Nurse Education Today最新文献

{"title":"Beyond the bedside: Exploring the impact of simulation and performance-based learning on nursing students' competence in geriatric care","authors":"Sayed Ibrahim Ali ,&nbsp;Mostafa Shaban","doi":"10.1016/j.nedt.2025.106887","DOIUrl":"10.1016/j.nedt.2025.106887","url":null,"abstract":"<div><h3>Background</h3><div>Aging demographics heighten the need for undergraduate nurses who are prepared to deliver competent, compassionate geriatric care. Simulation and performance-based learning are increasingly used to bridge theory–practice gaps.</div></div><div><h3>Aim</h3><div>To explore undergraduate nursing students' experiences of simulation and performance-based learning and how these strategies shape perceived competence in geriatric care.</div></div><div><h3>Design</h3><div>Qualitative exploratory study.</div></div><div><h3>Methods</h3><div>Sixteen students who completed geriatric-focused simulation and performance assessments participated in semi-structured interviews. Data were analyzed using Colaizzi's seven-step approach. Trustworthiness was supported through member checking, audit trail, and peer debriefing.</div></div><div><h3>Results</h3><div>Four themes emerged: (1) bridging theory and practice; (2) developing empathy and emotional insight; (3) building professional confidence and identity; and (4) recognizing systemic barriers. Students reported enhanced clinical reasoning, greater familiarity with geriatric assessment tools, stronger empathic engagement, and increased readiness for practice, while noting constraints related to preceptor engagement and time in clinical settings.</div></div><div><h3>Conclusions</h3><div>Simulation and performance-based learning foster geriatric care competence across cognitive, affective, and professional domains. Aligning academic and clinical environments is crucial to sustain transfer of skills to practice.</div></div><div><h3>Implications for nursing education</h3><div>Early, longitudinal integration of geriatrics-focused simulation, structured debriefing, and preceptor-aligned clinical opportunities may strengthen readiness for an aging population.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106887"},"PeriodicalIF":4.2,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of PechaKucha as a reinforcement tool in teaching vital signs skills to nursing students: A randomized controlled trial","authors":"Nevin Doğan ,&nbsp;Meyreme Aksoy","doi":"10.1016/j.nedt.2025.106886","DOIUrl":"10.1016/j.nedt.2025.106886","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the effectiveness of the PechaKucha presentation technique as a reinforcement tool in teaching vital signs to nursing students.</div></div><div><h3>Background</h3><div>Vital signs education is essential in nursing training, and engaging reinforcement methods like PechaKucha may enhance retention and satisfaction, though its use in nursing remains underexplored.</div></div><div><h3>Design</h3><div>A randomized controlled experimental design with pre- and pos<em>t</em>-test measurements was used (Clinical Trials ID: <span><span>NCT06750705</span><svg><path></path></svg></span>).</div></div><div><h3>Methods</h3><div>The study was conducted between December 30, 2024, and January 10, 2025, with 92 first-year nursing students at Siirt University. Participants were randomly assigned to either the control group (PowerPoint, <em>n</em> = 46) or the experimental group (PechaKucha, n = 46) using block randomization. Data were collected using the Vital Signs Knowledge Test, Skills Checklist, Satisfaction Survey, and Student Feedback Form. Statistical analyses included dependent and independent samples <em>t</em>-tests, with effect sizes calculated using Cohen's d.</div></div><div><h3>Results</h3><div>While there was a significant increase in within-group knowledge scores after the training, no significant difference was found between the groups (<em>p</em> &gt; 0.05). Skill scores were also similar (p &gt; 0.05). However, the experimental group reported significantly higher satisfaction (<em>p</em> &lt; 0.05, Cohen's d = 1.157). Most students found PechaKucha concise and clear (86.9 %), engaging (65.2 %), and helpful for focus (69.5 %) and retention (76.0 %).</div></div><div><h3>Conclusion</h3><div>The PechaKucha method can be used as an alternative to traditional PowerPoint presentations in teaching vital signs to nursing students and may increase student satisfaction. This method contributes to the learning process by reinforcing information in a visual and focused manner.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106886"},"PeriodicalIF":4.2,"publicationDate":"2025-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Failure to thrive: A QuantCrit analysis of academic failure and everyday discrimination in undergraduate nursing education","authors":"Vanessa Van Bewer ,&nbsp;Abreham Mekonnen ,&nbsp;Marnie Kramer","doi":"10.1016/j.nedt.2025.106885","DOIUrl":"10.1016/j.nedt.2025.106885","url":null,"abstract":"<div><h3>Background</h3><div>Academic failure in nursing education is frequently framed as a student deficit, detached from the structural and institutional forces that shape educational outcomes. This framing obscures how racism, bias, and exclusionary evaluation practices influence who fails—and under what conditions.