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Background <p>As digital technologies continue to evolve rapidly, interest in incorporating innovative platforms including the metaverse into nursing education has increased. These virtual environments provide students with interactive, real-time learning opportunities, while also introducing concerns related to online privacy. This study examined the relationship between nursing students’ attitudes toward metaverse applications and their online privacy concerns.</p> Methods <p>This study was designed as a cross-sectional correlational study. Data were obtained from 257 undergraduate nursing students enrolled at a public university located in the Eastern Anatolia Region of Turkey. Data were collected between September and November 2022 using a structured, self-administered survey. Instruments included a Demographic Information Form, the Metaverse Scale, and the Online Privacy Concern Scale.</p> Results <p>The mean total score on the Metaverse Scale was 51.63 ± 9.56, with subscale means of Technology (24.28 ± 4.88), Digitalization (10.39 ± 2.29), Social (6.31 ± 1.93), and Lifestyle (10.65 ± 2.53). The Online Privacy Concern Scale total mean score was 51.68 ± 11.66, with subscale scores of Email Use (21.21 ± 5.53), Online Trust (22.85 ± 5.23), and Online Payment (7.62 ± 2.01). A positive, statistically significant correlation was observed between nursing students’ attitudes toward metaverse applications and online privacy concern (<i>p</i> = .001). The Social subscale of the Metaverse Scale showed a significant correlation only with the Online Payment subscale of the Privacy Scale, not with Email Use or Online Trust.</p> Conclusions <p>The findings reveal a paradox wherein nursing students with greater enthusiasm for metaverse technologies also experience heightened online privacy concerns. This duality presents a critical challenge in nursing education: harnessing the transformative potential of metaverse applications while mitigating privacy anxieties that may hinder student engagement and academic success. Developing secure, transparent, and privacy-respecting virtual learning environments should be prioritized to foster trust and empower students to fully embrace innovative digital tools in their professional development.</p>

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Nursing students’ attitudes toward metaverse applications and their online privacy concerns: a correlational study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月21日

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  • Üzeyir Solak,
  • Tuğçe Kabak Solak,
  • Afife Yurttaş

摘要

Background

As digital technologies continue to evolve rapidly, interest in incorporating innovative platforms including the metaverse into nursing education has increased. These virtual environments provide students with interactive, real-time learning opportunities, while also introducing concerns related to online privacy. This study examined the relationship between nursing students’ attitudes toward metaverse applications and their online privacy concerns.

Methods

This study was designed as a cross-sectional correlational study. Data were obtained from 257 undergraduate nursing students enrolled at a public university located in the Eastern Anatolia Region of Turkey. Data were collected between September and November 2022 using a structured, self-administered survey. Instruments included a Demographic Information Form, the Metaverse Scale, and the Online Privacy Concern Scale.

Results

The mean total score on the Metaverse Scale was 51.63 ± 9.56, with subscale means of Technology (24.28 ± 4.88), Digitalization (10.39 ± 2.29), Social (6.31 ± 1.93), and Lifestyle (10.65 ± 2.53). The Online Privacy Concern Scale total mean score was 51.68 ± 11.66, with subscale scores of Email Use (21.21 ± 5.53), Online Trust (22.85 ± 5.23), and Online Payment (7.62 ± 2.01). A positive, statistically significant correlation was observed between nursing students’ attitudes toward metaverse applications and online privacy concern (p = .001). The Social subscale of the Metaverse Scale showed a significant correlation only with the Online Payment subscale of the Privacy Scale, not with Email Use or Online Trust.

Conclusions

The findings reveal a paradox wherein nursing students with greater enthusiasm for metaverse technologies also experience heightened online privacy concerns. This duality presents a critical challenge in nursing education: harnessing the transformative potential of metaverse applications while mitigating privacy anxieties that may hinder student engagement and academic success. Developing secure, transparent, and privacy-respecting virtual learning environments should be prioritized to foster trust and empower students to fully embrace innovative digital tools in their professional development.