{"title":"虚拟现实训练对护理专业学生临床技能表现的影响：系统综述、荟萃分析和荟萃回归。","authors":"Yoojin Kim RN, Ph.D., Ha-Young Park RN, Ph.D.","doi":"10.1111/ijn.13284","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Aims</h3>\n \n <p>This review examined the impact of virtual reality (VR) training on nursing students' clinical skill performance and identified essential features of VR training.</p>\n </section>\n \n <section>\n \n <h3> Background</h3>\n \n <p>VR provides immersive content, simulating real-life scenarios and preventing errors in clinical settings.</p>\n </section>\n \n <section>\n \n <h3> Design</h3>\n \n <p>This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines.</p>\n </section>\n \n <section>\n \n <h3> Data sources</h3>\n \n <p>Studies were obtained from Ovid-EMBASE, MEDLINE, CINAHL and PubMed.</p>\n </section>\n \n <section>\n \n <h3> Review methods</h3>\n \n <p>Studies related to VR training published from 1 January 2000 to 8 May 2024 were included. Comprehensive Meta-Analysis 4.0 software was used for meta-analysis and random effects meta-regression. The overall effect was assessed with Hedges' <i>g</i> and <i>Z</i>-statistics (<i>p</i> < 0.05). Heterogeneity was measured using <i>I</i>-squared (<i>I</i><sup>2</sup>) statistics.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Among the 31 476 studies, 11 randomized controlled trial studies were included. Meta-analysis demonstrated a significant improvement in clinical skill performance, with a medium to large effect (<i>g</i> = 0.61) in the VR group (<i>Z</i> = 3.80, <i>p</i> < 0.001). Subgroup analyses highlighted higher nursing skills in the VR training topic. Meta-regression revealed that the VR training topic (<i>β</i> = 1.23, <i>p</i> < 0.001) and method of VR training (<i>β</i> = −0.53, <i>p</i> = 0.05) were significant covariates influencing clinical skill performance.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>VR training improves nursing students' clinical skill performance, addressing shortcomings in the clinical practicum.</p>\n </section>\n </div>","PeriodicalId":14223,"journal":{"name":"International Journal of Nursing Practice","volume":"30 6","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effects of virtual reality training on clinical skill performance in nursing students: A systematic review, meta-analysis and meta-regression\",\"authors\":\"Yoojin Kim RN, Ph.D., Ha-Young Park RN, Ph.D.\",\"doi\":\"10.1111/ijn.13284\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Aims</h3>\\n \\n <p>This review examined the impact of virtual reality (VR) training on nursing students' clinical skill performance and identified essential features of VR training.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>VR provides immersive content, simulating real-life scenarios and preventing errors in clinical settings.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Design</h3>\\n \\n <p>This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Data sources</h3>\\n \\n <p>Studies were obtained from Ovid-EMBASE, MEDLINE, CINAHL and PubMed.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Review methods</h3>\\n \\n <p>Studies related to VR training published from 1 January 2000 to 8 May 2024 were included. Comprehensive Meta-Analysis 4.0 software was used for meta-analysis and random effects meta-regression. The overall effect was assessed with Hedges' <i>g</i> and <i>Z</i>-statistics (<i>p</i> < 0.05). Heterogeneity was measured using <i>I</i>-squared (<i>I</i><sup>2</sup>) statistics.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Among the 31 476 studies, 11 randomized controlled trial studies were included. Meta-analysis demonstrated a significant improvement in clinical skill performance, with a medium to large effect (<i>g</i> = 0.61) in the VR group (<i>Z</i> = 3.80, <i>p</i> < 0.001). Subgroup analyses highlighted higher nursing skills in the VR training topic. 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Effects of virtual reality training on clinical skill performance in nursing students: A systematic review, meta-analysis and meta-regression
Aims
This review examined the impact of virtual reality (VR) training on nursing students' clinical skill performance and identified essential features of VR training.
Background
VR provides immersive content, simulating real-life scenarios and preventing errors in clinical settings.
Design
This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines.
Data sources
Studies were obtained from Ovid-EMBASE, MEDLINE, CINAHL and PubMed.
Review methods
Studies related to VR training published from 1 January 2000 to 8 May 2024 were included. Comprehensive Meta-Analysis 4.0 software was used for meta-analysis and random effects meta-regression. The overall effect was assessed with Hedges' g and Z-statistics (p < 0.05). Heterogeneity was measured using I-squared (I2) statistics.
Results
Among the 31 476 studies, 11 randomized controlled trial studies were included. Meta-analysis demonstrated a significant improvement in clinical skill performance, with a medium to large effect (g = 0.61) in the VR group (Z = 3.80, p < 0.001). Subgroup analyses highlighted higher nursing skills in the VR training topic. Meta-regression revealed that the VR training topic (β = 1.23, p < 0.001) and method of VR training (β = −0.53, p = 0.05) were significant covariates influencing clinical skill performance.
Conclusion
VR training improves nursing students' clinical skill performance, addressing shortcomings in the clinical practicum.
期刊介绍：
International Journal of Nursing Practice is a fully refereed journal that publishes original scholarly work that advances the international understanding and development of nursing, both as a profession and as an academic discipline. The Journal focuses on research papers and professional discussion papers that have a sound scientific, theoretical or philosophical base. Preference is given to high-quality papers written in a way that renders them accessible to a wide audience without compromising quality. The primary criteria for acceptance are excellence, relevance and clarity. All articles are peer-reviewed by at least two researchers expert in the field of the submitted paper.
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