Human-Computer Interaction technologies in nursing education: A systematic review of their impact on learning outcomes and clinical skills development.

Authors

Hafsa Limy, Alba Blasco, Elena Paraíso-Pueyo, Tania Cemeli, Rosa Mar Alzuria-Alós

Published in

Nurse education in practice. Volume 97. Pages 105020. Nov 13, 2026. Epub Nov 13, 2026.

Abstract

To evaluate the effectiveness of Human-Computer Interaction (HCI)-based educational interventions, compared with traditional teaching methods, on clinical skills, theoretical knowledge and clinical reasoning among undergraduate nursing students.
HCI technologies, including virtual reality, augmented reality and interactive digital learning platforms, are increasingly used in nursing education to support skill development and learning. While individual technologies have been explored, a comprehensive synthesis of HCI-based educational interventions in undergraduate nursing education remains limited.
Systematic review.
A systematic review was conducted following PRISMA 2020 guidelines and registered in PROSPERO (CRD420251240041). PubMed, Scopus, CINAHL Plus and ScienceDirect were searched for peer-reviewed comparative studies published between 2020 and 2025. Randomized and non-randomized studies evaluating augmented reality, virtual reality, or other interactive HCI-based interventions were included. Methodological quality and certainty of evidence were assessed using the Mixed Methods Appraisal Tool and the GRADE (Grading of Recommendations Assessment, Development and Evaluation) approach. Due to heterogeneity, a narrative synthesis was performed.
Seventeen studies were included. Clinical skills were the most frequently assessed outcome, with most studies reporting improved psychomotor performance following HCI-based interventions. Findings related to theoretical knowledge were mixed, while effects on clinical reasoning were limited and inconsistent. Certainty of evidence ranged from low (clinical skills, knowledge) to very low (clinical reasoning).
HCI-based educational interventions show promise in supporting clinical skills development in undergraduate nursing education. However, evidence regarding their impact on theoretical knowledge and clinical reasoning remains inconsistent, indicating the need for further robust and longitudinal research.

PMID:
43033811
Bibliographic data and abstract were imported from PubMed on 15 Nov 2026.

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