Effectiveness of Non-Immersive Virtual Reality Simulation in Learning Knowledge and Skills for Nursing Students: Meta-analysis

Abstract

BackgroundNonimmersive virtual reality (NVR) provides a window into a virtual world that is displayed on a computer screen. The technology recreates real clinical scenarios and provides engaging learning experiences. As a novel teaching modality, NVR has been applied in nursing education with varying results. MethodsMeta-analysis. ResultsThirteen trials involving 896 participants were included. Nursing students receiving NVR simulation showed greater increases in knowledge (posttest minus pretest scores) than those receiving mannequin-based simulation (SMD = 0.42, 95%CI = [0.08,0.77], p = .02), didactic education (SMD = 0.54, 95%CI = [0.21,0.88], p = .001), and nonintervention strategies (SMD = 0.87, 95%CI = [0.53,1.21], p < .001). Students receiving NVR simulation performed better (posttest scores only) than those receiving mannequin-based simulation (SMD = 0.58, 95%CI = [0.34,0.82], p < .001), didactic education (SMD = 1.72, 95%CI = [1.15,2.29], p < .001), and nonintervention strategies (SMD = 0.39, 95%CI = [0.03,0.75], p = .03). Students receiving NVR simulation reported higher self-efficacy/confidence (posttest scores only, SMD = 0.45, 95%CI = [0.20,0.70], p < .001) and satisfaction (posttest scores only, SMD = 0.92, 95%CI = [0.67,1.17], p < .001) than those receiving other educational strategies. ConclusionNVR simulation can effectively improve knowledge, performance, and self-efficacy/confidence of nursing students, and they are more satisfied with this teaching method. As a promising learning strategy, it may complement mannequin-based simulation to better prepare nursing students for clinical practice.