Impact of Virtual Reality (VR) and Augmented Reality (AR) on Nursing Skill Acquisition Among Undergraduate Nursing Students in Selected Nursing Colleges in Uttar Pradesh: A Mixed Method Study

Abstract

Background:

In the rapidly evolving landscape of healthcare education, Virtual Reality (VR) and Augmented Reality (AR) have emerged as innovative pedagogical tools that significantly enrich traditional teaching methodologies. These immersive technologies offer realistic, interactive, and student-centered learning experiences, which are particularly valuable in the field of nursing where clinical skills, precision, and confidence are critical. As nursing education shifts towards more experiential and competency-based models, the integration of VR and AR provides a promising solution to bridge the gap between theoretical knowledge and practical application.

Objective:

The primary objective of this research is to investigate the impact of VR and AR technologies on the acquisition of essential nursing skills among undergraduate nursing students. The study aims to assess how these tools influence psychomotor learning, clinical decision-making abilities, and self-confidence in performing nursing procedures. Additionally, the study explores students’ perceptions of using these technologies as part of their academic and clinical training.

Methodology:

A quasi-experimental design was employed in this study, conducted across selected nursing colleges in Uttar Pradesh. The study sample consisted of undergraduate nursing students who were divided into two groups: one receiving traditional instruction and the other exposed to VR and AR-based simulations. Data were collected through structured skill assessment checklists, self-reported confidence scales, and student feedback questionnaires. Pre- and post-intervention assessments were used to compare learning outcomes, and the effectiveness of the interventions was statistically analyzed.

Results:

The results of the study revealed that students who received training through VR and AR technologies demonstrated significantly greater improvement in skill acquisition compared to those taught via conventional methods. Specifically, enhancements were noted in their ability to perform clinical procedures accurately, make informed decisions in simulated scenarios, and exhibit increased confidence in patient care situations. Furthermore, student feedback highlighted a high level of satisfaction and engagement with the use of immersive technology in learning environments.

Conclusion:

The study concludes that Virtual Reality and Augmented Reality technologies have a substantial positive impact on nursing skill development. By providing safe, repeatable, and lifelike clinical simulations, these tools support deeper learning and better retention of practical skills. The integration of VR and AR into nursing curricula has the potential to revolutionize how clinical education is delivered, making it more interactive, learner-centered, and effective. Therefore, nursing institutions should consider adopting these technologies to complement traditional teaching methods and enhance the quality of future healthcare professionals.