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.

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中文翻译：

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虚拟现实在护理教育中的有效性：荟萃分析。


背景：虚拟现实（VR）是利用计算机技术创建一个交互式的三维（3D）世界，给用户一种空间临场感。在护理教育中，VR 已被用来帮助优化教学过程。目的：本研究的目的是评估虚拟现实在护理教育中在知识、技能、满意度、信心和执行时间方面的有效性。方法：我们基于 Cochrane 方法对 VR 在护理教育中的有效性进行了荟萃分析。使用 Cochrane 图书馆、Web of Science、PubMed、Embase 和 CINAHL（护理和联合健康文献累积索引）进行了截至 2019 年 12 月的电子文献检索，以确定报告 VR 对知识、技能、满意度、信心和表现时间。研究选择和数据提取由两名独立评审员进行。所选研究的方法学质量是使用偏倚风险评估的 Cochrane 标准确定的。结果：共纳入12项研究，821名受试者，进入最终分析。我们发现 VR 在提高知识方面比对照条件更有效（标准均差 [S​​MD]=0.58，95% CI 0.41-0.75，P<.001，I2=47%）。然而，VR和控制条件在技能（SMD=0.01，95% CI –0.24至0.26，P=.93，I2=37%）、满意度（SMD=0.01，95% CI –0.79至0.26）、满意度（SMD=0.01，95% CI –0.79至0.80，P=.99，I2=86%）、置信度（SMD=0.00，95% CI –0.28 至 0.27，P=.99，I2=0%）和执行时间（SMD=–0.55，95% CI） –2.04 至 0.94，P=.47，I2=97%）。 结论：本研究结果表明，VR可以有效提高护理教育知识，但在技能、满意度、信心和执行时间方面并不比其他教育方法更有效。有必要进行更大样本量的进一步严格研究来证实这些结果。


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