ArticleJMIR medical education2025
Virtual Reality Simulation for Undergraduate Nursing Students for Care of Patients With Infectious Diseases: Mixed Methods Study.
Article in JMIR medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Simulation-Based Education Versus Traditional Teaching for Nursing Students: A Systematic Review.Health science reports · 2026Review
- Does Virtual Reality Training Translate into Real-world Infection Prevention and Control Practice? A Systematic Review.Medical science educator · 2026Review
- Voices of Innovation: Reflective Report on Integrating Artificial Intelligence-Simulated Mental Health Patient Scenarios Into Undergraduate Nursing Education in the United Arab Emirates.JMIR medical education · 2026Article
- Determinants of Standard Precautions Performance Among Nursing Students in South Korea: A Cross-Sectional Study.Healthcare (Basel, Switzerland) · 2025Article
- Mixed Reality in Undergraduate Nursing Education: A Systematic Review and Meta-Analysis of Benefits and Challenges.Nursing reports (Pavia, Italy) · 2025Review
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Authors and funding
6 authors.
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Abstract
backgroundVirtual reality simulation (VRS) teaching offers nursing students a safe, immersive learning environment with immediate feedback, enhancing learning outcomes. Before the COVID-19 pandemic, nursing students had limited training and opportunities to care for patients in isolation units with infectious diseases. However, the pandemic highlighted the ongoing global priority of providing care for patients with infectious diseases.
objectiveThis study aims to (1) examine the effectiveness of VRS in preparing nursing students to care for patients with infectious diseases by assessing its impact on their theoretical knowledge, learning motivation, and attitudes; and (2) evaluate their experiences with VRS.
methodsThis 2-phased mixed methods study recruited third-year undergraduate nursing students enrolled in the Integrated Emergency and Critical Care course at a university in Taiwan. Phase 1 used a quasi-experimental design to address objective 1 by comparing the learning outcomes of students in the VRS teaching program (experimental group) with those in the traditional teaching program (control group). Tools included an infection control written test, the Instructional Materials Motivation Survey, and a learning attitude questionnaire. The experimental group participated in a VRS lesson titled "Caring for a Patient with COVID-19 in the Negative Pressure Unit" as part of the infection control unit. In phase 2, semistructured interviews were conducted to address objective 2, exploring students' learning experiences.
resultsA total of 107 students participated in phase 1, and 18 students participated in phase 2. Both the VRS and control groups showed significant improvements in theoretical knowledge scores (for the VRS group t
conclusionsThe findings suggest that VRS teaching significantly enhanced undergraduate nursing students' infection control knowledge, learning attention, and confidence. Qualitative insights reinforced the quantitative results, highlighting the holistic benefits of VRS teaching in nursing education, including improved learning outcomes. The positive impact on student motivation and attitudes indicates a potentially transformative approach to nursing education, particularly in the post-COVID-19 era, where digital and remote learning tools play an increasingly vital role.
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