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The Use of Metaverse in Nursing Education: An Umbrella Review
Jennie C De Gagne1, Paige S Randall, Sharron Rushton
1Professor (Dr De Gagne), PhD student (Ms Randall), and Assistant Professor (Dr Rushton), School of Nursing, Duke University, Durham, North Carolina; Assistant Professor (Dr Park), College of Nursing, University of Massachusetts Amherst; Assistant Professor (Dr Cho), Connell School of Nursing, Boston College, Chestnut Hill, Massachusetts; Clinical Associate Professor (Dr Yamane), School of Nursing, University of North Carolina, Greensboro; and Professor (Dr Jung), College of Nursing, Ewha Womans University, Seoul, South Korea.
Background:
Given the wide range of metaverse technologies, there is a need to synthesize evidence of metaverse pedagogy used effectively for nursing education.
Purpose:
This umbrella review synthesized systematic reviews on the use of metaverse in nursing education.
Methods:
A search was performed in MEDLINE, EMBASE, CINAHL, Web of Science, and Education Full Text. This umbrella review was conducted with reference to the Joanna Briggs Institute (JBI) Reviewer's Manual and reported using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The JBI Critical Appraisal Checklist for Systematic Review was used to assess the quality of studies.
Results:
The final review comprised 15 articles published between 2013 and 2021, most of which indicate that metaverse interventions support increased knowledge, self-confidence, engagement, satisfaction, and performance in nursing students. Several articles in this review presented mixed findings related to certain learning outcomes.
Conclusion:
This umbrella review supports the viability and effectiveness of metaverse in nursing education.
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