Abstract:

Virtual reality (VR) has rapidly evolved from an experimental support technology to a powerful pedagogical instrument capable of transforming clinical training. Yet, despite its growing presence in simulation-based education, the development of VR tools that capture the full cognitive, procedural and perceptual complexity of invasive techniques remains a significant challenge. This study presents the design, implementation, and preliminary acceptance of a high-fidelity VR simulation for intravenous cannulation, developed entirely from scratch and conceived as an accessible, risk-free alternative to early clinical practice for nursing and medical students.

The project integrates accurate 3D modeling of medical instruments, realistic environmental recreation, hand-tracking interaction, physics-driven object behavior, and a strictly structured sequence of procedural steps that mirrors the real technique. Additionally, supporting features such as visual aids, haptic cues, achievement systems, and different difficulty modes were incorporated to enhance motivation and self-regulated learning. Throughout the development process, iterative feedback from teaching staff at the Faculty of Medicine of the Universitat Jaume I guided the refinement of critical aspects including the order of steps, the shape of the 3D models, and the pedagogical coherence of the simulation.

A small group of instructors from the same faculty provided qualitative feedback on the application's functionality, noting that the interaction flow, simulation structure, and immersive elements were consistent and intuitive. Their impressions highlighted the simulation's pedagogical potential as a supplementary resource for teaching intravenous cannulation, particularly due to its level of realism and its ability to facilitate repeated practice without material consumption or risk to patients.

This article synthesizes the full development pipeline, from conceptualization to functional implementation, and presents early insights into the simulation’s acceptance within an academic medical context. The findings support the idea that VR can play a meaningful role in reimagining procedural training, serving not only as a complementary educational tool but as a scalable, cost-efficient, and safe environment in which students can learn, fail, and improve without constraints. The positive feedback received serves as an initial step toward a larger study on simulation with nursing and medical students.

Keywords:

Virtual reality, medical simulation, clinical skills training, immersive learning, pedagogical innovations.