Effectiveness of immersive virtual reality on educational outcomes for health professional learners: an umbrella review protocol

Laura A. Killam; Elizabeth Stone; Yunsik Lee; Jamie L. Conklin; Janine E. Hinton; Raquel Bertiz; Hugh Davies; Katherine A. Kreis; Lisa McKenna; Kelly Foltz-Ramos; Janice Sinoski; Suzanne Hetzel Campbell; Barbara Wilson-Keates; Melissa Ehmke; Marian Luctkar-Flude; Kim Sears; Beth A. Rogers

doi:10.11124/JBIES-25-00318

Effectiveness of immersive virtual reality on educational outcomes for health professional learners: an umbrella review protocol

Laura A. Killam
, Elizabeth Stone
, Yunsik Lee
, Jamie L. Conklin
, Janine E. Hinton
, Raquel Bertiz
, Hugh Davies
, Katherine A. Kreis
, Lisa McKenna
, Kelly Foltz-Ramos
, Janice Sinoski
, Suzanne Hetzel Campbell
, Barbara Wilson-Keates
, Melissa Ehmke
, Marian Luctkar-Flude
, Kim Sears
, Beth A. Rogers

Nursing Simulation and Labs

Cambrian College
Queen's University Kingston
Nipissing University
University of North Carolina at Chapel Hill
University of Texas at Arlington
University of Arizona
National League for Nursing
Edith Cowan University
La Trobe University
University of Lynchburg
University of British Columbia
Vancouver Island University
Barnes Jewish College
Queen's University School of Nursing
Texas Christian University

Research output: Contribution to journal › Article › peer-review

Abstract

Objective: – This umbrella review will synthesize evidence on the effectiveness of immersive virtual reality (iVR) simulation using head-mounted-display (HMD) on educational outcomes for entry-to-practice health professional learners. Introduction: – HMD-based iVR is increasingly used in health professions education because it can offer engaging, interactive simulation experiences. However, educators, regulators, and decision-makers remain uncertain about when iVR provides unique educational benefits that justify widespread implementation. A high-level synthesis that isolates HMD-based iVR outcomes is needed to support evidence-informed policy, curricular, and budgetary decisions. Eligibility criteria: – We will include systematic reviews and meta-analyses that evaluate entry-to-practice learners' quantifiable outcomes aligned with the Kirkpatrick Four-Level Training Evaluation Model when using HMD-delivered iVR interventions. Reviews will be excluded if they focus on practicing clinicians, continuing professional development, patient-facing therapeutic virtual reality, veterinary education, or if they combine immersive and non-immersive modalities without reporting HMD-specific results separately. Methods: – This umbrella review will follow JBI methodology. We will systematically search PubMed, APA PsycINFO (EBSCOhost), CINAHL Plus with Full Text (EBSCOhost), Education Full Text (EBSCOhost), Embase, ERIC (EBSCOhost), and Scopus. Two independent reviewers will conduct screening and data extraction. Methodological quality will be appraised using the JBI critical appraisal instrument and data will be extracted using a modified JBI umbrella review extraction tool. Outcomes will be analyzed using the Kirkpatrick Four-Level Training Evaluation Model and the National League for Nursing/Jeffries Simulation Theory. Certainty of evidence will be assessed using the GRADE approach. Review registration: – PROSPERO CRD420251075197.

Original language	English
Pages (from-to)	1-14
Number of pages	14
Journal	JBI Evidence Synthesis
Volume	Publish Ahead of Print
DOIs	https://doi.org/10.11124/JBIES-25-00318
State	Published - 2026

Keywords

active learning
health professional students
immersive technology
simulation education
virtual environment

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10.11124/JBIES-25-00318

Cite this

Killam, L. A., Stone, E., Lee, Y., Conklin, J. L., Hinton, J. E., Bertiz, R., Davies, H., Kreis, K. A., McKenna, L., Foltz-Ramos, K., Sinoski, J., Campbell, S. H., Wilson-Keates, B., Ehmke, M., Luctkar-Flude, M., Sears, K., & Rogers, B. A. (2026). Effectiveness of immersive virtual reality on educational outcomes for health professional learners: an umbrella review protocol. JBI Evidence Synthesis, Publish Ahead of Print, 1-14. https://doi.org/10.11124/JBIES-25-00318

