Effective patient handoffs are vital in pediatric populations. This study aimed to develop and identify the impact of a metaverse-based handoff program using ZEPETO on nursing students' handoff competence, handoff self-efficacy, learning realism, and satisfaction. This study used a non-randomized, pre-post nonequivalent group design to develop, implement, and verify a metaverse-based handoff simulation program in a nursing school in South Korea. We assigned 69 senior nursing students from a university to an experimental group or a control group. We developed a metaverse-based, handoff simulation program of family-centered care by building a pediatric intensive care unit (PICU) using ZEPETO. The program included an online lecture, a metaverse rounding discussion, and a metaverse-based handoff simulation of postoperative care for infants with congenital heart disease. We measured handoff competence, handoff self-efficacy, learning realism, and learning satisfaction pre- and post-program. The experimental group showed significantly higher handoff self-efficacy than the control group ( = 3.17, = 0.002). No significant differences were found in handoff competency, learning realism, or learning satisfaction between the groups. This study confirmed that a family-centered care-based handoff metaverse simulation program based on the experiential learning theory enhanced nursing students' handoff self-efficacy. The program equipped students to conduct safe and effective handoffs in real-world clinical settings by providing an immersive learning experience and emphasizing patient-centered communication. Based on these results, family-centered, handoff education programs are recommended to be developed that focus on learning realism and learning satisfaction to enhance nursing students' handoff competence.

中文翻译：

---

基于虚拟现实、以家庭为中心的护生交接教育项目的开发和有效性

有效的患者交接对于儿科人群至关重要。本研究旨在开发并确定使用 ZEPETO 的基于元节的切换程序对护生切换能力、切换自我效能、学习现实性和满意度的影响。本研究采用非随机、前后非等效的小组设计，在韩国的一所护理学校开发、实施和验证基于元宇宙的切换模拟程序。我们将 69 名大学高年级护理专业学生分配到实验组或对照组。我们通过使用 ZEPETO 构建儿科重症监护病房 (PICU)，开发了基于虚拟宇宙的、以家庭为中心的护理的交接模拟程序。该项目包括在线讲座、虚拟实境舍入讨论以及基于虚拟实境的先天性心脏病婴儿术后护理交接模拟。我们在项目前后测量了交接能力、交接自我效能、学习现实性和学习满意度。实验组的切换自我效能显着高于对照组（=3.17，=0.002）。各组之间的交接能力、学习现实性或学习满意度没有发现显着差异。本研究证实，基于体验式学习理论的以家庭为中心的护理型交接元宇宙模拟程序可增强护生的交接自我效能。该项目通过提供沉浸式学习体验并强调以患者为中心的沟通，使学生能够在现实临床环境中进行安全有效的交接。基于这些结果，建议制定以家庭为中心的、注重学习现实性和学习满意度的交接教育计划，以提高护生的交接能力。