Simulating the Future: Comparing Student Receptivity and Realism Across VR, Digital, and In-Person Modalities
Faculty Mentor
Kathryn Zeigler
Location
Ogeechee Theater
Type of Research
On-going
Session Format
Oral Presentation
College
Waters College of Health Professions
Department
Nursing
Abstract
"Simulating the Future: Comparing Student Receptivity and Realism Across VR, Digital, and In-Person Modalities”
Oral Presentation Abstract Proposal
By: Madison Osburn
Under the Faculty Mentorship of Dr. Kathryn Zeigler
The American Association of Colleges of Nursing (AACN, 2024) cites simulated clinical experiences as an essential component of undergraduate nursing education. These simulated experiences allow learners to practice skills, apply knowledge, and develop clinical judgement in a safe, controlled environment, without the risk of harm in real-life situations. Traditionally, nursing programs have relied on in-person clinical simulation and computer-based learning in order to provide accurate education and experience for nursing students. However, problems such as scarcity in clinical site placement, increased student enrollment in nursing programs, and evolving technology have called for an inventive approach to augment clinical education in nursing programs. Virtual reality (VR) simulation has emerged as a potential solution for this problem, providing interactive clinical experiences that may enhance learning outcomes. Nursing education standards allow up to 50% of required clinical hours to be replaced with simulation (National Council of State Boards of Nursing [NCSBN], 2016). Though ample research has been done on the effectiveness of traditional simulation modalities within that framework, limited research has been conducted to investigate virtual reality (VR) simulation as an acceptable simulation modality. This project compared student perceptions of VR simulation with traditional simulation modalities, including computer-based and in-person simulation. This study was conducted within a prelicensure nursing program following approval from the Institutional Review Board. All students completed a computer-based and in-person simulation before VR exposure to ensure consistency in the comparison. Undergraduate nursing students' perceptions were evaluated using an anonymous Qualtrics survey. With complex student learning needs and limited availability of clinical placements, VR simulation-based learning serves as a potential solution for these challenges. This presentation will outline the methodology and data analysis used to investigate VR as an additional simulation modality in the undergraduate nursing school curriculum.
References
American Association of Colleges of Nursing (AACN). (2021). The essentials: Core competencies for professional nursing. AACN. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
National Council of State Boards of Nursing (NCSBN). (2016). NCSBN simulation guidelines for prelicensure nursing education programs. https://www.ncsbn.org/public-files/16_Simulation_Guidelines.pdf
Program Description
.
Start Date
4-21-2026 11:15 AM
End Date
4-21-2026 11:30 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Copyright
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Recommended Citation
Osburn, Madison M., "Simulating the Future: Comparing Student Receptivity and Realism Across VR, Digital, and In-Person Modalities" (2026). GS4 Student Scholars Symposium. 48.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026A/2026A/48
Simulating the Future: Comparing Student Receptivity and Realism Across VR, Digital, and In-Person Modalities
Ogeechee Theater
"Simulating the Future: Comparing Student Receptivity and Realism Across VR, Digital, and In-Person Modalities”
Oral Presentation Abstract Proposal
By: Madison Osburn
Under the Faculty Mentorship of Dr. Kathryn Zeigler
The American Association of Colleges of Nursing (AACN, 2024) cites simulated clinical experiences as an essential component of undergraduate nursing education. These simulated experiences allow learners to practice skills, apply knowledge, and develop clinical judgement in a safe, controlled environment, without the risk of harm in real-life situations. Traditionally, nursing programs have relied on in-person clinical simulation and computer-based learning in order to provide accurate education and experience for nursing students. However, problems such as scarcity in clinical site placement, increased student enrollment in nursing programs, and evolving technology have called for an inventive approach to augment clinical education in nursing programs. Virtual reality (VR) simulation has emerged as a potential solution for this problem, providing interactive clinical experiences that may enhance learning outcomes. Nursing education standards allow up to 50% of required clinical hours to be replaced with simulation (National Council of State Boards of Nursing [NCSBN], 2016). Though ample research has been done on the effectiveness of traditional simulation modalities within that framework, limited research has been conducted to investigate virtual reality (VR) simulation as an acceptable simulation modality. This project compared student perceptions of VR simulation with traditional simulation modalities, including computer-based and in-person simulation. This study was conducted within a prelicensure nursing program following approval from the Institutional Review Board. All students completed a computer-based and in-person simulation before VR exposure to ensure consistency in the comparison. Undergraduate nursing students' perceptions were evaluated using an anonymous Qualtrics survey. With complex student learning needs and limited availability of clinical placements, VR simulation-based learning serves as a potential solution for these challenges. This presentation will outline the methodology and data analysis used to investigate VR as an additional simulation modality in the undergraduate nursing school curriculum.
References
American Association of Colleges of Nursing (AACN). (2021). The essentials: Core competencies for professional nursing. AACN. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
National Council of State Boards of Nursing (NCSBN). (2016). NCSBN simulation guidelines for prelicensure nursing education programs. https://www.ncsbn.org/public-files/16_Simulation_Guidelines.pdf
