Korean J Women Health Nurs > Volume 28(3); 2022 > Article |
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Authors’ contributions
Conceptualization: Hwang S, Kim HK; Formal analysis: Kim HK; Writing–original draft: Hwang S, Kim HK; Writing–review & editing: Kim HK.
Conflict of interest
Hyun Kyoung Kim has been Associate editor of Korean Journal of Women Health Nursing since 2022. She was not involved in the review process of this manuscript. Otherwise, there is no conflict of interest to declare.
First author (year) | Reference No | Country | Setting | Study design | Participants | No. of participants (Exp/Cont) |
---|---|---|---|---|---|---|
Weideman (2014) | [35] | United States | Virtual community | Single-group pre- and post-test | Second-year students | 91 |
Agrawal (2016) | [36] | India | Virtual classroom | One-group pre- and post-test intervention design | Fourth-year students | 83 |
Cobbett (2016) | [37] | Canada | Virtual simulation | Randomized controlled trials | Third-year students | 55 (27/28) |
Kang (2020) | [38] | Korea | Virtual simulation | One-group pre- and post-test study | Unspecified students | 47 |
Hudder (2021) | [39] | Canada | Virtual simulation | Quasi-experimental design | Second-year students | 35 (24/11) |
Riley (2021) | [40] | United States | Learning management system | Two-group cohort study | Third-year students | 111 (59/55) |
Yu (2021) | [41] | Korea | Virtual simulation | Non-equivalent control group design | Third-year students | 50 (25/25) |
Author (year) | Reference No | Title of intervention | Intervention comparator | Intervention tool | Measurement scales | Time span | Number of sessions | Themes of intervention |
---|---|---|---|---|---|---|---|---|
Weideman (2014) | [35] | Virtual pregnancy model | - | YouTube virtual simulation | Four questions | Introductory clinical course | - | Introduction, live pregnancy virtual character and newborn |
Agrawal (2016) | [36] | Maternal and newborn health | - | OSCE checklist | OSCE performance | 72 hours | - | Labor management, newborn care, newborn resuscitation, partograph, infection prevention |
Cobbett (2016) | [37] | Virtual clinical simulation | High-fidelity mannequin simulation (face to face) | vSim | Test & survey | Maternity nursing course | - | Caring for pregnant women with preeclampsia |
Kang (2020) | [38] | vSim for Nurses | - | vSim | Survey | 4-day class | 5 phases | Maternal nursing scenarios |
Hudder (202 1 ) | [39] | Newborn virtual simulator | Traditional lab-based group | VR | Questionnaire & rubric | Fall semester | - | Respiratory assessment, evaluating environmental scans, hand hygiene |
Riley (2021) | [40] | Virtual LMS | In person clinical learning | Combined simulation experience | Student performance | Course semester 7.5 weeks | Twice every spring semester | Infants of mothers with diabetes, women’s health, childbearing experience, maternal care, and neonatal care |
Student satisfaction | ||||||||
Yu (2021) | [41] | High-risk neonatal infection control | Only NICU clinical practice | VR simulation program | HirNIC knowledge | 90 minutes | 5 sessions | Introduction, use of VR, basic care, feeding, skin care, and environmental management discussion |
Self-efficacy | ||||||||
Learner satisfaction |
Author (year) | Reference No | Intervention format | Primary outcomes | Secondary outcomes | Experimental group, | Control group, | t or F | p or 95% CI |
---|---|---|---|---|---|---|---|---|
Mean±SD or n (%) | Mean±SD or n (%) | |||||||
Weideman (2014) | [35] | Virtual patients | Learning competency | - | Total 91.10±22.03 | Total 183.68±12.87 | Total 34.67 | Total <.01 |
① Ability to anticipate women’s needs | ①50.78±14.55 | 93.11±8.95 | 22.89 | <.01 | ||||
② Discomfort of pregnancy | ②24.95±10.26 | 42.09±7.38 | 12.16 | <.01 | ||||
③ Warning signs | ③31.54±9.99 | 48.69±3.70 | 16.30 | <.01 | ||||
④ Differentiation | ④24.29±12.84 | 66.15±5.92 | 29.60 | <.01 | ||||
Agrawal (2016) | [36] | Competency-based training using a virtual classroom | ① Performance of maternal newborn nursing skill | ② Educational needs improvement for VR | Pre | Post | ①Pre <.001 | |
① 21.3 | ① 62 | (95% CI, 19.9–22.6) | ||||||
② 83 (100.%) | ② 21 (22.8%) | Post <.001 | ||||||
(95% CI, 60.3–63.7) | ||||||||
Cobbett (2016) | [37] | Virtual simulation (vSim) | ① Knowledge of preeclampsia | ③ Anxiety | ① 4.12±1.54 | 4.80±1.54 | 1.75 | .09 |
② Knowledge of group B Streptococcus | ④ Self-confidence | ② 6.40±1.73 | 6.82±1.25 | 1.02 | .31 | |||
③ 73.26±19.95 | 57.75±15.25 | −3.2 | .002 | |||||
④ 104.89±17.52 | 115.25±21.95 | 1.93 | .059 | |||||
Kang (2020) | [38] | Virtual simulation (vSim) | ① Critical thinking | ② Self-directed learning ability | ① 98.83±9.44 | 97.96±9.81 | 0.439 | .872 |
② 154.91±17.89 | 155.45±16.44 | –0.150 | .881 | |||||
Hudder (2021) | [39] | Virtual simulation film | ① Knowledge of newborn assessment | ② Satisfaction and self-confidence | ① 2.80±1.90 | 1.18 ± 2.01 | –2.27 | .03 |
② 49.08±5.42 | 56.23 ± 6.35 | 3.16 | .001 | |||||
Riley (2021) | [40] | Learning management system | ① Performance of high-risk newborn care | ② Satisfaction | ① 51.46±3.52 | 51.44±3.77 | t=.03 | .95 |
② 4.53 (-) | 4.70 (-) | z=–2.26 | (95% CI: 50.42–52.45) | |||||
<.24 (r=.04) | ||||||||
Yu (2021) | [41] | Virtual reality simulation application | ① Knowledge of newborn care | ② Self-efficacy | ① 23.44±2.15 | 23.29±1.92 | 272.00 | .213 |
③ Satisfaction | ② 8.57±0.98 | 7.72±1.37 | –2.16 | .018 | ||||
③ 4.79±0.35 | 4.13±0.47 | –5.59 | <.001 |
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