The effect of virtual reality based disaster training on disaster preparedness of nursing students: a randomized controlled study

The aim of this study is to determine the effect of virtual reality-based disaster preparedness training on the level of disaster preparedness in nursing students. A pretest, post and follow-up test randomized controlled trial. Nursing students (n = 67) studying in a nursing department in Turkey between February and April 2025 were included in the study. Data were collected using the “Descriptive Information Form”, “Disaster Preparedness Information Questionnaire”, “Disaster Preparedness Skills Form”, “Disaster Preparedness Scale (DPS)” and “Psychological Preparedness for Disaster Threat Scale (PPDTS)”. In the study, virtual reality simulation was applied to the nursing students in the intervention group in addition to the standard disaster training for 4 weeks, with each session lasting 50 min, while the nursing students in the control group received standard training. Chi-square test, mixed design ANOVA and Bonferroni multiple comparison test were used to analyze the data. It was determined that there was no statistically significant difference between the intervention group and the control group in terms of disaster preparedness knowledge and skill levels, DPS and PPDTS pre-test mean scores (p > 0.05). In the intervention group’s nursing students’ post-test and 8th week follow-up test; disaster preparedness knowledge level showed medium effect (η²=0.112), skill level showed large effect (η²=0.282), DPS score at a medium effect level (η²=0.084), and PPDTS score at a large effect level (η²=0.163). These values were found to be statistically significantly higher compared to the control group. Virtual reality-based disaster preparedness training was found to be an effective method to improve disaster preparedness levels compared to standard training methods. In this context, it is recommended to use virtual reality technology in disaster preparedness education process and disaster nursing curriculum planning. The study has been registered with the National Library of Medicine Clinical Trials: NCT06253156, Registration date: 02 February 2024.