Virtual Reality vs. Mannequin Simulation: Clinical Competency and Self-Efficacy in Nursing and Midwifery Education

Background: Contemporary health professions education demands innovative strategies to bridge the theory-practice gap. While traditional mannequin-based simulation is widely used, immersive virtual reality (VR) offers a scalable, repeatable, and engaging alternative, yet its comparative effectiveness in nursing and midwifery remains underexplored. This study therefore evaluated the impact of an immersive VR simulation module compared with conventional mannequin-based training on clinical competency and self-efficacy among undergraduate nursing and midwifery students. Methods: In a randomized controlled trial, ۱۲۸ students were allocated to the VR group (n=۶۴) or the mannequin group (n=۶۴). Both groups received identical postpartum hemorrhage scenarios. Clinical competency was assessed using standardized objective structured clinical examination (OSCE) checklists, and self-efficacy was measured with a validated scale before and after the intervention. Results: The VR group demonstrated higher post-intervention clinical competency scores (mean ۸۷.۴ ± ۵.۲ vs. ۸۰.۱ ± ۶.۸, p<۰.۰۰۱) and a greater improvement in self-efficacy (mean change ۲۲.۳ vs. ۱۴.۷, p<۰.۰۰۱). Students in the VR group also reported enhanced engagement and reduced anxiety during performance. Conclusion: Immersive VR simulation outperformed traditional mannequin-based training in improving clinical competency and self-efficacy. Integrating VR into undergraduate curricula represents a powerful educational innovation that prepares nursing and midwifery students effectively for real-world clinical challenges.

کلیدواژه ها:

Virtual Reality ، Simulation Training ، Nursing Education ، Midwifery Education ، Clinical Competency ، Self-Efficacy