College of Nursing, Bellur cross, Nagamangala. She engaged the audience in understanding the Innovative Teaching Learning Strategies like Project based learning, Flipped Classroom and gamification learning infusing the session with valuable insights. The session's success resonated through the charged atmosphere with Kahoot and Mentimeter.

The momentum continued into the Activities session, which commenced with equal vigor. The interactive sessions significantly engaged the participants with the understanding of the concepts, resulting in enhanced conceptual clarity. The activity session were continued and the session was concluded at 12:30PM, leaving participants inspired by the “Innovative Teaching Learning Strategies”

Next session was started at 2:00 PM, by Dr, N Gayathri, Professor and HOD, Department of OBG Nursing, St. John College of Nursing, Bengaluru on “Simulation Based Learning” which equips hands on and experimental training tools that mirror real world scenarios, which is useful in increasing teaching impact by fostering critical thinking, decision making and reflective practices.

The energetic Day 3, On May 9^th 2025 began at 9AM with the first session on “Digital tools and Techniques in Nursing Education” by Dr. Anil Raj, Assistant Professor, MAHE, Manipal.

This session was introduced various digital tools for enhancing teaching methods in nursing education. This program empowers the faculty to integrate technology to implement for classroom and clinical instructional practices. The session was concluded at 12.30pm. Post test was administered and during the Valedictory Ceremony, certificates were distributed to the participants by the dignitaries. Feedback from attendees was overwhelming positive, with many expressing appreciation for the quality of sessions and the smooth organization. The program was successfully implemented and it was beneficial for enhancing the cognitive ability of faculty regarding innovative teaching strategies and also to improve the digital competence.

RESULTS:

The data were collected and analysed by using descriptive and inferential statistics. The findings are presented under the following headings and in organized in tables.

Section 1: Description of selected demographic variables of study subjects:

Table 1: Demographic Profile of Participants (n=40)

Variable	Category	Frequency (%)
Age	25–35	10 (25%)
	36–45	22 (55%)
	46–55	8 (20%)
Gender	Female	32 (80%)
	Male	8 (20%)
Designation	Assistant Professor	24 (60%)
	Associate Professor	10 (25%)
	Professor	6(15%)

Table 1 depicts that, majority of the participants are in the 36–45 age group (55%). The sample has a strong female representation (80%).Most participants hold the designation of Assistant Professor (60%).

Table 2: Knowledge and Digital Competence Scores Before and After FDP

Variable	Pre-test Mean±SD	Post-test Mean±SD	t value	p value
Knowledge Score	14.2±3.1	24.6±2.4	15.22	< 0.001
Digital Competence	26.8±5.5	39.7±4.2	13.75	< 0.001

Table 2 presents the comparison of participants’ knowledge and digital competence scores before and after the Faculty Development Programme (FDP). There was a significant improvement in both knowledge and digital competence following the FDP intervention. The mean pre-test knowledge score was 14.2±3.1, which increased markedly to 24.6±2.4 in the post-test. This change was statistically significant with a t-value of 15.22 and a p-value of <0.001. Similarly, digital competence scores showed a significant enhancement. The mean score improved from 26.8±5.5 in the pre-test to 39.7±4.2 in the post-test, with a t-value of 13.75 and a p-value of <0.001. These results of the study shows that the FDP was highly effective in enhancing both knowledge and digital competence among participants, and the differences observed are statistically significant at p<0.001.

DISCUSSION:

The study results shows that structured faculty development program significantly improved the knowledge of faculty on innovative teaching learning strategies and digital competence of nursing faculties. These results are consistent with similar studies conducted by Joseph et.al demonstrated that the faculty members' attitude and understanding of teaching using innovative teaching tactics were enhanced by the workshop, and there was a high level of satisfaction with the virtual reality teaching methods used for nursing faculties.³

CONCLUSION:

The faculty development program was effective in enhancing nursing educators’ knowledgeand digital competence. Regular, structured programs are recommended to support continuous professional development and improve teaching quality.

RECOMMENDATIONS:

Nursing institutions should conduct periodic faculty development workshops. Include hands-on training and peer feedback for better implementation. Future studies can assess the impact on classroom practice and student learning outcomes.

CONFLICT OF INTEREST:

None declared.

REFERENCES:

1. Nazir M, Arshad S, Muhammad D, Sohni., Imran M. Assessing the Faculty Development Needs in Nursing Colleges of Khyber Pakhtunkhawa: A Cross-Sectional Study: Assessing the Faculty Development Needs. Pak J Health Sci. 2023 May 31; 177–81.

2. Joseph J. Innovative Teaching and Learning Techniques in Nursing. Asian J Nurs Educ Res. 2023 Jun 6; 119–22.

3. Bilal, Guraya SY, Chen S. The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi J Biol Sci. 2019 May; 26(4): 688–97.

4. Jobst, S., Lindwedel, U., Marx, H. et al. Competencies and needs of nurse educators and clinical mentors for teaching in the digital age – a multi-institutional, cross-sectional study. BMC Nurs. 2022; 21: 240. https://doi.org/10.1186/s12912-022-01018-6.

5. Shon S, Shin H, Rim D, Jeon H. Nursing faculty development program for digital teaching competence. BMC Med Educ. 2024 May 8; 24(1): 511.

6. Li, P., Tan, R., Yang, T. et al. Current status and associated factors of digital literacy among academic nurse educators: a cross-sectional study. BMC Med Educ. 2025; 25: 16. https://doi.org/10.1186/s12909-024-06624-3.

Received on 16.04.2026 Revised on 15.05.2026

Accepted on 08.06.2026 Published on 05.08.2026

Available online from August 10, 2026

A and V Pub Int. J. of Nursing and Med. Res. 2026; 5(3):103-107.

DOI: 10.52711/ijnmr.2026.22

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