Quah Tze Ching Shyanne, Lau Ying, Ang Wen Wei, Lau Siew Tiang
Changi General Hospital, Singapore.
The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong.
Nurse Educ Today. 2025 May;148:106625. doi: 10.1016/j.nedt.2025.106625. Epub 2025 Feb 13.
Immersive virtual reality (IVR) is increasingly used in education as an alternative to traditional pedagogy. Although promising learning outcomes have been reported using immersive virtual reality, the users' experience has not been fully explored.
To consolidate evidence on immersive virtual reality experiences in healthcare clinical training for undergraduate nursing and allied health students.
A mixed-studies systematic review. Quantitative and qualitative studies involving nursing or allied health students were selected, researching head-mounted gear through experience outcomes. Both published and unpublished studies in the English language from 2013 to 2024 were included. Methodological quality was assessed using the mixed methods appraisal tool. Thematic analysis was used for qualitative findings and narrative analysis was used for quantitative findings. Convergent data synthesis approaches were used to integrate both results.
A total of 93 studies were selected, encompassing 11 RCTs, 34 Quasi-experimental, 15 quantitative, 12 qualitative, and 21 mixed-method studies. The results showed that immersive virtual reality augmented learning experiences. The widespread positive response to using IVR in healthcare education exemplifies its promising potential. Three integrated themes were identified: (1) the versatility of IVR, (2) heuristic learning, and (3) the inappropriacy of IVR.
IVR can enhance clinical and educative efficiency in the learning experiences of nursing and allied health students. Future research should aim to idealise feasibility by addressing discomfort or motion sickness caused by VR systems and finding alternative cost-saving mediums.
沉浸式虚拟现实（IVR）在教育中越来越多地被用作传统教学法的替代方法。尽管有报道称使用沉浸式虚拟现实取得了有前景的学习成果，但用户体验尚未得到充分探索。
整合本科护理和相关健康专业学生在医疗临床培训中沉浸式虚拟现实体验的证据。
混合研究系统综述。选择涉及护理或相关健康专业学生的定量和定性研究，通过体验结果研究头戴式设备。纳入2013年至2024年以英文发表和未发表的研究。使用混合方法评估工具评估方法学质量。定性研究结果采用主题分析，定量研究结果采用叙述分析。采用收敛数据综合方法整合两者结果。
共选择了93项研究，包括11项随机对照试验、34项准实验、15项定量、12项定性和21项混合方法研究。结果表明，沉浸式虚拟现实增强了学习体验。在医疗教育中使用IVR的广泛积极反应体现了其有前景的潜力。确定了三个综合主题：（1）IVR的多功能性，（2）启发式学习，（3）IVR的不适用性。
IVR可以提高护理和相关健康专业学生学习体验中的临床和教育效率。未来的研究应旨在通过解决VR系统引起的不适或晕动病并找到替代的节省成本的媒介来使可行性理想化。
