โก Quick Summary
This systematic review examined the use of digital gamification, extended reality, and artificial intelligence in the palliative care education of undergraduate nurses. The findings revealed statistically significant improvements in palliative care competence, with effect sizes ranging from 0.40 to 1.13.
๐ Key Details
- ๐ Studies Reviewed: Six studies published in 2023 and 2024
- ๐งฉ Interventions: Immersive simulation and screen-based simulation
- โ๏ธ Methodology: Systematic review based on Joanna Briggs Institute guidelines
- ๐ Effect Sizes: Ranged from 0.40 (p = .01) to 1.13 (p < .001)
๐ Key Takeaways
- ๐ฉโโ๏ธ Nurses play a crucial role in providing palliative care and require effective training.
- ๐ป Digital technologies can bridge the gap in clinical experience for nursing students.
- ๐ Significant improvements in attitudes and readiness for practice were observed.
- ๐ง Qualitative analysis revealed themes of clinical and digital learning experiences.
- ๐ Research is limited in the use of AI within palliative care simulations.
- ๐ Further studies are needed to assess long-term impacts and generalizability.
๐ Background
Palliative care is essential for providing high-quality support to patients and their families during challenging times. However, many undergraduate nursing programs struggle to offer sufficient clinical experiences in this area. The integration of digital and immersive technologies presents a promising solution to enhance the education of nursing students, allowing them to engage in realistic simulations that prepare them for real-world scenarios.
๐๏ธ Study
This systematic review aimed to explore the types of interventions implemented in palliative care education for undergraduate nursing students using digital and immersive technologies. A comprehensive literature search was conducted across multiple databases, including Ovid Medline and CINAHL, to identify relevant empirical studies. The quality of the studies was assessed using Joanna Briggs Institute critical appraisal tools.
๐ Results
Out of the studies reviewed, six met the inclusion criteria, showcasing a variety of interventions ranging from immersive simulations to screen-based simulations. The quantitative findings indicated statistically significant improvements in palliative care attitudes, abilities, and readiness for practice, with effect sizes demonstrating a meaningful impact on students’ learning outcomes.
๐ Impact and Implications
The findings of this review highlight the potential of digital and immersive simulation in addressing the gaps in palliative care competence among nursing students. By leveraging these technologies, educational institutions can enhance the training of future nurses, ultimately leading to improved patient care in palliative settings. The absence of artificial intelligence in the reviewed studies suggests an area for future exploration, as AI could further enrich the learning experience.
๐ฎ Conclusion
This systematic review underscores the significant promise of integrating digital technologies in palliative care education for undergraduate nurses. The positive outcomes observed in students’ attitudes and readiness for practice indicate that these innovative approaches can effectively prepare future healthcare professionals. Continued research and development in this field are essential to ensure that nursing education evolves alongside technological advancements.
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The use of digital gamification, extended reality, artificial intelligence, and integrated digital learning tools in palliative care education of undergraduate nurses: A systematic review.
Abstract
BACKGROUND: Nurses are at the forefront of providing palliative care, playing a critical role in ensuring high-quality support for patients and their families. Emerging digital and immersive technologies offer new opportunities to simulate complex palliative care scenarios, bridging the gap of limited clinical experiences and developing palliative care competence.
OBJECTIVES: To explore and analyse what type of interventions have been implemented within palliative care education of undergraduate nursing students using digital and immersive technologies. Secondary aims were exploring the experiences and effect on palliative care competence.
DESIGN: A systematic review of mixed-methods interventional studies, based on Joanna Briggs Institute guidelines.
METHODS: A comprehensive literature search was conducted across Ovid Medline, CINAHL, Scopus, Web of Science, Cochrane Library, and ERIC in March 2025. Eligible studies included empirical research on undergraduate nursing students using digital and immersive technologies to deliver palliative care education. Quality assessment followed JBI critical appraisal tools. Quantitative studies were analysed by Cohen d effect sizes and qualitative studies with content analysis.
RESULTS: Six studies met the inclusion criteria and were published in 2023 or 2024. Interventions varied between use of immersive simulation and screen-based simulation. Quantitative findings indicated statistically significant improvements in palliative care attitudes, abilities and readiness for practice with effect size ranging from 0.40 (pย =ย .01) to 1.13 (pย <ย .001). Qualitative content analysis identified two main themes: clinical experience and digital learning experience.
CONCLUSIONS: Digital and immersive simulation holds significant promise in addressing gaps in undergraduate nursing palliative care competences. Research in this field is highly limited, with no use of artificial intelligence within simulations used in the reviewed research. Further high-quality, standardised, and longitudinal studies are essential to determine sustained impact and generalisability.
Author: [‘Graham A’, ‘Hรถkkรค M’, ‘Pramila-Savukoski S’, ‘Flinkkilรค ML’, ‘Tomietto M’, ‘Mikkonen K’]
Journal: Nurse Educ Today
Citation: Graham A, et al. The use of digital gamification, extended reality, artificial intelligence, and integrated digital learning tools in palliative care education of undergraduate nurses: A systematic review. The use of digital gamification, extended reality, artificial intelligence, and integrated digital learning tools in palliative care education of undergraduate nurses: A systematic review. 2026; 160:106982. doi: 10.1016/j.nedt.2026.106982