For more than a century, nursing education has relied on various forms of simulation to bridge the gap between classroom learning and patient care. From the task trainers and low-fidelity manikins of the early 1900s to today’s high-tech, high-fidelity simulation labs, simulation education has played a big role in preparing students for clinical practice. 

As nursing educators have deepened their understanding of how students learn, research shows that hands-on experience is crucial for developing strong clinical judgment and confidence. Despite improvements in simulation, a persistent academic-practice gap remains: employers report that recent graduates find it challenging to transition into the fast-paced, unpredictable realities of patient care.

That’s where immersive virtual reality (IVR) comes in—offering educators another simulation modality that they can leverage to provide immersive, active-learning, standardized opportunities for students to engage and master skills to build nursing competencies. 

"With IVR, every nursing student receives the same high-quality clinical experience—standardized, evidence-based, and accessible anytime,” said Meredith Deegan, M.S.N., RN, CHSE, CNL, director of the school's Clinical Learning Center. “It’s active learning at its best.”

IVR gives students an opportunity to practice and immediately repeat all types of simulation scenarios giving students exposure to everything from fundamental skills like safe medication administration to high-stakes emergency response scenarios. This technology-driven modality helps students build muscle memory, improvisational skills and confidence that traditional clinical placements may not provide due to limitations or risks. It also optimizes classroom time, allowing students to practice independently while some participate in team-based learning, so everyone can make the most of time in simulation learning and in a way that suits their learning style.

“What’s exciting as an educator, when looking at ways to implement IVR into our curriculum, is the expanded learning opportunities it will provide for our students by allowing them to review a scenario,” said Lauren Goeke, M.S.N., RN, clinical instructor at the school. “Having that review and time to reflect will make our debriefing with the students more meaningful since they will be able to critically evaluate the case. I’m looking forward to seeing how we can close that academic-practice gap with active learning integrated throughout the curriculum, IVR being a valuable tool to accomplish this.”

By blending classroom learning, traditional simulations, and virtual reality, the school is addressing diverse learning styles, offering multiple avenues for students to engage with content in ways that suit their individual needs. This approach ensures that all students, whether they work well in group settings, benefit from hands-on practice, or thrive in independent learning, have ample opportunities to develop the skills and confidence necessary to be practice-ready.

"IVR allows students to practice psychomotor and critical thinking skills over and over in a risk-free environment,” said Deegan. “This deliberate practice allows students the ability to 'fail safely' in a simulated environment, helping them build confidence and competence as future nurses."