Influence of Computer-Mediated Instruction on Academic Engagement and Knowledge Retention Among Student Nurses: A Quantitative Evaluation of Pedagogical Efficacy and Digital Literacy at the Nigerian Army College of Nursing, Yaba, Lagos State, Nigeria

Background: The rapid evolution of educational technologies has necessitated a paradigm shift from traditional instructional methods toward computer-mediated learning frameworks in professional medical education. This study evaluated the influence of Computer-Mediated Instruction (CMI) on academic engagement and knowledge retention among student nurses at the Nigerian Army College of Nursing (NACON), Yaba, Lagos State, Nigeria. Methods: A descriptive cross-sectional quantitative research design was employed. A sample of 120 student nurses across different instructional cadres was selected using a stratified random sampling technique. Data were collected via a structured, self-administered questionnaire titled "Computer-Mediated Instruction Efficacy Scale (CMIES)," which evaluated technological accessibility, pedagogical engagement metrics, and perceived knowledge retention. Statistical analysis was executed using descriptive statistics, frequency distributions, and mean baseline scores. Results: The findings demonstrated that CMI significantly enhances multi-sensory academic engagement, with 81.6% of respondents reporting higher interactive clarity during computer-assisted anatomy and clinical procedure simulations. Perceived long-term knowledge retention scores were also higher compared to traditional chalk-and-talk lecture methods. However, major infrastructural bottlenecks were identified, including inconsistent power supply (74.2%), periodic server downtime, and varying baseline levels of computer literacy among incoming student sets. Conclusion: Computer-Mediated Instruction is highly effective in increasing learner involvement and memory consolidation in nursing education. To optimize its pedagogical utility in low-resource and institutional military frameworks, strategic investments must be channeled into stable digital infrastructures, secondary backup power grids, and structured digital literacy orientation programs for nursing students prior to clinical integration.