Immersive Technology in Nursing Education: A Framework-Guided Review Using Experiential Learning Theory
Abstract
The increasing complexity of healthcare delivery and evolving patient care needs have accelerated the adoption of innovative educational strategies in nursing education. Immersive technologies, particularly Virtual Reality (VR) and Augmented Reality (AR), are emerging as transformative tools that offer experiential, interactive, and learner-centered approaches to clinical education. This framework-guided review examines the use of VR and AR in nursing education, applying Kolb’s Experiential Learning Theory and Bloom’s Digital Taxonomy to analyze their educational value, practical applications, and pedagogical outcomes. Kolb’s Experiential Learning Theory emphasizes a cyclical process of learning through experience, consisting of four key stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. VR and AR simulations align well with this model by providing realistic clinical experiences where nursing students can practice critical skills, engage in reflective debriefings, apply theoretical concepts, and subsequently transfer their learning to real-world clinical settings. Additionally, Bloom’s Digital Taxonomy offers a structured framework for evaluating cognitive engagement in digital learning environments, mapping VR/AR learning activities to higher-order cognitive domains such as applying, analyzing, evaluating, and creating. The review explores how immersive technologies are being utilized for a range of educational purposes, including clinical skills development, complex patient scenario management, empathy training, and interprofessional collaboration. Evidence suggests that VR and AR enhance knowledge retention, improve psychomotor skills, foster clinical reasoning, and boost learner engagement. Despite these advantages, challenges such as high costs, technological barriers, limited faculty training, and integration difficulties persist. The review concludes by emphasizing the need for comprehensive faculty development, evidence-based curriculum design, and further research on long-term learning outcomes. It highlights the importance of leveraging experiential learning frameworks to maximize the educational benefits of VR/AR technologies, ensuring their effective integration into nursing education for building competent, adaptable, and technology-savvy nursing professionals.
Keywords
Immersive Technology, Nursing Education, Framework-Guided Review, Experiential Learning Theory
Citations
IRE Journals:
Christiana Adeyemi , Opeoluwa Oluwanifemi Ajayi , Irene Sagay , Sandra Oparah
"Immersive Technology in Nursing Education: A Framework-Guided Review Using Experiential Learning Theory" Iconic Research And Engineering Journals Volume 4 Issue 2 2020 Page 299-317
IEEE:
Christiana Adeyemi , Opeoluwa Oluwanifemi Ajayi , Irene Sagay , Sandra Oparah
"Immersive Technology in Nursing Education: A Framework-Guided Review Using Experiential Learning Theory" Iconic Research And Engineering Journals, 4(2)
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