Nursing students' experiences with VR-based simulation in caring for patients with heart failure: a qualitative study

Area of Science:

• Nursing Education
• Medical Simulation
• Virtual Reality Technology

Background:

• Heart failure management is complex, requiring continuous assessment and intervention.
• Traditional clinical practicums offer limited opportunities for nursing students to engage with high-risk, dynamic heart failure scenarios.
• Virtual reality (VR) simulation provides an immersive, safe, and realistic environment for practicing heart failure nursing.

Purpose of the Study:

• To explore the lived experiences of nursing students using VR simulation for heart failure education.
• To understand how VR simulation impacts clinical reasoning, professional identity, and patient-centered care in nursing students.

Main Methods:

• Qualitative study using Colaizzi's phenomenological method.
• Analysis of reflection journals from 34 fourth-year nursing students post-debriefing.
• Data analyzed by two independent qualitative researchers following Colaizzi's procedure.

Main Results:

• Five theme clusters emerged: transitioning to clinical presence, situated clinical reasoning, virtual accountability, relational presence, and navigating virtual/physical boundaries.
• VR simulation facilitated learning beyond technical skills, encompassing clinical reasoning, communication, and professional responsibility.
• Students experienced multidimensional learning, integrating theoretical knowledge with practical application in a virtual heart failure context.

Conclusions:

• VR-based simulation offers a valuable, multidimensional learning experience for heart failure nursing education.
• It supports the development of integrated clinical reasoning and professional identity formation in nursing students.
• VR simulation serves as an effective complementary component within blended nursing education models.