目的 基于扩展现实技术开发与实践心血管急救虚拟仿真实验项目，旨在解决传统护理实验教学中存在的教学资源匮乏和实践机会不足等问题，为护理教育信息化改革提供参考。方法 以符号主义、联结主义和行为主义作为理论支持，基于扩展现实技术（extended reality，XR）构建多元环境下心血管急救虚拟仿真实验教学资源，设置基础生命支持和高级生命支持2个模块。在基础模块中，通过增强现实（augmented reality，AR）全息影像技术，以“智能虚拟导师”为学生提供基础生命支持流程和动作要点的直观指引，并对实施情况进行实时可视化反馈。在高级生命支持模块，以新发呼吸道传染病心血管急救案例构建虚拟环境，通过WebGL技术让学生在线学习高级生命支持流程，训练急救思维；通过虚拟现实（virtual reality，VR）沉浸环境，指导学生进行交互练习；利用虚拟现实-混合现实技术，体验虚拟环境与心肺复苏模型的虚实结合，进一步提升教学的互动性和实践性。将该实验项目应用于护理技能强化训练、基础护理学课程中，对参与课程的部分学生、教师的主观感受进行访谈。结果 参与虚拟仿真实验教学项目的师生对课程整体质量表示满意，教师认为实验有助于缓解教学压力，可以将更多时间投入更复杂的操作难点教学中；学生普遍反馈实验沉浸感和参与感强烈，能够灵敏地纠正操作，有助于技能熟练度和实践信心的提升。该课程被评为国家级虚拟仿真实验教学一流本科课程。结论 构建的护理虚拟仿真实验教学资源具备丰富的实验场景，能够为学生提供个性化、精准的教学和生动的操作体验，有助于增强学生的学习动机和参与度，促进专业技能的提升。

Objective To address the issues of limited teaching resources and insufficient practical opportunities in traditional nursing experimental teaching，this study introduced the development and practice of a cardiovascular emergency virtual simulation experiment project based on extended reality（XR） technology. Methods Using symbolic interactionism，connectionism，and behaviorism as theoretical framework，the experimental resources for the “Cardiovascular Emergency Virtual Simulation Experiment Based on XR Technology in a Multidimensional Environment” were developed，which consists of two modules：Basic Life Support（BLS） and Advanced Life Support（ALS）. In the basic module，augmented reality（AR） holographic imaging technology，with guidance from an “intelligent virtual mentor”，provides students with intuitive instructions on basic life support processes and key actions，offering real-time visual feedback，combining virtual and real elements to enhance learning outcomes. In the advanced life support module，a virtual environment based on new respiratory infectious disease cardiovascular emergency cases was constructed，allowing students to learn ALS procedures online using WebGL technology and train emergency response thinking. The virtual reality（VR） immersive environment allows students to engage in interactive practice. The virtual simulation experiment project was applied in the courses of “Nursing Skills Enhancement Training” and “Basic Nursing Science”. An interceptive follow-up evaluation was conducted to assess the subjective experiences of participating students and teachers. Results The teachers and students who participated in the virtual simulation experiment teaching project expressed satisfaction with the overall quality of the course. The teachers believed that the experiment could help them to alleviate teaching stress and allow more time for teaching more complex operational difficulties. Meanwhile，students generally provided strong feedback on their immersion and participation in experiments，and were able to sensitively correct operational changes，which was helpful in improving skill proficiency and practical confidence. This course had been rated as a first-class undergraduate course in virtual simulation experimental teaching at the national level. Conclusion This project is one of the successful cases of applying XR technology to nursing experimental teaching. It offers rich experimental scenarios and personalized teaching models，thereby enhancing students’ learning motivation and participation，as well as improving professional skills.