In recent years, technology has played a pivotal role in reshaping various fields of study, with nursing education being no exception. The advent of augmented and mixed reality (AR and MR) technologies has introduced new dimensions to how nursing practices and skills are taught. This revolutionary approach is specifically evident through the application of head-mounted displays (HMDs), which offer immersive training experiences. Recent research published in BMC Nursing elucidates the transformative potential of these technologies in educational settings, highlighting the capabilities that HMDs bring to nursing.
As health care systems continuously adapt to meet the demand for skilled professionals, the integration of advanced simulation techniques has gained traction. Researchers Kang, Zhang, and Fu have conducted a comprehensive scoping review focusing on the application of HMD-based augmented and mixed reality in nursing education. This review underscores the adaptability of these technologies in providing practical, hands-on experiences for nursing students, which are critical for developing competence and confidence in clinical settings.
The study showcases how AR and MR can enhance the visualization of complex medical procedures. By utilizing HMDs, nursing students can engage in lifelike simulations where they can practice procedures in a safe, controlled environment. This not only boosts the students’ learning curve but also reinforces their understanding of intricate tasks that could otherwise pose risks if performed in real-world scenarios. The visual and spatial interactions offered by these immersive technologies allow learners to refine their cognitive skills while practicing essential clinical tasks.
A key advantage of incorporating head-mounted displays into nursing education is the ability to track the learner’s performance and provide immediate feedback. This real-time assessment capability is invaluable as it enables educators to identify areas where students may struggle and adjust their training accordingly. The combination of immersive technology and adaptive learning algorithms could pave the way for personalized education in nursing, ensuring that each student receives the support they need to succeed.
Moreover, this scoping review sheds light on the diverse applications of AR and MR within nursing disciplines, including anatomy visualization, patient assessment, and emergency response training. The ability to manipulate 3D models of human anatomy enhances the theoretical understanding of anatomical structures, which is foundational for any nursing practice. Students can rotate, zoom in, and explore different systems within the body, solidifying their knowledge through experiential learning.
Additionally, the emotional and psychological aspects of patient care are crucial components of nursing education. Immersive simulations can help students prepare for real-life scenarios that may involve high-stress and emotionally charged environments. By simulating patient interactions, students can practice their communication and empathy skills, which are paramount for effective nursing. This preparatory experience can ultimately lead to improved patient relationships and health outcomes.
As with any technology, there are challenges to the implementation of AR and MR in educational environments. The study reveals that despite the substantial advantages, barriers such as cost, technological limitations, and the need for instructor training must be addressed. Institutions may find it challenging to invest in the necessary infrastructure and training to support the integration of these advanced simulations into the curriculum, raising considerations about the feasibility of widespread adoption.
Despite these hurdles, the potential for enhancing nursing education through the inclusion of immersive technologies cannot be overstated. The scoping review highlights a growing body of evidence indicating that AR and MR applications can lead to improved learning outcomes, increased engagement, and greater retention of knowledge. As educational institutions begin to recognize the importance of innovative teaching methods, the demand for such technologies in nursing programs is likely to increase.
Moreover, the study emphasizes the role of collaborative learning experiences facilitated by AR and MR. These technologies enable multiple learners to interact within the same virtual space, fostering teamwork and interprofessional collaboration—skills necessary for the dynamic field of healthcare. By nurturing a collaborative learning approach, nursing students can better prepare for the realities of working in health care teams, emphasizing the importance of communication and teamwork in providing comprehensive patient care.
The implications for research and practice stemming from this review are profound. The authors suggest that further studies should focus on the long-term outcomes of using AR and MR in nursing education, specifically their impact on clinical practice and patient care. There is substantial potential for future research to unravel the nuances of how these technologies can shape the trajectory of nursing education and, ultimately, the healthcare landscape.
As the health care field evolves, the integration of HMD-based augmented and mixed reality technologies in nursing education appears to be on the horizon. The insights garnered from this scoping review may serve as a springboard for educational strategies aimed at enhancing the training of future nurses. It’s an exciting time for the profession, as innovative technologies promise to usher in new dimensions of learning and professional development.
In summary, the study conducted by Kang, Zhang, and Fu has highlighted the groundbreaking potential of head-mounted displays and immersive learning technologies in the nursing education arena. By providing students with visually rich, interactive experiences, the adoption of AR and MR can open up opportunities for deeper understanding, better skill acquisition, and more effective patient care. As educational institutions begin to embrace these changes, the future of nursing education is poised for significant transformation.
Moreover, the findings from this scoping review signal to educational leaders and policymakers that there is a critical need for investment in technology in nursing schools across the globe. As the nursing workforce confronts the complexities of modern healthcare, preparing students with the most effective tools for learning is paramount. The incorporation of AR and MR technologies represents a forward-thinking approach to crafting a more competent and confident nursing workforce.
In conclusion, the exploration of augmented and mixed reality through head-mounted displays promises not only to enrich the educational experiences of nursing students but also to revolutionize the approach taken to training skilled professionals in the ever-evolving health sector. As nursing education continues to adapt and innovate, it becomes vital to remain at the forefront of technological advancements that can make a tangible impact on the future of healthcare.
Subject of Research: Application of head-mounted display-based augmented and mixed reality in nursing education.
Article Title: Application of head-mounted display-based augmented and mixed reality in nursing education: a scoping review.
Article References:
Kang, R., Zhang, B., Fu, S. et al. Application of head-mounted display-based augmented and mixed reality in nursing education: a scoping review. BMC Nurs 24, 1150 (2025). https://doi.org/10.1186/s12912-025-03413-1
Image Credits: AI Generated
DOI: 10.1186/s12912-025-03413-1
Keywords: Nursing education, augmented reality, mixed reality, head-mounted displays, immersive learning, simulation training, clinical education.
