This document discusses the use of simulation and virtual reality in nursing education. It defines simulation as experiences that mimic clinical practice using tools like mannequins or virtual simulations. Virtual reality allows for immersive 3D experiences. Simulation and virtual reality are effective tools that allow nursing students to bridge theory and practice, gain skills and confidence, and learn in a safe environment without risk to patients. Research shows these modalities can improve clinical skills and judgement when used together. While effective, limitations include limited patient presentations and uncontrolled real-world variables cannot be fully simulated.

1. Simulation &
Virtual Reality in
Nursing Education

2. Simulation:
What is it?
• Simulation is an experience that mimics clinical practice
• It can include sample documentation, and simple or
complex patient care skills and tasks
• It can be computer driven screen-based activities, web-
based tasks, or realistic patient tasks using mannequins, or
virtual simulations

3. What is Virtual
Reality?
• Virtual Reality (VR) is a type
of simulation that allows the
user to have an immersive, 3-
D experience using speech,
text or avatar
VR allows:
•Full engagement in skill
practice
•Use of real-life scenarios
• First-person active learning
•Debriefing sessions post

4. Current Use of Simulation in Nursing Education
Simulation Allows Nursing Students To:
• Bridge the gap between theory and practice
• Gain confidence while learning
• Learn decision-making and critical-thinking skills
• Obtain quality training experiences

5. Current Use of Virtual Reality in Nursing Education
Virtual Reality Allows Nursing Students to:
 Remain Engaged In Learning
 Improve Patient Care Skills
 Increase Knowledge
 Build Confidence

6. Future Use of Simulation & Virtual Reality in
Nursing Education
Simulation& VR are Effective and Powerful Tools when used Together
(McGonigle & Mastrian, 2022; Chen et al, 2020)
These modalities can:
• Help to Reduce Errors in Practice (McGonigle & Mastrian, 2022; Koukourikos et al, 2021)
• Promote Experiential Learning (McGonigle & Mastrian, 2022; Koukourikos et al, 2021; Chen et al, 2020;
Crowe et al, 2018)

7. Future Use of Simulation & Virtual Reality in
Nursing Education
These modalities can:
• Encourage Team Building Activities
(Koukourikos et al, 2021; Chen et al, 2020; Crowe et al, 2018)
• Provide Safe Learning Environment for Students & Patients
(McGonigle & Mastrian, 2022; Koukourikos et al, 2021; Chen et al, 2020; Crowe et al, 2018)
• Allows for More Layered Scenarios & Practice of More Complex Skills
(McGonigle & Mastrian, 2022; Chen et al, 2020; Crowe et al, 2018)

8. Effectivenes
s
• Research found that VR simulation improved
student knowledge, skills & performance time
(Chen et al, 2020)
• Simulation improved nursing skills without
jeopardizing patient safety
(McGonigle & Mastrian, 2022; Koukourikos et al, 2021; Chen et al, 2020)
• VR found to enhance clinical judgement, critical
thinking skills & competency attainment
(McGonigle & Mastrian, 2022; Koukourikos et al, 2021; Chen et al, 2020;
Crowe et al, 2018)
• Simulation found to improve and sustain gains in
student knowledge and confidence
(Crowe et al, 2018)

9. Limitations
• Simulations and VR platforms are limited to
uniform patient presentations
(Koukourikos et al, 2021)
• Research has found that although VR learning
is effective, if it not more effective than other
forms of instruction (Chen et al, 2020)
• Simulations and VR learning is a controlled
process that cannot account for all
spontaneous in vivo events
(McGonigle & Mastrian, 2022; Koukourikos et al, 2021)
• Costs to incorporate EHR simulation and VR
simulations into programming
(McGonigle & Mastrian, 2022; Koukourikos et al, 2021)

10. References
Chen, F. Q., Leng, Y. F., Ge, J. F., Wang, D. W., Li, C., Chen, B., & Sun, Z. L. (2020). Effectiveness of Virtual Reality
in Nursing Education: Meta- Analysis. Journal of medical Internet research, 22(9), e18290.
https://doi.org/10.2196/18290
Crowe, S., Ewart, L., & Derman, S. (2018). The impact of simulation based education on nursing confidence,
knowledge and patient outcomes on general medicine units. Nurse education in practice, 29, 70–75.
https://doi.org/10.1016/j.nepr.2017.11.017
Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I. V., Iliadis, C., Fratzana, A., & Panagiotou, A.
(2021). Simulation in Clinical Nursing Education. Acta informatica medica : AIM : journal of the Society for
Medical Informatics of Bosnia & Herzegovina : casopis Drustvaza medicinsku informatiku BiH, 29(1),
15–20. https://doi
McGonigle, D. & Mastrian, K. (2022). Introduction to cognitive science and cognitive informatics. Nursing Informatics
and the Foundation of Knowledge (5th ed.). pp. 481-515. Sudbury, Massachusetts: Jones and Bartlett
Publishers.
.org/10.5455/aim.2021.29.15-20

11. Thank You