Trial reportBMC medical education2026
Effectiveness of a virtual reality simulation based on experiential learning theory for enhancing diabetic ketoacidosis management competencies: a randomized controlled trial.
Trial report 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
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Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
backgroundDiabetic ketoacidosis (DKA) is a life-threatening complication requiring rapid assessment and specialized nursing. This study evaluated a virtual reality (VR) simulation program grounded in Kolb’s experiential learning theory to enhance nursing students’ DKA care competencies.
methodsA randomized controlled trial was conducted with 44 nursing students (experimental: n = 22, control: n = 22) recruited via convenience sampling at a university in Korea. Participants were assigned using simple randomization. The primary outcomes were problem-solving ability and performance confidence; secondary outcomes included class evaluation, simulation design evaluation, and practice immersion. The experimental group received a VR-based program (lecture, VR, PBL, debriefing), while the control group engaged in e-book-based case simulation. The intervention was explicitly designed based on the four stages of Kolb’s experiential learning theory.
resultsThere were significant interaction effects between group and time for primary outcomes, indicating the experimental group had significantly greater improvements in problem-solving ability (F = 11.51, p = .002) and performance confidence (F = 4.87, p = .033) compared to the control group. For secondary outcomes, the experimental group scored significantly higher in class evaluation (t = 5.60, p < .001), simulation design evaluation (t = 5.88, p < .001), and practice immersion (t = 3.612, p = .001).
conclusionThe VR simulation program based on experiential learning theory was superior to e-book-based case simulation in enhancing students’ problem-solving skills and clinical confidence in DKA care. These findings support integrating VR simulation into nursing curricula as a superior pedagogical strategy to improve clinical readiness.
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