Educational intervention to ensure the clinical reasoning skills and learning satisfaction of culturally and linguistically diverse nursing students through an immersive learning environment
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Auditorium H1091 (Aapistie 3), Kontinkangas Campus
Topic of the dissertation
Educational intervention to ensure the clinical reasoning skills and learning satisfaction of culturally and linguistically diverse nursing students through an immersive learning environment
Doctoral candidate
Master of Health Sciences Paula Ropponen
Faculty and unit
University of Oulu Graduate School, Faculty of Medicine, Research Unit of Health Sciences and Technology
Subject of study
Health Sciences
Opponent
Docent Jaana-Maija Koivisto, University of Helsinki
Custos
Professor Kristina Mikkonen, University of Oulu
Virtual reality can support more equitable learning in nursing – new research shows effects on clinical reasoning
Simulations based on virtual reality can significantly strengthen nursing students’ clinical reasoning, particularly among culturally and linguistically diverse students. MSc (Health Sci-ences) Paula Ropponen’s doctoral research shows that VR learning environments effectively support learning without causing stress or excessive cognitive load that would hinder it.
Clinical reasoning is a core competence for nurses, required in assessing patients’ condi-tions and making care decisions. At the same time, pressure on educational resources, lim-ited availability of clinical placements, and increasing student diversity are challenging tradi-tional teaching methods. Ropponen’s research highlights that virtual simulations can offer an equitable and scalable way to respond to these challenges.
According to the study, VR simulations improve students’ knowledge and clinical skills. How-ever, their effects on self-confidence and learning experience require careful pedagogical design. For culturally and linguistically diverse students, language proficiency requirements and lack of support may create barriers to demonstrating clinical competence and advancing their careers in Finland. VR simulations provide an opportunity to practise clinical reasoning and professional communication safely before clinical placements.
The study was conducted in three phases. The first explored students’ experiences of clinical placements and the effects of VR simulations on competence. The second phase analysed the effects of VR simulations on clinical reasoning and stress responses. The third phase de-veloped an educational intervention to support the systematic development of clinical rea-soning and preparedness for clinical practice.
The model developed as a result of the study provides a practical tool for developing and evaluating teaching based on virtual simulations. It can be widely applied in nursing and healthcare education to support students’ competence and smooth transition into working life.
Clinical reasoning is a core competence for nurses, required in assessing patients’ condi-tions and making care decisions. At the same time, pressure on educational resources, lim-ited availability of clinical placements, and increasing student diversity are challenging tradi-tional teaching methods. Ropponen’s research highlights that virtual simulations can offer an equitable and scalable way to respond to these challenges.
According to the study, VR simulations improve students’ knowledge and clinical skills. How-ever, their effects on self-confidence and learning experience require careful pedagogical design. For culturally and linguistically diverse students, language proficiency requirements and lack of support may create barriers to demonstrating clinical competence and advancing their careers in Finland. VR simulations provide an opportunity to practise clinical reasoning and professional communication safely before clinical placements.
The study was conducted in three phases. The first explored students’ experiences of clinical placements and the effects of VR simulations on competence. The second phase analysed the effects of VR simulations on clinical reasoning and stress responses. The third phase de-veloped an educational intervention to support the systematic development of clinical rea-soning and preparedness for clinical practice.
The model developed as a result of the study provides a practical tool for developing and evaluating teaching based on virtual simulations. It can be widely applied in nursing and healthcare education to support students’ competence and smooth transition into working life.
Created 24.4.2026 | Updated 27.4.2026