Document Type

Student Presentation

Presentation Date



College of Health Sciences


School of Nursing

Faculty Sponsor

Karen Breitkreuz


The purpose of this study is to evaluate the level of performance anxiety student’s experience when participating in various learning modalities, and investigate student modality preference in practicing nursing skills.

Two survey questions were included as part of a post-test survey in which nursing students at were asked to 1) use a Likert scale to rate their level of performance anxiety when participating in each of the four learning modalities used at the School of Nursing and 2) to indicate their preferred modality to use when practicing nursing skills.

Preliminary results indicate performance anxiety is highest in simulation scenarios and lowest in the Virtual Reality environment. No practice modality preference has emerged.

The anxiety student’s experience in simulation has been studied and the outcomes indicate that at certain levels, heightened anxiety negatively effects the learning experience. The Virtual Reality modality allows students the opportunity to gain confidence in performing a skill prior to practice in simulation or the clinical environment. It may also provide a platform to instill skill mastery and improve skill retention. Using VR to enhance learning and increase skill retention are two areas that should be investigated further based on the preliminary findings.