Bayram and Caliskan, 2019Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: a randomized controlled trial.2-arm RCT/
TurkeyUndergraduate Nursing Students (1st Year) /
I: NM
C: NM
Overalla: 18.97 ± 1.00I: 43
C: 43
T: 86Virtual Game†

name of virtual simulation system not specified

(Single scenario in immersive virtual environment related to tracheostomy clinical procedural skills, followed by postscenario feedback)
LD: 10 minutesNonDigital Education
(Classroom-Based Teaching)-Applied Knowledge
(Self-Developed MCQ)
-Skills Demonstration
(Self-Developed Performance Tool)
.568
.017I: 13.5%
C:13.5%No/YesNo/No/YesBlanié et al., 2020Blanié A. Amorim M.A. Benhamou D. Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students.2-arm RCT/
FranceUndergraduate Nursing Students
(Final Year) /
I: 24.0 ± 6.40
C: 25.0 ± 6.50
Overalla: 24.5 ± NMI: 73
C: 73
T: 146Virtual Game†

name of virtual simulation system not specified

(Multiple scenarios in nonimmersive virtual environment related to postoperative complications management, followed by postscenario feedback)
LD: 120 minutes
NonDigital Education
(Classroom-Based Teaching)-Applied Knowledge
(SCTs).43I: 0%
C: 0%NA/NANo/Yes/NoCobbett and Clarke, 2016Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: a randomized controlled trial.2-arm RCT/
CanadaUndergraduate Nursing Students
(Final Year) /
I: NM
C: NM
Overalla: 25.0 ± NMI: 27
C: 28
T: 55vSimTM
(Single scenario in nonimmersive virtual environment related to maternal-newborn complications management, followed by postscenario feedback)
LD: 45 minutesNonDigital Education
(PS)-Applied Knowledge
(Self-Developed MCQ)
.31I:1.8%
C: 0%No/YesNo/No/YesGu et al., 2017The effects of vSIM for nursing™ as a teaching strategy on fundamentals of nursing education in undergraduates.2-arm RCT/
ChinaUndergraduate Nursing Students
(2nd Year) /
I: 19.0 ± 0.58
C: 19.29 ± 0.73
Overalla: 19.15 ± NMI: 13
C: 14
T: 27vSimTM
(Multiple scenarios in nonimmersive virtual environment related to fundamentals of nursing clinical procedural skills, followed by postscenario feedback)
LD: 29 minutes
NonDigital Education
(Lecture)-Applied Knowledge
(Self-Developed MCQ)
.032I: 3.6%
C: 0%No/YesNo/No/NoLi, 2016

Li, C. (2016). A comparison of traditional face-to-face simulation versus virtual simulation in the development of critical thinking skills, satisfaction, and self-confidence in undergraduate nursing students. ProQuest Dissertations & Theses Global. 10800814.

2-Arm RCT/
United StatesUndergraduate Nursing Students
(Final Year) /
I: 25.68 ± 6.80
C: 25.63 ± 4.13
Overalla: 26.65 ± NMI: 22
C: 27
T: 49vSimTM
(Multiple scenarios in nonimmersive virtual environment related to management of acute and chronic diseases, followed by postscenario feedback)
LD: 150 minutes
NonDigital Education
(PS)-Applied Knowledge
(HSRT).418I: 5.8%
C: 0%No/YesNo/No/NoLeFlore et al., 2012LeFlore J.L. Anderson M. Zielke M.A. Nelson K.A. Thomas P.E. Hardee G. John L. Can a virtual patient trainer teach student nurses how to save lives—Teaching nursing students about pediatric respiratory diseases.2-Arm RCT/
United StatesUndergraduate Nursing Students
(Final Year) /
I: NM
C: NM
Overalla: 25.7 ± NMI: 46
C: 47
T: 93Virtual
Patient Trainer (Unreal
Engine 3)†

