Digital Pedagogy, Research Productivity, and Clinical Teaching: Key Drivers of Nursing Students’ Academic Performance

Abstract

Background: Nursing education is increasingly influenced by digital pedagogy, faculty research engagement, and clinical teaching practices, yet their combined effect on students’ academic performance remains insufficiently explored.

Objective: This study aimed to examine the influence of digital pedagogy, faculty research productivity, and clinical teaching efficacy on the academic performance of nursing students.

Methods: A descriptive–correlational research design was employed involving 150 nursing students from an SUC  in Bukidnon, Philippines. Data were collected using a validated structured questionnaire measuring digital pedagogy, research productivity, and clinical teaching efficacy, along with academic performance records. Descriptive statistics (mean and standard deviation), Pearson correlation, and multiple regression analysis were used at a 0.05 level of significance.

Results: Digital pedagogy was implemented at a moderately high level (M = 2.77, SD = 1.29), while faculty research productivity was also moderately high (M = 3.33, SD = 1.15). Clinical teaching efficacy was rated high (M = 3.78, SD = 1.00). Correlation analysis revealed that only research engagement in teaching had a significant relationship with academic performance (r = –0.831, p = 0.003). Regression analysis showed that research productivity (β = –0.520, p = 0.034), research engagement in teaching (β = –0.746, p = 0.003), and research mentorship support (β = –0.451, p = 0.046) significantly predicted academic performance, explaining 90.3% of the variance (R² = 0.903).

Conclusion: While digital pedagogy and clinical teaching enhance learning quality, research-related variables significantly influence academic performance, highlighting the need for balanced and structured integration of research activities in nursing education. Aligning research engagement with instructional objectives is essential to optimize student outcomes and avoid potential academic overload.