Abstract
Background: Traditional nursing education may limit active learning, clinical judgment development, and cognitive engagement among prelicensure nursing students. Evidence supporting measurable outcomes in traditional clinical education is limited (Leighton et al., 2021). Emerging technologies, including virtual reality (VR), augmented reality (AR), and artificial intelligence (AI)-enhanced learning, offer alternative approaches.
Purpose: This evidence-based practice review evaluates the effect of immersive VR/AR-based learning with adaptive or automated feedback on cognitive engagement and learning outcomes in prelicensure nursing students compared with traditional instructor and self-directed study.
Methods: A literature review was conducted using databases including PubMed, CINAHL, MEDLINE, PsycINFO, and ERIC. Studies included randomized controlled trials and systematic reviews published between 2019 and 2025. Evidence was appraised using the Johns Hopkins Evidence-Based Practice model and synthesized to evaluate strength, quality, and consistency.
Results: Immersive VR/AR and AI-enhanced learning improve knowledge, cognitive engagement, learner satisfaction, and clinical performance (Park et al., 2024). Virtual simulation demonstrates equivalent or improved clinical judgment compared with traditional approaches, with additional support from systematic review evidence (Alsharari et al., 2025).
Conclusion: Immersive simulation and technology-enhanced learning are effective strategies for improving cognitive engagement and learning outcomes in prelicensure nursing students. Integration of these approaches into nursing education may enhance clinical readiness and support more consistent, outcomes-based training.
Sigma Membership
Non-member
Type
Best Practice Guideline
Format Type
Text-based Document
Study Design/Type
Systematic Review
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Virtual Simulation, Simulation Methods & Models, Immersive Learning, Active Learning, Nursing Education, Cognitive Engagement, Clinical Judgment, Clinical Competence, VR/AR, Virtual Reality, Augmented Reality, AI, Artificial Intelligence
Advisor
Charity M. Chimwala-Selico
Degree
Master's
Degree Grantor
Charles R. Drew University of Medicine and Science
Degree Year
2026
Recommended Citation
Wilson, Ashton; Ushijima, Didier; Ngere, Treasure; Ogunade, Rose; Koretsky, Natalia; and Chimwala-Selico, Charity Msamalia, "Immersive VR/AR-Based Learning in Prelicensure Nursing Education: Effects on Cognitive Engagement and Learning Outcomes" (2026). General Submissions: Academic Settings and Education-based Materials. 53.
https://www.sigmarepository.org/general_submissions_asem/53
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
Faculty Approved: Degree-based Submission
Acquisition
Self-submission
Date of Issue
2026-05-11
Full Text of Presentation
wf_yes
Description
This project is guided by an evidence-based practice (EBP) framework to develop a focused clinical question. The PICOT format includes population, intervention, comparison, outcome, and time. In prelicensure nursing students (P), what is the effect of immersive VR/AR-based learning with automated or adaptive feedback (I), compared with traditional instructor-led simulation and self-directed study (C), on cognitive engagement and learning outcomes (O) at the completion of a clinical course or simulation-based learning experience (T)?
This project was completed as part of NUR 635: Nursing Research course, at the Mervyn M. Dymally College of Nursing, Charles R. Drew University of Medicine and Science.