Student satisfaction and self-confidence in learning through pharmacology virtual reality simulations: A mixed methods evaluation

Background
Pharmacology remains challenging in preregistration nursing education. Virtual reality (VR) may support learning by visualizing medication mechanisms within patient scenarios. This study evaluated preregistration nursing students’ satisfaction and self-confidence when learning pharmacology through 3 patient-based VR simulations.
Methods
A sequential exploratory mixed-methods design was conducted at a university in the United Kingdom. Phase 1 explored usability and learning experience through focus groups to inform iterative refinements to the simulations. Phase 2 evaluated student satisfaction and self-confidence using the National League for Nursing Student Satisfaction and Self-Confidence in Learning questionnaire. Qualitative data were analyzed using reflexive thematic analysis, and quantitative data were descriptively summarized.
Results
Phase 1 identified themes of presence, flow, usability, learning consequences, and technology adoption. Phase 2 demonstrated high levels of student satisfaction and self-confidence.
Conclusions
Patient-based VR pharmacology simulations were associated with high levels of student satisfaction and self-confidence. Immersive visualization embedded within a structured learning sequence may support pharmacology education in preregistration nursing programs. Future research should examine knowledge retention, clinical performance, and transfer to practice.