Virtual-reality delirium training increased nurses' empathy and knowledge, with larger empathy gains when VR preceded didactic instruction¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Immersive virtual-reality delirium training produced significant increases in nurses' empathy and knowledge, with the largest empathy gains when VR preceded traditional presentation-based training. → EL Hussein Mohamed Toufic 2026
Evidence¶
EL Hussein Mohamed Toufic 2026¶
EL Hussein Mohamed Toufic, Sheehan Dawson S., Hirst Sandra. (2026). Simulation‐Based Education to Support Nurses' Critical Thinking in Delirium Recognition: A Scoping Review. Journal of Advanced Nursing. https://doi.org/10.1111/jan.70640
q2 · i? · review · r2
This was a prospective, single-centre, quasi-experimental crossover study with 18 clinically active registered nurses comparing VR delirium training (DelTrain via head-mounted display) with a traditional presentation-based training across three measurement points. The review reports "significant increases in empathy and knowledge... following virtual‐reality training, with the largest gains when virtual reality preceded traditional didactic instruction"; no effect size is printed.
"Significant increases in empathy and knowledge were documented following virtual‐reality training, with the largest gains when virtual reality preceded traditional didactic instruction (Günther et al. 2025)."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — outcome: instruction changes it
Related Claims¶
- Delirium knowledge gains from simulation-based education were sustained over time in repeated-survey and delayed-assessment studies — related
- Immersive lessons show a small effect size advantage over less immersive technology, but increased presence does not necessarily lead to more learning — a broader claim this one bears on
- Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — related
- Review syntheses: VR/AR most often improved academic achievement and motivation, but sometimes performed no better than conventional technologies — a broader claim this one bears on
- Immersive VR simulation increased self-efficacy and intrinsic motivation more than a conventional safety manual in laboratory safety training — related
- Knowledge transfer outcomes show the largest effect sizes of immersive procedural training (g = 1.80), while knowledge gain and retention effects are not significant — related
- Immersion principle: people do not necessarily learn better in 3D immersive virtual reality than with a corresponding 2D desktop presentation (d = -0.10 across 9 tests) — reports the opposite
- A VR simulation of psychosis reduced stigma and increased empathy and knowledge among medical students — related
- A docudrama helped graduate nurses gain empathy and understanding of families experiencing dementia — related
- Simulation-based interventions produce a small but statistically significant improvement in nursing students' empathy — related
Page metadata
| Field | Value |
|---|---|
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review |
generated |
by process:wiki-ingest on 2026-10-31 |
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