Holopatient technology in nursing education: a cross-sectional analysis of student and faculty perceptions

Holopatient technology, a mixed reality simulation tool, is increasingly used in nursing education to enhance clinical reasoning and student engagement. However, differences in perception between students and faculty remain underexplored.

A cross-sectional survey was conducted among 126 participants (84 nursing students and 42 faculty members) at a Saudi Arabian nursing college. All participants had prior exposure to Holopatient scenarios, including adult medical-surgical and maternal health cases. A researcher-developed, 20-item Likert-scale questionnaire assessed four domains: perceived effectiveness, overall satisfaction, ease of use, and implementation challenges. Descriptive statistics, chi-square tests, and multiple regression analyses were performed.

Students rated perceived effectiveness significantly higher (mean [M] = 4.2, standard deviation [SD] = 0.6) than faculty (M = 3.8, SD = 0.8; p < 0.01). Satisfaction was also higher among students (M = 4.1, SD = 0.7) than faculty (M = 3.7, SD = 0.9). Ease of use was similar (M = 4.0 vs. 3.9), while faculty reported more implementation challenges (M = 3.5, SD = 0.9) than students (M = 3.0, SD = 0.6). A significant association was found between faculty teaching experience and perceived challenges (χ² (4) = 15.78, p < 0.05). Regression analysis showed that prior simulation exposure (β = 0.35, p < 0.001), digital literacy (β = 0.28, p = 0.01), and fewer teaching years (β = -0.15, p = 0.05) predicted more positive perceptions. The model explained 35% of the variance (R² = 0.35).

Students expressed more favourable perceptions of Holopatient technology than faculty. Digital literacy and prior simulation exposure were strong predictors of acceptance, while longer teaching experience was linked to lower enthusiasm. Faculty development and targeted support are essential for successful adoption.

Not applicable.