Academic nurse educations are increasingly using virtual reality (VR) as a pedagogical tool for student learning.
•VR can enable an individual to experience and respond to an environment as if it is their “real-world” (Bailenson, 2018).
•Nursing theories or conceptual models are infrequently used to guide the integration of VR technology for learning.
•More research is needed on theories and conceptual models to guide use of VR technology for nursing curricular needs.
AbstractBackgroundThere is growing interest among academic nurse educators in using virtual reality (VR) environments as a pedagogical tool to enhance student learning.
PurposeThe aim of this scoping study was to identify the theories or conceptual models that informed the application of virtual reality technology in nursing education programs.
MethodsA scoping study using the Arksey and O'Malley (2005) framework was conducted. A search strategy recommended and executed by a research librarian yielded 18 final articles for review.
FindingsThere is limited use of theory or a conceptual model, particularly of nursing origin, to guide the integration of VR technology for student learning.
DiscussionMore research is needed to define best practices for application of VR technology for specific curricular needs, and for theory development based on specific concepts and disciplinary perspectives of learning.
KeywordsNursing
Nursing education
Virtual reality
Conceptual models
Conceptual frameworks
Theoretical models
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