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

Abstract

Nursing education increasingly integrates digital pedagogy, faculty research engagement, and clinical teaching strategies to enhance student learning outcomes. This study aimed to determine the influence of digital pedagogy implementation, faculty research productivity, and clinical teaching efficacy on the academic performance of nursing students. A descriptive–correlational research design was employed involving faculty members and 150 nursing students, utilizing validated survey instruments and academic performance records. Descriptive statistics and multiple regression analysis were used to analyze the data. Findings revealed that digital pedagogy was implemented at a moderately high level, faculty research productivity was moderately evident, and clinical teaching efficacy was generally effective, while students demonstrated satisfactory to very satisfactory academic performance. Regression analysis showed that research-related variables significantly predicted academic performance, explaining 90.3% of the variance, with research engagement in teaching, research productivity, and research mentorship support emerging as significant predictors. Digital pedagogy and clinical teaching efficacy did not significantly predict academic performance. The study concludes that while research engagement influences academic outcomes, its impact depends on pedagogical alignment and balance within instructional practices, underscoring the need for structured integration of research, digital tools, and clinical teaching in nursing education.