SynthesisBMC medical education2026
Effectiveness of virtual reality disaster education on the performance of nursing students: a systematic review and meta-analysis.
Synthesis in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDisaster education is essential in nursing students to prepare students for crises. Virtual reality (VR) technology offers a promising training approach.
objectiveTo estimate the difference in performance, time to complete performance, cognitive learning, and self-efficacy of nursing students in VR disaster education compared to traditional education only.
methodsPubMed, EMBASE, CENTRAL, CINAHL, and ProQuest Dissertations & Theses Global were searched from inception to 22 January 2025. We included randomized controlled trials (RCTs) and non-RCTs that investigated the effect of VR disaster education on performance, time to complete performance, cognitive learning, and self-efficacy. The Risk Of Bias In Non-randomized Studies of Interventions, Version 2 (ROBINS-I V2) was used to assess risk of bias. A random-effects model was used to pool the effect estimates across studies. I
resultsOf the 307 articles identified, two quasi-experimental studies (non-RCTs) were included (n = 220). The time to complete the performance was significantly lower in the VR disaster education compared to the control group (mean difference [MD]: -45.18 s; 95% confidence interval [CI]; -52.06 to -38.30), with no evidence of heterogeneity (I
conclusionsVR-based disaster education has the potential to improve completion times in decontamination scenarios, which may contribute to enhanced nursing students' efficiency in emergency response. However, its effects on performance scores and cognitive learning remain inconclusive, due to non-significant pooled estimates and considerable heterogeneity across studies. Further high-quality RCTs with longer intervention durations are needed to validate these findings.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.