Feasibility, usability, and preliminary knowledge outcomes of a virtual-reality fire-safety training for undergraduate nursing students: a quasi-experimental study

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Abstract Background In‑hospital fires are rare but high‑risk events, and nurses must be able to recognize hazards and initiate first‑response actions. This study compared a virtual‑reality (VR) fire‑safety training group with a time‑matched lecture group (covering the same learning objectives) and assessed system usability in the VR group among nursing students. Methods We conducted a quasi-experimental study among undergraduate nursing students at RAK Medical and Health Sciences University, Ras Al Khaimah (RAK), United Arab Emirates. Two pre-existing timetable-based student groups, created by the university registrar during routine scheduling, were assigned as clusters to either the VR training group or a time-matched lecture group covering the same learning objectives. A researcher-developed 12-item fire-safety knowledge test (total score 0–12; 1 point per item) was administered before and after the session. Usability of the VR system was measured with the 10-item System Usability Scale (SUS; 0-100). Analyses included paired t-tests, chi-square tests, and analysis of covariance controlling for baseline knowledge (alpha = 0.05). Results N = 130 students (VR group, n = 65; lecture group, n = 65) completed the study. Knowledge improved from 5.8 ± 1.2 to 9.3 ± 1.0 in the VR group (p < 0.001) and from 5.7 ± 1.3 to 7.8 ± 1.5 in the lecture group (p < 0.01). At post-test, 89% in the VR group vs. 62% in the lecture group achieved “good” knowledge (≥ 9/12; p = 0.002). ANCOVA indicated a significant between-group difference in post-test knowledge after adjustment for baseline (pre-test) knowledge, favoring the VR group. The VR system showed high usability (SUS = 84.6/100). Conclusion Preparing nursing students to respond effectively to in-hospital fires is essential. In this pilot study, VR fire-safety training produced larger immediate knowledge gains than the time-matched lecture group and was rated highly usable, supporting its integration as a supplementary educational strategy.

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