Immersive virtual reality simulation: engagement and clinical judgment

Abstract Objectives Immersive Virtual Reality Simulation (IVRS) has been reported to improve clinical judgment, communication, and competency in nursing psychomotor skills. The purpose of this study was to determine if IVRS implemented in a senior-level undergraduate medical-surgical didactic course improved student engagement and clinical judgment. Methods IVRS was executed in three class sessions for one cohort of students. Clinical judgment was compared in two cohorts of students [IVRS, n=39 Fall 2023; no IVRS, n=36 Spring 2024]. Engagement theory served as the framework for this study. Only students in the IVRS cohort completed the Student Course Engagement Questionnaire (SCEQ) at the end of the course to measure course engagement. Clinical judgement was measured using the six cognitive domains on the Kaplan ® Med/Surg Comprehensive NGN Integrated Test for both cohorts of students (IVRS and no IVRS). Results There was no statistical difference in clinical judgment scores between the two cohorts. IVRS as measured by the SCEQ increased engagement by motivating students to take good notes (47 %) and review notes between class (44 %), listen carefully, apply content to clinical, and ask questions on unclear concepts (47 %). Students reported that IVRS was fun (53 %). Conclusions IVRS is a novel educational tool that contributes to student engagement with medical/surgical content and can easily be accommodated in a classroom setting. IVRS is an engaging active learning strategy that can be implemented internationally by schools of nursing.