Background The complexity of psychiatric patient presentations requires the standardization of nursing education through simulation-based education to ensure essential skills development. Technological advances like virtual reality offer an innovative opportunity to enhance simulation-based nursing education. Our study aimed to improve nursing education by examining the impact of an immersive virtual reality simulation (iVRS)-based education program regarding suicide risk assessment (SRA) training on the educational outcomes, learner experience, and user satisfaction of nursing students, with comparison to a nonimmersive computer desktop version. Methods Two VR SRA case scenarios were developed depicting virtual patients with acutely and chronically elevated suicide risk. These simulations were created in two formats: an iVRS (n = 52) that used a VR headset and handheld controllers, and a computer desktop virtual reality simulation (dVRS, n=187). Results iVRS and dVRS had comparable improvements regarding educational outcomes, user engagement and overall user experience for SRA training. Conclusions The benefit of iVRS compared to other simulation modalities in psychiatric nursing education may vary depending on the type of content being taught.
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Bahadur et al. (2024) studied this question.
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