Nurse educator · 2026
Artificial Intelligence as an Educational Innovation in Nursing Simulation: The Avatar Will See You Now.
СтатьяНазвание и аннотация: Перевод в очереди
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Pasklinsky Natalya, Deyeso Kristy, Gonzalez Juan, Hickey Mary
Аннотация
BACKGROUND: Simulation-based education is central to nursing curricula but is resource-intensive, particularly when intended to support repeated, low-stakes practice. Artificial intelligence (AI) is increasingly explored as a strategy to extend simulation-based learning.
PROBLEM: Traditional simulation models limit learner access to preparatory rehearsal and individualized feedback due to faculty time and infrastructure constraints.
APPROACH: We developed and integrated AI-driven interactive avatars as an adjunct to faculty-led nursing simulation at a large, research-intensive school of nursing. Students were expected to complete avatar-supported asynchronous pre-simulation preparation using structured clinical dialogue, guided feedback, and reflection within a faculty-governed pre-brief-encounter-debrief framework aligned with established simulation standards. This project was implemented for feasibility and acceptability; student learning outcome data are planned for future iterations.
OUTCOMES: Early observations suggest learner engagement, improved preparedness for in-person simulation, and perceived value of low-stakes, repeatable practice. All students completed the avatar assignment and provided feedback on end-of-simulation evaluation forms as well as self-reflections. Anecdotal faculty feedback noted increased student engagement and confidence during the simulation.
CONCLUSIONS: AI-enabled avatars may enhance access to preparatory simulation experiences while reinforcing, rather than replacing, human-centered nursing education.
PROBLEM: Traditional simulation models limit learner access to preparatory rehearsal and individualized feedback due to faculty time and infrastructure constraints.
APPROACH: We developed and integrated AI-driven interactive avatars as an adjunct to faculty-led nursing simulation at a large, research-intensive school of nursing. Students were expected to complete avatar-supported asynchronous pre-simulation preparation using structured clinical dialogue, guided feedback, and reflection within a faculty-governed pre-brief-encounter-debrief framework aligned with established simulation standards. This project was implemented for feasibility and acceptability; student learning outcome data are planned for future iterations.
OUTCOMES: Early observations suggest learner engagement, improved preparedness for in-person simulation, and perceived value of low-stakes, repeatable practice. All students completed the avatar assignment and provided feedback on end-of-simulation evaluation forms as well as self-reflections. Anecdotal faculty feedback noted increased student engagement and confidence during the simulation.
CONCLUSIONS: AI-enabled avatars may enhance access to preparatory simulation experiences while reinforcing, rather than replacing, human-centered nursing education.