Experiences of immersive virtual reality in healthcare clinical training for nursing and allied health students: A mixed studies systematic review.

BACKGROUND

Immersive virtual reality (IVR) is increasingly used in education as an alternative to traditional pedagogy. Although promising learning outcomes have been reported using immersive virtual reality, the users' experience has not been fully explored.

OBJECTIVE

To consolidate evidence on immersive virtual reality experiences in healthcare clinical training for undergraduate nursing and allied health students.

REVIEW

METHODS

A mixed-studies systematic review. Quantitative and qualitative studies involving nursing or allied health students were selected, researching head-mounted gear through experience outcomes. Both published and unpublished studies in the English language from 2013 to 2024 were included. Methodological quality was assessed using the mixed methods appraisal tool. Thematic analysis was used for qualitative findings and narrative analysis was used for quantitative findings. Convergent data synthesis approaches were used to integrate both results.

RESULTS

A total of 93 studies were selected, encompassing 11 RCTs, 34 Quasi-experimental, 15 quantitative, 12 qualitative, and 21 mixed-method studies. The results showed that immersive virtual reality augmented learning experiences. The widespread positive response to using IVR in healthcare education exemplifies its promising potential. Three integrated themes were identified: (1) the versatility of IVR, (2) heuristic learning, and (3) the inappropriacy of IVR.

CONCLUSIONS

IVR can enhance clinical and educative efficiency in the learning experiences of nursing and allied health students. Future research should aim to idealise feasibility by addressing discomfort or motion sickness caused by VR systems and finding alternative cost-saving mediums.