Virtual reality simulation (VRS) is increasingly used in nursing education as an innovative strategy to enhance learning outcomes. This review evaluates the effectiveness of VRS in developing clinical skills, cognitive skills, satisfaction, and self-confidence among nursing students. A systematic search identified 166 studies, of which eight met the inclusion criteria. Eligible studies were published between 2015 and 2021, focused on undergraduate nursing students, and employed experimental designs. Data were narratively synthesized due to heterogeneity in study designs and outcome measures. Evidence indicated that VRS was most effective in improving cognitive skills, with four studies reporting significant gains in knowledge and retention. Three studies demonstrated enhanced student satisfaction, while only one reported increased self-confidence. Clinical skill outcomes were mixed, with three studies showing significant improvement and two reporting no effect. Variability in technology, study design, and outcome assessment limited generalisability. VRS shows promise as an educational intervention, particularly for strengthening theoretical knowledge and learner satisfaction. Its impact on clinical skills and self-confidence remains inconclusive, highlighting the need for further high-quality research. As VR technology advances, VRS may complement traditional simulation by offering flexible, cost-effective, and engaging learning opportunities in nursing education.

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