The impact of immersive virtual reality on students’ satisfaction and self-confidence in clinical nursing simulation: a cross-sectional study

Higher education nursing programs are developing various simulation practices, from low- to high-fidelity, including immersive virtual reality simulation experiences. This study aims to assess students’ satisfaction with learning and self-confidence with simulation training using immersive virtual reality simulation experiences. A descriptive cross-sectional posttest-only study was conducted with 73 nursing students who participated in two simulation sessions using a headset-based immersive virtual reality system. The Student Satisfaction and Self-Confidence in Learning Scale was used. Student satisfaction and self-confidence in the two virtual reality experiences were high (25 points maximum): Scenario 1: 24.01 (SD 1,53); Scenario 2: 25.0 (SD 0.00); mean self-confidence score (40 points maximum): Scenario 1: 36.58 (SD 3.36); Scenario 2: 39.92 (SD 0.28). Scores on the total scale and the two subscales showed a statistically significant increase after students were exposed to a second immersive virtual reality experience ( p < 0.001). Nursing students perceived that learning through immersive virtual reality increases their satisfaction and self-confidence. It can be used to develop practical skills by exposing participants to realistic simulated environments. Not applicable.