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Effective Technology-Enhanced Learning Methods of Increasing Knowledge
tribution of test successes indicated that the lower range of the intervention
group and the upper range of the control group were quite close, suggest-
ing that using the app improves the likelihood of correct responses in med-
ication calculations. Furthermore, the app provides a notable improvement
over using calculators or relying solely on prior mathematical skills, thereby
supporting better technique and significantly reducing errors in practical ap-
plications. The use of the application led to a notable reduction in calculation
errors, improving the overall technique and minimizing potential mistakes in
practical nursing scenarios.
The study by Long et al. (16) revealed a statistically significant enhance-
ment in overall research proficiency across all three groups (United States/
BSN, Middle East/BSN, United States/MSN) based on pre- and post-test
scores. The EBR tool was designed to be interactive, allowing users to engage
actively with the content. The interactive nature of the tool encourages users
to explore various components at their own pace, which can enhance under-
standing and retention of research skills for EBP. Although specific feedback
mechanisms were not detailed in the contexts, the qualitative data indicat-
ed that users found the tool helpful in improving their online research skills.
However, the study did not reveal a statistically significant proportional dif-
ference in pre- and post-test scores for the ability to distinguish the credibility
of online sources in any of the three groups. Moreover, the study revealed a
statistically significant enhancement in research skills, particularly within the
nutrition population intervention group in comparison to the control group.
This is evidenced by the observed increase in mean pre- and post-test scores
(.85–.44 vs. .6–.1). Additionally, the study observed a statistically sig-
nificant proportional difference in pre- and post-test scores for the ability to
assess the credibility of online sources, with the nutrition population inter-
vention group demonstrating superior performance compared to the con-
trol group.
The study by Chang et al. () revealed a notable enhancement in the
experimental group’s medication knowledge scores (PKQ) between the
pre-intervention and post-intervention phases. Furthermore, these scores re-
mained at an elevated level one month following the intervention. Similarly,
the comparison group’s medication knowledge scores (PKQ) demonstrated a
significant increase from the pre-intervention phase to the post-intervention
phase, and remained higher than the pre-intervention scores one month lat-
er. No significant differences were observed in medication knowledge scores
between the experimental and comparison groups immediately following
the intervention. However, one month after the intervention, the experimen-
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