</div></div><div><h3>Objective</h3><div>This study examines the relationship between everyday discrimination and academic failure in undergraduate nursing education, using a Quantitative Critical Race Theory (QuantCrit) lens to foreground identity as a site of structural vulnerability.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted with 256 undergraduate nursing students at a Canadian university. Descriptive analyses, chi-square tests, <em>t</em>-tests, and logistic regression models were used to examine associations between everyday discrimination, academic failure, and social identity.</div></div><div><h3>Results</h3><div>Students who reported academic failure had higher levels of perceived everyday discrimination. Academic failure was more common among racialized students (54.4 %) compared to non-racialized students (38.5 %). The interaction of race and gender revealed that racialized women had over seven times the odds of academic failure compared to non-racialized men. Skills-based assessments were the most common site of reported failure.</div></div><div><h3>Conclusions</h3><div>These findings challenge the notion that student failure is solely due to deficits. Instead, they suggest that structural inequalities, particularly those based on race and gender, significantly impact academic outcomes. A QuantCrit perspective redefines failure as a consequence of institutional structures and power dynamics, influencing evaluation practices, faculty development, and equity accountability in nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106885"},"PeriodicalIF":4.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145260154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives of nursing doctoral students on the impact of doctoral education on their professional and career development: A qualitative study","authors":"Seda Sarıköse ,&nbsp;Nilgün Göktepe","doi":"10.1016/j.nedt.2025.106884","DOIUrl":"10.1016/j.nedt.2025.106884","url":null,"abstract":"<div><h3>Background</h3><div>Doctoral education enhances nurses' evidence-based decision-making, care quality, and professional visibility, yet significant global disparities in program structure and persistent challenges faced by students and graduates limit its full potential. This study aims to explore the experiences of nurses enrolled in doctoral education, particularly those who are actively working as nurses in the healthcare setting, and how this education contributes to their professional development and supports their future career goals.</div></div><div><h3>Methods</h3><div>A qualitative descriptive study using individual in-depth interviews. Data were collected through semi-structured online interviews with 24 nurses enrolled in doctoral nursing programs. Participants were selected using purposive sampling. Data were analyzed through a combination of inductive and deductive content analysis. Self-Determination Theory and Social Cognitive Career Theory were used as sensitizing frameworks to guide the deductive phase and inform the interpretation of motivational and career development processes.</div></div><div><h3>Results</h3><div>Three main themes were identified: (1) Gains and Opportunities of Doctoral Education, (2) Facilitators of Doctoral Education, and (3) Barriers to Doctoral Education. Participants reported that doctoral education enhanced their critical thinking, academic identity, and evidence-based clinical practice. Facilitating factors included intrinsic motivation, supportive advisors, collegial support, and flexible work conditions. However, nurses also faced significant barriers such as work-life imbalance, financial constraints, inadequate guidance, and limited institutional recognition. Many noted that doctoral education did not lead to improvements in salary, role clarity, or status. Furthermore, the absence of practice-oriented doctoral programs was seen as a limitation to integrating academic gains into clinical settings.</div></div><div><h3>Conclusion</h3><div>Doctoral education fosters growth and leadership among nurses, but structural and organizational barriers reduce its impact. It is imperative to enhance academic-practice integration, strengthen mentorship, and develop clinically focused doctoral pathways to optimize the benefits for nurses' professional development, patient care quality, and the healthcare system.