Table 2.
General characteristics of the included studies (n = 10)
| Contribution | Journal | Education domain | Population and sample size (Mean age) | Study design | Technology-based intervention | Setting | Sessions details (number, duration and frequency) | Measurement time point | Intervention group | Control group | Follow up duration | Learning outcomes | Evaluation result | Main message |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Yang,2021, South Korea [26] | International Journal of Environmental Research and Public Health | End-of-life care education in the ICU |
44 nurses, Intervention group: n = 23 (25.14 ± 2.27) Control group: n = 21 (27.14 ± 2.52) |
Quasi-experimental design | End-of-Life Care Mobile App (EOL Care App) | ICU | 7 ses, each ses 30 min, till 7 days | Baseline and after intervention | EOL app download and installation on the mobile phone | End-of-life care booklet | Without follow up | knowledge, self-efficacy, and compassion | knowledge (0.44 ± 0.19 to 0.76 ± 0.14, p < 0.001); self-efficacy (p < = 0.001); compassion (to 0.73 ± 0.49, p = 0.005) | According to the results, the end-of-life care mobile app was an effective educational method for nurses with experience of less than 3 years in an intensive-care unit |
| Moon,2019, South Korea [27] | BMC Medical Education | Cardiopulmonary resuscitation education |
120 nursing students, Intervention group: n = 60 (21.18 ± 1.08) Control group: n = 60 (21.27 ± 1.16) |
RCT | CPR e-learning program | CICU | 4 ses, 60 min, 30 min, 50 min, 90 min | Baseline and after intervention | Blended learning CPR education program | The printout containing CPR guidelines | Without follow up | knowledge, attitude, and self-efficacy | knowledge (intervention: 16.40 ± 1.56, control: 6.46 ± 2, p < .001), and emotional attitude (intervention: 40.85 ± 8.01, control: 36.05 ± 6.87, p = .002), self-efficacy (no significant differences) | Learning CPR program was found effective in improving nursing students’ knowledge and attitudes regarding CPR |
| Starodub,2020, USA [28] | International Emergency Nursing | Targeted temperature management (TTM) for cardiac arrest patients |
52 nurses (33.6 ± 9.5) years), Intervention group: 24 Control group: 28 |
A clustered RCT | Video lecture with high fidelity simulation | CICU | Not mentioned | Baseline, after intervention and after follow up duration | Video lecture with high fidelity simulation | Video lecture | 2 and 6 weeks | knowledge, skills, confidence and satisfaction | knowledge was significant (beta = 7.93, SE = 3.88, p = .04), psychomotor skills was significant (beta = 11.77, SE = 4.12, p = .004), no significant difference in confidence after the intervention, t(50) = − 0.92, p = .36, in the simulation group were more satisfied, p = .0002 | Nurses trained with video lecture and high-fidelity simulation benefitted from this approach by maintaining their TTM knowledge longer |
| Deldar,2020, Iran [29] | BMC Medical Education | Observational pain diagnosis and assessment in mechanically-ventilated patients |
70 nurses, Interventional group: 34 (34 ± 7) Control group: 33 (34 ± 6) |
Quasi-experimental design | Social networking app | ICU | Every day by 2 weeks | Baseline and after intervention | Training with Social networking app | Routine lectures | 2 weeks | Performance |
Mean score of pain diagnosis (82 ± 19 in the lecture group) and (97 ± 8 in the social networking app group (P < 0.01)), Mean pain management scores (30 ± 17 and 90 ± 18 (P < 0.01)) |
learning through a social networking app led to improved diagnosis and management of pain in mechanically-ventilated patients |
| Najafi Ghezeljeh,2022, Iran [30] | Journal of the Intensive Care Society | Delirium recognition ability and delirium-related strain of care |
88 nurses, Intervention group: 43 (30.88 ± 4.90) Control group: 45 (31.40 ± 5.71) |
Quasi-experimental design | E-learning | ICU | 88 min | Baseline, and after follow up duration | Training with an interactive E-learning program | Routine educations | 2 months | Skills | Mean score of delirium recognition ability in the intervention group significantly increased (P < 0.001), Mean score of delirium recognition ability in the control group did not significantly change (P = 0.055) | Interactive E-learning is effective in significantly improving critical care nurses’ delirium recognition ability and reducing their strain of care |
