Debriefing presence shows a numerical trend toward stronger knowledge gains but the subgroup difference is not significant¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Interventions with debriefing yielded significant knowledge improvements (g = 0.36, 95% CI 0.06–0.65) while those without showed no significant effect (g = 0.31, 95% CI −0.15–0.77); the subgroup difference test was not significant (p = 0.85). → Li Xia 2026

Evidence¶

Li Xia 2026¶

Li Xia, Hu Yanling, Peng Hanmei, Luo Shiqi, Yang Chunsong, Luo Biru, Wan Xingli, Li Yuan, Laredo-Aguilera Jose Alberto. (2026). Effects of Immersive Virtual Reality Simulation on Nursing Students’ Learning Outcomes: A Systematic Review and Meta‐Analysis. Journal of Nursing Management. https://doi.org/10.1155/jonm/4686851

q3 · i? · quant-synthesis · r3

Subgroup analysis of the knowledge-acquisition meta-analysis stratified by debriefing presence. Heterogeneity fell to moderate in the debriefing subgroup (I² = 54.8%) but remained substantial without debriefing (I² = 78.3%).

"When stratified by debriefing presence, interventions incorporating debriefing yielded significant improvements in knowledge acquisition (Hedges’ g = 0.36, 95% CI: 0.06–0.65), while those without debriefing showed no significant effect (Hedges’ g = 0.31, 95% CI: −0.15–0.77). Nevertheless, the test for subgroup differences was not statistically significant (p = 0.85)"

Discussion¶

Related Claims¶

• Face-to-face and non-face-to-face formats both improve attitudes, but virtual formats show inconsistent outcomes — related
• IVR simulation significantly improves nursing students' knowledge acquisition with a small-to-medium effect — a broader claim this one bears on