Content area
Aim
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.
Background
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.
Design
This qualitative descriptive study followed the Consolidated Criteria for Reporting Qualitative Research checklist and collected data through student focus groups.
Methods
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.
Results
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.
Conclusion
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.
Details
Group Discussion;
Critical Thinking;
Data Collection;
Academic Achievement;
Mental Health;
Artificial Intelligence;
Decision Making Skills;
Evaluative Thinking;
Educational Assessment;
Computer Software;
Learner Engagement;
Educational Strategies;
Medical Care Evaluation;
Focus Groups;
Influence of Technology;
Learning Strategies;
Learning Processes;
Educational Technology;
Communication Skills;
Blended Learning;
Feedback (Response);
Data Analysis;
Labor Force Development;
Educational Facilities Improvement
Curricula;
Higher education;
Communication;
Technological change;
Clinical skills;
Mental disorders;
Confidence;
Virtual reality;
Teachers;
Chatbots;
Artificial intelligence;
Simulation;
Clinical medicine;
Teaching;
Decision making;
Communication skills;
Workforce;
Skill development;
Artificial;
Information technology;
Mental health;
Psychiatric-mental health nursing;
Focus groups;
Learning;
Clinical assessment;
Soft skills;
Patient assessment;
Nursing education;
Psychiatric nurses;
Selfreflection;
Evaluation;
Information gathering;
Simulated clients;
Internet;
Nurses;
Qualitative research;
Perceptions;
Research design;
Clinical nursing;
Student attitudes;
Learning environment;
Data analysis;
Skills;
Mental health services;
Nursing;
Patients;
Telecommunications;
Teaching methods;
Patient communication;
Innovations
; Jafari-Salim, Behnam 1 1 King's College London Waterloo Campus, James Clark Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK, University of West London,Paragon House, Boston Manor Rd., Brentford TW8 9GA, UK.
2 Oxford Medical Simulation, 201 Borough High Street, London SE1 1JA, UK, University of West London,Paragon House, Boston Manor Rd., Brentford TW8 9GA, UK.