Evaluating the effectiveness of virtual reality simulation in CPR training for nursing students: a randomized controlled trial

Abstract

Aim: To compare the effectiveness of VR based training and traditional simulation in improving the knowledge, psychomotor skills, attitudes, learning styles and self-directed learning skills of nursing students participating in CPR training. Design: Randomized controlled trial with a pre-test/post-test control group design. Method: Study was conducted with 144 s-year nursing students at an accredited state university in Turkey. Participants were randomly assigned to either a VR group or a traditional simulation group. Both groups received theoretical instruction in CPR followed by VR-based training using Oculus Quest 2 headsets or a traditional simulation-based exercise. Data were collected using the CPR Knowledge Test, the Self-Directed Learning Skills Scale, the Kolb Learning Style Inventory, the Simulation Design Scale and an Objective Structured Clinical Examination (OSCE) for CPR skills. Results: Both groups showed significant improvements in CPR skills after the intervention, with no significant difference between groups. The traditional simulation group showed a significant increase in self-directed learning skills, while no significant change was observed in the VR group. The VR group showed a supportive effect on abstract conceptualization in learning styles, but had no significant effect on learning preferences. Students in the VR group outperformed the control group on several critical psychomotor CPR skills measured by OSCE. Both groups rated their simulation experiences favorably. Conclusions: VR-based CPR training is an effective, scalable, and engaging teaching method that enhances psychomotor skill acquisition and promotes cognitive engagement. Future research should explore hybrid models and long-term outcomes to optimize the use of VR in CPR education.