Immersive Virtual Reality Simulation for Preeclampsia in Undergraduate Nursing Education: A Descriptive Mixed-Methods Evaluation

Abstract

Background: Immersive virtual reality (VR) offers nursing students a standardized environment in which to apply knowledge and practice clinical decision-making without risk to patients.

Purpose: This study described nursing students' knowledge, anxiety, self-confidence, and perceptions following an immersive VR simulation focused on the care of a patient with preeclampsia.

Methods: A descriptive mixed-methods evaluation was conducted with 60 prelicensure Bachelor of Science in Nursing students at a public university. An immersive VR module was incorporated into an existing obstetrical nursing curriculum. Anxiety and self-confidence were assessed using the Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale. Students' perceptions were collected using the Clinical Completion Questionnaire and open-ended responses.

Results: Most participants were female (76.9%), were 24 years of age or younger (84.6%), and had no previous immersive VR experience (69.2%). Students reported relatively high self-confidence in clinical decision-making (M = 4.63, SD = 0.42, on a six-point scale) and low-to-moderate anxiety (M = 2.38, SD = 0.75, on a six-point scale). The overall simulation evaluation was favorable (M = 2.60, SD = 0.31, on a three-point scale). Debriefing received the strongest evaluation (M = 2.91, SD = 0.28), followed by learning and confidence outcomes (M = 2.52, SD = 0.41) and prebriefing (M = 2.35, SD = 0.52). The measures demonstrated good-to-excellent internal consistency (Cronbach’s α = .82–.97). Qualitative findings emphasized realism and opportunities to practice clinical decision-making and emergency management. Students recommended additional orientation and reported challenges with navigation, equipment, and access to supplies.

Conclusion: Immersive VR was perceived as an engaging and psychologically safe alternative clinical learning experience when direct exposure was unavailable or inconsistent. A structured technology orientation, navigation practice, and facilitated debriefing may strengthen its educational value, although VR should complement rather than replace hands-on learning.