As healthcare systems worldwide increasingly recognize the necessity for high-quality training for future generations of nurses, traditional educational methods are under scrutiny. Nursing students often experience a steep learning curve when it comes to practical procedures like vaginal delivery, an essential skill that requires both knowledge and hands-on experience. The use of immersive technologies such as IVR offers a solution to these challenges by allowing students to engage with realistic scenarios in a risk-free environment.

The researchers conducted qualitative interviews with nursing students who participated in IVR simulations of normal vaginal delivery. These immersive experiences were designed to replicate real-life delivery scenarios, allowing students to practice procedures and make clinical decisions as they would in a real delivery room. Feedback from participants revealed significant improvements in confidence and preparedness, demonstrating the efficacy of IVR in nursing education.

One of the most compelling aspects of IVR technology is its ability to create a sense of presence, which is the psychological feeling of being in an environment that is not physically present. Students reported that this sense of presence translated into improved retention of knowledge and skills, as they could visualize and enact procedures as if they were performing them in a real clinical setting. This emotional engagement fosters a deeper understanding and proficiency, ensuring that nursing graduates are better equipped to handle real-world situations.

Moreover, the study highlights the versatility of IVR in accommodating different learning styles. Unlike traditional lectures or textbook learning, immersive simulations can offer kinesthetic learners the hands-on experience they crave. Visual and auditory learners also benefit, as IVR provides a multi-sensory environment that enhances the overall educational experience. By catering to diverse learning needs, IVR stands to make nursing education more inclusive and effective.

However, the research did not shy away from addressing the potential hurdles associated with implementing IVR in nursing curricula. Factors such as the cost of technology, the need for faculty training, and the development of appropriate educational content were noted as challenges that institutions would need to overcome. As healthcare technology continues to advance, addressing these barriers will be crucial for widespread adoption.

The findings from Jeong and Lim’s research contribute to a growing body of literature supporting the integration of technology in nursing education. With healthcare delivery evolving rapidly, it is paramount that training methodologies evolve alongside. The evidence suggesting that immersive simulations can offer significant advantages over traditional training methods is promising. This study serves as a catalyst for further inquiry into the best practices for incorporating IVR and other technologies into nursing programs.

Moreover, the implications of this research extend beyond nursing education. As the healthcare sector seeks to embrace a myriad of technological innovations, training protocols could be profoundly influenced by the findings of this study. For instance, hospitals and educational institutions might consider integrating IVR into continuous professional development programs for practicing nurses. This dynamic approach to lifelong learning could lead to improved clinical outcomes and higher patient satisfaction rates.

Nursing educators who adopt IVR technology may find that not only do their students become more competent practitioners, but they also express greater enthusiasm toward their education. The immersive aspect of IVR can inspire a love for learning and a commitment to excellence in clinical practice. This shift in attitude is vital in a field where emotional resilience and dedication are paramount.

As this study prepares for publication, it invites educators, healthcare providers, and policymakers to critically assess the role of emerging technologies in nursing and healthcare education. The future of nursing education may well hinge on our ability to adapt and innovate in response to a changing landscape. Embracing IR technologies could mark a pivotal step forward in creating a more capable, confident, and prepared nursing workforce.

In conclusion, the exploration of nursing students’ experiences using IVR simulation for normal vaginal delivery has significant ramifications for the future of nursing education. This qualitative research indicates a marked improvement in students’ confidence and skill retention, emphasizing the power of technology in learning. With further exploration and investment in such advanced pedagogical tools, we can expect not only enhanced educational outcomes but also better-prepared healthcare professionals ready to meet the demands of complex clinical environments.

The future seems bright for nursing education as we stand on the cusp of a new era where technology and pedagogy converge. The insights gleaned from this research are invaluable and pave the way for further studies that aim to refine and bolster IVR applications in nursing training, underscoring the importance of continuous innovation in preparing the next generation of healthcare leaders.

Subject of Research: Immersive virtual reality in nursing education for normal vaginal delivery training.

Article Title: Exploring nursing students’ experiences of normal vaginal delivery simulation using immersive virtual reality (IVR): a qualitative research.

Article References:

Jeong, S., Lim, SI. Exploring nursing students’ experiences of normal vaginal delivery simulation using immersive virtual reality (IVR): a qualitative research.
BMC Nurs 24, 1114 (2025). https://doi.org/10.1186/s12912-025-03675-9

Image Credits: AI Generated

DOI: 10.1186/s12912-025-03675-9

Keywords: Nursing Education, Immersive Virtual Reality, Normal Vaginal Delivery, Simulation Training, Qualitative Research.

Human factors, an interdisciplinary domain focused on the design and evaluation of systems with respect to human capabilities and limitations, serves as a cornerstone in enhancing safety, efficiency, and patient outcomes in clinical environments. The burgeoning complexity of healthcare technologies mandates a robust understanding of cognitive, physical, and organizational factors to mitigate risk and foster intuitive user interactions. By centering education and knowledge translation, this special issue aims to bridge gaps between theoretical human factors frameworks and practical implementation within healthcare ecosystems.

