However, the long-term knowledge retention effect showed heterogeneity: Chang et al [ 34 ] found no significant difference in chemical disaster knowledge scores between the intervention and control groups 3 weeks after the simulation game intervention ( P >.05), whereas Masoumian et al [ 31 ] noted that the skill knowledge of the intervention group was still significantly higher than the baseline level at the 1-month follow-up period ( P <.01), but the theoretical knowledge difference did not reach statistical significance.
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Effectiveness of Gamified Teaching in Disaster Nursing Education for Health Care Workers: Systematic Review.
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