Enhancing metacognition and nursing competency in undergraduate students utilizing multi-user virtual environment simulations: A multi-site multi-group comparative study

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-03-20 DOI:10.1016/j.nedt.2025.106717

Seung Hyeon Yang , Hyejin Jeon, Seok Yeong Hong, Hyunsook Shin

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引用次数: 0

Abstract

Background

Simulation-based education is pivotal in nursing as it provides safe environments for clinical practice to enhance competencies. While traditional simulation enhances knowledge, critical thinking, confidence, and metacognition, it is encumbered by limitations like high cost and spatial constraints. In comparison, virtual simulations, such as multi-user virtual environment simulations, offer immersive and interactive experiences that can help overcome many of these limitations.

Aim

We aimed to evaluate the effects of multi-user virtual environment simulations on nursing students' metacognition and competency and examine the impact of varying simulation exposures in a multi-site context.

Design

A multi-site multi-group comparative design was used to assess the effectiveness of multi-user virtual environment simulations.

Setting

The study was conducted across five universities in South Korea.

Participants

A total of 518 undergraduate nursing students from ten groups at five universities participated in the study.

Methods

Participants engaged in child and community health nursing simulations within virtual environments, including settings like hospitals, public health centers, and residential homes. The scenarios were constructed using expert-validated templates to prompt student actions. Metacognition and nursing competency were measured using pretest and posttest questionnaires, with statistical analysis employed to assess the degree of variations.

Results

Significant improvements in metacognition and nursing competency were observed, especially among students with lower initial skill levels. Exposure to three or more scenarios led to significant gains in metacognition and competency. Students in high-cluster groups demonstrated changes in metacognition through the integration of simulation and clinical practicum approaches.

Conclusions

Multi-user virtual environment simulations effectively enhance nursing students' metacognition and competency, providing a cost-effective, immersive, and interactive alternative to traditional simulations. High-quality scenarios and real-time peer feedback are critical for maximizing educational outcomes. Future research should optimize the quantity and quality of scenarios and integrating multi-user virtual environment simulations with clinical practicum to further advance nursing education.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.