6th Edition of World Nursing Science Conference 2026

Abstract

Abstract: 
Background: Virtual reality (VR) simulation is an emerging educational technology that allows nursing students to practice clinical situations in controlled and immersive environments. Its increasing use in nursing education has created a need to understand its contribution to clinical competency development and learning outcomes.

Objective: To analyze the available evidence on the impact of VR-based clinical simulation on the development of clinical competencies and learning outcomes among nursing students, compared with traditional teaching methods.

Methods: A quantitative descriptive systematic review with narrative synthesis was conducted using a PRISMA-based selection process. Searches were performed in BVS, Google Scholar, and Redalyc for studies published between January and July 2026 in English or Spanish. Eligible studies involved nursing students from the Americas, Europe, and Asia and evaluated VR-based clinical simulation in relation to clinical competencies or educational outcomes, compared with traditional teaching methods when applicable. Five studies met the eligibility criteria and were included in the final synthesis. The studies represented diverse methodological designs, including systematic reviews, randomized controlled trials, and quantitative observational research. Methodological quality and level of evidence were critically appraised using the Oxford evidence classification and FLC/CASPe tools.

Results: Practical skills were the most consistently reported clinical competency, appearing in all five included studies (100%). Personal confidence was reported in four studies (80%), while patient safety was addressed in three (60%). Critical thinking, clinical reasoning, and clinical communication were each reported in two studies (40%). The reviewed evidence also showed positive trends in practical learning, confidence, satisfaction, and self-efficacy. One included meta-analysis reported statistically significant improvements in knowledge acquisition (SMD=0.33; 95% CI 0.04–0.61) and self-efficacy (SMD=0.38; 95% CI 0.04–0.72), although significant differences were not observed for all outcomes. Overall, findings favored VR-based approaches but varied according to the competency and outcome assessed. Educational design, structured feedback, repeated practice, and debriefing emerged as relevant factors influencing learning effectiveness.

Conclusion: VR-based clinical simulation shows potential to strengthen selected clinical competencies and learning outcomes in nursing students, although effects vary across outcomes. The evidence supports VR as a complementary educational innovation rather than a substitute for traditional teaching, hands-on simulation, laboratory practice, or clinical experience. Effective integration requires structured pedagogical strategies, appropriate learning objectives, repeated practice, feedback, and debriefing to maximize learning and support the transfer of skills to clinical practice.