A Narrative Review of the Impact of Virtual Reality (VR) on Clinical Skills Development in Nursing Students

Abstract

Background: The integration of virtual reality (VR) within nursing education has advanced rapidly over the past six years, driven by the mounting need for innovative approaches to clinical training, challenges in traditional education models, and the demands created by global health crises.

Objective: This narrative review analyzes recent evidence regarding the role and effectiveness of VR in developing clinical skills among nursing students worldwide.

Methods: Relevant literature from 2019 to 2025 was identified through comprehensive database searches (PubMed, Scopus, Web of Science, Google Scholar) using keywords relating to VR, nursing education, and clinical skills. Studies selected for inclusion consisted of experimental, mixed-methods, systematic reviews, and narrative syntheses, focusing specifically on VR applications in undergraduate and postgraduate nursing programs.

Results: VR significantly enhances students’ technical, cognitive, and communication competencies, as well as self-efficacy and readiness for clinical practice. Its benefits are best seen in improvement of practical skills, decision-making, reduction of anxiety and errors, and increased engagement. Despite persistent barriers such as costs, lack of faculty expertise, and infrastructure requirements, VR’s pedagogical value is now widely recognized. Future directions include large-scale implementation, integration with artificial intelligence, and research on long-term outcomes.

Conclusion: VR is a transformative agent in the evolution of nursing education, enabling flexible, standardized, and immersive skills training. Systematic investment, curricular adaptation, and ongoing research are essential to maximize its impact and sustainability.