Background: Virtual reality (VR) has emerged as an innovative tool for training professionals in suicide assessment, offering a safe, immersive environment for learners to practice critical skills without real-world consequences. Purpose: the purpose of this DNP project was to explore the potential use of VR training intervention in improving suicide assessment competency, evaluating its effectiveness, challenges, and future prospects for integration into mental health training programs. Methodology: An evidence-based practice (EBP) intervention using one group pre- and post-survey design was used.  Convenience sampling of Registered Nurse (RN) and Psychiatric Technician (PT) students at a local community college was used with a total sample size of 35 participants. Suicide assessment competency was measured using the Suicide Competency Assessment Form (SCAF) looking at nine areas of competency.  To implement this EBP project the IOWA model was used. Descriptive and a paired t-test analysis were used to compare means in competency between the pre- and post- survey responses.  Results: indicated a significant difference in competency level (t = -2.60, p = 0.014) between the pre- and post- survey responses, indicating that using the VR intervention improved competency skills in suicide assessment among the participants. Conclusion: VR creates a safe and controlled environment that allows students to simulate real-life scenarios, enabling them to practice crucial communication techniques, recognize warning signs, and develop effective intervention strategies without the risks associated with real-world interactions. Recommendations: the integration of VR technology as a learning tool into practice to better prepare students for real world situations.  Further research is needed to understand long term outcomes of using VR.