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Evaluation of artificial intelligence generated immersive virtual reality simulation on skill mastery.

Jenna L Hesse1, Angela M Johnson1, Sarah Dunsmore1

  • 1Nebraska Methodist College, University of Nebraska Medicine College of Nursing, United States of America.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|June 11, 2026
PubMed
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Artificial intelligence (AI)-generated Immersive Virtual Reality (IVR) simulation enhances nursing education by improving critical thinking and clinical skills. This innovative approach boosts nursing students

Area of Science:

  • Nursing Education
  • Medical Simulation
  • Artificial Intelligence

Background:

  • Clinical site limitations and faculty constraints challenge nursing education.
  • Reduced clinical opportunities negatively impact nursing students' critical thinking, decision-making, and skill proficiency.
  • AI-generated Immersive Virtual Reality (IVR) simulation offers a promising solution to enhance clinical education outcomes.

Purpose of the Study:

  • To evaluate the effectiveness of AI-generated IVR simulations in nursing education.
  • To assess nursing students' performance in medication administration and IV insertion using AI-IVR.
  • To measure student satisfaction with the AI-generated IVR simulation experience.

Main Methods:

  • Forty-two undergraduate nursing students participated in the study.
Keywords:
Artificial intelligenceClinical decision makingCritical thinkingImmersive virtual realityNursing educationNursing skill proficiencySimulation satisfaction

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  • Students engaged in prebriefing, physical skill performance, and two AI-generated IVR simulation sessions.
  • Performance was evaluated using the Creighton Competency Evaluation Instrument (C-CEI) and AI analytics; satisfaction was measured via the Simulation Effectiveness Tool-Modified (SET-M).

    • Main Results:

    • Significant improvements in student performance scores were observed across three checkpoints for both medication administration and IV insertion.
    • Enhanced critical thinking, clinical decision-making, and nursing skill proficiency were noted.
    • Students reported high satisfaction with the AI-generated IVR simulation.

    Conclusions:

    • AI-generated IVR simulation is associated with improved nursing student critical thinking, decision-making, and skill proficiency.
    • High student satisfaction indicates a positive reception of this technology in nursing education.
    • AI-generated IVR simulation serves as a valuable supplementary strategy to expand clinical learning opportunities and prepare students for practice.