The efficacy of virtual-reality teaching and learning method in enhancing interprofessional knowledge, clinical skill performance, and self-confidence in nursing education: A systematic review and meta-analysis
Samfriati Sinurat , Mestiana Br. Karo , Romida Simbolon , Ita Daryanti Saragih , Dame Elysabeth Tuty Arna Uly Tarihoran , Sapna Sharma , Fan-Hao Chou
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Abstract
Objective
This study aimed to investigate the efficacy of virtual reality in enhancing nursing students' knowledge, clinical skill performance, and self-confidence.
Design
A systematic review and meta-analysis.
Data sources
Six databases—CINAHL, Cochrane Library, Embase, MEDLINE, PubMed, and Web of Science—were comprehensively searched for randomized controlled trials, published from database inception to May 3, 2024, which investigated virtual reality in nursing education.
Review methods
Version 2 of the Cochrane risk-of-bias tool for randomized trials was used to examine five domains of potential bias in the trials. Random effects models were applied in the meta-analysis and assessment of heterogeneity.
Results
Nine studies with a total of 660 nursing students were included in the final analysis. Virtual-reality teaching and learning appeared to improve students' knowledge (pooled standardized mean difference [SMD] = 0.24; 95 % confidence interval [CI] = 0.01–0.46; p = 0.04) and self-confidence (pooled SMD = 0.40; 95 % CI = 0.16–0.64; p < 0.001). Egger's regression test of each pooled result indicated that publication bias had only a minor influence on the pooled analysis.
Conclusion
Virtual-reality learning was effective in increasing nursing students' knowledge and self-confidence in nursing learning. The incorporation of virtual reality into the teaching and learning process in nursing education is a promising strategy to enhance nursing students' competencies. Future research is necessary to improve virtual reality–based learning methods, as well as to determine their long-term implications for nursing education.
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.
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