National Evidence-based Healthcare Collaborating Agency, Seoul, Republic of Korea.
College of Nursing, Kyungbok University, Namyangju, Republic of Korea.
Int J Nurs Pract. 2024 Dec;30(6):e13284. doi: 10.1111/ijn.13284. Epub 2024 Aug 6.
This review examined the impact of virtual reality (VR) training on nursing students' clinical skill performance and identified essential features of VR training.
VR provides immersive content, simulating real-life scenarios and preventing errors in clinical settings.
This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines.
Studies were obtained from Ovid-EMBASE, MEDLINE, CINAHL and PubMed.
Studies related to VR training published from 1 January 2000 to 8 May 2024 were included. Comprehensive Meta-Analysis 4.0 software was used for meta-analysis and random effects meta-regression. The overall effect was assessed with Hedges' g and Z-statistics (p < 0.05). Heterogeneity was measured using I-squared (I) statistics.
Among the 31 476 studies, 11 randomized controlled trial studies were included. Meta-analysis demonstrated a significant improvement in clinical skill performance, with a medium to large effect (g = 0.61) in the VR group (Z = 3.80, p < 0.001). Subgroup analyses highlighted higher nursing skills in the VR training topic. Meta-regression revealed that the VR training topic (β = 1.23, p < 0.001) and method of VR training (β = -0.53, p = 0.05) were significant covariates influencing clinical skill performance.
VR training improves nursing students' clinical skill performance, addressing shortcomings in the clinical practicum.
本综述考察了虚拟现实 (VR) 培训对护理学生临床技能表现的影响，并确定了 VR 培训的基本特征。
VR 提供沉浸式内容，模拟真实场景，防止临床环境中的错误。
本系统评价和荟萃分析遵循系统评价和荟萃分析的首选报告项目 (PRISMA) 指南。
研究从 Ovid-EMBASE、MEDLINE、CINAHL 和 PubMed 获得。
纳入 2000 年 1 月 1 日至 2024 年 5 月 8 日发表的与 VR 培训相关的研究。使用 Comprehensive Meta-Analysis 4.0 软件进行荟萃分析和随机效应荟萃回归。使用 Hedges'g 和 Z 统计量（p<0.05）评估总体效果。使用 I 平方 (I) 统计量测量异质性。
在 31,476 项研究中，有 11 项随机对照试验研究被纳入。荟萃分析显示，VR 组的临床技能表现有显著改善，具有中到大效应（g=0.61）（Z=3.80，p<0.001）。亚组分析突出了 VR 培训主题中更高的护理技能。元回归显示，VR 培训主题（β=1.23，p<0.001）和 VR 培训方法（β=-0.53，p=0.05）是影响临床技能表现的重要协变量。
VR 培训提高了护理学生的临床技能表现，解决了临床实习中的不足。
