AI-Powered Simulation for Nursing Education: Mixed Methods Systematic Review

Abstract Background Traditional simulation-based nursing education is often constrained by high costs, resource intensity, and limited scalability. AI-powered simulations offer dynamic, scalable, and personalized alternatives. However, the empirical evidence regarding their pedagogical effectiveness and learner acceptance remains fragmented. Objective This study aimed to systematically evaluate and synthesize evidence on the effectiveness and learner perceptions of AI-powered simulations in nursing education. Methods Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, we systematically searched 11 electronic databases (PubMed, CINAHL, Embase, Web of Science, Cochrane Library, Scopus, SinoMed, CNKI, Wanfang, VIP, and Google Scholar) for studies published between January 2014 and September 2025. Two independent reviewers performed study selection, data extraction, and quality appraisal using design-specific tools (risk of bias 2 tool RoB 2; Cochrane Bias Methods Group for randomized controlled trials RCTs, Risk Of Bias in Nonrandomized Studies of Interventions ROBINS-I; Cochrane Bias Methods Group for nonrandomized studies, Mixed Methods Appraisal Tool MMAT for mixed methods, Joanna Briggs Institute JBI for qualitative, and Agency for Healthcare Research and Quality AHRQ for cross-sectional studies). Quantitative data were synthesized narratively, and qualitative findings were integrated using JBI meta-aggregation. A convergent segregated approach with joint display was used to generate meta-inferences. Results Nineteen studies involving 1253 participants (primarily prelicensure nursing students, with some interdisciplinary cohorts) were included. AI modalities comprised generative AI/large language models (n=7), AI-driven virtual patients/mannequins (n=5), AI-enhanced virtual/mixed reality (n=5), and chatbots (n=2). Three studies were RCTs, 4 were quasiexperimental with control groups, 3 were uncontrolled pre-post studies, 4 were mixed methods, 4 were qualitative, and one was a cross-sectional survey. Quantitative synthesis showed that evidence from RCTs and controlled quasiexperimental studies indicates significant improvements in cognitive knowledge and affective outcomes, including self-efficacy and communication confidence; however, effects on complex psychomotor skills were inconsistent, with one RCT finding AI-assisted simulation inferior to standardized patient simulation. Findings from uncontrolled designs are preliminary. Qualitative meta-aggregation revealed that learners valued safe, repeatable, nonjudgmental practice environments that reduced anxiety and bridged the theory-practice gap. Persistent challenges included technical frustrations, “robotic” interactions, lack of nonverbal cues, and system instability, collectively constituting an “authenticity gap.” Conclusions AI-powered simulations show promise for developing foundational clinical reasoning and communication skills in nursing education, though the evidence base is limited by the predominance of uncontrolled designs, reliance on self-reported measures, and absence of longitudinal data on skill retention or clinical transfer. Due to current technological limitations in replicating physical and emotional authenticity, AI should be implemented as a complementary tool alongside traditional simulation methods and clinical placements, rather than as a replacement. Future research should prioritize longitudinal outcomes, standardized competency measures, RCTs with active comparators, and implementation strategies addressing technical barriers.