Tze Ching Shyanne Quah , Ying Lau , Wen Wei Ang , Siew Tiang Lau
{"title":"沉浸式虚拟现实技术在护理和专职医疗学生医疗临床培训中的应用体验：混合研究系统综述","authors":"Tze Ching Shyanne Quah , Ying Lau , Wen Wei Ang , Siew Tiang Lau","doi":"10.1016/j.nedt.2025.106625","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Immersive virtual reality (IVR) is increasingly used in education as an alternative to traditional pedagogy. Although promising learning outcomes have been reported using immersive virtual reality, the users' experience has not been fully explored.</div></div><div><h3>Objective</h3><div>To consolidate evidence on immersive virtual reality experiences in healthcare clinical training for undergraduate nursing and allied health students.</div></div><div><h3>Review methods</h3><div>A mixed-studies systematic review. Quantitative and qualitative studies involving nursing or allied health students were selected, researching head-mounted gear through experience outcomes. Both published and unpublished studies in the English language from 2013 to 2024 were included. Methodological quality was assessed using the mixed methods appraisal tool. Thematic analysis was used for qualitative findings and narrative analysis was used for quantitative findings. Convergent data synthesis approaches were used to integrate both results.</div></div><div><h3>Results</h3><div>A total of 93 studies were selected, encompassing 11 RCTs, 34 Quasi-experimental, 15 quantitative, 12 qualitative, and 21 mixed-method studies. The results showed that immersive virtual reality augmented learning experiences. The widespread positive response to using IVR in healthcare education exemplifies its promising potential. Three integrated themes were identified: (1) the versatility of IVR, (2) heuristic learning, and (3) the inappropriacy of IVR.</div></div><div><h3>Conclusions</h3><div>IVR can enhance clinical and educative efficiency in the learning experiences of nursing and allied health students. Future research should aim to idealise feasibility by addressing discomfort or motion sickness caused by VR systems and finding alternative cost-saving mediums.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"148 ","pages":"Article 106625"},"PeriodicalIF":3.6000,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Experiences of immersive virtual reality in healthcare clinical training for nursing and allied health students: A mixed studies systematic review\",\"authors\":\"Tze Ching Shyanne Quah , Ying Lau , Wen Wei Ang , Siew Tiang Lau\",\"doi\":\"10.1016/j.nedt.2025.106625\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Immersive virtual reality (IVR) is increasingly used in education as an alternative to traditional pedagogy. Although promising learning outcomes have been reported using immersive virtual reality, the users' experience has not been fully explored.</div></div><div><h3>Objective</h3><div>To consolidate evidence on immersive virtual reality experiences in healthcare clinical training for undergraduate nursing and allied health students.</div></div><div><h3>Review methods</h3><div>A mixed-studies systematic review. Quantitative and qualitative studies involving nursing or allied health students were selected, researching head-mounted gear through experience outcomes. Both published and unpublished studies in the English language from 2013 to 2024 were included. Methodological quality was assessed using the mixed methods appraisal tool. Thematic analysis was used for qualitative findings and narrative analysis was used for quantitative findings. Convergent data synthesis approaches were used to integrate both results.</div></div><div><h3>Results</h3><div>A total of 93 studies were selected, encompassing 11 RCTs, 34 Quasi-experimental, 15 quantitative, 12 qualitative, and 21 mixed-method studies. The results showed that immersive virtual reality augmented learning experiences. The widespread positive response to using IVR in healthcare education exemplifies its promising potential. Three integrated themes were identified: (1) the versatility of IVR, (2) heuristic learning, and (3) the inappropriacy of IVR.</div></div><div><h3>Conclusions</h3><div>IVR can enhance clinical and educative efficiency in the learning experiences of nursing and allied health students. Future research should aim to idealise feasibility by addressing discomfort or motion sickness caused by VR systems and finding alternative cost-saving mediums.</div></div>\",\"PeriodicalId\":54704,\"journal\":{\"name\":\"Nurse Education Today\",\"volume\":\"148 \",\"pages\":\"Article 106625\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2025-02-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education Today\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0260691725000607\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691725000607","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Experiences of immersive virtual reality in healthcare clinical training for nursing and allied health students: A mixed studies systematic review
Background
Immersive virtual reality (IVR) is increasingly used in education as an alternative to traditional pedagogy. Although promising learning outcomes have been reported using immersive virtual reality, the users' experience has not been fully explored.
Objective
To consolidate evidence on immersive virtual reality experiences in healthcare clinical training for undergraduate nursing and allied health students.
Review methods
A mixed-studies systematic review. Quantitative and qualitative studies involving nursing or allied health students were selected, researching head-mounted gear through experience outcomes. Both published and unpublished studies in the English language from 2013 to 2024 were included. Methodological quality was assessed using the mixed methods appraisal tool. Thematic analysis was used for qualitative findings and narrative analysis was used for quantitative findings. Convergent data synthesis approaches were used to integrate both results.
Results
A total of 93 studies were selected, encompassing 11 RCTs, 34 Quasi-experimental, 15 quantitative, 12 qualitative, and 21 mixed-method studies. The results showed that immersive virtual reality augmented learning experiences. The widespread positive response to using IVR in healthcare education exemplifies its promising potential. Three integrated themes were identified: (1) the versatility of IVR, (2) heuristic learning, and (3) the inappropriacy of IVR.
Conclusions
IVR can enhance clinical and educative efficiency in the learning experiences of nursing and allied health students. Future research should aim to idealise feasibility by addressing discomfort or motion sickness caused by VR systems and finding alternative cost-saving mediums.
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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