Effectiveness of immersive virtual reality on educational outcomes for health professional learners: An umbrella review protocol
Author Identifier (ORCID)
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.
Keywords
active learning, health professional students, immersive technology, simulation education, virtual environment
Document Type
Journal Article
Date of Publication
1-1-2026
PubMed ID
42312680
Publication Title
JBI Evidence Synthesis
Publisher
Wolters Kluwer
School
School of Nursing and Midwifery
Copyright
free_to_read
Content Type
Metadata only
First Page
1
Last Page
14
Recommended Citation
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. Advance online publication. https://doi.org/10.11124/JBIES-25-00318