The Use of Metaverse in Nursing Education: An Umbrella Review

User experience and interface assessment for metaverse platforms on nurses and nursing students: A cross-sectional study

BACKGROUND

The metaverse, a rapidly evolving virtual environment, offers new opportunities for healthcare education. The effectiveness of the metaverse as a learning tool depends on user readiness and platform characteristics.

AIM

This study aimed to examine the current use of metaverse platforms among nurses and nursing students in South Korea and explore the relationship between user characteristics and their metaverse experience, focusing on presence, usability, and user experience.

DESIGN

This was a cross-sectional descriptive study.

SETTINGS

Registered nurses and nursing students from various healthcare settings and educational institutions in South Korea participated in this study.

PARTICIPANTS

This study included 428 participants, comprising 188 nurses and 240 nursing students.

METHODS

Between September and November 2022, participants provided voluntary informed consent. The participants engaged with one of the following two metaverse platforms: ZEPETO (mobile-based) or Gather (screen-based). After four structured exploration phases, the participants completed online questionnaires. These surveys assessed general characteristics, metaverse self-efficacy, sense of presence, usability, and user experience.

RESULTS

Most participants had previous experience with the metaverse and rated their metaverse self-efficacy at 3.60. Nurses scored higher than nursing students in terms of presence, usability, and user experience in the metaverse. Higher work self-efficacy in nurses and academic self-efficacy in nursing students were associated with more positive experiences in the metaverse. Nurses consistently rated higher across all subdomains of presence, usability, and user experience than nursing students. The type of metaverse platform also significantly influenced user experience.

CONCLUSIONS

A significant proportion of Korean nurses and nursing students are familiar with the metaverse, reflecting a global trend towards virtual environments in education and healthcare. Although the metaverse holds promise for healthcare education, its effectiveness depends on user readiness, platform characteristics, and the development of a reliable, structured, and user-friendly educational programme.

Enhancing learning motivation and academic achievement in nursing students through metaverse-based learning: A randomized controlled study

AIM

Generation Z students do not get much benefit from traditional distance education methods. Instead, they need new platforms and methods that will motivate them and increase their success.

METHODS

A randomized controlled study was performed on 42 students. The experimental group students were presented with metaverse, and the control group students were taught the distance education course.

RESULTS

In this study, in the students' Instructional Materials Motivation Survey, the mean scores of both the experimental and control groups exhibited no significant difference before the intervention. Regarding the effect of metaverse-based learning on students' Instructional Materials Motivation Survey, the mean score of the control group was 82.55 ± 13.18, and the mean score of the experimental group was 96.52 ± 9.54 and there was a significant difference between groups after the intervention. When the academic achievement levels of the groups were examined, it was determined that the experimental group scored 76.57 ± 13.33 and the control group received 64.40 ± 16.42 points. It was determined there was a significant difference between the groups in terms of learning motivation and academic achievement.

CONCLUSION

The study results show that the participants accepted the important role of metaverse as an effective learning method compared to traditional distance education methods. It is recommended to expand the use of metaverse in various fields of nursing education.

Demystifying the Technology Barriers of Nurse Educators

BACKGROUND

Technology is pivotal in nursing education, with methods such as the flipped classroom, active learning, and patient simulation becoming integral. Despite this, persistent barriers hinder technology's full integration.

METHODS

An online survey collected data from nursing faculty members (n = 1761) in prelicensure nursing programs. The survey assessed their views on technology, barriers, training needs, and importance in classroom and simulation settings.

RESULTS

Participants highlighted financial support, commitment, and administrative support as critical for technology adoption. Statistical analysis of the results revealed differences in the rankings of the importance of technology, emphasizing the significance of these factors. Additionally, time in the classroom was noted as a significant barrier.

CONCLUSIONS

Technology's role in nursing education continues to expand. Overcoming financial constraints and enhancing faculty buy-in are essential for successful technology integration, ultimately, improving informatics competencies and advancing technological nursing education.

