Purpose: As an educational method, immersive simulation has the advantage of stimulating learners' interest, increasingparticipation,andallowingrepeatedhighly-realisticexperiences; therefore, it isexpectedtobeeffective in practical nursing education. This study aimed to systematically review previous research on immersive simulationamong undergraduatenursing students, examine overall research trends, andidentify the educational content and the method’s effectiveness. Methods:A literature search of databases such as PubMed, EMBASE, CINAHL, Cochrane, Google Scholar, and RISS was performed using a combination of search terms such as “nursing,” “immersive,” “virtual reality,” “augmented reality,” “mixed reality,” and “simulation education.” Results: Of the789retrieved articles, 15were selectedfor analysis, which revealedthat immersivesimulations for nursing college students are based on virtual realityand augmented reality, and nursing skills-related simulation content is the most developed. The majority of interventions target outcomes in the cognitive and affective domains, as immersive simulation has been found to be effective at improving nursing students' nursing skills performance in the cognitivedomain, and improvesatisfaction and confidenceintheaffective domain. Conclusion:Theresults suggest that the use of immersive simulation in nursing education needs to be considered, including in limited clinical practiceenvironments. To maximize learningoutcomes using immersivesimulations, astrategicprogram must be established, and educational outcomes must be proven.