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106884"},"PeriodicalIF":4.2,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145270803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictors of success among accelerated bachelor of science in nursing students: A retrospective study","authors":"Alison H. Davis,&nbsp;Jennifer Manning,&nbsp;Todd Tartavoulle,&nbsp;Adele Harrell,&nbsp;Kathleen Brennan,&nbsp;Mickey Pigg,&nbsp;Mary Dioise Ramos","doi":"10.1016/j.nedt.2025.106882","DOIUrl":"10.1016/j.nedt.2025.106882","url":null,"abstract":"<div><h3>Background</h3><div>Accelerated second-degree Bachelor of Science in Nursing (BSN) programs attract students with diverse academic backgrounds and experiences. Understanding the factors that contribute to student success is essential for improving retention and program effectiveness. While prior research has explored predictors of success in traditional BSN programs, limited data exists on accelerated BSN students.</div></div><div><h3>Aim</h3><div>This study aimed to describe the factors predicting the success of students enrolled in an accelerated second-degree BSN program.</div></div><div><h3>Methods</h3><div>A retrospective analysis was conducted on 273 accelerated BSN students. Descriptive statistics summarized demographic and academic characteristics. Multiple logistic regression analyses were performed to assess predictors of on-time graduation. Independent variables included gender, age, ethnicity, overall pre-requisite GPA, science GPA, type of prior degree, and type of secondary institution.</div></div><div><h3>Results</h3><div>Demographic variables (gender, age, ethnicity) were not significant predictors of on-time graduation. Students under 25 years of age showed a non-significant trend towards a higher likelihood of graduating on time. Among admission criteria, science GPA was a significant predictor of on-time graduation (<em>p</em> = .010), while overall pre-requisite GPA was not. The type of prior degree (science vs. non-science) did not influence on-time graduation. However, students who attended a university for their prior degree had significantly higher odds of on-time graduation compared to those who attended a college (Exp(B) = 0.544, <em>p</em> = .045).</div></div><div><h3>Conclusion</h3><div>Even though this study was performed at a single institution, limiting its generalizability, science GPA and the type of secondary institution attended were significant predictors of on-time graduation in accelerated BSN students, while demographic characteristics and prior degree type were not. These findings highlight the importance of academic preparedness in science-related coursework and institutional factors in student success. Future research should explore non-cognitive factors and program structures to enhance retention and graduation rates.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106882"},"PeriodicalIF":4.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145208516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cancer care in undergraduate nursing education, a mapping review","authors":"Orlaith Hernon ,&nbsp;Silvija Piškorjanac ,&nbsp;Anne-Mari Seppälä ,&nbsp;Isa Öhberg ,&nbsp;Tarja Bergfors ,&nbsp;Christina Lydon ,&nbsp;Maura Dowling","doi":"10.1016/j.nedt.2025.106883","DOIUrl":"10.1016/j.nedt.2025.106883","url":null,"abstract":"<div><h3>Background</h3><div>The incidence of cancer is rising globally. For high-quality cancer care, generalist nurses need core skills and knowledge to care for people with cancer. The training of such should begin during the undergraduate nursing educational programme as it is likely that all nurses will care for people living with cancer. This review aimed to examine the extent of cancer care education in undergraduate nursing education.</div></div><div><h3>Methods</h3><div>This review is considered a mapping review as it provides a broad overview of cancer care education in undergraduate nursing programmes. Several databases and the websites of cancer organisations were searched to identify relevant sources.</div></div><div><h3>Results</h3><div>From the database searches, 4493 sources were obtained. Three independent reviewers completed the title and abstract and subsequently the full-text screening of the sources. Finally, 132 studies were included in the review. Findings from the 132 included papers were grouped into relevant categories to help address the review's research questions. The most common cancer taught to the undergraduate population was breast cancer, and a wide range of teaching strategies were used.</div></div><div><h3>Conclusion</h3><div>This mapping review identified a high number of included papers, which demonstrates the efforts of nurse educators internationally to prepare the undergraduate student cohort for cancer care practice. Similarly, it endorses the importance of nurses publishing their educational projects to help guide educational practices on the topic.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106883"},"PeriodicalIF":4.