Content area
Aim
This review determined the effectiveness of education based on extended reality (XR) for nursing and midwifery students’ anatomy, physiology and pathology education.
BackgroundUnderstanding anatomy, physiology and pathology is essential for nursing and midwifery students. XR improves health science students’ anatomical knowledge more than traditional education; however, consistent findings regarding nursing and midwifery students remain lacking.
DesignSystematic review and meta-analysis.
MethodsWe searched MEDLINE, CINAHL, Web of Science, ERIC, CENTRAL and Igaku Chuo Zasshi databases. All randomized controlled trials (RCTs) on XR’s effectiveness for nursing and midwifery students’ anatomy, physiology and pathology education were identified. Pooled effect estimates related to knowledge and learning load were calculated. The certainty of evidence was assessed using the Grading of Recommendations Assessment, Development and Evaluation approach.
ResultsWe searched 619 references and identified 6 RCTs. Compared with traditional education, XR moderately positively affected post-education knowledge, but there was no significant difference (five trials; SMD = 1.04 [95 % CI: −0.25–2.33]). Regarding differences in knowledge pre- and post-education, XR showed a large positive effect (four trials; SMD = 5.86 [95 % CI: 2.48–9.25]) and exhibited a moderately significant negative effect on learning load (three trials; SMD = −0.45 [95 % CI: −0.75 to −0.14]). The certainty of evidence was “very low” and “low” for knowledge and learning load, respectively.
ConclusionXR use in nursing and midwifery students’ anatomy, physiology and pathology education yielded a low learning load and effectively improved knowledge. Nevertheless, few studies were included in the meta-analysis, necessitating large RCTs
Details
Researchers;
Anatomy;
Information Seeking;
Obstetrics;
Educational Environment;
Database Management Systems;
Doctoral Dissertations;
Physiology;
Pathology;
Educational Quality;
Competence;
Control Groups;
Influence of Technology;
Educational Methods;
Medical Education;
Educational Technology;
Meta Analysis;
Databases;
Search Strategies;
Computer Software Reviews;
Eligibility;
Nursing
Augmented reality;
Students;
Databases;
Midwifery;
Intervention;
Midwifery education;
Virtual reality;
Medical education;
Learning;
Textbooks;
Systematic review;
Anatomy;
Meta-analysis;
Knowledge;
Midwives;
Anatomy & physiology;
Didacticism;
Nursing;
Software;
Clinical medicine;
Researchers;
Pathology;
Registration;
Clinical trials;
Bias;
Health sciences;
Education;
Reality;
Disorders;
Nurses;
Medical research;
Effectiveness
; Kawashima, Tetsuharu 1
; Ota, Yuma 2 ; Watanabe, Mayumi 1 ; Nishimura, Ayako 2 ; Sakuramoto, Hideaki 3 1 College of Nursing, Kanto Gakuin University, Yokohama, Japan
2 Faculty of Healthcare, Division of Nursing, Tokyo Healthcare University, Shinagawa, Japan
3 Department of Critical Care and Disaster Nursing, Japanese Red Cross Kyushu International College of Nursing, Munakata, Japan