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Communication Pedagogy: Student Perceptions of AI-Generated Responses and Implications for Nurse-Patient Relationship
April Nelson1, Teresa Serratt, Yasser Yousef
1Author Affiliations: Fran and Earl Ziegler College of Nursing, University of Oklahoma Health Campus, Tulsa, Oklahoma (Drs Nelson and Serratt); and School of Library and Information Studies, University of Oklahoma, Tulsa, Oklahoma (Dr Youseff).
Background:
The educational experiences of current nursing students, shaped by unprecedented access to advanced technologies, have made face-to-face communication and therapeutic relationship-building more challenging.
Purpose:
This qualitative study evaluated the effectiveness, usability, and trustworthiness of a generative AI tool in helping nursing students improve communication in emotionally intense situations.
Methods:
Semi-structured interviews were used for this two-group design comparing nursing students' perceptions of AI-generated empathic responses to clinical vignettes of psychosocial and behavioral health challenges commonly encountered in acute care nursing practice.
Results:
Qualitative analysis identified 4 categories (emotional appropriateness, clinical safety, practical utility, and transparency) demonstrating AI's opportunity and challenge for therapeutic communication skill development.
Conclusion:
This study demonstrates AI's potential to support therapeutic communication practices and the critical appraisal of AI-generated responses in nursing education, although its effective integration requires faculty training and oversight to maximize pedagogical value.
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