背景:在世界医疗保健系统中,加强护士的能力和专业精神已成为一个问题。在医疗系统中获得临床护理能力需要更多的努力,需要额外的培训。医学教育和培训已经开始使用数字技术,例如虚拟现实(VR)。这项研究的目的是检查VR在认知方面的功效,情感,护士的心理运动结果和学习满意度。
方法:该研究搜索了八个数据库(Cochrane库,EBSCOHost,Embase,OVIDMEDLINE,ProQuest,PubMed,Scopus,和WebofScience)的文章符合这些标准:(I)护理人员,(ii)任何虚拟现实技术对教育的干预,所有水平的沉浸,[1]随机对照试验和准实验研究,(四)发表的文章和未发表的论文。测量标准化的平均差异。随机效应模型用于测量研究的主要结果,显著性水平为p<0.05。应用I2统计评估来确定研究的异质性水平。
结果:共确定了6740项研究,其中12项研究有1470名参与者符合纳入标准.荟萃分析显示认知方面的显着改善(标准化平均差[SMD]=1.48;95%CI=0.33-2.63;p=.011,I2=94.88%),情感方面(SMD=0.59;95%CI=0.34-0.86;p<.001,I2=34.33%),精神运动方面(SMD=0.901;95%CI=0.49-1.31;p<.001,I2=80.33%),与对照组相比,接受VR干预的组的学习满意度(SMD=0.47;95%CI=0.17-0.77;p=.002,I2=0%)方面。亚组分析发现,因变量(例如,沉浸水平)并不能改善研究结果。证据质量较低,受到主要方法学问题的影响。
结论:VR作为提高护士能力的替代方法可能是有利的。需要对较大样本进行随机对照试验(RCT),以加强VR在各种临床护士环境中的作用的证据。ROSPERO注册号:CRD42022301260。
BACKGROUND: In the healthcare systems of the world, reinforcing the competence and professionalism of nurses has become a concern. Gaining clinical nursing competence in the healthcare system requires more effort, and additional training is required. Medical education and training have begun using digital technologies, such as virtual reality (VR). The purpose of this research was to examine the efficacy of VR in terms of cognitive, emotional, and
psychomotor outcomes and learning satisfaction in nurses.
METHODS: The study searched eight databases (Cochrane library, EBSCOHost, Embase, OVID MEDLINE, ProQuest, PubMed, Scopus, and Web of Science) for articles that met these criteria: (i) nursing staff, (ii) any virtual reality technology intervention for education, all levels of immersion, [1] randomized control trial and quasi-experiment study, and (iv) published articles and unpublished theses. The standardized mean difference was measured. The random effect model was applied to measure the main outcome of the study with a significance level of p < .05. The I2 statistic assessment was applied to identify the level of heterogeneity of the study.
RESULTS: A total of 6740 studies were identified, of which 12 studies with 1470 participants met the criteria for inclusion. The meta-analysis showed a significant improvement in the cognitive aspect (standardized mean difference [SMD] = 1.48; 95% CI = 0.33-2.63; p = .011, I2 = 94.88%), the affective aspect (SMD = 0.59; 95% CI = 0.34-0.86; p < .001, I2 = 34.33%), the
psychomotor aspect (SMD = 0.901; 95% CI = 0.49-1.31; p < .001, I2 = 80.33%), and learning satisfaction (SMD = 0.47; 95% CI = 0.17-0.77; p = .002, I2 = 0%) aspects of the groups that received the VR intervention compared to the control groups. Subgroup analysis found that dependent variables (e.g., level of immersion) did not improve study outcomes. The quality of evidence was low which is affected by major methodological issues.
CONCLUSIONS: VR may favorable as alternative method to increase nurse competencies. Randomized controlled trials (RCTs) on larger samples are needed to strengthen the evidence for the effect of VR in various clinical nurse settings. ROSPERO registration number: CRD42022301260.