Other Titles
Rising Star Poster/Presentation
Abstract
Aims: To appraise the literature examining the impact of virtual reality (VR) on the development of clinical judgment and work readiness in undergraduate nursing students.
Background: Preparing nursing students for safe entry into practice remains challenging due to limited clinical placements and increasing expectations for competence. VR simulation provides immersive, repeatable pedagogical experiences that support clinical reasoning and decision-making [1,2]; however, its effectiveness in developing work readiness remains unclear.
Methods: PubMed and CINAHL were searched for studies examining VR-based pedagogical approaches and outcomes related to clinical judgment and work readiness. Of 216 articles identified, 193 were screened after duplicates were removed using predefined inclusion criteria. As no studies directly examined VR’s impact on work readiness, literature describing work-readiness competencies was included for comparison.
Results: Twenty-four studies met inclusion criteria (9 quantitative/mixed-methods, 3 qualitative, 12 reviews). Most examined clinical judgment or decision-making (n = 13), while others addressed work readiness (n = 7) or engagement and communication (n = 4). VR, as a pedagogical strategy, was associated with improvements in knowledge, clinical reasoning, and selected competence outcomes [1,3,4]. Students reported increased engagement and opportunities for safe, repetitive practice [5,6]. Findings were mixed [7], and no studies directly examined work readiness.
Conclusions: VR simulation is a promising pedagogical approach for supporting clinical reasoning; however, evidence remains heterogeneous and largely self-reported. The absence of research on work readiness highlights a critical gap and need for further study.
Relevance to Clinical Practice: Key competencies of practice-ready nurses include clinical decision-making, prioritization, communication, emotional regulation, and teamwork [8–10]. These align with skills developed in simulation. VR may support transition-to-practice readiness by enabling repeated exposure to complex scenarios requiring rapid decision-making, helping bridge the gap between education and practice.
Notes
Key References: (Extensive reference list attached as separate file.)
1. Huai P, Li Y, Wang X, Zhang L, Liu N, Yang H. The effectiveness of virtual reality technology in student nurse education: A systematic review and meta-analysis. Nurse Educ Today. 2024;138:106189.
2. Ropponen P, Tomietto M, Pramila-Savukoski S, Kuivila H, Koskenranta M, Liaw SY, et al. Impacts of VR simulation on nursing students' competence, confidence, and satisfaction: A systematic review and meta-analysis of randomised controlled trials. Nurse Educ Today. 2025;152:106756.
3. Bradley CS, Loomis A, DiClemente L, Flaten C, Rahman S, Muehlbauer MK, et al. Enhancing nursing competence and knowledge: Evaluating the impact of immersive virtual reality in nursing education. Journal of Nursing Regulation. 2025;16(1):2-9.
4. Yang J, Zhou WJ, Zhou SC, Luo D, Liu Q, Wang AL, et al. Integrated virtual simulation and face-to-face simulation for clinical judgment training among undergraduate nursing students: a mixed-methods study. BMC Med Educ. 2024;24(1):32.
5. Baysan A, Çonoğlu G, Özkütük N, Orgun F. Come and see through my eyes: A systematic review of 360-degree video technology in nursing education. Nurse Education Today. 2023;128:N.PAG-N.PAG.
6. Pardue KT, Holt K, Dunbar DM, Baugh N. Exploring the Development of Nursing Clinical Judgment Among Students Using Virtual Reality Simulation. Nurse Educ. 2023;48(2):71-5.
7. Jiang N, Zhang Y, Liang S, Lyu X, Chen S, Huang X, et al. Effectiveness of Virtual Simulations Versus Mannequins and Real Persons in Medical and Nursing Education: Meta-Analysis and Trial Sequential Analysis of Randomized Controlled Trials. J Med Internet Res. 2024;26:e56195.
8. Brooks IA, Morphet J. The defining characteristics of newly graduated nurses - A Delphi study. Nurse Educ Pract. 2021;51:102985.
9. Chen L, Lin Q, Xu Y, Wu L. Nursing students' work readiness and its influencing factors before participating in a nurse residency program: a multicenter cross-sectional study. Front Med (Lausanne). 2024;11:1391907.
10. Masso M, Sim J, Halcomb E, Thompson C. Practice readiness of new graduate nurses and factors influencing practice readiness: A scoping review of reviews. Int J Nurs Stud. 2022;129:104208.
Sigma Membership
Beta Beta (Dallas), Iota Nu at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Integrative Review
Research Approach
Mixed/Multi Method Research
Keywords:
Virtual Reality, Simulation Methods & Models, Clinical Competence, Critical Thinking, Judgment (Psychology), Nursing Students, Nursing Practice
Recommended Citation
Hurd, Maria, "Virtual Reality Pedagogy to Improve Clinical Judgment and Work-Readiness: An Integrative Review" (2026). International Nursing Research Congress (INRC). 128.
https://www.sigmarepository.org/inrc/2026/posters_2026/128
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Invited Presentation
Acquisition
Proxy-submission
Date of Issue
2026-09-30
Virtual Reality Pedagogy to Improve Clinical Judgment and Work-Readiness: An Integrative Review
Toronto, Ontario, Canada
Aims: To appraise the literature examining the impact of virtual reality (VR) on the development of clinical judgment and work readiness in undergraduate nursing students.
Background: Preparing nursing students for safe entry into practice remains challenging due to limited clinical placements and increasing expectations for competence. VR simulation provides immersive, repeatable pedagogical experiences that support clinical reasoning and decision-making [1,2]; however, its effectiveness in developing work readiness remains unclear.
Methods: PubMed and CINAHL were searched for studies examining VR-based pedagogical approaches and outcomes related to clinical judgment and work readiness. Of 216 articles identified, 193 were screened after duplicates were removed using predefined inclusion criteria. As no studies directly examined VR’s impact on work readiness, literature describing work-readiness competencies was included for comparison.
Results: Twenty-four studies met inclusion criteria (9 quantitative/mixed-methods, 3 qualitative, 12 reviews). Most examined clinical judgment or decision-making (n = 13), while others addressed work readiness (n = 7) or engagement and communication (n = 4). VR, as a pedagogical strategy, was associated with improvements in knowledge, clinical reasoning, and selected competence outcomes [1,3,4]. Students reported increased engagement and opportunities for safe, repetitive practice [5,6]. Findings were mixed [7], and no studies directly examined work readiness.
Conclusions: VR simulation is a promising pedagogical approach for supporting clinical reasoning; however, evidence remains heterogeneous and largely self-reported. The absence of research on work readiness highlights a critical gap and need for further study.
Relevance to Clinical Practice: Key competencies of practice-ready nurses include clinical decision-making, prioritization, communication, emotional regulation, and teamwork [8–10]. These align with skills developed in simulation. VR may support transition-to-practice readiness by enabling repeated exposure to complex scenarios requiring rapid decision-making, helping bridge the gap between education and practice.
Description
VR simulation is transforming nursing education by providing immersive, repeatable clinical experiences. This integrative review (n=24 studies) found improvements in clinical reasoning, knowledge, and engagement among undergraduate nursing students. However, no studies directly examine its impact on work readiness, revealing a critical gap in preparing practice-ready nurses.