A new study in the Chinese Journal of Medical Education Research reports tests of a virtual–physical integrated scenario simulation designed to close that gap. Researchers from Peking Union Medical College School of Nursing and Beijing community health centers compared the approach with conventional laboratory-based scenario training.

A total of 143 third-year undergraduate nursing students (enrolled in 2022) participated in the March–April 2025 intervention period. After the same three-hour teaching block, 128 students completed pre- and post-questionnaires, while 24 students in the integrated-simulation arm also took part in semi-structured interviews.

Both groups trained on the same home-visit workflow: preparing the encounter, conducting inquiry and physical assessment, measuring rapid blood glucose, delivering health education, and finishing documentation and post-visit summaries. The difference was how uncertainty was generated during the scenario.

In the conventional group, classmates acted as the older adult and family member according to a written script. In the integrated group, students worked in a “smart eldercare” laboratory featuring multimedia displays, physical models, and a wireless simulation system in which an intelligent agent represented the older adult.

The system supported AI-assisted inquiry, blood pressure and glucose measurement, and transitions between a community health center context and a simulated home environment. In interviews, students described the intelligent simulator as responsive—questioning, showing impatience, and altering emotional cues in ways that scripts rarely capture.

The strongest quantitative result was “learning immersion.” Students trained with the integrated setup achieved a higher total immersion score than the conventional group (72.42±8.19 vs 69.44±8.41), with gains also reported in emotional engagement and perceived learning experience.

However, immersion did not translate cleanly into immediate competence. After teaching, there was no significant between-group difference in home-visit skills or attitudes. Skill scores were similar (virtual–physical: 60.60±6.85; conventional: 60.89±6.62), suggesting three hours may be insufficient for measurable skill consolidation.

Students also reported friction: response delays, imperfect speech recognition, the need to press buttons during interaction, and occasional breakdowns in conversational flow. The authors argue that technology can increase realism, but instructional design, repeated practice, and smoother interfaces are essential before simulated engagement becomes durable nursing competence.

Subject of Research: People
Article Title: Study on the application effects of virtual-reality integrated scenario simulation in home visit teaching
News Publication Date: 20-May-2026
Web References: http://dx.doi.org/10.3760/cma.j.cn116021-20251129-02253
References: 10.3760/cma.j.cn116021-20251129-02253
Image Credits:
Keywords: nursing education, home visit training, virtual–physical simulation, learning immersion, smart eldercare, AI-assisted scenarios, educational technology

Breastfeeding is established as a cornerstone of infant nutrition, offering a multitude of health benefits for both mothers and infants. Despite this knowledge, many nursing students may not receive adequate training on the topic. The study conducted by Han and colleagues addresses this gap, aiming to provide nursing students with a comprehensive understanding of the physiological, psychological, and sociocultural aspects of breastfeeding.

The randomized controlled trial recruited a diverse cohort of nursing students from various educational institutions across China. Participants were divided into two groups to compare traditional teaching methods with the multidisciplinary team approach. This strategic division allowed researchers to assess the various impacts of teaching styles on the acquisition of breastfeeding knowledge.

The multidisciplinary team involved professionals from different healthcare backgrounds, including obstetricians, lactation consultants, pediatricians, and nurses. Such diversity ensured that students received a well-rounded education that encompassed various dimensions of breastfeeding. By integrating different perspectives, the teaching method not only enriched the learning experience but also facilitated the building of collaborative relationships among future healthcare providers.

One of the primary research questions revolved around whether the multidisciplinary approach increases nursing students’ confidence in discussing breastfeeding with patients and their families. Confidence is crucial for caregivers, as it directly affects the quality of the information they provide. The study’s findings illustrated that students who participated in the multidisciplinary sessions reported significantly higher levels of confidence compared to those who underwent traditional methods.

In addition to measuring confidence, the researchers employed a pre-and post-intervention questionnaire to evaluate the knowledge gained by students. The results demonstrated a marked increase in understanding of breastfeeding practices, along with an appreciation for the interdisciplinary collaboration necessary for effective patient care. This outcome highlights the critical role of comprehensive education in shaping future practitioners who are capable of addressing various patient needs.

The study also delved into the challenges faced by nursing students in acquiring breastfeeding knowledge. Many students reported feelings of unpreparedness when discussing breastfeeding practices with patients, citing insufficient training as a primary concern. By identifying these barriers, the research emphasizes the need for educational reforms within nursing curricula to ensure that future practitioners are well-equipped to handle such vital aspects of maternal and child health.

In addition to contributing to nursing education, the findings of this study may have broader implications for public health initiatives aimed at promoting breastfeeding. As healthcare providers become more knowledgeable and confident in their ability to discuss breastfeeding, it is expected that more new mothers will receive consistent and informed support, ultimately leading to higher breastfeeding rates.

Breastfeeding, however, is not solely a medical issue; it encompasses social and cultural dimensions that require awareness and sensitivity. The multidisciplinary approach taken by the researchers not only focuses on the clinical aspects but also encourages students to appreciate the cultural factors that influence breastfeeding decisions, making the training holistic. This comprehensive framework is essential for addressing the diverse needs of mothers from various backgrounds.

Furthermore, the team responsible for this study incorporated technology into their teaching strategy. They utilized online platforms and simulation tools to enhance the learning experience. The integration of technology facilitated greater interaction and engagement among students, reinforcing the traditional educational methods while adapting to modernized learning environments. Such innovative strategies could potentially serve as a model for other educational institutions aiming for improvement in health literacy.

The broader implications of the study extend into the realm of maternal and child health policy. A better-informed group of nursing professionals will likely lead to healthier populations, particularly in areas where breastfeeding rates are suboptimal. The knowledge gained from this study may also inform health policy decisions, as stakeholders can advocate for more comprehensive training programs for healthcare educators.

In conclusion, the nursing education landscape is evolving, demanding innovative teaching methodologies to ensure optimal outcomes in maternal and infant health. This study by Han, Q. et al. presents a compelling case for the implementation of multidisciplinary team teaching methods, illustrating their effectiveness in enhancing breastfeeding knowledge and promoting greater confidence among nursing students. As more healthcare providers emerge who are equipped with the necessary skills to support breastfeeding, the potential for improved health outcomes for mothers and infants becomes increasingly achievable.

In moving forward, the challenge remains for educational institutions and policymakers to embrace these findings and integrate such approaches into existing nursing curricula. The continuous improvement in educational strategies will be crucial in creating a competent workforce that is prepared to engage with new mothers, effectively advocate for breastfeeding, and ultimately contribute to the health and well-being of families around the world.

Subject of Research: Effectiveness of multidisciplinary team teaching on breastfeeding knowledge of nursing students

Article Title: Effectiveness of a multidisciplinary team teaching method on breastfeeding knowledge of nursing students in China: a randomized controlled trial

Article References: Han, Q., Gao, T., Li, C. et al. Effectiveness of a multidisciplinary team teaching method on breastfeeding knowledge of nursing students in China: a randomized controlled trial. BMC Med Educ 25, 1443 (2025). https://doi.org/10.1186/s12909-025-08033-6

Image Credits: AI Generated

DOI: 10.1186/s12909-025-08033-6

Keywords: breastfeeding, nursing education, multidisciplinary teaching, maternal health, public health.