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Introduction: Academicians are encouraged to work for advance mode of delivery in education under the National Education Policy 2020. In order to provide high-quality Nursing care, evidence-based practice (EBP) is essential, and this necessitates delivering quality nursing education for research. Successful researchers are essentialf or fostering a nursing workforce equipped with analytical, critical thinking, and problem-solving abilities. According to National education policy 2020. Research methods should be learned as early as possible. Method: A mixed-method research approach was applied to compare B.Sc. Nursing3rd year undergraduates'knowledge, attitude, skills, and active learning using quasi experimental design. Three modern educational styles flipped learning, online blended learning and online learning were selected to teach nursing research and statistics. Student nurses of B.Sc. Nursing 3rd year from three institutes are selected in this study using enumerative sampling technique. Result: In flipped learning the value of mean was 5.27778 with a standard deviation of 0.9478, in online blended learning 5.055556 with a SD 1.177201 and in online learning 4.973684 with a SD 0.853826. Interest is shown by participants in the method the way research subject is taught these are the findings of the pilot study main study is in progress. Discussions: In this applied research we have found flipped learning and Online Blended Learning has great impact on knowledge and active learning enhancement as compared to Online learning of UG Nursing students Studying Nursing research course. [ABSTRACT FROM AUTHOR]

Context: Traditional teaching approaches prove to be a viable alternative to video-assisted learning. Teachers are under-informed about the illness and learning needs of children with mental disorders, notably attention deficit hyperactivity disorder. Aim: This study aimed to examine how effectively video-assisted teaching meets the learning needs and literacy of attention deficit hyperactivity disorder among teacher trainees in South India. Settings and Design: Institution-based longitudinal study. Material and Methods: Before and one week after video-assisted teaching about ADHD, 30 randomly selected trainee teachers were examined using questionnaires on ADHD literacy and learning need. Statistical Analysis Used: descriptive statistics, ANOVA, and paired-samples t-test. Results: On paired-samples t-test, there was a statistically significant difference in the score of ADHD literacy [t (29) = -18.46, p =.001] and learning needs [t (29) = -32.66, p =.001] pre and post scores. Conclusions: Using video-assisted teaching improves ADHD literacy and the learning needs of children. [ABSTRACT FROM AUTHOR]

Teaching has become very much learner oriented in the past few decades, and educators use a number of teaching learning strategies to engage and motivate the learner. The study aimed to assess the feasibility and experience of SGL in undergraduate nursing students. SGL was implemented for final year undergraduate nursing students (n=92) to teach obstetric skills and immediate management of sick newborn using standard treatment protocols (STPs) in a nursing institution with total students' strength of 450, attached to a 3000 bedded tertiary level teaching hospital in India. Students were assessed using objective structured clinical examination (OSCE) after the teaching. A self developed structured feedback on their experience of SGL was taken from the students, along with open ended questions for additional comments if any. Majority of the students scored above 75% in the OSCE stations. Students also gave positive feedback about the teaching-learning experience. This study suggests that SGL is a highly acceptable method of teaching among nursing students. Educators need to use methods of teaching like SGL that will result in meaningful learning. [ABSTRACT FROM AUTHOR]