A JBI meta-synthesis of 17 qualitative studies integrates nursing students' virtual simulation experiences into nine categories and four synthesized findings¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Seventeen qualitative studies from eight countries yielded 65 themes and 156 sub-themes that were integrated into nine categories and four synthesized findings about nursing students' VS teaching experiences. → Zhang Guoyong 2026

Evidence¶

Zhang Guoyong 2026¶

Zhang Guoyong, Sun Xianghong, Yang Dan, Shao Qinwen. (2026). Nursing students’ experiences in virtual simulation teaching: a meta-synthesis of qualitative research. Frontiers in Public Health. https://doi.org/10.3389/fpubh.2026.1863553

q2 · i? · review · r2

Systematic search of nine databases (inception to February 7, 2025) with JBI critical appraisal; 598 records screened to 17 included studies, all rated grade B. The review reports that "Sixty-five main themes and 156 sub-themes were extracted" and integrated into nine categories and four themes.

"A total of 17 research studies from eight countries were included in the meta-synthesis. Sixty-five main themes and 156 sub-themes were extracted, which were eventually integrated into nine categories and four themes"

Discussion¶

Related Claims¶

• The 17 included qualitative studies scored between 12 and 20 points on the JBI critical appraisal checklist, with primary deficiencies in researcher positioning and researcher influence — related
• The vast majority of nursing students report positive emotional experiences in virtual simulation teaching, including excitement, reduced psychological burden, and boosted confidence — a narrower finding that bears on this claim
• Virtual simulation teaching enhances learning outcomes and deepens professional cognition through repeated practice, trial-and-error, and error-correction feedback — a narrower finding that bears on this claim
• The most frequently reported challenge of virtual simulation teaching is its lack of realism, alongside operational complexity, English-language demands, cultural mismatch, and adverse physical reactions — a narrower finding that bears on this claim
• Nursing students express needs for optimized VS technology and cases: more diverse scenarios, greater realism, multilingual support, flexible training content, and culturally contextualized cases — a narrower finding that bears on this claim
• A minority of nursing students report negative emotional responses to virtual simulation teaching, including fear, anxiety, and burnout — a narrower finding that bears on this claim