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Introduction: This scoping review examines the use of extended reality head-mounted displays (XRHMD), including virtual, augmented, and mixed reality, across medical and nursing educational settings. Methods: A comprehensive search of PubMed, CINAHL, and Scopus identified 29 U.S.-based studies that met the inclusion criteria. Results: Based on the studies examined, XR modalities were utilized across various skill and knowledge domains, including anatomy instruction, procedural rehearsal, emergency response, and surgical training. Most studies reported high learner satisfaction, citing enhanced engagement, spatial understanding, and opportunities for repeated, standardized practice. Knowledge gains were mixed, with 60% of studies showing improvement, while others demonstrated no significant advantage over traditional methods. Examination of feasibility outcomes highlighted the promise of XR for scalable, remote, and immersive instruction; however, implementation challenges were frequently reported, including technical limitations (battery life, connectivity, field of view), ergonomic concerns, and mild physiological side effects such as dizziness and visual strain. Discussion: Despite noted barriers, XR demonstrated benefits for complex spatial learning and procedural skill development, particularly when integrated into curricula with structured pre-briefing and debriefing. This review supports that XRHMD is a feasible, engaging, and educationally valuable modality, with greatest impact within blended, mastery-oriented health care education curricula where opportunities for repeated, standardized practice and three-dimensional visualization are critical for enhancing skill acquisition and spatial understanding. However, further longitudinal and standardized research is needed to inform best practices and long-term outcomes.
Lauinger et al. (Tue,) studied this question.