Impacts of VR simulation on nursing students' competence, confidence, and satisfaction: A systematic review and meta-analysis of randomised controlled trials

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-04-21 DOI:10.1016/j.nedt.2025.106756

P. Ropponen , M. Tomietto , S. Pramila-Savukoski , H. Kuivila , M. Koskenranta , S.Y. Liaw , K. Mikkonen

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引用次数: 0

Abstract

Aims

This systematic review aimed to examine educational interventions using virtual reality simulations and test their effects upon nursing students' competence (including knowledge, skills, attitudes), confidence, and satisfaction.

Design

Systematic review and meta-analysis.

Data sources

Six electronic databases (CINAHL, Pubmed, ProQuest, Scopus, Medic, and Web of Science) were searched by title and abstract from 1.1.2019 to 26.3.2024.

Methods

The Joanna Briggs Institute's Revised Checklist for Randomized Controlled Trials was used to appraise the selected articles critically. Meta-analysis was done for all studies from which the mean and standard deviation could be obtained (n = 17). A narrative analysis was done for all included studies (n = 19).

Results

The systematic review included 19 RCT studies, covering 769 nursing students. Meta-analysis results showed that virtual reality simulations can be successfully used in developing nursing students' knowledge and skills. According to narrative analysis, the research focus is still on concrete clinical skills. More studies are needed regarding clinical reasoning and interaction in teamwork in multi-user scenarios.

Conclusions

Virtual reality simulations have considerable potential to enhance nursing students' competence, particularly in terms of knowledge acquisition and clinical skill development. However, a research gap exists on their impact on fostering critical thinking, decision-making, and the development of attitudes.

Implications for the research and education

Future studies should prioritise critical thinking, decision-making, and the development of attitudes, especially in the context of teamwork and collaborative scenarios, alongside more detailed reporting of intervention methodologies to better utilise existing findings. Additionally, with the increasing use of remote and independently conducted VR simulations, the role of debriefing requires greater emphasis to optimise learning outcomes in both educational and research settings.

Reporting method

PRISMA.

Patient or public contribution

No patient or public contribution.

查看原文本刊更多论文

虚拟现实模拟对护生能力、信心和满意度的影响：随机对照试验的系统回顾和荟萃分析

目的本系统综述旨在研究使用虚拟现实模拟的教育干预措施，并测试其对护理专业学生的能力（包括知识、技能、态度）、信心和满意度的影响。数据来源2019年1月1日至2024年3月26日，通过标题和摘要检索了六个电子数据库（CINAHL、Pubmed、ProQuest、Scopus、Medic和Web of Science）。方法采用乔安娜-布里格斯研究所的《随机对照试验修订版核对表》对所选文章进行严格评估。对所有可获得平均值和标准差的研究（n = 17）进行了元分析。对所有纳入的研究进行了叙述性分析（n = 19）。结果系统综述包括 19 项 RCT 研究，涉及 769 名护理专业学生。元分析结果表明，虚拟现实模拟可成功用于培养护生的知识和技能。根据叙述性分析，研究重点仍然是具体的临床技能。结论虚拟现实模拟在提高护理专业学生的能力方面具有相当大的潜力，尤其是在知识获取和临床技能发展方面。对研究和教育的启示未来的研究应优先考虑批判性思维、决策和态度的培养，尤其是在团队合作和协作情景中，同时应更详细地报告干预方法，以便更好地利用现有研究成果。此外，随着越来越多地使用远程和独立进行的 VR 模拟，需要更加重视汇报的作用，以优化教育和研究环境中的学习成果。

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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.