Nurse educators must decide how best to prepare nursing students to be ready to care for all patients, including the poisoned patient. Knowledgeable of the poison control center, the resources available to nurses providing poisoned patient care and how to obtain this information is often overlooked from most nursing programs. The purpose of this experiential study is to determine the effectiveness of a clinical experience using a 3D virtual technology method as demonstrated by improved student posttest scores compared to posttest scores of students receiving the traditional lecture. The use of 3D technology has been used in nursing programs but there is a gap in the literature of the application of 3D technology to teach nursing students the importance of the poison center as a resource. This research study was a quasi-experimental, two-group pretest-posttest, longitudinal research design consisting of one experimental group and one control group. The instrument used was an identical 25-item multiple-choice pretest and posttest, followed by a 90-day follow-up posttest. The pretest and posttests permitted the researcher to identify learning outcomes between the groups. An independent t-test was done to compare the experimental and control groups. Paired t-tests were performed to compare pretest to posttest within groups. The level of statistical significance was set at p < .05. Both started the study at the same level, as there was no significant difference between groups. Both groups demonstrated statistically significant improvement from the pretest to the posttest. Repeating the identical posttest 90 days later and comparing the posttest scores to the 90-day posttest scores within groups was used to measure retention of knowledge. The findings of the 90-day posttest did not show statistical significance in either group.