USP College: Supporting T-level learners to build confidence before placement

Background

USP College had already begun exploring how immersive learning could support teaching across different departments. At the start of the academic year, the college purchased 50 virtual reality (VR) headsets and began testing where they could add value across the curriculum.

For the T-level team, this created a natural opportunity to explore how immersive learning could support learners preparing for placement and future employment. Working as a pilot, Jess Fleming and Harris Debenham used Metaverse Learning’s Health and Social Care scenarios with year one T-level Health learners to understand how immersive learning could help bridge classroom learning, practical simulation and workplace readiness.

The college already had a fully functional hospital suite, providing learners with valuable hands-on practice. However, there are limits to what can be recreated with mannequins. Immersive learning added another layer, giving learners the chance to practise in realistic scenarios, make decisions, and reflect on their actions in a safe environment before entering placement.

Challenge

Work readiness is a key part of T-level delivery, particularly for learners preparing for health and care placements. Learners need technical knowledge, but they also need confidence, communication skills, professional awareness, and the ability to respond appropriately in real-world situations.

For some learners, the move from classroom theory to a hospital or care setting can feel significant. USP College wanted to give learners more opportunities to practise before placement. Many learners are under 18 and may be limited in what they can do in real care environments due to insurance and placement restrictions.

The college also recognised that learners may not see every scenario during placement. Some situations are rare, some are sensitive, and some may be difficult to practise safely with a real patient. Immersive learning gave the team a way to expose learners to different workplace scenarios while keeping the experience safe, guided and closely connected to their course.

Solution

USP College used Metaverse Learning’s Health and Social Care immersive scenarios as part of the pilot. The scenarios covered areas including healthcare support worker patient observations, registered practitioner nurse post-operative care, domiciliary care, and end-of-life care.

A key part of the approach was making the experience meaningful for learners. Each scenario was introduced by explaining how it connected to their course, their core exam, their employer-set project and their wider work experience. This helped learners understand that the activity was not simply a new piece of technology, but a relevant learning experience linked to their T-level programme.

The team also adapted how the technology was used. Some learners enjoyed using the VR headsets, while others experienced dizziness or motion sickness. Because the Metaverse Learning content could be accessed across different platforms, the college was able to use laptops and interactive boards as well as headsets.

This created more flexible access for learners and opened up opportunities for collaboration. In some sessions, learners worked together on large interactive boards, supporting each other through the scenarios and even competing to achieve the highest scores. This brought a team-based element into the experience, reflecting the collaborative nature of real healthcare environments.

The pilot was supported by close collaboration between the curriculum and digital teams. Jess led from the teaching perspective, while Harris supported the technical setup, troubleshooting and wider implementation. Both highlighted that this partnership was central to making the pilot work.

Results

Although the pilot was delivered over a short period, the early feedback was promising.

Learners responded positively to the experience overall. Some found the headsets challenging, but the ability to move between VR, laptop and interactive board access helped keep learners engaged and ensured more students could take part in a way that suited them.

The team also gathered learner feedback and confidence data during the pilot. The survey responses showed a consistent rise in confidence across different skill sets, including employability skills. While the college is clear that longer-term use is needed to measure the full impact, the early signs suggest immersive learning can support confidence, reflection and workplace readiness.

The pilot also helped learners see the connection between their course content and real workplace expectations. Once learners understood how the scenarios linked to their specification, assessment and placement preparation, they became more open to the experience.

Jess said, “Immersive learning bridged the gap between our physical immersive space and placement. It gives learners another element where they can still practise, and if they make a mistake, no one is in harm’s way.”

For the teaching team, the pilot showed that immersive learning could sit alongside existing practical facilities and classroom teaching. It provided a middle ground between practising with mannequins and working with real patients. This gives learners a safe space to make decisions, learn from mistakes and prepare for the reality of health and care environments.

Plans for the future

USP College plans to continue using the immersive learning content with new year one learners from September, aiming to embed it over a full academic year rather than introducing it towards the end of the course.

Looking ahead, USP College is also exploring how immersive learning could support other learners. This includes trialling Early Years T-level cohorts and using some of the health content with level 2 learners who do not have a mandatory placement. For learners who may be less engaged or have fewer opportunities to experience workplace settings, the team sees strong potential for immersive learning to provide realistic, accessible and confidence-building experiences.

The pilot has given USP College a practical foundation to build from. By starting with one course, working closely across teaching and digital teams, and listening to learner feedback, the college has been able to explore how immersive learning can support T-level learners as they prepare for placement and future employment.