ArticleBMC medical education2025
Virtual reality simulation to teach communication for undergraduate nursing students: a scoping review.
Article in BMC 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.
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.
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
1 citing paper in PubMed.
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEffective communication critically influences nursing care quality. Developing communication skills requires sustained practice, but conventional training faces implementation barriers. Virtual reality (VR) technology, by generating realistic and controllable clinical environments, possesses inherent advantages for clinical communication training. This scoping review maps evidence on VR simulation for developing communication skills in undergraduate nursing education.
methodsA systematic search was conducted in 8 databases from inception to January 2025: CINAHL, Scopus, Embase, Web of Science, Cochrane CENTRAL, Ovid MEDLINE ALL, PsycINFO and ERIC. PubMed was additionally searched to ensure coverage completeness. This review focused on studies on VR simulation as a pedagogical intervention for training communication skills in undergraduate nursing education. Educational settings included academic institutions and clinical environments. Data were extracted and organized using a modified extraction tool from the Joanna Briggs Institute (JBI) reviewers' manual. Qualitative analysis followed a six-phase thematic framework. We documented the specific study characteristics, VR simulation protocols, key outcomes, and primary conclusions.
resultsSeven studies were included. These studies utilized VR simulation for clinical communication training in pre-clinical undergraduate nursing students. Multiple metrics including communication knowledge, attitude, self-efficacy, and confidence were quantified to determine the effectiveness of VR-based educational interventions. The findings suggested that VR simulation is potentially effective in enhancing communication skills training for both nurse-patient interactions and interprofessional collaboration. However, scenario fidelity and time-sensitive interaction design require further refinement and enhancement.
conclusionsVR simulation represents a promising strategy for enhancing communication skills in undergraduate nursing students. To realize its full potential, future work could establish implementation standards and generate further evidence of its long-term efficacy across diverse socioeconomic settings.
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Registered trials
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