The Effects of Simulation-Based Learning Using Virtual Reality in Nursing Student: A Meta-Analysis

Abstract

Purpose: This study is a meta-analysis to assess the effect of simulation-based learning using virtual reality (VR) on knowledge, affective, and performance domain outcomes of learning in nursing students. Results:A total of 10 studies (5 randomized control trials (RCTs) and 5 non-RCTs) involved 630 nursing students. As a whole, simulation-based learning using VR appeared to have beneficial effects on the knowledge (I 2 =50%, 95% CI 0.35 [0.09, 0.62], P=0.009), have no significant difference on the performance (I 2 =97%, 95% CI 1.05 [-0.54, 2.63], P=0.19) and have a negative impact on the affective field (I 2 =0%, 95% CI -0.43 [-0.71, -0.15], P=0.003). Conclusion:The existing evidences imply that simulation-based learning using VR might have a positive trend that is beneficial to knowledge and clinical skill acquisition. However, the best way of integration still needs further research to be identified.

Effectiveness of Virtual Reality Simulation Among BSN Students: A Meta-analysis of Randomized Controlled Trials

“…This meta-analysis demonstrated that VR simulation significantly increased skill performance among nursing students. These findings contradict those of other meta-analyses and systematic reviews in VR simulation 7,10,27 . In the meta-analysis by Chen et al, 10 all the included studies used simulation-based nursing education methods, including mannequin-based simulation and plastic models in the control groups.…”

“…Similarly, the meta-analysis by Chen et al 10 reported no increase in self-confidence after VR simulation. In another meta-analysis conducted by Zhang et al, 27 VR simulation appeared to impact self-confidence negatively. These findings may result from the characteristics of self-efficacy and self-confidence and the methodological differences in the intervention's type, time, duration, and repeatability.…”

“…This finding may be due to the inclusion of simulation techniques other than VR simulation in the control group, which improved skills in the control group that was at par with that of the VR simulation group 10 . Another meta-analysis by Zhang et al 27 established a control group with mannequin-based training and theoretical instructions and observed that all the included studies were highly heterogeneous. Although the first measurement of skill performance postintervention was insignificant, the subsequent measurements showed significant differences in three of five studies 27 .…”

“…In contrast, the intervention group consisted of participants exposed to computer-based VR 10 . In the other meta-analysis by Zhang et al, 27 the control group consisted of participants trained using mannequins, whereas the intervention group was trained using computer-based VR. Besides the heterogeneity of control groups in both meta-analyses, the one by Zhang et al 27 examined two studies regarding satisfaction, one of which used one scale to evaluate satisfaction and self-confidence.…”

Didaktik der generalistischen Pflegeausbildung in der digitalen Transformation

“…Aktuelle Übersichtsarbeiten zeigen, dass es sich bei den in der Pflegebildung verwendeten VR überwiegend um Trainingsumgebungen handelt, in denen klinische Szenarien (Arbeitsprozesse oder Handlungen) simuliert werden (Liaw et al 2018, Weiß et al 2018, Bracq et al 2018, Fealy et al 2019, Kyaw et al 2019, Zhang et al 2019, Foronda et al 2020, Rourke et al 2020, Chen et al 2020, Coyne et al 2021…”