Abstract
Background: CBE emphasizes measurable skills through targeted assessment. Nursing programs need scalable models for consistent instruction and valid evaluation. Immersive strategies like VR simulation and telehealth encounters enhance reasoning, engagement, and individualized learning.
Purpose: This project details two CBE models, VR neurological assessment and telehealth standardized patient encounter and their impact on learning, competency, and readiness.
Method: Integrated into undergraduate courses using structured design and rigorous evaluation. In critical care, VR scenarios with guided debriefing promoted reflection; evaluation used surveys, performance metrics, and exam comparisons. In medical-surgical, telehealth encounters replicated authentic interactions; faculty-led debriefing and validated tools assessed communication and decision-making.
Results: VR improved confidence and performance; 98% reported better recognition of Cushing’s Triad. Exam scores rose for Triad ID (34%→78%) and ICP treatment (70%→78%). VR standardized delivery and reduced faculty burden. Telehealth showed similar gains with satisfaction scores of 4.5–4.6/5; students reported stronger critical thinking, collaboration, and communication. Competency benchmarks were met across both models.
Conclusions: VR and telehealth align with CBE principles, offering scalable, reliable, learner-centered approaches that improve reasoning, engagement, and readiness for practice.
Notes
References:
Avsar, G., Celik, S., Dogan, S., & Ciftci, B. (2024). Virtual reality technology in nursing education: A qualitative study. European Journal of Education, 0(e12780), 1–10.
Bradley, C., Aebersold, M., DiClimente, L., Muehlbauer, M., & Loomis, A. (2024). Breaking boundaries: How immersive virtual reality is reshaping nursing education. Journal of Nursing Regulation, 15(2), 29–37.
Kiegaldie, D., & Shaw, L. (2023). Virtual reality simulation for nursing education: Effectiveness and feasibility. BMC Nursing, 22(488), 1–13.
Kim, J. H., Park, H., & Shin, S. (2021). Effectiveness of simulation-based nursing education depending on fidelity: A meta-analysis. BMC Medical Education, 21, 1–12.
Padilha, J. M., Machado, P. P., Ribeiro, A., & Ramos, J. (2019). Clinical virtual simulation in nursing education: Randomized controlled trial. Journal of Medical Internet Research, 21(3), e11529.
Sigma Membership
Alpha Delta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Competence, Simulation, Teaching and Learning Strategies, Clinical Competence, Outcome-Based Education, Nursing Education, Virtual Reality, Telemedicine, Simulation Methods in Education
Recommended Citation
Trahan, Roy L. and Joy, Shinu, "Virtual Reality and Telehealth Simulation: Advancing Competency-Based Education in Nursing" (2026). International Nursing Research Congress (INRC). 293.
https://www.sigmarepository.org/inrc/2026/presentations_2026/293
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
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-23
Virtual Reality and Telehealth Simulation: Advancing Competency-Based Education in Nursing
Toronto, Ontario, Canada
Background: CBE emphasizes measurable skills through targeted assessment. Nursing programs need scalable models for consistent instruction and valid evaluation. Immersive strategies like VR simulation and telehealth encounters enhance reasoning, engagement, and individualized learning.
Purpose: This project details two CBE models, VR neurological assessment and telehealth standardized patient encounter and their impact on learning, competency, and readiness.
Method: Integrated into undergraduate courses using structured design and rigorous evaluation. In critical care, VR scenarios with guided debriefing promoted reflection; evaluation used surveys, performance metrics, and exam comparisons. In medical-surgical, telehealth encounters replicated authentic interactions; faculty-led debriefing and validated tools assessed communication and decision-making.
Results: VR improved confidence and performance; 98% reported better recognition of Cushing’s Triad. Exam scores rose for Triad ID (34%→78%) and ICP treatment (70%→78%). VR standardized delivery and reduced faculty burden. Telehealth showed similar gains with satisfaction scores of 4.5–4.6/5; students reported stronger critical thinking, collaboration, and communication. Competency benchmarks were met across both models.
Conclusions: VR and telehealth align with CBE principles, offering scalable, reliable, learner-centered approaches that improve reasoning, engagement, and readiness for practice.
Description
Experience two innovative CBE models that use virtual reality and telehealth simulation to elevate nursing education. This session demonstrates how immersive technologies enhance clinical reasoning, ensure instructional consistency, and strengthen practice readiness through structured design and rigorous assessment.