The Impact of Virtual Reality Simulation on Nursing Student’s Knowledge, Satisfaction, and Self‐Confidence

Background Virtual reality (VR) refers to using technology to create an interactive three‐dimensional (3D) environment, which offers users a sense of spatial presence. In nursing education, VR has emerged as a powerful tool to enhance teaching and learning experiences. Aims This study aimed to evaluate the impact of VR simulation intervention on nursing students’ knowledge, satisfaction, and self‐confidence. Design A quasi‐experimental design was employed to meet study objectives. Methods Data were collected from 70 nursing students using a purposive sampling technique. Participants were randomly assigned to either a control or an intervention group. The instruments used included a Structured Interview Sheet, a Pre‐/Post‐Knowledge Assessment Questionnaire, and Student Satisfaction and Self‐Confidence Scale. Results Statistically significant improvements were observed in the study group’s knowledge of VR technology, its importance, applications, types, and associated challenges ( p < 0.01). No significant changes were noted in the control group. Furthermore, the study group demonstrated significant increases in satisfaction and self‐confidence scores following VR simulation ( p < 0.01). A negative correlation was found between students’ age and their postintervention satisfaction and self‐confidence scores in the study group ( p < 0.05). Conclusions The integration of VR technology into nursing education significantly enhanced students’ knowledge, satisfaction, and self‐confidence compared to traditional teaching methods. The use of VR simulations led to a statistically significant increase in students’ overall understanding and application of course content ( p < 0.01). Implications of VR simulations offer immersive and interactive learning experiences, which improve educational outcomes in nursing by fostering deeper engagement and practical understanding.