Nurse education in practice · 2026
Between campus and clinic: Reciprocal learning between universities of applied sciences and hospitals in implementing extended reality for nursing education.
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Cuykx Isabelle, Timman Astrid, Magnée Maurice, De Duytsche Remko, van Loo Marlon
Аннотация
AIM: This discussion paper aims to examine how educational institutions and healthcare organisations can learn from one another when implementing extended reality (XR)-based training in nursing education and clinical practice.
BACKGROUND: XR is attracting growing attention in nursing education. Its value lies not in immersion alone, but in its capacity to support safe, repeatable and pedagogically aligned practice. Although previous research suggests XR's potential, its effectiveness depends on instructional design, alignment with learning objectives and contextual fit, making collaboration between educational institutions and experienced clinical nurses essential.
DESIGN: Drawing on cases from the Netherlands and Belgium, this paper addresses challenges related to usability, technical friction, educator preparation, organisational integration and clinical authenticity.
METHODS: Two cases were included: a longitudinal implementation case where a VR training was progressively scaled across first-year students for a communication-skills course from 2024 to 2026 and an exploratory student-preference study among second-year bachelor nursing students comparing VR simulation, immersive-room training and real-life role play. Implementation design, learner experience, logistical conditions and perceived educational value were analysed across both cases.
RESULTS: Universities of applied sciences can play a crucial role in integrating XR training for working nurses in healthcare organisations. Educational institutions contribute pedagogical expertise, including scaffolding and learner support, while hospitals contribute workflow realism, operational resilience and clinical authenticity.
CONCLUSIONS: Five domains for collaboration are identified: scenario design, onboarding, educator development, evaluation and student bridging roles. Together, these domains can support XR initiatives that are educationally meaningful, clinically relevant and organisationally sustainable.
BACKGROUND: XR is attracting growing attention in nursing education. Its value lies not in immersion alone, but in its capacity to support safe, repeatable and pedagogically aligned practice. Although previous research suggests XR's potential, its effectiveness depends on instructional design, alignment with learning objectives and contextual fit, making collaboration between educational institutions and experienced clinical nurses essential.
DESIGN: Drawing on cases from the Netherlands and Belgium, this paper addresses challenges related to usability, technical friction, educator preparation, organisational integration and clinical authenticity.
METHODS: Two cases were included: a longitudinal implementation case where a VR training was progressively scaled across first-year students for a communication-skills course from 2024 to 2026 and an exploratory student-preference study among second-year bachelor nursing students comparing VR simulation, immersive-room training and real-life role play. Implementation design, learner experience, logistical conditions and perceived educational value were analysed across both cases.
RESULTS: Universities of applied sciences can play a crucial role in integrating XR training for working nurses in healthcare organisations. Educational institutions contribute pedagogical expertise, including scaffolding and learner support, while hospitals contribute workflow realism, operational resilience and clinical authenticity.
CONCLUSIONS: Five domains for collaboration are identified: scenario design, onboarding, educator development, evaluation and student bridging roles. Together, these domains can support XR initiatives that are educationally meaningful, clinically relevant and organisationally sustainable.