Innovative Pedagogy in Action: Immersive Virtual Reality for Improving Autism Care
Authors: Law, B., Bryan, S., Singleton, H., Rossner, J., Brooks, E., Ingham, A., Holley, D.
Conference: 8th Sigma European Regional Conference
Dates: 24/06/2026
Publication Date: 11/06/2026
Abstract:Background Immersive learning technology enhances engagement, confidence, and knowledge retention by supporting experiential learning and equitable healthcare education. While successfully applied in dementia care to foster empathy and communication, its role in autism care remains underexplored. This gap presents an opportunity to examine how immersive simulation can develop communication skills and empathetic understanding among healthcare students.
Aim(s) This presentation explores the integration of immersive learning in nursing education, drawing on practical experience and literature to consider its strengths, challenges, facilitators, and barriers, particularly in resource-limited settings.
Methods A 360-degree immersive video simulation depicting positive and negative clinical interactions from the perspective of a young adult with autism in a hospital setting was co-created. Final-year undergraduate and postgraduate nursing students (n=324) experienced the simulation via head-mounted displays, followed by debriefing and group discussion. Process evaluation included an online survey and focus groups with students and staff, analysed thematically. Trustworthiness was enhanced through data, method, and investigator triangulation. The online survey received 98 responses (30% response rate).
Results Delivering the simulation revealed logistical and pedagogical challenges, including limited equipment, staffing, scheduling, and technical support. Thorough preparation helped reduce motion discomfort and enhance engagement. While unsuitable for a small number of participants who are sensitive to motion sickness, most students reported high satisfaction, perceived usefulness, and improved understanding of autistic individuals’ experiences, communication needs, and empathetic care. Effective delivery required collaboration, structured pacing, and institutional support. The process emphasised briefing, inclusive practice, contingency planning, and teamwork.
Conclusions Immersive learning technology can enrich nursing education by promoting empathy, communication, and patient-centred care. Successful implementation depends on investment, collaboration, and organisational commitment. Future research should adopt rigorous, standardised approaches and inclusive strategies to assess long-term educational outcomes and ensure equitable adoption, while addressing low response rates in evaluations.
Source: Manual