Table 3 Summary of included articles; digital technologies used in medication dosage calculation (MDC)

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.