Abstract
Purpose: Virtual reality (VR) is transforming nursing and medical education by providing immersive, safe, and realistic environments for developing skills [1-4]. The use of VR for teaching emotionally complex communication, such as delivering bad news, is underexplored [5,6]. This study evaluated the feasibility, usability, acceptability, and satisfaction with VR-based communication training among nursing and medical students and educators in Europe.
Methods: A cross-sectional study was conducted across six universities in five European countries. Two VR scenarios simulating “breaking bad news” were developed using the NURSE [7] and SPIKES [8] communication frameworks. Participants took part in a pre-briefing session, then engaged with one of the two VR scenarios. Following the scenario, they completed a 35-item electronic survey assessing demographics [9], usability [9], feasibility [10], satisfaction [11], and qualitative feedback. Participants then took part in a debriefing session. Quantitative data were analysed descriptively and inferentially [12], and qualitative responses underwent content analysis [13].
Results: A total of 320 participants took part in the study (268 students and 52 educators). Overall, the VR scenarios were well received. Among students, the mean usability and feasibility scores were 78.5 and 86.4 out of 100, respectively. Satisfaction was high (94%), with students highlighting immersive realism, structured guidance, and opportunities for repeatable practice. Usability was higher among those who had used VR for leisure and lower among those who reported mild side effects such as dizziness or headache. Students viewed VR as a valuable supplement to traditional training, suggesting the inclusion of more diverse scenarios and adaptive feedback. Similarly, educators reported high usability (75/100), feasibility (83.6/100), and satisfaction (90%) scores.
Implications: VR-based communication training is a feasible, usable, and well-accepted innovation for interdisciplinary education. By offering immersive, self-paced, safe environments, VR bridges the gap between theoretical learning and real-world communication, enhancing confidence and competence in sensitive interactions. Broader adoption will require investment, technical support, and faculty training to address logistical barriers. Further research should explore long-term outcomes, cost-effectiveness, and ways to strengthen empathy-driven communication through accessible VR resources.
Notes
Extensive reference list included in slide deck.
Sigma Membership
Omega Epsilon at-Large
Lead Author Affiliation
University College Cork, Cork, Ireland
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Mixed/Multi Method Research
Keywords:
Interprofessional Initiatives, Simulation, Teaching and Learning Strategies, Communication Skills Training, Nursing Education, Medical Education, Computer Simulation, Outcomes (Health Care), Virtual Reality
Recommended Citation
Saab, Mohamad M.; O'Donovan, Mark; Koç, Irem; Kenny, Jennifer; Hrdlička, Jan; Wild, Jiri; Zielina, Martin; Hrdličková, Lucie; Rusinová, Katerina; Loučka, Martin; Skvortsova, Aleksandrina; Van Vliet, Liesbeth M.; Medema, Madelief; Pieterse, Arianne D.; Bausewein, Claudia; Krauss, Sabine H.; Rosenbruch, Johannes; Stiel, Stephanie; Afshar, Kambiz; Klemmt, Malte; Silva-Neves, Vasco; Pinho, Salomé; Monteiro, Ana Carolina; Payne, Cathy; and Hartigan, Irene, "Virtual Reality Communication Training in Health Professions Education: A Multi-Country Evaluation" (2026). International Nursing Research Congress (INRC). 56.
https://www.sigmarepository.org/inrc/2026/presentations_2026/56
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
2026-07-25
Virtual Reality Communication Training in Health Professions Education: A Multi-Country Evaluation
Toronto, Ontario, Canada
Purpose: Virtual reality (VR) is transforming nursing and medical education by providing immersive, safe, and realistic environments for developing skills [1-4]. The use of VR for teaching emotionally complex communication, such as delivering bad news, is underexplored [5,6]. This study evaluated the feasibility, usability, acceptability, and satisfaction with VR-based communication training among nursing and medical students and educators in Europe.
Methods: A cross-sectional study was conducted across six universities in five European countries. Two VR scenarios simulating “breaking bad news” were developed using the NURSE [7] and SPIKES [8] communication frameworks. Participants took part in a pre-briefing session, then engaged with one of the two VR scenarios. Following the scenario, they completed a 35-item electronic survey assessing demographics [9], usability [9], feasibility [10], satisfaction [11], and qualitative feedback. Participants then took part in a debriefing session. Quantitative data were analysed descriptively and inferentially [12], and qualitative responses underwent content analysis [13].
Results: A total of 320 participants took part in the study (268 students and 52 educators). Overall, the VR scenarios were well received. Among students, the mean usability and feasibility scores were 78.5 and 86.4 out of 100, respectively. Satisfaction was high (94%), with students highlighting immersive realism, structured guidance, and opportunities for repeatable practice. Usability was higher among those who had used VR for leisure and lower among those who reported mild side effects such as dizziness or headache. Students viewed VR as a valuable supplement to traditional training, suggesting the inclusion of more diverse scenarios and adaptive feedback. Similarly, educators reported high usability (75/100), feasibility (83.6/100), and satisfaction (90%) scores.
Implications: VR-based communication training is a feasible, usable, and well-accepted innovation for interdisciplinary education. By offering immersive, self-paced, safe environments, VR bridges the gap between theoretical learning and real-world communication, enhancing confidence and competence in sensitive interactions. Broader adoption will require investment, technical support, and faculty training to address logistical barriers. Further research should explore long-term outcomes, cost-effectiveness, and ways to strengthen empathy-driven communication through accessible VR resources.
Description
This study evaluated VR-based communication training for nursing and medical students and educators across six universities in five European countries. Using two “breaking bad news” scenarios based on NURSE and SPIKES frameworks, participants reported high usability, feasibility, and satisfaction. VR was viewed as an immersive, safe, repeatable, and effective tool for improving communication skills, though broader adoption requires investment, support, and further research on long-term outcomes.