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of midwives in advancing planetary health: A contemporary issue in education and practice","authors":"Monica Streater ,&nbsp;Angelica Walton","doi":"10.1016/j.nedt.2025.106880","DOIUrl":"10.1016/j.nedt.2025.106880","url":null,"abstract":"<div><h3>Problem</h3><div>Today's most pressing challenges arise from fractured relationships between people and the planet, resulting in cascading physical, emotional, and ecological harms. These disruptions disproportionately affect women and gender-diverse birthing people, who often face the compounded burdens of environmental degradation, social and racial inequities, and systemic gaps in care. Midwives are uniquely positioned to respond to the interconnected challenges of the Anthropocene impacting these populations; however, advancing this potential requires strengthened planetary health education and practice competencies within midwifery practice and education. Addressing current gaps in curricula, fragmented standards of care, and policy barriers is essential to equip midwives with the systems-thinking approaches needed to implement culturally responsive, ecologically attuned interventions.</div></div><div><h3>Background</h3><div>Both longstanding cultural traditions and scientific research affirm the value and importance of healthy relationships between people and ecological systems. These relationships foster a reconnection with nature, support positive lifestyle changes, and strengthen social cohesion. Planetary health is a unifying concept and growing social movement that acknowledges the interdependence of human health and the health of Earth's systems. The Planetary Health Education Framework (PHEF), developed by the Planetary Health Alliance (PHA) in 2021, provides a comprehensive approach in revising curricula to include planetary health and ensure future practitioners are equipped with the competency and skills to advance optimal health and healing. Integrating planetary health knowledge into midwifery education is essential to prepare practitioners who can address these interconnected challenges holistically, supporting the well-being of women and birthing individuals while also advancing the health of the ecosystems they depend on.</div></div><div><h3>Aim</h3><div>The purpose of this paper is to offer insights and strategies for integrating planetary health into midwifery education, supporting educators in preparing midwives to respond to the complex, interconnected needs of women and gender-diverse birthing people and the Earth's systems. The authors emphasize the vital role midwives play in advancing planetary health, given their unique ability to empower women, girls, and all gender-diverse birthing persons through knowledge, advocacy, and the fostering of individual and collective agency.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106880"},"PeriodicalIF":4.2,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges, opportunities, and organisational readiness for simulation-based education in pre-registration nursing: A national survey across the United Kingdom","authors":"Naim Abdulmohdi,&nbsp;Mary Edmonds,&nbsp;Louise Prothero,&nbsp;Siân Shaw,&nbsp;Catherine Meads","doi":"10.1016/j.nedt.2025.106881","DOIUrl":"10.1016/j.nedt.2025.106881","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based education (SBE) fosters the development of competencies and expands clinical placement capacity. However, the underutilisation of simulation-based education is often attributed to a lack of organisational readiness. Aim: To understand organisational readiness for SBE and factors affecting its integration and use in pre-registration nurse education in the UK.</div></div><div><h3>Methods</h3><div>A self-report cross-sectional survey was conducted among universities that are members of the Council of Deans of Health (CoDH) and offer pre-registration nursing courses in the UK. Quantitative data were analysed for staff confidence, usage, and organisational readiness for SBE using the Simulation Culture Organisational Readiness Survey (SCORS), while qualitative data explored challenges and benefits of SBE in nurse education. Data were collected between December 2022 and February 2023.</div></div><div><h3>Results</h3><div>Sixty universities completed the survey, resulting in a 69 % response rate. The study found high confidence and usage levels for low-fidelity simulations, while highfidelity, virtual reality, and augmented reality simulations showed lower confidence and utilisation. SCORS scores indicated moderate organisational readiness for SBE in the UK, with 48 % of organisations being highly ready. Significant positive correlations were found between confidence, SCORS scores, and simulation modality usage. Challenges included inadequate resources, staff proficiency, digital skills, and leadership support. The benefits highlighted SBE's role in enhancing clinical skills, interprofessional education, and building capacity for clinical education.</div></div><div><h3>Conclusion</h3><div>Focusing on staff development, particularly in digital and simulation skills, is essential to optimise facilitators' readiness for SBE. Organisational readiness also requires further development in areas such as resource availability and necessitates leadership engagement. Understanding the challenges, developing targeted solutions, and engaging in strategic planning are vital. Addressing these factors would enhance SBE adoption and sustainability, ultimately improving students' clinical competency, preparedness, and clinical placement capacity.