Problem:
An instructional problem was identified in an undergraduate nursing statistics course. Students were assigned to read and critique research articles' statistical analysis and significance. However, they would skim the article, searching for answers to the assigned questions, and not fully realize the goal of reading, which is to build comprehension and vocabulary of evidence-based practice literature and statistical analysis. The solution was to incorporate social annotation using an external tool in Canvas called Hypothesis for all research articles corresponding to the covered statistical tests. Nurses in the hospital change practice based on Evidence-Based Research. To understand the strength of the evidence presented in evidence-based research, the nurse needs to understand statistical analysis and what it means. A study may be published because it showed a significant result; however, was it clinically substantial enough to change practice? In addition, the American Association of Colleges of Nursing (AACN) created the New Essentials that require BSN programs to develop a competency-based curriculum and evaluation (AACN, 2021). Consequently, BSN nursing schools must organize nursing content based on competencies, including Evidence-Based Practice.

Background:
Social annotation measures higher-order competencies such as critical thinking, communication, and collaboration (Chen, 2019). Through a systematic review, Zhu et al. (2020) concluded that social annotation helped students process domain-specific knowledge; inquiry, knowledge construction, improved literacy skills, and peer review. Jiarui et al. (2022) articulate that group members are reluctant to participate or answer questions in the traditional setting. Social annotation using technology facilitates the engagement of all students and, therefore, a deeper understanding of content. (Jiarui et al., 2022)

Method:
The student experience and competency development were evaluated using a Qualtrics Social Annotation Survey, which measured student perceptions of social annotation related to group dynamics, roles, vocabulary and comprehension, sense of community, and the application of statistical concepts. In addition, the Career Competencies Survey and grades were used to measure competencies over three semesters.

Major Outcomes:
The Social Annotation Survey was measured on a scale from 1 strongly agree to 4 strongly disagree. The mean for all survey items ranged from 1.76 to 2.61. The students scored significantly higher than other majors in career competencies related to the following: ability to work in a team, Communication skills, Technical skills, Computer skills, Analytical/Quantitative skills, and leadership skills. Lastly, Students met and exceeded the minimum expected grade of 83%.

Conclusions:
Participating in Social Annotation developed many key competencies students must master during their education, including participating in scholarly inquiry as a team member, critiquing research, communicating scholarly findings, and evaluating the appropriateness and strength of the evidence.

Keywords: Social annotation, technology, competency, statistics.