Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis

doi:10.2196/18290

Paper

Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis

Published Feb 17, 2020 · Feng-Qin Chen, Yu-Fei Leng, Jian-Feng Ge

Journal of Medical Internet Research

Q1 SJR score

262

Citations

7

Influential Citations

Open Access PDF Full text Semantic Scholar

Abstract

Background Virtual reality (VR) is the use of computer technology to create an interactive three-dimensional (3D) world, which gives users a sense of spatial presence. In nursing education, VR has been used to help optimize teaching and learning processes. Objective The purpose of this study was to evaluate the effectiveness of VR in nursing education in the areas of knowledge, skills, satisfaction, confidence, and performance time. Methods We conducted a meta-analysis of the effectiveness of VR in nursing education based on the Cochrane methodology. An electronic literature search using the Cochrane Library, Web of Science, PubMed, Embase, and CINAHL (Cumulative Index to Nursing and Allied Health Literature), up to December 2019 was conducted to identify studies that reported the effectiveness of VR on knowledge, skills, satisfaction, confidence, and performance time. The study selection and data extraction were carried out by two independent reviewers. The methodological quality of the selected studies was determined using the Cochrane criteria for risk-of-bias assessment. Results A total of 12 studies, including 821 participants, were selected for the final analysis. We found that VR was more effective than the control conditions in improving knowledge (standard mean difference [SMD]=0.58, 95% CI 0.41-0.75, P<.001, I2=47%). However, there was no difference between VR and the control conditions in skills (SMD=0.01, 95% CI –0.24 to 0.26, P=.93, I2=37%), satisfaction (SMD=0.01, 95% CI –0.79 to 0.80, P=.99, I2=86%), confidence (SMD=0.00, 95% CI –0.28 to 0.27, P=.99, I2=0%), and performance time (SMD=–0.55, 95% CI –2.04 to 0.94, P=.47, I2=97%). Conclusions The results of this study suggest that VR can effectively improve knowledge in nursing education, but it was not more effective than other education methods in areas of skills, satisfaction, confidence, and performance time. Further rigorous studies with a larger sample size are warranted to confirm these results.

Meta-Analysis

Rigorous Journal

Highly Cited

Study Snapshot

Key takeawayVirtual reality effectively improves knowledge in nursing education, but shows no significant difference in skills, satisfaction, confidence, and performance time compared to other methods.

PopulationOlder adults (50-71 years)

Sample size24

MethodsObservational

OutcomesBody Mass Index projections

ResultsSocial networks mitigate obesity in older groups.

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Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis

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Citations

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Nonimmersive virtual reality simulation training reduces task completion time for specific activities in isolation wards, but does not significantly surpass traditional methods in imparting theoretical knowledge.

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The developed virtual reality intervention effectively reduces exposure to endocrine disruptors in female adolescents, improving their knowledge and sensitivity to women's reproductive health issues.

Virtual reality simulation as a learning activity for nursing students in mental health practice.

VR simulation in mental health education increases nursing students' confidence in therapeutic relational and communication skills, preparing them for clinical practice and enhancing patient safety.