Prelicensure nursing students experience high anxiety as they enter the clinical setting, which can have a negative impact on learning care performance and critical thinking. Nursing faculty are faced with the challenges of limited time for clinical experiences, meeting the needs of learners who are technologically astute, and engaging students in the clinical environment to meet learning outcomes. The purpose of this pretest posttest quasi-experimental study, guided by the discovery learning theory, was to determine the effect of augmented reality (AR) 360 photosphere on prelicensure nursing students' level of anxiety as they entered a new clinical environment as compared to prelicensure nursing students' level of anxiety who did not experience AR 360 photosphere orientation. Forty-seven students completed the Spielberger's State-Trait Anxiety Inventory with 17 completing a faculty-led orientation and 30 using the AR 360 photosphere orientation method. An independent t-test revealed no difference between the two methods of orientation in prelicensure nursing students' anxiety levels in the immediate first clinical experience. Though no statistical difference was evident, the technology platform of AR 360 photosphere orientation allowed for autonomous orientation without having to overcome clinical environment variances. The findings of the study contribute to positive social change by indicating that the AR 360 photosphere demonstrated value as a consistent and efficient method of clinical orientation as students' encounter new environments and new evidence-based care that requires orientation.