@article{1e04e39017d34d938ea27fd01713b3d7,

title = "Effectiveness of immersive virtual reality on educational outcomes for health professional learners: an umbrella review protocol",

abstract = "Objective: {\textendash} This umbrella review will synthesize evidence on the effectiveness of immersive virtual reality (iVR) simulation using head-mounted-display (HMD) on educational outcomes for entry-to-practice health professional learners. Introduction: {\textendash} HMD-based iVR is increasingly used in health professions education because it can offer engaging, interactive simulation experiences. However, educators, regulators, and decision-makers remain uncertain about when iVR provides unique educational benefits that justify widespread implementation. A high-level synthesis that isolates HMD-based iVR outcomes is needed to support evidence-informed policy, curricular, and budgetary decisions. Eligibility criteria: {\textendash} We will include systematic reviews and meta-analyses that evaluate entry-to-practice learners' quantifiable outcomes aligned with the Kirkpatrick Four-Level Training Evaluation Model when using HMD-delivered iVR interventions. Reviews will be excluded if they focus on practicing clinicians, continuing professional development, patient-facing therapeutic virtual reality, veterinary education, or if they combine immersive and non-immersive modalities without reporting HMD-specific results separately. Methods: {\textendash} This umbrella review will follow JBI methodology. We will systematically search PubMed, APA PsycINFO (EBSCOhost), CINAHL Plus with Full Text (EBSCOhost), Education Full Text (EBSCOhost), Embase, ERIC (EBSCOhost), and Scopus. Two independent reviewers will conduct screening and data extraction. Methodological quality will be appraised using the JBI critical appraisal instrument and data will be extracted using a modified JBI umbrella review extraction tool. Outcomes will be analyzed using the Kirkpatrick Four-Level Training Evaluation Model and the National League for Nursing/Jeffries Simulation Theory. Certainty of evidence will be assessed using the GRADE approach. Review registration: {\textendash} PROSPERO CRD420251075197.",

keywords = "active learning, health professional students, immersive technology, simulation education, virtual environment",

author = "Killam, \{Laura A.\} and Elizabeth Stone and Yunsik Lee and Conklin, \{Jamie L.\} and Hinton, \{Janine E.\} and Raquel Bertiz and Hugh Davies and Kreis, \{Katherine A.\} and Lisa McKenna and Kelly Foltz-Ramos and Janice Sinoski and Campbell, \{Suzanne Hetzel\} and Barbara Wilson-Keates and Melissa Ehmke and Marian Luctkar-Flude and Kim Sears and Rogers, \{Beth A.\}",

note = "Publisher Copyright: {\textcopyright} 2026 JBI",

year = "2026",

doi = "10.11124/JBIES-25-00318",

language = "English",

volume = "Publish Ahead of Print",

pages = "1--14",

journal = "JBI Evidence Synthesis",

issn = "2689-8381",

publisher = "Lippincott Williams and Wilkins",

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Killam, LA, Stone, E, Lee, Y, Conklin, JL, Hinton, JE, Bertiz, R, Davies, H, Kreis, KA, McKenna, L, Foltz-Ramos, K, Sinoski, J, Campbell, SH, Wilson-Keates, B, Ehmke, M, Luctkar-Flude, M, Sears, K & Rogers, BA 2026, 'Effectiveness of immersive virtual reality on educational outcomes for health professional learners: an umbrella review protocol', JBI Evidence Synthesis, vol. Publish Ahead of Print, pp. 1-14. https://doi.org/10.11124/JBIES-25-00318

TY - JOUR

T1 - Effectiveness of immersive virtual reality on educational outcomes for health professional learners

T2 - an umbrella review protocol

AU - Killam, Laura A.

AU - Stone, Elizabeth

AU - Lee, Yunsik

AU - Conklin, Jamie L.

AU - Hinton, Janine E.

AU - Bertiz, Raquel

AU - Davies, Hugh

AU - Kreis, Katherine A.

