RECENTLY, an exuberant member of staff introduced me to a new virtual patient simulator that allows students to improve their clinical reasoning, critical thinking and decision-making skills while interacting with life-like virtual patient scenarios. These scenarios align with the objectives of the curriculum and not only improves competency-based knowledge but also promotes quality care and patient safety.

This new AI-driven simulator was a glaring reminder of the manner in which artificial intelligence (AI) — the buzzword — has permeated the health-care system and is transforming all areas of nursing and midwifery practice to include education and training. High fidelity simulation is being utilised to enhance the learning experience of students and as such, it is not new to nursing and midwifery education and training. A point to note, however, is that its use has become more pervasive; therefore, it is worth examining the use, advantages, and disadvantages of AI in nursing and midwifery education.

AI is technology that enables a computer system or computer-controlled robot to “learn, reason, perceive, infer, communicate, and make decisions similar to or better than humans”. (Robert, 2019)

While I intimated above that we have been using AI in nursing and midwifery education, I must add that this is a shift from reliance on traditional methods such as classroom lectures, tutorials, textbooks, written assignments and clinical practicum. This is a welcome innovative solution to many of the challenges encountered in nursing and midwifery education, such as shortage of qualified educators, limited spaces in the clinical settings, lack of classroom spaces and limited teaching/learning materials, inter alia.

Advantages

Generally, the use of AI learning platform and simulators has made education and training more accessible to individual pursuing nursing and midwifery education due its 24/7 availability. In addition, our teaching/learning environment exposes students and educators to several learning platform or course management systems, example Moodle, that foster flexibility and self-directed learning. Students are often engaged through interactive modules, and recorded lectures which they find to be learner-friendly and convenient. Further, coursework and other forms of assessments, can be accessed anywhere, and at any time.

Additional benefits derived from utilising AI-driven learning platforms and simulations include:

(1) Personalised learning through targeted learning experiences;

(2) Immediate feedback on assignments and other forms of assessments, answers questions and provides explanation when students encounter difficulties;

(3) Promotes active learning and improved learning outcomes evidenced in students’ ability to apply their knowledge in the clinical settings thereby contributing to safe and effective delivery of care;

(4) Reduced cost (over time) because AI-driven learning platforms facilitate larger groups of students, it reduces the need for physical infrastructure, books and other teaching/learning materials;

(5) AI-driven learning platforms provide some level of flexibility resulting in educational equity;

(6) AI-driven simulations and virtual reality tools allow students to practice a number of clinical scenarios in a safe and controlled environment. Real-life patient interactions are simulated allowing students to make mistakes and learn without endangering the patient’s life and their safety. This also promotes clinical competence and confidence, and;

(7) the use of AI-driven learning platform improves efficiency and provides educators with more time to focus on other areas such as research, community service and professional development.

Disadvantages

The role of AI in nursing and midwifery education is evolving and provides invaluable opportunities; however, there are a few disadvantages that should be highlighted. While the list below is not exhaustive, the areas mentioned are worth noting.

(1) AI-driven learning platforms have the potential to dehumanise the teaching/learning experience as well endanger the important role of educators to enrich the students’ learning experience. Nurses and midwives should offer respectful care to patients and should be able to hone these skills during training; however, the element of empathy, human connection, and social and emotional skills may be lost in an AI-driven learning environment.

(2) While educators can set rules and boundaries as to use of AI in the learning environment the possibility of overreliance on it exists. This no doubt will limit students’ ability to engage in problem-solving and critical thinking skills. Educators themselves may neglect important teaching methods due to reliance on those offered by AI.

(3) The use of AI has resulted in ethical concerns such cheating. Students may use AI to create essays and solve critical thinking and problem solving scenarios or assignments. This suggests that AI has the potential to undermine the learning of these vital attributes that nurses and midwives should possess.

(4) During interaction with an AI-driven learning platform, students and educators may input sensitive and personal data which raises data privacy issues thereby requiring safeguards.

(5) Inequity in access to technology and high-speed Internet may be encountered by some students and educators resulting in disparity in the learning experience and achievement of the students. This was evident when we pivoted to online learning during the COVID-19 pandemic.

(6) Some instructors may be hesitant or resistant to adopt new technologies. This has the potential to deprive students of the opportunity to learn in an innovative environment.

(7) Creating an AI-driven teaching/learning environment is costly and require significant investment in training, infrastructure, and software inter alia.

(8) Assessments and decisions may be biased, based on the AI algorithms. This occurs if bias dataset was inputted and the necessary quality checks were not in place.

Conclusion

By and large, one cannot deny that an AI-driven learning environment for nursing and midwifery students offers exciting opportunities, especially in our society where we grapple with inadequate spaces to train our students. Regardless of the challenges posed, these technologies not only enhance the clinical skills and competencies of nursing and midwifery students but also offer opportunities for a wide range of virtual clinical experiences, continuous professional development, and interdisciplinary training. An AI-driven learning environment has the potential to further contribute to a competent and adaptable nursing and midwifery workforce, acceptable patient care, and quality outcomes.

I strongly recommend, that training institutions and the regulatory body leverage the opportunities presented by an AI-driven learning environment, by initiating policies, procedures, guidelines, and safeguards to ensure increased use of AI. The relevant systems must be in place if we are to harness the opportunities associated with the utilisation of an AI learning environment as well as mitigate concerns related to ethical use, access, and privacy.

Adella Campbell, PhD is dean and associate professor in the College of Health Sciences, University of Technology, Jamaica.