IRB Number
26-0201-012
Date of Award
Summer 8-21-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
First Advisor
Kathy H. Wood, PhD
Second Advisor
Lindsey Johnston, PhD
Abstract
Artificial intelligence-driven simulation has become an important component of healthcare education by providing students with opportunities to strengthen clinical reasoning, decision-making, and technical skills in a safe learning environment. Despite its growing adoption, limited research has explored how healthcare students experience artificial intelligence-driven simulation during clinical laboratory practice. The purpose of this qualitative case study was to explore healthcare students’ experiences using artificial intelligence-driven simulation tools during clinical laboratory practice. Guided by Experiential Learning Theory and Transformative Learning Theory, the study examined how students interpreted, reflected upon, and learned from these experiences. Data were collected through a researcher-developed Qualtrics questionnaire completed by 17 healthcare students at a private institution. Structured responses were summarized using descriptive statistics, and open-ended responses were analyzed using a six-phase thematic analysis. Seven themes emerged across the two research questions. Perceived benefits included increased confidence and clinical preparedness, realistic clinical preparation, skill development through repetition and practice, and the value of feedback and reflection. Perceived challenges included technology frustration and navigation difficulties, cognitive overload and stress, and interference between technology and learning. Overall, participants viewed artificial intelligence-driven simulation as a valuable educational tool that enhanced confidence, preparedness, and reflective learning. The findings support healthcare educators, curriculum development, faculty preparation, and simulation design and provide recommendations for future research across diverse healthcare disciplines and educational settings.
Recommended Citation
Cousin, D. S. (2026). Healthcare Students’ Experiences Using Artificial Intelligence Simulation Tools in Clinical Simulated Laboratory Practice. [Doctoral project, University of St Augustine for Health Sciences]. SOAR @ USA: Student Dissertations Collection. https:/doi.org/10.46409/sr./YLXR8882
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Educational Methods Commons, Educational Technology Commons, Interprofessional Education Commons, Scholarship of Teaching and Learning Commons
