Abstract
Background – As healthcare education increasingly adopts immersive technologies, understanding student perspectives on virtual reality is essential for effective curriculum design.
Method – This study explored nursing students’ perceived experiences with the use of virtual reality (VR) technology in classroom-based learning. Data was collected through surveys with nursing students who participated in VR-enhanced learning activity on mass casualty triage and team communication.
Results – Qualitative analysis of the open-ended survey questions revealed four central themes: enhanced confidence and preparedness, technical skill acquisition, communication and teamwork insights, and the value of experiential learning. Students expressed that VR provided a safe environment to practice complex clinical scenarios which improved their confidence in clinical judgment and preparedness, and allowed for practice with prioritization, team communication and experiential learning.
Conclusion – The findings suggest that VR is a valuable pedagogical tool in nursing education, promoting experiential learning and bridging the gap between classroom instruction and clinical practice.
Notes
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Reference list included as separate attached file.
Sigma Membership
Gamma Nu
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Qualitative Study, Other
Research Approach
Qualitative Research
Keywords:
Teaching and Learning Strategies, Virtual Learning, Simulation, Virtual Reality, Nursing Students, Nursing Education, Student Attitudes
Recommended Citation
Stinson, Kristi J. and Rippon, Leslie, "Nursing Students' Perceived Experience with Virtual Reality (VR) Simulation: A Qualitative Analysis" (2026). International Nursing Research Congress (INRC). 320.
https://www.sigmarepository.org/inrc/2026/presentations_2026/320
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
2026-09-26
Nursing Students' Perceived Experience with Virtual Reality (VR) Simulation: A Qualitative Analysis
Toronto, Ontario, Canada
Background – As healthcare education increasingly adopts immersive technologies, understanding student perspectives on virtual reality is essential for effective curriculum design.
Method – This study explored nursing students’ perceived experiences with the use of virtual reality (VR) technology in classroom-based learning. Data was collected through surveys with nursing students who participated in VR-enhanced learning activity on mass casualty triage and team communication.
Results – Qualitative analysis of the open-ended survey questions revealed four central themes: enhanced confidence and preparedness, technical skill acquisition, communication and teamwork insights, and the value of experiential learning. Students expressed that VR provided a safe environment to practice complex clinical scenarios which improved their confidence in clinical judgment and preparedness, and allowed for practice with prioritization, team communication and experiential learning.
Conclusion – The findings suggest that VR is a valuable pedagogical tool in nursing education, promoting experiential learning and bridging the gap between classroom instruction and clinical practice.