Table 3.

Summary of included articles; digital technologies used in medication dosage calculation (MDC)

Author(s) and year	Study design, aim and samples
Aydin and Dinç (2017) [20]	Comparative design. Quantitative approach. To evaluate the effectiveness of web-based instruction in improving arithmetical and MDC skills, N 63.
Cunningham and Roche (2001) [23]	Descriptive design. Quantitative approach. To determine competence in MDC through an online test, N 52.
Craig et al. (2021) [24]	Experimental design. Quantitative approach. To determine whether errors could be reduced using ‘real-life’ situations, simulation. N 80.
Edwards et al. (2019) [25]	Descriptive design. Collaborative approach. To determine whether errors could be reduced using ‘real-life’ situations, simulation. N 16.
Glaister (2005) [26]	Comparative design. Quantitative approach. To determine the effect of different instructional approaches to knowledge acquisition regarding dosage calculation, N 9.
Greenfield (2007) [27]	Experimental design. Quantitative approach. To determine whether errors could be reduced using personal digital assistant technology, N 87.
Grugnetti et al. (2017) [28]	Comparative design. Quantitative approach. To verify whether calculator use reduces errors, N 78.
Hitam (2020) [29]	Experimental design. Quantitative approach. To compare web-based instruction and traditional classroom learning in decreasing the number and types of errors in MDC. N 120.
Maag (2004) [30]	Experimental design. Quantitative approach. To determine the effectiveness of an online interactive multimedia learning tool, N 96.
Mackie and Bruce (2016) [4]	Descriptive design Quantitative approach. To determine whether online interventions are effective in decreasing the number and types of errors in MDC, N 65.
McMullan et al. (2011) [31]	Comparative design. Quantitative approach. To compare an interactive e-drug calculations package with traditional handout learning support, N 229.
Pereira et al. (2016) [32]	Experimental design. Quantitative approach. To evaluate the influence of the use of digital applications in learning about MDC, N 100.
Ramjan et al. (2014) [33]	Mixed methods design. Quantitative approach. To identify strategies that help nurse academics tailor their drug calculation teaching, N 390.
Shockley et al. (1989) [34]	Experimental design. Quantitative approach. To determine the effect of using calculators on an MDC examination; N 166.
Tarnow and Werst (2000) [35]	Descriptive design. Quantitative approach. To examine the effectiveness of a calculator regarding scores on a drug calculation examination, N 85.
Valizadeh et al. (2016) [36]	Experimental design. Quantitative approach. To measure individuals’ knowledge of drug prescription principles through an e-learning program, N 82.
Van et al. (2016) [37]	Experimental design. Quantitative approach. To evaluate an e-learning course compared to face-to-face lectures, N 411.
Wright (2008) [38]	Experimental design. Quantitative approach. To test the effectiveness of a range of strategies in improving retention of drug calculation skills; N 172.