Case-Based VR-FL Versus Traditional Case Teaching: An Evaluation of Learning Achievement and Self-Efficacy among Nursing Students

The conventional model of nursing education faces considerable obstacles due to the rapid advancements in medical technology. Although innovative solutions such as virtual reality (VR), flipped learning (FL), and case-based learning have been proposed, there is a significant lack of research concerning the integration of these methodologies. The purpose of this study was to assess the effectiveness of a combined approach utilizing case-based learning, virtual reality (VR), and flipped learning (FL)—designated as Case-based VR-FL—on nursing students' learning outcomes and self-efficacy in the context of pressure ulcer prevention. A quasi-experimental study was conducted at a medical vocational college, involving 133 nursing students who were assigned to either an experimental group (n=67) or a control group (n=66). The experimental group received instruction through the Case-based VR-FL approach, while the control group engaged in traditional case-based teaching. Knowledge regarding pressure ulcer prevention was evaluated through pre- and post-tests, and a self-efficacy survey was administered. The experimental group exhibited significantly higher post-test scores and demonstrated improved self-efficacy, particularly in terms of confidence and willingness to apply their knowledge. The Case-based VR-FL approach significantly enhances nursing students' knowledge and self-efficacy related to pressure ulcer prevention. Future research should aim to incorporate qualitative data to further enrich and deepen the understanding of these findings.