Impacts of VR simulation on nursing students' competence, confidence, and satisfaction: A systematic review and meta-analysis of randomised controlled trials
Ropponen, P.; Tomietto, M.; Pramila-Savukoski, S.; Kuivila, H.; Koskenranta, M.; Liaw, S. Y.; Mikkonen, K. (2025-04-21)
Elsevier
21.04.2025
Ropponen, P., Tomietto, M., Pramila-Savukoski, S., Kuivila, H., Koskenranta, M., Liaw, S. Y., & Mikkonen, K. (2025). Impacts of VR simulation on nursing students’ competence, confidence, and satisfaction: A systematic review and meta-analysis of randomised controlled trials. Nurse Education Today, 152, 106756. https://doi.org/10.1016/j.nedt.2025.106756.
https://creativecommons.org/licenses/by/4.0/
© 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
© 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202504282958
https://urn.fi/URN:NBN:fi:oulu-202504282958
Tiivistelmä
Abstract
Aims
This systematic review aimed to examine educational interventions using virtual reality simulations and test their effects upon nursing students' competence (including knowledge, skills, attitudes), confidence, and satisfaction.
Design
Systematic review and meta-analysis.
Data sources
Six electronic databases (CINAHL, Pubmed, ProQuest, Scopus, Medic, and Web of Science) were searched by title and abstract from 1.1.2019 to 26.3.2024.
Methods
The Joanna Briggs Institute's Revised Checklist for Randomized Controlled Trials was used to appraise the selected articles critically. Meta-analysis was done for all studies from which the mean and standard deviation could be obtained (n = 17). A narrative analysis was done for all included studies (n = 19).
Results
The systematic review included 19 RCT studies, covering 769 nursing students. Meta-analysis results showed that virtual reality simulations can be successfully used in developing nursing students' knowledge and skills. According to narrative analysis, the research focus is still on concrete clinical skills. More studies are needed regarding clinical reasoning and interaction in teamwork in multi-user scenarios.
Conclusions
Virtual reality simulations have considerable potential to enhance nursing students' competence, particularly in terms of knowledge acquisition and clinical skill development. However, a research gap exists on their impact on fostering critical thinking, decision-making, and the development of attitudes.
Implications for the research and education
Future studies should prioritise critical thinking, decision-making, and the development of attitudes, especially in the context of teamwork and collaborative scenarios, alongside more detailed reporting of intervention methodologies to better utilise existing findings. Additionally, with the increasing use of remote and independently conducted VR simulations, the role of debriefing requires greater emphasis to optimise learning outcomes in both educational and research settings.
Reporting method
PRISMA.
Patient or public contribution
No patient or public contribution.
Aims
This systematic review aimed to examine educational interventions using virtual reality simulations and test their effects upon nursing students' competence (including knowledge, skills, attitudes), confidence, and satisfaction.
Design
Systematic review and meta-analysis.
Data sources
Six electronic databases (CINAHL, Pubmed, ProQuest, Scopus, Medic, and Web of Science) were searched by title and abstract from 1.1.2019 to 26.3.2024.
Methods
The Joanna Briggs Institute's Revised Checklist for Randomized Controlled Trials was used to appraise the selected articles critically. Meta-analysis was done for all studies from which the mean and standard deviation could be obtained (n = 17). A narrative analysis was done for all included studies (n = 19).
Results
The systematic review included 19 RCT studies, covering 769 nursing students. Meta-analysis results showed that virtual reality simulations can be successfully used in developing nursing students' knowledge and skills. According to narrative analysis, the research focus is still on concrete clinical skills. More studies are needed regarding clinical reasoning and interaction in teamwork in multi-user scenarios.
Conclusions
Virtual reality simulations have considerable potential to enhance nursing students' competence, particularly in terms of knowledge acquisition and clinical skill development. However, a research gap exists on their impact on fostering critical thinking, decision-making, and the development of attitudes.
Implications for the research and education
Future studies should prioritise critical thinking, decision-making, and the development of attitudes, especially in the context of teamwork and collaborative scenarios, alongside more detailed reporting of intervention methodologies to better utilise existing findings. Additionally, with the increasing use of remote and independently conducted VR simulations, the role of debriefing requires greater emphasis to optimise learning outcomes in both educational and research settings.
Reporting method
PRISMA.
Patient or public contribution
No patient or public contribution.
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