The impact of nursing history education delivered in a metaverse-based learning environment on students’ learning achievement, e-learning readiness, metaverse awareness, and satisfaction: A randomized controlled study: Metaverse-based nursing history education

Background: The metaverse is defined as a universe where the physical and digital worlds converge. In this study, it was aimed to investigate nursing students' learning achievement, readiness for e-learning, metaverse awareness and satisfaction by visualizing the history of nursing in a metaverse environment and ensuring their active participation. Method: This randomized controlled experimental study was conducted with 60 students. Of them, 30 were assigned to the experimental group and 30 to the control group. Tools used for data collection were as follows: the Personal Information Form, Nursing History Knowledge Test, Visual Analog Scale-Satisfaction, E-learning Readiness Scale, and the Metaverse Scale. Results: In the study, a statistically significant difference was determined between the experimental and control groups in terms of the mean scores they obtained from the Nursing History Knowledge Test and the Visual Analog Scale (Satisfaction) immediately after the implementation (T1) (p<0.05). The Nursing History Knowledge Test was re-administered to the participants in the experimental and control groups 21 days after the implementation (T2). The difference between the groups in terms of the mean scores they obtained at the T2 was also statistically significant (p<0.05). Analysis revealed that there was a statistically significant difference between the mean scores obtained from the overall E-learning Readiness Scale by the participants in the experimental group before the implementation (T0) and immediately after the implementation (T1) (p<0.05). However, although no statistically significant difference was found between before the implementation (T0) and immediately after the implementation (T1) overall Metaverse Scale scores of students in both the experimental and control groups (p>0.05), a significant difference was observed in the scores obtained by the experimental group from the Digitalization subscale of the Metaverse Scale (p<0.05). Conclusion and recommendations: In conclusion, metaverse-supported educational approach was associated with higher scores in participating student nurses' learning success, satisfaction, and motivation for e-learning compared to the control group. By using the latest technologies like metaverse, nurse educators can enhance students' learning experiences and increase their awareness of this topic.