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106881"},"PeriodicalIF":4.2,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A survey to understand the knowledge and perception on climate change: a Delphi study on health professionals","authors":"Martina Batino ,&nbsp;Eleonora Moraca ,&nbsp;Antonino Morabito ,&nbsp;Daniele Ciofi","doi":"10.1016/j.nedt.2025.106879","DOIUrl":"10.1016/j.nedt.2025.106879","url":null,"abstract":"<div><div>Climate change is recognized as the most significant health threat to humanity, with healthcare systems contributing substantially to greenhouse gas (GHG) emissions. Operating theatres, as the most energy-intensive areas in hospitals, are a critical focus for reducing environmental impacts. Despite the evident need for action, knowledge gaps and limited education on climate change within healthcare persist. The aim of this study was to reach consensus on appropriate survey items for evaluating healthcare professionals' knowledge and perceptions about climate change in operating theatre settings.</div><div>Using the Delphi method, a consensus study was conducted with eight experts, including nurses and doctors, from Italian healthcare settings. The study involved two rounds of surveys, achieving a consensus of ≥75 % on 28 questions categorized into seven modules: sustainable practices, understanding climate change fundamentals, its impacts on healthcare, climate-smart actions, implementation likelihood, and barriers to change.</div><div>A total of 28 survey items across seven thematic modules were validated. All items achieved full consensus (≥87.5 %) with high Content Validity Ratios (0.75–1.0). Expert feedback led to improved clarity, contextual relevance, and practical examples.</div><div>This study provides a shared and valid survey to measure healthcare professionals' knowledge and perceptions about climate change in operating theatres. Future research should test this instrument in larger samples and different contexts to guide interventions that help the nursing workforce advance sustainable healthcare and align with global climate goals.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106879"},"PeriodicalIF":4.2,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145260119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Immersive virtual reality in nursing education: A scoping review of components, outcome variables, and interaction modes","authors":"Sunghwa Na ,&nbsp;Jihyung Son ,&nbsp;Hyun Joo Lee","doi":"10.1016/j.nedt.2025.106877","DOIUrl":"10.1016/j.nedt.2025.106877","url":null,"abstract":"<div><h3>Background</h3><div>Immersive virtual reality (IVR)-based nursing education enhances learners' engagement and sense of presence. To optimize learners' experience, it is essential to explore various aspects of IVR-based education.</div></div><div><h3>Objectives</h3><div>This study aimed to identify the components, outcome variables, and interaction modes, and provide considerations for designing effective IVR-based nursing education.</div></div><div><h3>Methods</h3><div>This scoping review followed the Joanna Briggs Institute guidelines and explored Academic Search Ultimate, CINAHL, Cochrane Library, Education Source, Embase, ERIC, PubMed, Scopus, and Web of Science. The inclusion criteria were studies involving undergraduate nursing students, virtual patient interactions in IVR, and studies published in English or Korean. The exclusion criteria were studies involving only one-way communication from learners to virtual patients. Outcome variables were categorized using the New World Kirkpatrick Model, and interaction modes were classified based on definitions from previous studies.</div></div><div><h3>Results</h3><div>Thirty-one studies published since 2021 were included. Virtual patients represented diverse age groups and various health conditions. The scenario settings varied across hospitals, clinics, care facilities, homes, and communities. In all included studies, outcome variables at Level 1 (reaction) or Level 2 (learning) of the New World Kirkpatrick Model were assessed. Controller-based interactions were most frequently utilized, while natural interaction modes, such as speech recognition and gesture-based interactions, were employed in only a few studies.</div></div><div><h3>Conclusions</h3><div>This review highlights the key aspects of IVR-based nursing education, encompassing diverse virtual humans, scenario settings, outcome variables, and interaction modes. Building on these findings, IVR offers valuable opportunities to enhance learners' engagement and authenticity in nursing education. We suggest that nursing educators carefully consider the components and interaction modes of IVR and employ multiple levels of outcome evaluation when designing educational programs.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106877"},"PeriodicalIF":4.2,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}