Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Virtual reality, nursing education, clinical skills, knowledge retention, learning engagement

Abstract

TLMs may not be sufficient in delivering competent clinical skills and promoting knowledge retention among students. VR offers interactive and immersive learning environments that extend beyond the limitations of TLMs. Although many studies have explored VR’s impact on nursing education, a comprehensive analysis focused on its effectiveness in enhancing clinical skills engagement and supporting knowledge retention has been limited. This review included experimental, quasi-experimental, and mixed-methods studies published between 2017 and 2024 that explored the effects of VR-based interventions related to clinical skills engagement and knowledge retention. Studies involving non-nursing populations, non-VR-based interventions, and non-English text were excluded. A systematic review was conducted in February 2025 across PubMed, ScienceDirect, CINAHL, EBSCO, and ProQuest databases, limited to English and peer-reviewed articles. Study selection, critical appraisal, and data extraction were performed. Risk of bias was assessed using validated tools, and narrative synthesis was employed. No deviations from the protocol occurred. Results: Forty studies of quasi-experimental (n = 19), experimental (n = 18), and mixed-methods (n = 3) has shown that VR significantly improved the clinical skills engagement and supported knowledge retention compared to TLMs by enhancing active engagement, learning satisfaction, readiness in clinical practice, and long-term memory. VR is an effective educational tool that promotes active engagement and supports long-term knowledge retention in nursing students. Its integration into curricula may enhance clinical performances.

First Advisor

Restituta C. Tan, RM, RN, MAN, PhD, RGC

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