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Effectiveness of extended reality-based education on nursing and midwifery students’ knowledge of anatomy, physiology and pathology: A systematic review and meta-analysis

Furkejuvvon:
Publikašuvnnas:Nurse Education in Practice vol. 84 (Mar 2025), p. 104343
Váldodahkki: Aikawa, Gen
Eará dahkkit: Kawashima, Tetsuharu, Ota, Yuma, Watanabe, Mayumi, Nishimura, Ayako, Sakuramoto, Hideaki
Almmustuhtton:
Elsevier Limited
Fáttát:
Physiology
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
Masters Theses
Information Seeking
Obstetrics
Educational Environment
Database Management Systems
Doctoral Dissertations
Educational Quality
Competence
Control Groups
Influence of Technology
Educational Methods
Educational Technology
Meta Analysis
Search Strategies
Computer Software Reviews
Eligibility
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Abstrákta:Aim This review determined the effectiveness of education based on extended reality (XR) for nursing and midwifery students’ anatomy, physiology and pathology education. Background Understanding 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. Design Systematic review and meta-analysis. Methods We 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. Results We 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. Conclusion XR 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
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2025.104343
Gáldu:Sociology Database