Abstract
BACKGROUND: Critical thinking is a fundamental yet overlooked skill of nursing education, crucial for equipping future nurses to navigate complex clinical scenarios. Nonetheless, conventional learning methods often emphasize individual learning modes, thereby neglecting collaborative opportunities such as teamwork and role-playing. Also, traditional nursing education focuses on the training of hands-on practice, but the lack of contextualized learning through clinical scenario simulation limits the development of critical thinking, ultimately hindering the full potential of nursing education. This study aimed to assess the effects of a Collaborative Role Playing-Based Virtual Reality Flipped Learning (CRP-based VR-FL) approach in nursing education. METHODS: A mixed-methods quasi-experimental study enrolled 133 nursing students via class-matching. CRP-based and non-CRP VR-FL methods were compared over a one-month intravenous (IV) infusion training programme. The research evaluated the impact of these instructional strategies on students' learning achievement and critical thinking skills by administering pre- and post-tests on knowledge related to IV infusions, a pre- and post-test critical thinking tendencies questionnaire, and a self-assessment. RESULTS: The CRP-based VR-FL approach significantly improved IV infusion knowledge (p < 0.05) and critical thinking, particularly in decision-making (p < 0.05), though attitudinal differences were non-significant (p > 0.1). Furthermore, based on the students' self-assessments, it is evident that this method significantly enhanced students' learning experiences, including engagement, participation, teamwork, and independent learning skills. CONCLUSION: Consequently, it is recommended that nursing education actively pursue and implement the CRP-based VR-FL approach to cultivate high-quality nursing professionals.