Development of a Metaverse Online Learning System for Undergraduate Nursing Students: A Pilot Study

BACKGROUND

An active online learning environment enables 2-way communication wherein students can engage in problem-based learning and projects, unlike fragmented lecture-style classes.

PURPOSE

This pilot study aimed to develop a metaverse-based online learning system and evaluate its usability.

METHODS

A rapid prototyping model and Gather.town was used to design and develop a metaverse classroom. Participants were 10 nursing students from a college in South Korea. To evaluate usability, 10 tasks were configured and 2 pilot tests were conducted. The degree of difficulty, time required to perform tasks, and students' experience were investigated.

RESULTS

The Metaverse for Education of Nursing Students was successfully completed, incorporating student feedback and addressing identified areas for improvement.

CONCLUSION

This study reflects a learner-centered educational environment through the direct participation in the development process of the instructors who conducted the lectures. The metaverse space can be widely applied in creative nursing education in the future.

Technology: A metaparadigm concept of nursing

Undoubtedly, technology continues to permeate the world at an unprecedented pace. The discipline of nursing is not alien to this phenomenon as nurses continue to employ various technological objects and applications in clinical practice, education, administration and research. Despite the centrality of technology in nursing, it has not been recognised as a metaparadigm domain of interest in the discipline of nursing. Thus, this paper sought to examine if technology truly reflected a metaparadigm domain using the four requirements posited by Fawcett. Using these requirements, we examined the onto-epistemology of technology in relation to nursing and conclude that technology potentially represents a distinct domain that intersects with nursing (particularly, from the humanities perspective). Also, technology encompasses some phenomena of interest to the discipline of nursing, demonstrates perspective-neutrality, and is international in scope and substance albeit with some nuances which do not fit well with nursing onto-epistemology. Put together, it is highlighted that technology intersects with the existing metaparadigm domains (person, health, environment and nursing) which positions it as a potential phenomenon of interest to the discipline of nursing requiring further work to articulate its position and role.

Mobile learning in nursing education: A bibliometric analysis and visualization

AIM

This study performed a bibliometric analysis of studies related to mobile learning in the field of nursing education.

METHODS

The Scopus database was used to determine the most frequently cited studies on mobile learning in nursing education. VOSviewer and Bibliometrix were employed for bibliometric analysis and visualization. Science mapping and performance analysis was adopted from bibliometric analysis techniques. In addition, a synthetic knowledge synthesis approach was used.

RESULTS

A total of 234 publications were published in 107 sources in 2002-2023. The publications had 8797 citations, an average of 88 citations per publication. In terms of total link strength (TLS), links, a number of articles and citations, the US led all other countries in the field. Regarding authors, Hwang was the most frequently cited authors (n = 348). According to trend topics analysis, the keywords "gamification", "simulation", "attitude", "clinical competence" and "online learning" have emerged in the field.

CONCLUSION

Research on mobile learning in nursing education has been increasing in recent years. The findings of this study can provide new ideas in the applications of mobile learning in nursing education to researchers or nursing faculties in the field.

Values Clarification Exercises to Prepare Nursing Students for Artificial Intelligence Integration

Artificial intelligence (AI) is rapidly revolutionizing health care and education globally, including nursing practice and education. The responsible utilization of AI in a nursing context requires thoughtful consideration of its alignment with nursing values such as compassionate and patient-centered care provision, and respect for diverse perspectives. Values clarification, a vital teaching strategy in nursing education, can reinforce the foundational values and beliefs that guide nursing practice, thereby facilitating nurses' critical evaluation of the ethical implications of AI implementation. The early introduction of values clarification into nursing education (a) provides students with a framework to prioritize and reflect on the impact of nursing values on their practice, (b) enables educators to make informed decisions and enhance teaching strategies, (c) contributes to the continual improvement of nursing education programs, and (d) fosters an ethical and values-driven approach to the integration of AI into nursing education and practice. This article examines the integration of values clarification into nursing education, offers strategies for nurse educators to integrate AI into their teaching toolkit effectively and ethically, and addresses concerns regarding potential misuses of AI.