Journal of Nursing Research, Education and Management

Virtual Reality-Based Nursing Education: Effects on Clinical Competence, Skill Retention, and Patient Safety

Pooja Jain — Tue, 27 Oct 2026 00:00:00 +0000

Virtual reality (VR) simulation is increasingly used in nursing education to provide immersive, repeatable, and risk-free clinical learning experiences. It may help address limited clinical placement capacity, variation in student exposure, and the need to prepare learners for safe practice. This review synthesizes evidence on the effects of VR-based nursing education on clinical competence, skill retention, and patient safety, and identifies implications for nursing education and future research. A narrative review of peer-reviewed systematic reviews, meta-analyses, and primary studies published predominantly between 2020 and 2026 was conducted. Databases included CINAHL, PubMed/MEDLINE, Web of Science, Scopus, and Google Scholar. VR-based education generally improves nursing students’ knowledge, self-efficacy, engagement, and clinical competence, particularly when scenarios are interactive, clinically relevant, and followed by structured debriefing. Evidence for psychomotor skill performance is mixed: several meta-analyses report moderate-to-large improvements in clinical skills, whereas others find no statistically significant advantage over conventional simulation or traditional instruction. Evidence on skill retention is limited because most studies assess outcomes immediately after intervention. VR appears to support patient safety indirectly by enabling safe rehearsal of high-risk procedures, error recognition, clinical reasoning, communication, and teamwork; direct evidence linking VR education to reduced clinical adverse events remains scarce. VR is a promising complement—not a replacement—for high-quality clinical education. Nursing programs should integrate VR with deliberate practice, feedback, debriefing, and supervised clinical application. Future studies should use standardized outcome measures, longer follow-up, multi-site designs, and patient-safety outcomes.

Effectiveness of Experiential Learning on Knowledge Regarding Therapeutic Connection Skills Amongst Nursing Scholars at a Selected College in Palakkad

Fri, 09 Oct 2026 00:00:00 +0000

Background: Therapeutic communication is essential in nursing practice, particularly when caring for patients experiencing emotional distress and grief. Simulation-based learning provides opportunities to practice communication in a safe, controlled environment.

Aim: To assess the effectiveness of simulation-based learning on knowledge regarding therapeutic communication skills among nursing students at a selected college in Palakkad.

Methods: A quantitative evaluative approach with a quasi-experimental one-group pre-test and post-test design was adopted. The study included 30 first-year B.Sc. Nursing students. A 25-item knowledge questionnaire based on Kübler-Ross’s five stages of grief was used. The intervention involved simulation-based role-play focusing on therapeutic communication techniques, including silence, touch, active listening, acceptance, exploring feelings, sharing observations, summarizing, and supporting decision-making. Content validity was established by five nursing experts, and test-retest reliability was 0.94. Data were analyzed using descriptive and inferential statistics.

Results: The mean pre-test score was 15.93 ± 3.19, increasing to 20.50 ± 1.77 post-test, with a mean difference of 4.57. The calculated t value was 8.85, greater than the critical value of 2.045 at the 0.05 level, indicating significant improvement. Pre-test, 56.7% had above-average knowledge, 36.7% had average knowledge, and 3.3% each had below-average and good knowledge. Post-test, 53.3% had above-average knowledge and 46.7% had good knowledge.

Conclusion: Simulation-based role-play was effective in improving knowledge and may enhance students’ application of therapeutic communication skills in clinical practice, bridging theory and clinical application.

A Study to Assess the Effectiveness of Virtual Reality-Assisted Training on Maternal Care Skills Among Nursing Students

Thu, 15 Oct 2026 00:00:00 +0000

Virtual Reality (VR) is an innovative educational technology that provides interactive and realistic learning experiences through simulation. The present study aimed to assess the effectiveness of Virtual Reality-assisted training on maternal care skills among B.Sc. Nursing 4th-year students. A pre-experimental one-group pre-test and post-test research design was adopted among 49 students of Akal College of Nursing, Eternal University, Baru Sahib, Himachal Pradesh. Participants were selected using a non-probability convenience sampling technique. Data were collected using a Skill Assessment Observation Checklist before and after VR-assisted training. The findings revealed a significant improvement in maternal care skills following the intervention. The overall pre-test mean skill score was 13.55 ± 2.274 (65.87%), which increased to 21.94 ± 1.265 (80.70%) in the post-test. The mean difference was 8.39, with a paired t-value of 22.405 (p < 0.001). The study concluded that VR-assisted training was effective in enhancing maternal care skills and may support the integration of technology into nursing education.

A Descriptive Study to Assess the Level of Self-Esteem and Its Association with Selected Socio-Demographic Variables Among High School Children in Selected Schools in Siwan, Bihar

Khundrakpam Sarita Devi, P. Ponnarasi — Wed, 19 Aug 2026 00:00:00 +0000

Background: Adolescence is a pivotal developmental phase where self-esteem serves as a core determinant of emotional resilience, academic achievement, and social adaptation. In semi-urban and rural regions, understanding baseline self-esteem levels and their socio-demographic influences is critical for designing targeted school mental health interventions.

Objectives: To assess the existing levels of self-esteem & to determine the statistical association between levels of self-esteem and selected socio-demographic variables.

Methods: A quantitative descriptive survey design was conducted among high school students (8th and 9th standards, aged 13–15 years) in selected schools of Siwan, Bihar. Participants were selected using a simple random sampling technique (lottery method). Data were collected using a structured Socio-Demographic Proforma and the standardized Rosenberg Self-Esteem Scale (RSES). Data were analysed using SPSS with descriptive statistics and inferential statistics, with the significance threshold set at .

Results: The findings revealed that a majority of the students—60% demonstrated a moderate level of self-esteem, 30% exhibited low self-esteem, and only 10% possessed high self-esteem. Inferential analysis demonstrated a statistically significant association between self-esteem levels and two socio-demographic factors: Family Type ( ) and Area of Permanent Residence ( ). Students residing in joint family structures and semi-urban localities exhibited higher self-esteem scores compared to their peers from nuclear families or rural backgrounds. Other socio-demographic variables showed no statistically significant association ( ).

Conclusion: A substantial proportion (30%) of high school adolescents in rural Bihar experience low self-esteem, which is significantly influenced by immediate family structure and residential environment rather than monetary income or gender.