J Emerg Nurs. 2026 Aug 14:S0099-1767(26)00238-2. doi: 10.1016/j.jen.2026.06.025. Online ahead of print.
ABSTRACT
INTRODUCTION: Virtual reality and related immersive technologies have been increasingly explored as patient education tools, but evidence supporting their role in emergency department–based patient education remains limited.
METHODS: This prospective, single-center randomized study included emergency department patients with traumatic wounds requiring suturing and/or their primary wound caregivers. Participants were assigned to mixed reality-based wound care education using Meta Quest 3 or conventional nurse practitioner-delivered education. Pretest and posttest knowledge scores and participant-reported outcomes were compared using nonparametric tests.
RESULTS: A total of 293 participants were analyzed, including 147 in the control group and 146 in the Meta Quest group. Baseline characteristics did not differ significantly between the groups. Knowledge scores improved significantly from pretest to posttest in both groups (both P < .001). The median score change was 1 in both groups, and the between-group difference did not reach statistical significance (P = .06). Participant-reported comprehension, satisfaction, and confidence were comparable between the groups (all P > .05).
DISCUSSION: Mixed reality-based wound-care education was associated with significant short-term improvement in knowledge scores; however, the magnitude of improvement and participant-reported outcomes were comparable to those observed with conventional health care professional-delivered education. These findings support the potential feasibility of mixed reality as an adjunctive modality for standardized wound-care education in the emergency department, although superiority over conventional education was not demonstrated.
PMID:42599253 | DOI:10.1016/j.jen.2026.06.025
