Claims

E-learning shows no statistically significant effect on nurses' pressure injury classification skills when scored as a binary outcome (pooled OR 1.75, p = 0.08)

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Across three studies reporting classification skills as a binary outcome, the pooled odds ratio was 1.75 (95%CI: 0.94–3.24; I² = 78.3%), indicating no statistically significant difference (p = 0.08). → Ding 2024

Evidence

Ding 2024

Ding, Y., Qian, J., Zhou, Y., & Zhang, Y. (2024). Effect of e‐learning program for improving nurse knowledge and practice towards managing pressure injuries: A systematic review and meta‐analysis. Nursing Open, 11, e2039. https://doi.org/10.1002/nop2.2039

q3 · i? · quant-synthesis · r2

Random-effects meta-analysis of the three included trials scoring classification skills dichotomously, shown in Figure 3. The review reports "no statistically significant difference" at p = 0.08; no effect-size magnitude beyond the OR is classified, so impact is null. Equivalence was not tested.

"The pooled OR for classification skills was 1.75 (95%CI: 0.94–3.24; I 2 = 78.3%), indicating no statistically significant difference in terms of classification skills (p = 0.08; Figure 3)."

Discussion

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