Öztürk H.Güneş Ü.2023-01-122023-01-122022155730871557-3087https://doi.org/10.1016/j.teln.2022.07.005https://hdl.handle.net/11454/79605Aim: This study aimed to assess the effect of blended learning with an e-learning material on the Medication Dosage Calculation (MDC) test performance of undergraduate nursing students. Methods: A quasi-experimental study was conducted with 95 nursing students enrolled in a public university in Turkey. Students were split into the two groups: intervention group with access to the e-learning material and control group using only the traditional face-to-face learning method. Each group sat the same MDC test and the effects of each learning method on their MDC test performance were analyzed. Results: Although both groups improved their MDC skills after the course, the students accessing the e-learning material had significantly greater enhancement in MDC test performance than those receiving only the traditional course. Conclusion: These findings suggest that blended e-learning in combination with the traditional method of classroom-based instruction may contribute to the improvement of nursing students’ MDC test performance. © 2022 Organization for Associate Degree Nursingen10.1016/j.teln.2022.07.005info:eu-repo/semantics/closedAccessBlended learningE-learningMedication dosage calculationNursing skillTraditional classroom learningarticlecontrolled studydose calculatione-learninghumanhuman experimentlearningmajor clinical studynursing competencenursing studentquasi experimental studytask performanceTurkey (republic)Article2-s2.0-85144391978Q1