■关于虚拟现实(VR)在护理教育中的有效性的研究已经探索了其对学习成果的影响,情感沉浸和参与,学习者自信,和满意,总体上表现出积极的一面。然而,有必要进行系统评价,以检查基于VR的教育对护生实践能力的具体影响。
■根据PRISMA2020指南,根据579篇文章的纳入标准选择了22项研究,从2018年1月1日至2024年3月31日,在包括PubMed和EMBase在内的9个主要数据库中发布。目标人群包括护理学生,干预的重点是基于VR的模拟,旨在提高能力,与未接受干预或常规非虚拟模拟的对照组相比。主要结果,护理能力,使用MIX2.0Pro(Ver。2.0.1.6,BiostatXL,2017)计算合并效应大小。
■确定护理能力的合并效应大小很大,套期保值的g=0.88(95%CI,0.47至1.29)。荟萃回归分析确定了与护理能力提高相关的几个因素。其中包括2022年后发表的研究,IRB批准,没有资金,随机对照试验(RCT),干预措施报告短于4周或未报告,会话少于4个或未报告,会话持续时间低于1小时或未报告,和观测测量方法。提高护理能力的其他因素是在模拟之前包括预先简报,事后没有汇报,以及在模拟过程中排除其他活动。
■通过结合纳入研究的结果,系统评价和荟萃分析解释了样本量的变化,研究方法,和独立的干预效果,对模拟教育在提高护生能力方面的有效性进行全面评估。
■分析研究的选择标准,其中只包括那些用英文或韩文出版的,并报告了确切的方法,标准偏差,和样本大小,可能导致选择偏差,限制我们研究结果的推广。
■PROSPERO国际系统评价前瞻性注册:http://www。crd.约克。AC.英国/PROSPERO/,标识符CRD42023446348。
Studies on the effectiveness of virtual reality (VR) in nursing education have explored its impact on learning outcomes, emotional immersion and engagement, learner self-confidence, and satisfaction, generally showing positive aspects. However, there is a need for a systematic
review to examine the specific influence of VR-based education on nursing students\' practical
competency.
According to the PRISMA 2020 guidelines, 22 studies were selected based on inclusion criteria from 579 articles, published from January 1, 2018, to March 31, 2024, across nine major databases including PubMed and EMbase. The target population comprised nursing students, and the intervention focused on VR-based simulations aimed at enhancing competency, compared to control groups receiving either no intervention or conventional non-virtual simulation. The primary outcome, nursing
competency, was analyzed using MIX 2.0 Pro (Ver. 2.0.1.6, BiostatXL, 2017) to calculate pooled effect sizes.
The pooled effect size for nursing
competency was determined to be large, with Hedge\'s g = 0.88 (95% CI, 0.47 to 1.29). Meta-regression analysis identified several factors associated with an increase in nursing competency. These included studies published after 2022, approval of an IRB, absence of funding, randomized controlled trials (RCTs), interventions reported as shorter than 4 weeks or not reported, sessions fewer than 4 or not reported, session duration under 1 h or not reported, and observational measurement methods. Additional factors enhancing nursing competency were the inclusion of a pre-briefing before simulations, the absence of a debriefing afterward, and the exclusion of other activities during the simulation.
By combining the results of the included studies, the systematic
review and meta-analysis accounted for variations in sample size, study methodology, and independent intervention effects, providing an overall evaluation of the effectiveness of simulation-based education in improving nursing students\' competency.
The selection criteria for the studies analyzed, which included only those published in English or Korean and reported precise means, standard deviations, and sample sizes, could lead to selection bias and limit the generalization of our study results.
PROSPERO International Prospective Register of Systematic Reviews: http://www.crd.york.ac.uk/PROSPERO/, identifier CRD42023446348.