Exploring nursing students' perspectives and experiences with artificial intelligence-driven patient interactions...

To explore the perceptions and experiences of mental health student nurses when interacting with artificial intelligence driven virtual patients during a simulated placement as a complementary teaching approach.

Higher education institutions are increasingly adopting simulated placements to tackle the challenges posed by limited placement capacity. However, logistical challenges and resource constraints, remain significant obstacles for these institutions. Artificial intelligence and virtual reality, present a promising solution by offering nursing students flexible, immersive and safe learning environments.

This qualitative descriptive study followed the Consolidated Criteria for Reporting Qualitative Research checklist and collected data through student focus groups.

A convenience sample of fifteen (n = 15) mental health nursing students were divided in two focus group to share their perspectives and experiences of engaging with the artificial intelligence driven patients in a virtual reality platform during history taking assessment. All participants had direct communication with artificial intelligence driven patients using both software functionalities, a menu-controlled and voice-controlled. A six-step reflexive thematic analysis of group discussions transcripts was employed to identify themes of their experiences and perceptions.

Five key themes were constructed from the data analysis. 1) Confidence Building; 2) Communication skills development and application; 3) Information gathering within the assessment process; 4) Innovative tool and technology acceptance and 5) Knowledge enrichment through self-reflection.

Artificial intelligence driven virtual patients were perceived as an innovative, engaging and good complementary pedagogical approach for simulated placements to develop confidence, communication skills, nursing assessment skills and readiness for clinical practice.