Assessing the Impact of Modified Revision Strategies Implemented by Teachers on Nursing Students: A Quasi-Experimental Study

Abstract

Abstract\r\nBackground: Academic success in nursing education depends not only on students’ intelligence but also on effective teaching, mentoring, revision planning and emotional support. There is no single best method of revision for examination preparation; however, an organized, need-based and student-centred revision strategy can help students improve their academic performance. Modified Revision Strategies are planned approaches implemented by teachers to identify students’ academic needs, classify learning levels, provide individual guidance and improve examination outcomes.\r\nAim: The study aimed to assess the effect of Modified Revision Strategies on nursing students’ academic performance and satisfaction and to review teachers’ attitudes and perceptions regarding the strategy.\r\nObjectives: The objectives of the study were to assess the effectiveness of Modified Revision Strategies on students’ academic performance and satisfaction, analyse academic performance after implementation of the strategy in the experimental group, and review teachers’ attitudes and perceptions regarding Modified Revision Strategies.\r\nMethods: A quasi-experimental research approach with non-equivalent group design was adopted. The study included Basic B.Sc. Nursing students appearing for university and board examinations. Modified Revision Strategies were implemented among the experimental group, while the control group followed routine revision methods. The strategy included classification of students as high, moderate, slow and very slow learners; individualized academic and assignment plans; skill enhancement; targeted internal assessment improvement plans; daily planning; outcome discussion; mentoring; and collaboration among teachers, students and parents. Purposive sampling technique was used.\r\nResults: The findings revealed that Modified Revision Strategies improved academic performance and student satisfaction. Among 218 students, 21 were high achievers, 124 were moderate achievers, 52 were low achievers and 21 were very poor achievers. Semester results improved from 45–65% to 75–90%. Final-year, third-year and second-year results improved to 100%, 80% and 75%, respectively. ATKT subjects decreased significantly. Board examination results showed consistent 100% success over the past three years, with increased distinction and first-class results in 2024. Student satisfaction was favourable, with an overall mean satisfaction percentage of 73.2%. Teachers also showed a positive attitude, with a mean satisfaction percentage of 59.6%.\r\nConclusion: Modified Revision Strategies were effective in improving academic performance and satisfaction among nursing students. The strategy was accepted by students, teachers and parents. Personalized planning, learner categorization, continuous follow-up, parental involvement and collaborative teacher-student efforts were key components of success. The findings suggest that the strategy can be implemented in nursing education to support students with diverse learning needs.\r\n