Evidence map›Paper›PMID 40916170›Full record

Trial reportKorean journal of medical education2025

The effect of immersive simulation-based learning on an anatomy program in nursing education: a quasi-experimental study.

Lahoucine Ben Yahya, Mohamed Radid, Mohamed El Yaagoubi, Lahcen Elmoumou, Otmane Abouri, Aziz Naciri, Ghizlane Chemsi

Abstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Korean journal of medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Lahoucine Ben YahyaLaboratory of Sciences and Technologies of Information and Education, Faculty of Sciences Ben M'Sik, Hassan II University of Casablanca, Casablanca, Morocco.
Mohamed RadidLaboratory of Sciences and Technologies of Information and Education, Faculty of Sciences Ben M'Sik, Hassan II University of Casablanca, Casablanca, Morocco.
Mohamed El YaagoubiHigh Institute of Nursing Professions and Health Techniques, ISPITS Agadir-Annex Tiznit, Tiznit, Morocco.
Lahcen ElmoumouBiotechnology, Environment and Health Team, Laboratory of Sciences of Health and Environment, High Institute of Nursing Professions and Health Techniques, ISPITS Agadir-Annex Tiznit, Tiznit, Morocco.
Otmane AbouriLaboratory of Inflammatory Cellular and Molecular Physiopathology, Degenerative and Oncological, Faculty of Medicine and Parmacy, Hassan II University of Casablanca, Casablanca, Morocco.
Aziz NaciriLaboratory of Sciences and Technologies of Information and Education, Faculty of Sciences Ben M'Sik, Hassan II University of Casablanca, Casablanca, Morocco.
Ghizlane ChemsiLaboratory of Mathematics, Artificial Intelligence, and Digital Learning, Hassan II University of Casablanca, Casablanca, Morocco.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purposeThis study explores how immersive simulation-based learning affects nursing students' engagement, motivation, satisfaction, self-confidence, and knowledge gains in anatomy education.

methodsA quasi-experimental study was carried out from January to February 2025 among nursing students. A total of 76 participants were randomly assigned to one of two groups: an experimental group receiving immersive simulation (n=38) and a control group following traditional instruction (n=38). A pre- and post-intervention test framework was implemented to evaluate changes in student engagement, motivation, satisfaction, self-confidence, and knowledge acquisition. Data analysis was done through non-parametric tests, specifically the Mann-Whitney U and Wilcoxon signed-rank test, with IBM SPSS.

resultsThe immersive simulation group demonstrated significant improvements in motivation (Z=-4.407, p<0.001), engagement (Z=-3.555, p<0.001), knowledge acquisition (Z=-3.213, p=0.001), and self-confidence (Z=-2.054, p=0.040) compared to the traditional method group. Nevertheless, the difference in learning satisfaction between the two groups was not statistically significant (Z=-1.660, p=0.097).

conclusionThese findings indicate that immersive simulation has a positive effect on nursing students' motivation, engagement, self-confidence, and knowledge acquisition. While satisfaction levels were comparable between groups, immersive simulation presents a valuable complement to traditional teaching methods and may help address educational challenges in healthcare training.

Indexed as

AnatomyEducation, NursingEducation, Nursing, BaccalaureateSimulation TrainingStudents, NursingAdultEducational MeasurementFemaleHumansLearningMaleMotivationPersonal SatisfactionProblem-Based LearningSelf ConceptYoung AdultComputer simulationMoroccoNursing educationSimulation trainingVirtual reality

Identifiers

PMID40916170
PMCPMC12415391

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC
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Registered trials

None linked

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 OpenQuestion graph.