Effectiveness of learning intramuscular injection techniques with aid of an interactive APP
Bibliographic record
Abstract
In this study, an interactive application (app) for learning intramuscular injection is developed through an interdisciplinary collaboration, and its effectiveness in learning is explored. APP is application software. The research object is a second-year student of the nursing department of a university of science and technology. The study results indicated that only 1 out of 57 students failed to obtain a score of 60 on a technical test, whereas the other students all scored 60 or higher (a score of 60 or higher is regarded as the acceptable range). For the self-assessment of learning effectiveness, the three items with the highest average scores were “It helps students to improve their self-confidence,” “It helps the integration with practical operations,” and “It enhances my after-school learning and meets my learning needs.” Furthermore, the students indicated that the interactive app helped them clarify technical procedures and precautions, deepen their knowledge, and clarify clinical concepts. Moreover, more planning and communication is required for the teaching of nursing techniques and cross-disciplinary integration of technologies. This study aims to provide a reference for nursing educators and integrate technology applications in nursing teaching to enhance the learning effectiveness of students in relation to nursing techniques.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".