Comparing artificial intelligence-enhanced virtual reality and simulated patient simulations in undergraduate nursing education

Introduction Simulation-based learning (SBL) is foundational in nursing education, traditionally employing simulated patients (SPs) to create realistic clinical scenarios. Recent technological advances have introduced Artificial Intelligence-Enhanced Virtual Reality (AI-VR) as a scalable, cost-effective alternative. Aim and Methods This qualitative descriptive study explored undergraduate nursing students' experiences with both AI-VR and SP simulations, focusing on perceptions of realism, psychological safety, and skill development. Findings While 240 students participated overall (120 in each simulation modality), in-depth qualitative data were collected from 20 third-year nursing students who experienced either approach through four focus groups. Findings revealed that SP simulations excel in fostering emotional engagement and hands-on learning, whereas AI-VR provides an intuitive, judgment-free environment conducive to rapid decision-making and iterative practice. Conclusions The study indicates implications for curriculum design, faculty development, and future research, advocating for an integrated approach that leverages the strengths of both modalities.