Virtual reality (VR) simulation in nursing education, especially in the teaching of VR simulations just prior to clinical practice, has the potential to enhance the effectiveness of clinical practice and better prepare nursing students for patient care. The aim of this study was to evaluate the effect of a preclinical VR simulation education program on the development of critical thinking, self-efficacy, problem-solving ability, and perceived clinical competency among undergraduate nursing students. The study was conducted between May and June 2021 using a pretest-posttest design with a control group. A total of 42 nursing students were recruited through convenience sampling from two separate classes. The intervention group participated in VR simulation education, while the control group engaged in lecture-based education, before beginning clinical practice. Assessments were conducted before preclinical education and after completing clinical practice using structured questionnaires. The data was analyzed using chi-square tests, independent t-tests, and ANCOVA. The findings indicated that the intervention group had a significantly higher score in perceived clinical competency compared to the control group (F = 5.25, p = 0.029) after controlling for pretest scores. However, there were no statistically significant differences in critical thinking, self-efficacy, or problem-solving abilities between the two groups. These findings suggest that preclinical VR simulation education is partially effective in preparing nursing students for their clinical practice, underscoring the need for a balanced educational approach that integrates VR with clinical practice to develop a full spectrum of nursing skills and knowledge.

1. Introduction
2. Research method
    2.1. Design and participants
    2.2. Study procedure
    2.3. Instruments
    2.4. Data analysis
    2.5. Ethnical considerations
3. Results and discussion
    3.1. Participant characteristics andhomogeneity test
    3.2. Effects of the preclinical VRsimulation education program
4. Conclusion
Acknowledgments
References

• Mihyun Jeong(Department of Nursing, Gwangju University Gwangju 61743, Korea) | 정미현 (광주대학교 간호학과 조교수) Corresponding author