Faculty Competence and Innovative Teaching Approaches in Enhancing Nursing Students' Engagement: A Systematic Review
Suzette V. Zapico *
Far Eastern University, Manila, Philippines.
Sheery O. Sansaet
Far Eastern University, Manila, Philippines.
Angieliza D. Villanueva
Far Eastern University, Manila, Philippines.
Vilma S. Vasquez
Far Eastern University, Manila, Philippines.
Glenda T. Moraño
Far Eastern University, Manila, Philippines.
Jocelyn Dimarucut Quiboloy
Far Eastern University, Manila, Philippines.
Perla O. Lachica
Far Eastern University, Manila, Philippines.
Helen G. Rubian
Far Eastern University, Manila, Philippines.
Jacqueline De Guzman Diaz
Far Eastern University, Manila, Philippines.
Ma. Theresa Salinda
Far Eastern University, Manila, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Background: Teaching fosters students’ engagement; however, when educators lack training, it can lead to passive learning among nursing students. Issues such as reliance on traditional or heavy lecture methodology serve as a barrier to students' learning. Studies show that translating theory to practice maps the struggle in the pedagogical theories. Many studies examine faculty competence separately, but few studies investigate how this variable influences student engagement. Although there is innovative teaching strategies, the effectiveness of implementation by competent faculty remains insufficient, particularly in clinical environment. Therefore, faculty competence is important in fostering classroom management and innovative teaching methodology in the delivery of theory and related learning experience. Faculty competence promotes engagement through creating a positive learning environment that sets clear instructions, offers valuable feedback and adapts innovative teaching strategies to meet the diverse needs of the students.
Purpose: The review aimed to synthesize existing evidence that fill the gap by exploring how faculty competence and innovative teaching approaches in enhancing nursing students engagement. The study serve as valuable insight in the faculty’s role in fostering environment that enhance student engagement and students well-being. It also seek to examine existing research trends, methodologies and gap in the literature to provide comprehensive understanding of how competent faculty utilize innovative teaching approaches to enhance student engagement.
Methods: This systematic review was conducted to comprehensively identify, evaluate and synthesize existing literature regarding faculty competence utilizing innovative teaching approaches. The review protocols has been implemented in guidance utilizing, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The research questions were formulated Population–Concept–Context (PCC) framework. The electronic databases are selected from PubMed, Science Direct, Google scholar, CINAHL Elsevier, and EBSCOhost.
Result: A total of 11 related literature in this review. A total of four was emerge in the study (1) Faculty Competence and Professional Development (2) Technological Adaptability for Learning Engagement (3) Supportive Environment and lifelong learning (4) Teaching Methods and strategies.
Conclusion: The findings from the reviewed literature indicate that faculty who utilized innovative strategies such as students centered, simulation based training and technology assisted learning contribute positively to student engagement. Creating engaging, effective and transformative learning among students foster innovative ways in understanding competence in clinical field and adapt the complexity of nursing profession. Overall, combined faculty competence and innovative teaching approaches strengthen nursing students educational outcomes. The finding may serve as basis for future research, faculty development and evidence base practices in nursing education programs.
Keywords: Faculty competence, innovative approach, nursing students, teaching strategies, nursing education