AIM The aim of the study was to assess two levels of immersive virtual reality simulation (VRS) to teach the skill of decontamination. BACKGROUND Little is known about the use of VRS in providing disaster education, including retention. METHOD Quasiexperimental design with repeated measures, supplemented by qualitative data, using a convenience sample of senior baccalaureate nursing students (n = 197) from four Midwest campuses was used. Students were randomly assigned to a group (two levels of immersive VRS and a control group) to learn the skill of decontamination. Cognitive learning, performance, and performance time were measured pre/post and at six months. RESULTS Outcome measures were significant with immediate postintervention improvements and lower retention scores at six months. No significant differences were noted between groups. Students were satisfied with the VRS but found immersive VRS more interactive. CONCLUSION VRS provides another alternative for simulated learning experiences; best practice approaches for its use still need to be explored.

Highlights Virtual Reality is moving into a phase of further innovations and new uses for the technology. Use of the term Virtual Reality encompasses a plethora of modalities which can be confusing to many. Virtual Reality definitions could include levels of immersion which consider characteristics of presence according to the senses of the user(s) they are designed to purposefully deceive.