Breaking Boundaries: How Immersive Virtual Reality Is Reshaping Nursing Education

Background: Immersive virtual reality (IVR) is sparking significant interest among nursing educators as a new method of simulation in clinical education. IVR maximizes the power of presence, which stimulates senses, creating a feeling of being situated in the given virtual environment more than in the physical environment, providing more realistic learning experiences for students to practice clinical decision-making and clinical judgment skills. Purpose: This multi-site descriptive study sought to develop and integrate five IVR scenarios (IVRSs) in a prelicensure senior-level baccalaureate course and to investigate students’ perceptions of cognitive workload, usability, and learning while using IVR. Methods: Five IVRSs were developed and integrated, accompanied by a step-by-step guide for implementing IVRSs. Students were scheduled in five 2-hour sessions to independently complete each IVRS followed by a reflective debriefing led by a trained debriefer. The National Aeronautics and Space Administration Task Load Index, the System Usability Scale, and one open-response item were used to collect data. Results: All senior-level students completed the five IVRSs as part of their regularly scheduled course, and 222 consented to inclusion of their deidentified data. Participants rated IVR as requiring a high level of cognitive workload and having below average usability, yet qualitative responses demonstrated a positive perception of learning using IVR. Conclusion: IVR has promising potential for nursing education, contributing a simulation method that leverages technological advancements and cognitive principles. IVR simulation can be integrated into nursing courses following the Healthcare Simulation Standards of Best Practice to ensure that the quality required of clinical education is achieved. To fully realize the benefits IVR in nursing education and inform regulatory guidelines, further research and collaboration are essential.