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Background: Virtual reality is a promising pedagogical tool in midwifery education, yet the experiential impact on students remains underexplored. This systematic review investigates how virtual reality is experienced in undergraduate midwifery education, addressing gaps in current literature. Aim: To explore midwifery students’ experiences of using a virtual reality learning tool during their undergraduate education, synthesise existing literature, and guide future studies. Methods: A cross-section of nine databases relating to health, education, and computing was searched between January and February 2025. From 107 identified sources, 81 papers were searched against predefined eligibility criteria. Twenty-one full-text articles were assessed, and another 13 papers were excluded. Eight studies met the criteria for data extraction. Critical appraisal, data extraction, synthesis, and findings were undertaken collaboratively. A deviation from the original approach was expanding the scope to include nursing and healthcare students due to the limited midwifery-specific literature. Findings: Three themes were identified: being safe, learning experience, and learning limitations. Discussion: Participants found that virtual reality enhanced safe, effective care by enabling risk-free skill practice, deeper understanding of complex anatomy, and alignment with diverse learning styles. Experiences were mixed: some saw it as an engaging or best suited to younger learners, while others noted the novelty aspect. Challenges included limited access, high costs, steep learning curves alongside coursework, and issues such as discomfort, cybersickness, cognitive overload, and technical difficulties. Conclusion: This review found that virtual reality engages health students and supports skill development, but the lasting pedagogical impact is unclear, requiring further research to refine use in healthcare settings.
Welfare et al. (Sun,) studied this question.