Evaluation of a metahuman-based interactive learning program for maternal nursing assessment in nursing students

Nursing students in maternal care often have limited opportunities for real patient interactions, hindering the development of patient-centered communication, emotional empathy, and nursing assessment skills. Virtual human technologies provide a safe and immersive alternative for practicing these competencies.

To evaluate the effects of a Metahuman-based virtual pregnant woman (VPW) education program on nursing students' communication competence, nursing assessment competence, patient encounter burden, learning engagement, educational satisfaction, and learning interest.

A randomized controlled trial.

Sixty-six nursing students from a university in South Korea were enrolled and randomly assigned to either the experimental or control group.

The experimental group underwent nursing assessments and documentation through conversations with a VPW, whereas the control group received video-based instruction. The pre- and post-intervention surveys measured six outcome variables. Open-ended questions were included to explore the learning experiences.

The experimental group showed a within-group reduction in patient encounter burden (t = -3.89, p < .010), although no significant between-group differences were observed in the primary outcomes. Learning interest was higher in the experimental group (t = 2.39, p = .019). Open-ended responses indicated enhanced self-reflection, emotional involvement, and a sense of realism in the learning experience.

Despite the short intervention period, the VPW program demonstrated value as a supplemental digital learning tool, particularly in promoting emotional engagement and reflective learning. Although quantitative effects were modest and between-group differences were limited, the qualitative findings highlight the potential of Metahuman-based simulations to enhance learner immersion in maternal nursing education.