Navigating the Pedagogical and Practical Frontiers of Immersive Virtual Reality in Nursing Education

This commentary reflects critically on the study by Stenseth et al. regarding immersive virtual reality (IVR) use in nursing education. While students reported favorable impressions of IVR's usability and educational value, challenges remain concerning cognitive scaffolding, learner discomfort, and limited scenario diversity. Drawing on the Technology Acceptance Model and Experiential Learning Theory, this commentary highlights the need for pedagogical depth, structured facilitation, and authentic simulation design. It also calls for greater student involvement in IVR development and longitudinal assessment of its learning impact. For IVR to become a sustainable educational modality, it must transition from technological novelty to pedagogically sound practice that is inclusive, reflective, and clinically relevant.