Effectiveness of Virtual Learning Approaches in Nursing Education

Evaluation of the efficacy of the virtual learning approaches is essential to improving the teaching-learning process conducted at LORMA Colleges, College of Nursing. This study aimed to investigate the effectiveness of virtual learning approaches in nursing education in terms of academic achievement, learning satisfaction, and academic self-confidence. The study aimed to investigate the significant differences between virtual and face-to-face classes in terms of academic achievement, learning satisfaction, and academic self-confidence, as well as the relationships between these variables. This study employed a quasi-experimental one-group posttest-only and correlational design, and total enumeration was used to determine the participants. Based on the findings, the following conclusions have been drawn: the digital platform education conducted by LORMA Colleges is a conducive learning modality that has proven effective in terms of student academic achievement, learning satisfaction, and academic self-confidence. Academic achievement stems from the student’s drive to study, determination to adapt to new learning modalities, and motivation to succeed. The students’ confidence did not significantly affect their academic achievement, but it may be due to the amount of time they spent studying. It is imperative to develop frameworks for continuous innovation, assessment, and training to help deliver the quality of education students deserve.