Assessing Learner Readiness for Virtual Reality Simulations in Mental Health Nursing
AI Summary
No significant differences in perceived readiness across virtual reality, traditional clinical, and face-to-face simulation (p > .05).
Study used Clinical Learning Environment Comparison Survey 2.0 after a bipolar disorder virtual reality scenario with 22 students.
Learners reported enhanced engagement, authenticity, and psychological safety in qualitative feedback, supporting virtual reality as an effective educational modality.
Nurs Educ Perspect. 2026 Nov 10. doi: 10.1097/01.NEP.0000000000001630. Online ahead of print.
ABSTRACT
Mental health nursing students have limited exposure to high-acuity psychiatric scenarios. This study compared learners’ perceived readiness across virtual reality simulation, traditional clinical, and face-to-face simulation training. Twenty-two students completed the Clinical Learning Environment Comparison Survey 2.0 following virtual reality simulation with a bipolar disorder client scenario. No significant differences emerged across six domains (p > .05). Learners perceived equivalent readiness for all modalities. Qualitative feedback highlighted enhanced engagement, authenticity, and psychological safety.
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