Impact of the Facilitative Teaching Style on Academic Performance and Learning Experience among Nursing Students in Ebonyi State, Nigeria

Abstract

Introduction: Debates on effective teaching and learning strategies persist globally, particularly in health and social care education, where pedagogical approaches directly influence academic achievement and competency development. Aim: This study investigated nursing students’ perceptions and the effectiveness of the facilitative teaching style among students in schools of nursing in Ebonyi State, Nigeria to contribute to evidence-based nurse-education practices. Methods: A mixed-method design, integrating quantitative and qualitative approaches through survey and quasi-experimental methods, was employed. Using purposive sampling, 244 student nurses from the School of Nursing (SON), Mater Hospital Afikpo, and the Federal Teaching Hospital (FETHA), Ebonyi, were selected. Ethical approval was obtained from the respective institutional review committees, and informed consent was secured from all participants. Data were collected using a researcher-developed questionnaire, alongside pre- and post-test assessments to measure learning outcomes following exposure to facilitative teaching techniques. Data analysis was conducted using SPSS version 15, with statistical significance set at p < 0.05. Results: Students initially rated facilitative teaching as ineffective in stimulating their diverse academic abilities (mean = 1.68). In contrast, post-test findings demonstrated a markedly high level of effectiveness (82.9%) in enhancing learning outcomes. Students’ geographical location significantly influenced their perceptions, whereas year of study showed no significant association with the effectiveness of the facilitative approach. Conclusion: Despite initial negative perceptions, facilitative teaching techniques demonstrated substantial effectiveness in improving learning outcomes. The disparity highlights limited prior exposure and adaptation challenges. Sustained integration of facilitative teaching methods in nursing education is strongly recommended to enhance student engagement, adaptability, and academic performance in order to maximise its benefits.