Novice nurses often report a disconnect between textbook knowledge and realworld practice which damages their confidence in providing clinical care to patients. Nursing students indeed encounter numerous challenges in clinical environments such as inadequate resources and a gap between learning theory and clinical practice. To close the academic-practice gap and to ensure nursing students are equipped with sufficient clinical skills to perform tasks in their future career, virtual simulation can be used for students to experience clinical cases. In addition to the virtual simulation environment itself, appropriate pedagogies are also needed for them to explore simulated clinical tasks and apply what they have learned. Problem-based learning (PBL) is one pedagogy well-suited to this purpose. To increase the effectiveness of PBL in fostering student nurses' self-efficacy and problem-solving skills, this study proposes integrating computational thinking (CT) into PBL in concert with the virtual dissection table, as CT is viewed as a problem-solving skill. Informed by CT, nursing students organize and synthesize the acquired knowledge, applying it to solve clinical problems and provide nursing care in clinical practice more effectively with the skills developed. The results reveal no significant differences in learning achievement, but both problem solving skills and confidence increase for students empowered by CT concepts.