Enhancing nursing competence and knowledge: Evaluating the impact of immersive virtual reality in nursing education

Background: Immersive virtual reality (IVR) is emerging as an innovative simulation method, offering a controlled environment to demonstrate competencies. However, there remains a gap in evidence regarding its impact on outcomes. Little is known regarding how IVR can be used in clinical education, highlighting the need for research to inform regulatory guidance. Purpose: The aim of the present study was to test the impact of newly developed multipatient IVR scenarios on baccalaureate, senior nursing students’ knowledge and clinical competence. Methods: Five multipatient IVR scenarios were co-developed and integrated into a senior-level course at three sites. Participants completed each scenario using the Meta Quest 2 virtual reality headset and then participated in a reflective debriefing. Participants completed the Multipatient Knowledge Assessment Scale (MKAS) before the scenario and after the debriefing. The data analytics were aligned with four subscales of the Creighton Competency Evaluation Instrument-Clinical (CCEI-C). The CCEI-C was used to assess competence in direct patient care at the midterm and final clinical evaluations. Results: Three-hundred thirty-two students completed the research activities and consented to participate. MKAS scores improved after the third, fourth, and fifth scenarios, with the improvements being statistically significant for the fourth and fifth scenarios (p = 0.001). CCEI-C percentages improved from the first to the fifth scenario for the clinical judgment subscale (64 %–72 %) and patient safety subscale (62 %–68 %). CCEI-C scores assessed in patient care settings improved from the midterm to the final evaluation. Conclusion: IVR has the potential to enhance the knowledge and clinical competence of nursing students by providing standardized virtual opportunities for independent decision-making and realistic practice. Further research is needed to inform regulation of the use of IVR simulation as clinical education.