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Technology acceptance and emotional experience in immersive virtual reality training in nursing: A scoping review
Daniel Monasor-Ortolà1, Anna Morales-Polo2, Virginia Ferrer-García2
1Department of Nursing, Faculty of Health Sciences, University of Alicante, San Vicente del Raspeig, Alicante, Spain; Primary Care Center of Benissa, Dénia Health Department, Dénia, Alicante, Spain; Foundation for the Promotion of Health and Biomedical Research in the Valencian Region (FISABIO), Valencia, Spain; Health and Care in Vulnerable Groups (SACU) Research Group, University of Alicante, San Vicente del Raspeig, Alicante, Spain.
Aim:
To map and synthesize the existing evidence on technology acceptance and emotional experience associated with the use of immersive virtual reality (VR) in nursing training, including theoretical models, assessment methods, reported outcomes and the interplay between both constructs.
Background:
Immersive VR has emerged as an innovative educational tool in healthcare, enabling experiential learning in safe environments. While previous research has reported positive usability, perceived usefulness and satisfaction, less attention has been given to the interplay between technology acceptance and emotional experience, particularly among nurses.
Design:
A scoping review.
Methods:
A systematic search was conducted across PubMed, CINAHL, PsycINFO, ERIC and Web of Science for studies published between 2016 and 2026. Studies were included if they examined immersive VR in nursing training and reported outcomes related to technology acceptance and/or emotional experience. Data were extracted and synthesized using a descriptive analytical approach.
Results:
43 studies were included. Technology acceptance was generally positive, with perceived usefulness, perceived ease of use and intention to use emerging as the most frequently reported constructs. However, theoretical acceptance models were used infrequently and inconsistently across studies. Emotional experience was characterized by high satisfaction, engagement and presence, alongside anxiety and cybersickness. Only 7 studies provided evidence on the relationship between emotional experience and technology acceptance, with findings suggesting a broadly positive but predominantly indirect association.
Conclusions:
Technology acceptance in immersive VR nursing training cannot be fully explained by cognitive models alone. More integrative approaches incorporating emotional and contextual dimensions are needed.
