Effectiveness of Traditional Teaching Method Vs Digital Teaching Method on Knowledge among Nursing Interns on Mechanism of Labour at DVVPF's College of Nursing, Ahilyanagar, Maharashtra, India

Abstract Background: Nursing as a practical discipline, requires students to develop nursing skills. Use of Digital Media, Visual-Aid and clinical competence with good communication skills facilitate optimal teaching learning process. Nursing education demands both theoretical understanding and clinical proficiency. Incorporating digital tools such as multimedia and simulations can enhance learning outcomes. Material and Method: A post-test-only experimental design was adopted at DVVPF's College of Nursing, Ahilyanagar, Maharashtra. A total of 126 nursing interns were randomly assigned to control (traditional teaching) and experimental (digital teaching) groups. Both groups received lectures and demonstrations; the experimental group additionally received a YouTube video and mannequin-based demonstration (Mummy Nataly). Data were collected using a validated structured questionnaire. Statistical analyses included descriptive statistics, unpaired t-tests, and chi-square tests. Results: In this study Knowledge score of two-tailed P value equals 0.0018 (t = 3.1927, df = 124, standard error of difference = 0.348, this difference is considered to be very statistically significant. While Practice score, two-tailed P value equals 0.0001 (t = 3.9132, df = 124, standard error of difference = 0.333) this difference is considered to be extremely statistically significant. Also, findings reveal that there was significant association found between the knowledge and practice with age and gender demographic variables. Conclusion: The Digital method of teaching was found to be more effective among nursing interns as compared to traditional teaching method. Digital teaching methods significantly enhance both knowledge and practice skills among nursing interns. The integration of digital tools in nursing curricula is recommended to foster effective, engaging, and self-directed learning.