Virtual reality (VR) dalam pembelajaran perawatan luka terhadap self-efficacy dan kemampuan psikomotor mahasiswa keperawatan: A systematic literature review
DOI: https://doi.org/10.33024/hjk.v19i12.1873
Kemampuan Psikomotor Mahasiswa Keperawatan Pembelajaran Perawatan Luka Self-Efficacy Virtual Reality (VR)
Abstract
Background: Advances in digital technology have transformed nursing education by providing innovative learning methods, particularly for practicum activities requiring clinical precision. Virtual Reality (VR) has emerged as an interactive simulation tool that offers a realistic clinical environment, enabling students to safely practice procedures without risking patient harm.
Purpose: To evaluate the effectiveness of virtual reality in wound care practicum learning on improving nursing students' self-efficacy and psychomotor skills.
Method: A systematic literature review (SLR) was conducted using the PRISMA framework. Relevant scientific articles published between 2014 and 2024 were retrieved from PubMed, ScienceDirect, and DOAJ databases. Of the 11,445 identified studies, seven articles met the inclusion criteria and were analyzed.
Results: The review showed that VR-based learning consistently improved nursing students' self-efficacy, motivation, and psychomotor performance, particularly in wound care and dressing procedures. VR enabled repeated practice, real-time feedback, and a deeper understanding of clinical tasks compared to conventional teaching approaches.
Conclusion: Virtual reality is an effective, safe, and innovative educational strategy that significantly improves the clinical competence of nursing students. Its integration into the nursing curriculum has strong potential as a modern teaching approach in the digital age.
Keywords: Nursing Students; Psychomotor Abilities; Self-Efficacy; Virtual Reality (VR); Wound Care Learning.
Pendahuluan: Kemajuan teknologi digital telah mentransformasi pendidikan keperawatan dengan menyediakan metode pembelajaran inovatif, terutama untuk aktivitas praktikum yang membutuhkan presisi klinis. Virtual reality (VR) telah muncul sebagai alat simulasi interaktif yang menawarkan lingkungan klinis yang realistis, memungkinkan mahasiswa mempraktikkan prosedur dengan aman tanpa risiko cedera pada pasien.
Tujuan: Untuk mengevaluasi efektivitas virtual reality dalam pembelajaran praktikum perawatan luka terhadap peningkatan self-efficacy dan keterampilan psikomotorik mahasiswa keperawatan.
Metode: Systematic literature review (SLR) dilakukan menggunakan kerangka kerja PRISMA. Artikel ilmiah relevan yang diterbitkan antara tahun 2014-2024 diambil dari basis data PubMed, ScienceDirect, dan DOAJ. Dari 11,445 studi yang teridentifikasi, 7 artikel memenuhi kriteria inklusi dan dianalisis.
Hasil: Tinjauan ini menunjukkan, bahwa pembelajaran berbasis VR secara konsisten meningkatkan self-efficacy, motivasi, dan kinerja psikomotorik mahasiswa keperawatan, terutama dalam prosedur perawatan luka dan pembalutan. VR memungkinkan praktik berulang, umpan balik waktu nyata, dan pemahaman yang lebih mendalam tentang tugas-tugas klinis dibandingkan dengan pendekatan pengajaran konvensional.
Simpulan: Virtual reality merupakan strategi pendidikan yang efektif, aman, dan inovatif yang secara signifikan meningkatkan kompetensi klinis mahasiswa keperawatan. Integrasinya ke dalam kurikulum keperawatan memiliki potensi yang kuat sebagai pendekatan pengajaran modern di era digital.
Kata Kunci: Kemampuan Psikomotor; Mahasiswa Keperawatan; Pembelajaran Perawatan Luka; Self-Efficacy; Virtual Reality (VR).
Downloads
References
Alkhudair, N., Alrayes, F., Alsehli, D., & AlRayes, S. (2024). Virtual reality in experiential pharmacy education: A quasi-experimental study. Saudi Pharmaceutical Journal, 32(5), 102028.