| Saiboon,2016, Malaysia [31] | Saudi medical journal | Ventricular fibrillation |
80 nurses, Interventional group: 41 (31.32 ± 4.07) Control group: 39 (30.62 ± 5.37) |
RCT | SLP teaching video | ICU | 7 days, | Baseline, after intervention and after follow up duration | Training with SLP teaching video | Routine educations | 6 months | knowledge, and skills | Among the participating nurses with 34 out of 37 (91.0%) in the TCI group compared with 31/34 (91.2%) in the SIV group able to successfully perform defibrillation immediately after exposure to the different teaching methods | SIV is as good as TCI in providing the knowledge, competency, and confidence in performing AED defibrillation |
| Yu,2021, South Korea [32] | Asian Nursing Research | High-risk neonatal infection control performance |
50 Senior nursing students, Interventional group: 25 (22.44 ± .87) Control group: 25 (22.36 ± 1.22) |
Quasi-experimental design | Virtual reality simulation | NICU | Three scenarios with 40 min | Baseline and after intervention | Training with Virtual Reality simulation program software | Routine educations | Without follow up | knowledge, attitude, and self-efficacy | Compared to the control group, the experimental group showed significantly improvements in high-risk neonatal infection control performance self-efficacy (t ¼ 2.16, p ¼ .018) and learner satisfaction (t ¼ 5.59, p < .001) | The virtual reality simulation program can expand the nursing students’ practice experience in safe virtual spaces and enhance their performance self-efficacy and learning satisfaction |
| Azizian,2020, Iran [33] | Journal of Education and Health Promotion | Performing endotracheal tube suctioning |
44 nurses, Interventional group: 22 (33.14 ± 7.27) Control group: 22 (31.82 ± 8.29) |
Quasi-experimental design | EV | ICU | Not mentioned | Baseline and after intervention | Training with educational video | Performance feedback | Without follow up | Performance (skills) | Before and after the intervention, a significant improvement was observed in the total mean score and other dimensions of nurses’ practice in endotracheal suctioning (P < 0.0001) | The results showed that both of methods through feedback and EV are useful in improving nurses’ ETS practice |
| McCutcheon,2018, UK [34] | International Journal of Nursing Studies | Clinical Supervisee Training |
125 undergraduate final year nursing students, Intervention group: 62 Control group: 60 |
RCT | Clinical Supervisee Training app | ICU | 30 min each session, 2 or 4 weeks | Only after intervention |
Face-to-face tutorial and the online clinical supervisee skills training app |
Clinical supervisee skills training app |
Without follow up | knowledge, compassion and attitudes | The blended group had a more positive position on the scale of attitudes and this difference is statistically significant (p = .001). Participants in the blended group had a higher success rate in the knowledge test and this difference is statistically significant (p = .015). Participants in the blended group indicated a higher level of compassion and this difference is statistically significant (p = .001) | Blended learning provides added pedagogical value when compared to online learning in terms of teaching undergraduate nurses clinical supervision skills |
| Kes,2021, Turkey [35] | Nursing in critical care |
Arrhythmia interpretation skills |
66 nurses, Intervention group: 33 Control group: 33 |
RCT | SMS messaging via WhatsApp | ICU | During an 8-week period, twice a week (one on Tuesday and one on Saturday) | Baseline and follow-up (3 and 6 months) | Deliver SMS via WhatsApp | Without intervention | Without follow up | Skills | The analysis indicated that ICU nurses who received SMS messages about cardiac arrhythmias two times a week had significantly increased scores (P < 0.001) | This study concluded that using SMS messages as a training tool has a positive influence on cardiac arrhythmias interpretation skills among ICU nurses |
Abbreviations: ICU Intensive Care Unit, EOL End-Of-Life, RCT Randomized Control Trial, CPR Cardiopulmonary Resuscitation, CICU Cardiac Intensive Care Unit, TTM Targeted Temperature Management, NICU Neonatal Intensive Care Unit, SLP Self-Learning Package, EV Educational Video, AED Automated External Defibrillator, SMS Short Message Service, SIV Self-Instruction Videos, TCI Traditional Classroom Instruction