POSTGRADUATE NURSING EDUCATION IN THE ARTIFICIAL INTELLIGENCE ERA: EXPLORING STUDENT PERCEPTIONS AND ENGAGEMENT WITH VIRTUAL PATIENTS

Abstract

The rapid integration of artificial intelligence (AI) in healthcare has outpaced formal training in nursing and medical education. This study explores the perceptions of Master of Nursing students toward AI in clinical learning, and evaluates the use of an AI-enabled Virtual Integrated Patient (VIP) platform in developing clinical reasoning and knowledge. Part 1 of this mixed-methods study involved surveys and interviews to examine students' views. Quantitative findings showed strong support for AI in education: most students believed AI could enhance learning and should be included in the curriculum. However, concerns were also prominent, with students citing risks such as over-reliance, data security, and the potential loss of humanistic care. Qualitative data echoed these findings—students valued AI for improving efficiency, supporting knowledge acquisition, and enhancing simulation training. Still, they expressed greater trust in human clinicians and stressed the need to build institutional trust in both AI systems and healthcare professionals. Part 2 focuses on the VIP platform. Students appreciated its adaptability, ability to organise information, and support for structured, case-based learning. The platform was seen as a helpful educational tool, with some students using it to guide clinical reasoning. However, critiques included the repetitive nature of responses, lack of intuitive interaction, and insufficient narrative nuance, leading some to prefer more traditional learning approaches. Analysis of VIP usage showed a weak correlation with final exam scores, but this relationship strengthened among students who engaged with the platform for more than 10 minutes. Multi-regression analysis highlighted variability in learning outcomes, indicating that while the VIP platform may support clinical learning, its effectiveness differs across learners. This study reveals both enthusiasm and caution among postgraduate nursing students about AI in education. While AI-powered tools like VIP offer innovative ways to promote self-directed, clinically relevant learning, they should be integrated thoughtfully alongside traditional pedagogies. As AI becomes increasingly embedded in healthcare, cultivating both technological fluency and critical thinking is vital to prepare learners for responsible, autonomous clinical practice in a digitally augmented future.