CLINICAL CONFIDENCE IN VIRTUAL AND ON-GROUND RELATED LEARNING EXPERIENCES AMONG NURSING STUDENTS AT ADAMSON UNIVERSITY

Abstract

Nursing education is a dynamic and evolving field that requires adaptability to meet the challenges of modern healthcare and educational demands. This study aimed to evaluate the clinical confidence of Level III and Level IV nursing students at Adamson University in both virtual and on-ground related learning experiences. Utilizing Bloom's Taxonomy as a framework, the research assessed the cognitive, psychomotor, and affective domains of clinical confidence. A non-probability convenience sampling technique was employed to gather data from 100 nursing students who had experienced both learning modalities. A validated questionnaire with high-reliability scores (Cronbach’s Alpha = .953 for virtual and .989 for on-ground learning) was used to collect responses, and statistical analyses, including paired and independent t-tests, were conducted to determine significant differences between the two modalities. The findings revealed that nursing students demonstrated higher clinical confidence in on-ground related learning experiences (grand mean = 4.05) compared to virtual learning (grand mean = 3.16). On-ground learning showed significant advantages in psychomotor skill development and immediate feedback, contributing to higher confidence levels. However, virtual learning experiences fostered confidence in the affective domain through emotional and motivational support. A significant difference in clinical confidence was observed between the two modalities, with both Level III and Level IV students expressing greater confidence in on-ground learning. The study concludes that while on-ground learning remains essential for skill mastery and clinical competence, virtual learning has potential when supported by innovative teaching strategies and robust technological infrastructure. A hybrid learning approach, combining the strengths of both modalities, is recommended to optimize nursing education and better prepare students for the challenges of clinical practice. These findings underscore the importance of flexibility, adaptability, and resource allocation in enhancing nursing students’ confidence and competence in varied learning environments.