At the core of this thematic exploration lies the imperative to develop and disseminate digital competencies tailored for human factors professionals operating within healthcare settings. As digital transformation accelerates, the adaptation of training methodologies encompassing simulation, augmented reality (AR), and virtual environments becomes pivotal. These immersive technologies permit safe, repeatable, and scalable experiential learning that is capable of replicating the multifaceted challenges faced in real-world clinical scenarios, optimizing both skill acquisition and retention.

Moreover, the issue champions research into innovative pedagogical strategies designed to elevate comprehension and integration of human factors principles. Workshops, tutorials, and continuing education programs are scrutinized for their effectiveness in propagating foundational knowledge and fostering a culture that prioritizes ergonomic design and user-centered thinking. Such approaches are vital in cultivating a workforce proficient in navigating the dynamic interface between clinicians, patients, and technology.

The intersection of human factors with clinical workflow optimization also commands significant attention. Digital tools that streamline processes—from electronic health records (EHR) to telehealth platforms—must align with human cognitive processes and environmental constraints to avoid unintended consequences. Training healthcare professionals in these systems with a human factors lens ensures that technology acts as an enabler rather than a hindrance, promoting efficiency while safeguarding against errors.

Decision-making in healthcare presents a complex interplay of uncertainty, time pressure, and high stakes. Incorporating human factors education focused on clinical decision support systems (CDSS) elevates the capacity for healthcare workers to leverage technology effectively, accounting for cognitive biases and situational awareness. Understanding the nuances of human-technology interaction in decision contexts is crucial for enhancing diagnostic accuracy and treatment efficacy.

As artificial intelligence (AI), machine learning (ML), and automation become increasingly ubiquitous in health information technology, their integration within human factors education and practice surfaces both opportunities and challenges. Proficiency in these emergent domains requires a specialized skill set to evaluate algorithmic outputs, interpret results appropriately, and maintain ethical standards. Competency development in these areas is indispensable for ensuring that AI-driven tools complement clinical judgment rather than supplant it.

This theme issue also seeks submissions that articulate evidence-based knowledge translation strategies, translating research findings into actionable practices. Bridging the chasm between academia and frontline healthcare operations fosters the uptake of innovations that enhance patient safety and system performance. Human factors educators, researchers, and practitioners are thus encouraged to explore mechanisms that facilitate effective communication, dissemination, and implementation of human-centered design principles.

The thematic call welcomes a broad spectrum of manuscripts including original research, perspectives, short communications, and comprehensive reviews. The scope encompasses multifaceted inquiries into digital collaboration tools, telehealth modalities, remote patient monitoring interfaces, and user-centered medical device design. The emphasis remains on elucidating how education and training intersect with technological advances to produce measurable improvements in healthcare delivery.

Contributors are urged to delve into contemporary challenges such as the evaluation of virtual reality–based simulations for competency development, or the design of hybrid learning ecosystems merging in-person and digital instruction. There is also interest in exploring how educational interventions can be adapted to diverse cultural and organizational contexts within global healthcare systems, ensuring inclusivity and equity.

This special issue represents a timely and essential endeavor to crystallize the critical nexus where human factors science meets digital health education. By curating cutting-edge research and applied insights, JMIR Human Factors aims to galvanize a community of scholars and practitioners dedicated to reshaping healthcare through informed design, rigorous education, and savvy knowledge translation. The ultimate aspiration is to foster safer, more efficient, and more humane clinical environments powered by well-trained professionals adept at harnessing technology’s full potential.

For further information and submission guidelines, prospective authors and interested readers are encouraged to visit the official announcement page of the theme issue on the JMIR Human Factors website. JMIR Publications continues to uphold its commitment to open science and innovation, facilitating the dissemination of pioneering research that bridges disciplinary boundaries and accelerates impact in the digital health landscape.

Subject of Research: Human factors education, management, and knowledge translation in healthcare, with a focus on digital competencies and technological integration.

Article Title: Human Factors in Health Care: Education, Management, and Knowledge Translation – A Call for Submissions in JMIR Human Factors

News Publication Date: June 9, 2025

Web References:

• JMIR Publications: https://jmirpublications.com/
• JMIR Human Factors Theme Issue Announcement: https://humanfactors.jmir.org/announcements/571
• JMIR Human Factors Journal: https://humanfactors.jmir.org/

Image Credits: Credit: JMIR Publications. Source: kentoh

Keywords: Health care, Ergonomics, Bioinformatics, Informatics, Science education, Technology, Medical equipment, Education administration, Educational programs, Education, Ethics, Medical ethics, Machine learning, Artificial intelligence, Health care delivery