An interactive workshop produced higher post-test knowledge scores than an e-learning course of equivalent content among nurses¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2026 · 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.
q2 i? Both e-learning and interactive workshop formats improved diabetic foot care knowledge, but post-test scores were significantly higher in the interactive workshop group. → Al‐Me'ani Mohammad 2026
Evidence¶
Al‐Me'ani Mohammad 2026¶
Al‐Me'ani Mohammad, Alqaisi Omar, Dibas Mohammed, Al‐Aaraj Heyam, Rubbai Yousef. (2026). Effectiveness of Educational Programmes on Knowledge and Practice Related to Diabetic Foot Care Among Nurses: A Systematic Review. Endocrinology, Diabetes & Metabolism. https://doi.org/10.1002/edm2.70324
q2 · i? · review · r3
Single quasi-experimental two-group pre-post study among 80 nurses (40 per format) comparing a five-module e-learning course with a face-to-face interactive workshop of equivalent content; the review attributes this to Aalaa et al. [19]. No effect size printed.
"Both formats produced statistically significant post‐intervention improvements in diabetic foot care knowledge (p < 0.01); however, post‐test scores were higher in the interactive workshop group than in the e‐learning group"
Discussion¶
Related Claims¶
- Educational programmes are consistently associated with statistically significant improvements in nurses' knowledge of diabetic foot care across nine quasi-experimental studies, with very low certainty of evidence — related
- The overall certainty of evidence for educational programme effects on nurses' knowledge and practice is very low (GRADE), driven by bias, inconsistency and imprecision — related
- Lecture-based and 4C/ID-based training produced comparable knowledge retention among emergency care professionals — reports the opposite
- Nurses begin with low baseline knowledge of diabetic foot care, and educational qualifications may moderate post-training knowledge gains — related
- Educational programmes are associated with significant improvements in nurses' diabetic foot care practice, measured in seven of the nine included studies — related
- Online and interprofessional wound care courses increased students' subjective knowledge and were well accepted — related
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by process:wiki-ingest on 2026-10-31 |
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