Almousa, O., Prates, J., Yeslam, N., Mac Gregor, D., Zhang, J., Phan, V., & Qayumi, K. (2019). Virtual reality simulation technology for cardiopulmonary resuscitation training: An innovative hybrid system with haptic feedback. Simulation & Gaming, 50(1), 6-22.
Apsari, A. P., Widiasih, R., & Mirwanti, R. (2023). Virtual reality effectivity to increase self-efficacy in suction skill among nursing student: quasi experiment study. Journal of Nursing Care, 6(2).
Bayram, S. B., & Caliskan, N. (2020). The use of virtual reality simulations in nursing education, and patient safety. In Contemporary Topics in Patient Safety-Volume 1. IntechOpen.
Cant, R. P., & Cooper, S. J. (2017). Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse education today, 49, 63-71.
Chen, H., Hu, Q., Li, S., Cao, H., Xu, K., Wang, C., & Jiang, Y. (2025). Usability assessment for cave automatic virtual environment-based immersive education system on novice nurses and nursing students: A mixed methods study. Nurse Education Today, 106945.
Choi, K. S. (2022). Virtual reality simulation for learning wound dressing: Acceptance and usability. Clinical simulation in nursing, 68, 49-57.
Foronda, C. L., Fernandez-Burgos, M., Nadeau, C., Kelley, C. N., & Henry, M. N. (2020). Virtual simulation in nursing education: a systematic review spanning 1996 to 2018. Simulation in Healthcare, 15(1), 46-54.
Khomariyah, E., Purnamasari, Y., Basuki, M. H., & Massora, S. (2024). Diagnostic challenge of the brown tumors in developing country: A case series. International Journal of Surgery Case Reports, 123, 110221.
Kılıç, A., Brown, A., Aras, I., Hui, R., Hare, J., Hughes, L. D., & McCracken, L. M. (2021). Using virtual technology for fear of medical procedures: a systematic review of the effectiveness of virtual reality-based interventions. Annals of Behavioral Medicine, 55(11), 1062-1079.
Kim, E. J., Lim, J. Y., & Kim, G. M. (2023). A systematic review and meta-analysis of studies on extended reality-based pediatric nursing simulation program development. Child health nursing research, 29(1), 24.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Liu, K., Zhang, W., Li, W., Wang, T., & Zheng, Y. (2023). Effectiveness of virtual reality in nursing education: a systematic review and meta-analysis. BMC medical education, 23(1), 710.
Padilha, J. M., Ribeiro, A., Rosa, J., Marques, D., & Machado, P. P. (2020). Clinical virtual simulation as lifelong learning strategy—Nurse's verdict. Clinical Simulation in Nursing, 47, 1-5.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & education, 147, 103778.
Redmond, C., Hardie, P., Davies, C., Cornally, D., Daly, O., & O'Sullivan, C. (2020). Increasing competence in wound care: A cross-sectional study to evaluate use of a virtual patient by undergraduate student nurses. Nurse education in practice, 44, 102774.
Şengül, T. (2024). The use of virtual reality in teaching psychomotor skills and cognitive development in nursing education. Saglik Ve Yasam Bilimleri Dergisi, 6(1), 48-55.
Sinan, O., Ayaz-Alkaya, S., & Akca, A. (2023). Predictors of eHealth literacy levels among nursing students: a descriptive and correlational study. Nurse education in practice, 68, 103592.
Spencer, S., Drescher, T., Sears, J., Scruggs, A. F., & Schreffler, J. (2019). Comparing the efficacy of virtual simulation to traditional classroom role-play. Journal of Educational Computing Research, 57(7), 1772-1785.
Suryadi, Y. D. R., Komariah, M., & Eriyani, T. (2024). Level of satisfaction and confidence after using virtual reality simulation of wound care skills in nursing students. Journal of Nursing Care, 7(1), 17-24.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Holistik Jurnal Kesehatan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
