科技的發展影響教育策略的改變，因此教育不再只是傳遞知識而已，可以運用虛擬實境擬真教育整合知識與技能。擬真教育是設計一個情境和實際臨床情境相似的環境，學員可以不斷的在虛擬的臨床情境中練習技能，臨床教師可以在一旁觀察學員執行過程，並給予回饋。而且藉由學員參與體驗任務的真實性程度，訓練臨床判斷、整體技能操作、團隊合作技巧等能力，協助學員具備上述能力後，能夠轉移其模擬經驗於未來真實場域。目前台灣專科護理師的訓練仍以在醫院場域進行為主，運用實際案例進行臨床教學，主要強調師徒制手把手及面對面的教學模式，然而在COVID-19疫情之下，使得各家醫院的訓練模式將面臨空前挑戰，但這是專科護理師的傳統訓練模式的改變契機，導入科技化的擬真教育模式，發展更多接近臨床情境的虛擬實境教案，可以不受限於實體醫院教學環境的限制。藉由虛擬實境中的情境反覆練習，獲得整合性知識及技能，再到醫院實習時，學員面臨初次遇見的臨床情境的壓力可以較緩解，降低面對病人的現實休克，進而提升病人安全的臨床照護品質。

Technology developments change education strategies. Incorporating virtual reality into lesson plans allows education to focus not only on learning knowledge but also on knowledge and skills integration. In simulation education, learning environments are designed to approximate actual clinical situations, allowing students to practice skills in virtual clinical situations continuously. In addition, clinical lecturers may observe the students’ practice process and provide feedback. Furthermore, through experiencing and practicing clinical procedures, students gain critical clinical judgment, skills, and teamwork operation competences, which may be applied in the real world. In Taiwan, the majority of nurse practitioner training is implemented in hospitals, and clinical training is done using hands-on and face-to-face teaching strategies within a mentorship framework. Because of the ongoing COVID-19 pandemic, this hospital-based training model has been significantly challenged. However, this represents an opportunity to migrate the nurse practitioner training model toward technology-based simulation education. Developing more virtual-reality-based lesson plans centered on clinical situations may help students complete training that is normally conducted in hospital teaching environments. Through repetitive practice in virtual reality settings, students may obtain comprehensive knowledge and clinical skills that will help relieve the subsequent stress of clinical practicum work and promote care quality and patient safety.