VR-based simulation provided 34 nursing students with multidimensional learning experiences extending beyond technical skills to include clinical reasoning and professional responsibility.
What are the lived experiences of nursing students using VR-based simulation in caring for patients with heart failure?
VR-based simulation provides nursing students with multidimensional learning experiences that support integrated clinical reasoning and professional identity formation in heart failure care.
BACKGROUND: Heart failure is a complex and dynamic clinical condition that requires continuous assessment, timely intervention, and re-evaluation in response to fluctuating patient status. Opportunities for nursing students to actively engage in such high-risk and rapidly changing situations during clinical practicum are often limited. Virtual reality (VR) simulation offers an immersive and interactive learning environment in which students can experience symptom progression and make nursing decisions within a safe yet realistic context. Given these characteristics, VR simulation is particularly well suited for heart failure nursing education. METHODS: This qualitative study employed Colaizzi's phenomenological method to explore the lived experiences of nursing students. The final analysis included reflection journals from 34 fourth-year nursing students. Data were collected through reflection journals written immediately after the instructor-led debriefing to capture immediate experiences and perceived meanings. Two qualitative researchers independently analyzed the data and reached consensus on themes following Colaizzi's procedure. The study adhered to COREQ guidelines. RESULTS: Five theme clusters emerged: (1) transitioning from technical practice to clinical presence, (2) clinical reasoning as situated action within a shared virtual space, (3) communicating within the reality of virtual accountability, (4) reorienting nursing through relational presence, and (5) navigating the boundaries of virtual and physical reality. CONCLUSIONS: VR-based simulation provided nursing students with multidimensional learning experiences extending beyond technical skill acquisition to include clinical reasoning, professional responsibility, communication, and patient-centered care. This study contributes qualitative evidence that elucidates how VR-based simulation supports integrated clinical reasoning and professional identity formation in heart failure nursing education, supporting its role as a complementary component within blended nursing education approaches. CLINICAL TRIAL NUMBER: Not applicable.
An et al. (Sat,) conducted a other in Heart failure nursing education (n=34). VR-based simulation was evaluated on Lived experiences of nursing students (qualitative themes). VR-based simulation provided 34 nursing students with multidimensional learning experiences extending beyond technical skills to include clinical reasoning and professional responsibility.