Technology-Enhanced Learning for Pressure Injury Prevention in Nursing: A Systematic Review and Meta-Analysis

Background/Objectives: Pressure injuries remain an important patient-safety concern, and their prevention depends on accurate knowledge among nursing staff. This review estimated the effect of technology-enhanced learning (TEL) on pressure injury knowledge among nurses and nursing students. Methods: Following PRISMA 2020, MEDLINE (via PubMed), Scopus, CINAHL, and CENTRAL were searched for studies published from 2000 to 2026 (final searches 7 October 2026). TEL was defined as instruction in which digital technology formed an integral component. Controlled studies reporting continuous knowledge scores were pooled with a random-effects model (Hedges’ g); risk of bias was assessed with RoB 2, ROBINS-I, and the NHLBI tool, and certainty of evidence with GRADE. Results: Five studies were included; three controlled studies (N = 277) contributed to the meta-analysis. TEL was associated with higher post-intervention knowledge than comparator conditions (g = 1.33, 95% CI 0.98–1.69; I2 = 41.5%). The effect remained significant with the Hartung–Knapp–Sidik–Jonkman adjustment (95% CI 0.55–2.12) and in leave-one-out analyses (g 1.17–1.49) and was smaller when an excluded physical-simulation trial was added (g = 1.19). Two studies synthesized narratively showed short-term gains in classification, attitudes, and knowledge, but no sustained classification advantage at three months. Certainty of evidence was low because of risk of bias and imprecision. Conclusions: TEL may improve short-term pressure injury knowledge among nurses and nursing students, but the small evidence base, varied comparators, and blended designs prevent attributing the effect to technology alone. Well-controlled trials measuring retention, clinical practice, and patient outcomes are needed.