name of virtual simulation system not specified

(Multiple scenarios in immersive virtual environment related to paediatric respiratory issues management, followed by scenario-embedded feedback)
LD: 180 minutesNonDigital Education
(Lecture)-Applied Knowledge
(Self-Developed MCQ)
.004I: 0%
C: 0%NA/NANo/No/NoLiaw et al., 2014Liaw S. Chan S. Chen F. Hooi S. Siau C. Comparison of virtual patient simulation with mannequin-based simulation for improving clinical performances in assessing and managing clinical deterioration: randomized controlled trial.2-Arm
RCT/
SingaporeUndergraduate Nursing Students
(Final Year) /
I: NM
C: NM
Overalla: 21.86 ± 1.13I: 31
C: 26
T: 57e-RAPIDS
(Multiple scenarios in nonimmersive virtual environment related to clinical deterioration management, followed by postscenario feedback)
LD: 120 minutes
NonDigital Education
(PS)-Skills Demonstration
(RAPIDS-Tool)
.94I: 0%
C: 6.6%No/YesNo/No/YesLiaw et al., 2015aLiaw S. Wong L. Ang S. Ho J. Siau C. Ang E. Strengthening the afferent limb of rapid response systems: an educational intervention using web-based learning for early recognition and responding to deteriorating patients.2-Arm
RCT/
SingaporeRegistered Nurses/
I: NM
C: NM
Overalla: 25.58 ± 3.19I: 35
C: 32
T: 67e-RAPIDS
(Multiple scenarios in nonimmersive virtual environment related to clinical deterioration management, followed by postscenario feedback)
LD: 180 minutes
No Intervention Control Group-Skills Demonstration
(RAPIDS-Tool)
<.001I: 0%
C: 4.3%No/YesNo/No/YesLiaw et al., 2015bLiaw S. Wong L. Chan S. Ho J. Mordiffi S. Ang S. Ang E. Designing and evaluating an interactive multimedia web-based simulation for developing nurses’ competencies in acute nursing care: randomized controlled trial.2-Arm
RCT/
SingaporeRegistered Nurses/
I: 26.17 ± 3.17
C: 24.94 ± 3.14
Overalla: 25.6 ± NMI: 35
C: 32
T: 67e-RAPIDS
(Multiple scenarios in nonimmersive virtual environment related to clinical deterioration management, followed by postscenario feedback)
LD: 180 minutesNo Intervention Control Group-Applied Knowledge
(Self-Developed MCQ)
-Skills Demonstration
(Modified RAPIDS-Tool)
<.001
<.001I: 0%
C: 4.3%No/YesNo/No/YesLiaw et al., 2017Liaw S. Chng D. Wong L. Ho J. Mordiffi S. Cooper S. Chua W. Ang E. The impact of a Web-based educational program on the recognition and management of deteriorating patients.2-Arm
RCT/
SingaporeEnrolled Nurses/
I: 28.16 ± 4.00
C: 27.06 ± 4.30
Overalla: 27.61 ± 4.16I: 32
C: 32
T: 64e-RAPIDS
(Multiple scenarios in nonimmersive virtual environment related to clinical deterioration management, followed by postscenario feedback)
LD: 150 to 180 minutes
No Intervention Control Group-Applied Knowledge
(Self-Developed MCQ)
-Skills Demonstration
(Modified RAPIDS-Tool)
.01
.001I: 3.0%
C: 1.5%No/YesNo/No/YesPadilha et al., 2019Padilha J. Machado P. Ribeiro A. Ramos J. Costa P. Clinical virtual simulation in nursing education: randomized controlled trial.2-Arm
RCT/
Porto, PortugalPostgraduate
Nursing Students
(Final Year) /
I: 19.29 ± 0.46
C: 20.29 ± 2.19
Overalla: 19.99 ± 1.99
I: 21
C: 21
T: 42Clinical
Virtual Simulator (Body
Interact)
(Single scenario in nonimmersive virtual environment related to management of respiratory issues, followed by postscenario feedback)
LD: 45 minutes
NonDigital Education
(PS)-Applied Knowledge
(Self-Developed True/False Questions And MCQ).001I: 12.5%
C: 12.5%No/YesNo/No/YesTan et al., 2017Tan A.J.Q. Lee C.C.S. Lin P.Y. Cooper S. Lau S.T.L. Chua W.L. Liaw S.Y. Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: a randomized controlled trial.2-Arm
RCT/
SingaporeUndergraduate Nursing Students
(Second Year) /
I: 21.14 ± 2.08
C: 20.72 ± 0.96
Overalla: 20.59 ± NMI: 57
C: 46
T: 103Virtual
Game (3DHive)†

name of virtual simulation system not specified

(Single scenario in immersive virtual environment related to blood transfusion and post -transfusion reaction management, followed by scenario-embedded feedback)
LD: 30 minutesWait-List
Control Group-Applied Knowledge
(Self-Developed MCQ)
-Skills Demonstration
(Self-Developed Performance Tool)<.001
.11I: 4.5%
C: 2.7%No/NoNo/No/No