AU - McKenna, Lisa

AU - Foltz-Ramos, Kelly

AU - Sinoski, Janice

AU - Campbell, Suzanne Hetzel

AU - Wilson-Keates, Barbara

AU - Ehmke, Melissa

AU - Luctkar-Flude, Marian

AU - Sears, Kim

AU - Rogers, Beth A.

PY - 2026

Y1 - 2026

N2 - Objective: – This umbrella review will synthesize evidence on the effectiveness of immersive virtual reality (iVR) simulation using head-mounted-display (HMD) on educational outcomes for entry-to-practice health professional learners. Introduction: – HMD-based iVR is increasingly used in health professions education because it can offer engaging, interactive simulation experiences. However, educators, regulators, and decision-makers remain uncertain about when iVR provides unique educational benefits that justify widespread implementation. A high-level synthesis that isolates HMD-based iVR outcomes is needed to support evidence-informed policy, curricular, and budgetary decisions. Eligibility criteria: – We will include systematic reviews and meta-analyses that evaluate entry-to-practice learners' quantifiable outcomes aligned with the Kirkpatrick Four-Level Training Evaluation Model when using HMD-delivered iVR interventions. Reviews will be excluded if they focus on practicing clinicians, continuing professional development, patient-facing therapeutic virtual reality, veterinary education, or if they combine immersive and non-immersive modalities without reporting HMD-specific results separately. Methods: – This umbrella review will follow JBI methodology. We will systematically search PubMed, APA PsycINFO (EBSCOhost), CINAHL Plus with Full Text (EBSCOhost), Education Full Text (EBSCOhost), Embase, ERIC (EBSCOhost), and Scopus. Two independent reviewers will conduct screening and data extraction. Methodological quality will be appraised using the JBI critical appraisal instrument and data will be extracted using a modified JBI umbrella review extraction tool. Outcomes will be analyzed using the Kirkpatrick Four-Level Training Evaluation Model and the National League for Nursing/Jeffries Simulation Theory. Certainty of evidence will be assessed using the GRADE approach. Review registration: – PROSPERO CRD420251075197.

AB - Objective: – This umbrella review will synthesize evidence on the effectiveness of immersive virtual reality (iVR) simulation using head-mounted-display (HMD) on educational outcomes for entry-to-practice health professional learners. Introduction: – HMD-based iVR is increasingly used in health professions education because it can offer engaging, interactive simulation experiences. However, educators, regulators, and decision-makers remain uncertain about when iVR provides unique educational benefits that justify widespread implementation. A high-level synthesis that isolates HMD-based iVR outcomes is needed to support evidence-informed policy, curricular, and budgetary decisions. Eligibility criteria: – We will include systematic reviews and meta-analyses that evaluate entry-to-practice learners' quantifiable outcomes aligned with the Kirkpatrick Four-Level Training Evaluation Model when using HMD-delivered iVR interventions. Reviews will be excluded if they focus on practicing clinicians, continuing professional development, patient-facing therapeutic virtual reality, veterinary education, or if they combine immersive and non-immersive modalities without reporting HMD-specific results separately. Methods: – This umbrella review will follow JBI methodology. We will systematically search PubMed, APA PsycINFO (EBSCOhost), CINAHL Plus with Full Text (EBSCOhost), Education Full Text (EBSCOhost), Embase, ERIC (EBSCOhost), and Scopus. Two independent reviewers will conduct screening and data extraction. Methodological quality will be appraised using the JBI critical appraisal instrument and data will be extracted using a modified JBI umbrella review extraction tool. Outcomes will be analyzed using the Kirkpatrick Four-Level Training Evaluation Model and the National League for Nursing/Jeffries Simulation Theory. Certainty of evidence will be assessed using the GRADE approach. Review registration: – PROSPERO CRD420251075197.

KW - active learning

KW - health professional students

KW - immersive technology

KW - simulation education

KW - virtual environment

UR - https://www.scopus.com/pages/publications/105043763280

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DO - 10.11124/JBIES-25-00318

M3 - Article

C2 - 42312680

AN - SCOPUS:105043763280

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VL - Publish Ahead of Print

SP - 1

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JO - JBI Evidence Synthesis

JF - JBI Evidence Synthesis

ER -

Effectiveness of immersive virtual reality on educational outcomes for health professional learners: an umbrella review protocol

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Keywords

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