目的:本研究探讨了利用扩展现实(XR)的教育方法是否可以提高预科护生的知识,技能,信心,与传统方法相比的满意度。
方法:我们基于Cochrane方法对XR在护理教育中的有效性进行了系统评价和荟萃分析。
方法:在MEDLINE中搜索随机对照试验(RCT),CINAHL,ERIC,WebofScience,Cochrane中央控制试验登记册,和IgakuChuoZasshi从每个数据库开始到2024年3月21日。
方法:两位作者独立筛选研究标题和摘要,以确定潜在的相关研究。随后,两名审稿人根据全文审稿独立评估了研究的合格性,并提取了数据.他们计算了与注册前护理专业学生的知识和技能相关的汇总效应估计值,信心,使用随机效应元分析模型和满意度。
结果:在确定的1615条记录中,已确定128项研究。在全文评估之后,38项研究纳入系统评价。荟萃分析包括34项研究。XR对知识有显着的积极影响(N=1926,标准平均差[SMD]=0.55,95%置信区间[CI]:0.34至0.77),技能(N=904,SMD=1.00,95%CI:0.46至1.54),和满意度(N=574,SMD=1.19,95%CI:0.09至2.30)。特别是,沉浸式虚拟现实(VR)对知识有显著的正向影响(N=707,SMD=0.60,95CI:0.36至0.83),技能(N=302,SMD=1.60,95CI:0.70至2.50),和满意度(N=406;SMD=1.63,95CI:0.04至3.22)。
结论:XR可能是提高知识水平的可行教学策略,技能,和满意度获取。特别是,沉浸式VR提高了知识,技能,和满意度。XR不能直接替代传统方法,但可以补充预先注册的护理学生的传统教育方法。
OBJECTIVE: This study examined whether educational methods utilizing extended reality (XR) improve pre-registration nursing students\' knowledge, skills, confidence, and satisfaction compared with traditional methods.
METHODS: We conducted a systematic
review and meta-analysis of the effectiveness of XR in nursing education based on the Cochrane methodology.
METHODS: Randomized controlled trials (RCTs) were searched in MEDLINE, CINAHL, ERIC, Web of Science, Cochrane Central Register of Controlled Trials, and Igaku Chuo Zasshi from inception of each database to March 21, 2024.
METHODS: Two authors independently screened study titles and abstracts to identify potentially relevant studies. Subsequently, two reviewers independently assessed the eligibility of the studies based on full-text reviews and extracted the data. They calculated the pooled effect estimates associated with pre-registration nursing students\' knowledge and skills, confidence, and satisfaction using a random-effects meta-analytic model.
RESULTS: Among the 1615 records identified, 128 studies were identified. Following full-text evaluation, 38 studies were included in the systematic
review. The meta-analysis included 34 studies. XR had significant positive effects on knowledge (N = 1926, standard mean difference [SMD] = 0.55, 95 % confidence interval [CI]: 0.34 to 0.77), skills (N = 904, SMD = 1.00, 95 % CI: 0.46 to 1.54), and satisfaction (N = 574, SMD = 1.19, 95 % CI: 0.09 to 2.30). In particular, immersive virtual reality (VR) had significant positive effects on knowledge (N = 707, SMD = 0.60, 95%CI: 0.36 to 0.83), skills (N = 302, SMD = 1.60, 95%CI: 0.70 to 2.50), and satisfaction (N = 406; SMD = 1.63, 95%CI: 0.04 to 3.22).
CONCLUSIONS: XR may be a viable teaching strategy for improving knowledge, skills, and satisfaction acquisition. In particular, immersive VR improves knowledge, skills, and satisfaction. XR could not be a direct replacement for traditional methods but can complement pre-registration nursing students\' traditional education methods.