Abstract：
This study examines the characteristics and effects of virtual reality (VR) intravenous injection training programs for nurses and nursing students, using Kirkpatrick\'s four-level model of educational evaluation. Kirkpatrick\'s framework is based on the premise that learning from training programs can be classified into four levels: reaction, learning, behavior, and results.
A systematic review.
Literature searches were conducted of eight electronic databases (PubMed, CINAHL, Cochrane, EMBASE, DBpia, KISS, RISS, KoreaMed) to identify original research articles from each database\'s inception to March 2023.
For the 13 selected articles, quality appraisal was performed using the RoB 2 and ROBINS-I tools for randomized controlled trials (RCTs) and non-RCTs, respectively.
Virtual intravenous simulators and desktop and immersive VR technologies were utilized in intravenous injection training. These VR technologies were applied either alone or in conjunction with simulators, focusing on junior nursing students without intravenous injection experience. We found a positive effect on nursing students\' intravenous injection performance (Level 2: learning evaluation) in approximately half the studies. However, results were inconsistent due to measurement tools\' diversity. In all studies, the degree of evaluation for Levels 1 (reaction evaluation), 3 (behavior evaluation), and 4 (results evaluation) of the Kirkpatrick Model was low.
Desktop or immersive VR with low-fidelity or high-fidelity simulators should be provided to senior nursing students and new nurses for intravenous injection training. Additionally, standardized tools should be developed to accurately measure training effects. Finally, the Kirkpatrick Model\'s four levels should be evaluated to demonstrate the training programs\' value.
A systematic review.
Literature searches were conducted of eight electronic databases (PubMed, CINAHL, Cochrane, EMBASE, DBpia, KISS, RISS, KoreaMed) to identify original research articles from each database\'s inception to March 2023.
For the 13 selected articles, quality appraisal was performed using the RoB 2 and ROBINS-I tools for randomized controlled trials (RCTs) and non-RCTs, respectively.
Virtual intravenous simulators and desktop and immersive VR technologies were utilized in intravenous injection training. These VR technologies were applied either alone or in conjunction with simulators, focusing on junior nursing students without intravenous injection experience. We found a positive effect on nursing students\' intravenous injection performance (Level 2: learning evaluation) in approximately half the studies. However, results were inconsistent due to measurement tools\' diversity. In all studies, the degree of evaluation for Levels 1 (reaction evaluation), 3 (behavior evaluation), and 4 (results evaluation) of the Kirkpatrick Model was low.
Desktop or immersive VR with low-fidelity or high-fidelity simulators should be provided to senior nursing students and new nurses for intravenous injection training. Additionally, standardized tools should be developed to accurately measure training effects. Finally, the Kirkpatrick Model\'s four levels should be evaluated to demonstrate the training programs\' value.
摘要：
目的：本研究探讨了针对护士和护生的虚拟现实（VR）静脉注射培训计划的特点和效果，利用柯克帕特里克的四级教育评价模型。柯克帕特里克的框架基于这样一个前提，即从培训计划中学习可以分为四个级别：反应，学习,行为，和结果。
方法：系统评价。
方法：对八个电子数据库进行了文献检索(PubMed，CINAHL,科克伦,EMBASE,DBpia,吻,RISS,KoreaMed）从每个数据库的开始到2023年3月确定原始研究文章。
方法：对于所选的13篇文章，使用RoB2和ROBINS-I工具对随机对照试验（RCT）和非RCT进行质量评估，分别。
结果：虚拟静脉模拟器和桌面和沉浸式VR技术用于静脉注射训练。这些VR技术要么单独应用，要么与模拟器结合应用，重点是没有静脉注射经验的低年级护生。在大约一半的研究中，我们发现对护生的静脉注射表现（2级：学习评估）有积极影响。然而,由于测量工具的多样性，结果不一致。在所有研究中,1级的评估程度(反应评估)，3（行为评估），4(结果评价)的Kirkpatrick模型较低。
结论：应向高级护理学生和新护士提供具有低保真或高保真模拟器的桌面或沉浸式VR，以进行静脉注射培训。此外,应开发标准化工具来准确衡量培训效果。最后,应评估柯克帕特里克模型的四个级别，以证明培训计划的价值。
方法：系统评价。
方法：对八个电子数据库进行了文献检索(PubMed，CINAHL,科克伦,EMBASE,DBpia,吻,RISS,KoreaMed）从每个数据库的开始到2023年3月确定原始研究文章。
方法：对于所选的13篇文章，使用RoB2和ROBINS-I工具对随机对照试验（RCT）和非RCT进行质量评估，分别。
结果：虚拟静脉模拟器和桌面和沉浸式VR技术用于静脉注射训练。这些VR技术要么单独应用，要么与模拟器结合应用，重点是没有静脉注射经验的低年级护生。在大约一半的研究中，我们发现对护生的静脉注射表现（2级：学习评估）有积极影响。然而,由于测量工具的多样性，结果不一致。在所有研究中,1级的评估程度(反应评估)，3（行为评估），4(结果评价)的Kirkpatrick模型较低。
结论：应向高级护理学生和新护士提供具有低保真或高保真模拟器的桌面或沉浸式VR，以进行静脉注射培训。此外,应开发标准化工具来准确衡量培训效果。最后,应评估柯克帕特里克模型的四个级别，以证明培训计划的价值。
