Authors : Ankita Chhikara; F. Lalremruati; Elizabeth Lalhruaitluangi

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/5dxyea5t

Scribd : https://tinyurl.com/2yj3ehkb

DOI : https://doi.org/10.38124/ijisrt/26apr1164

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Background: The rapid evolution of healthcare complexity necessitates transformative changes in nursing pedagogy. Artificial Intelligence (AI) has emerged as a pivotal force, shifting education toward data-driven, personalized, and competency-based environments.  Objectives: This study explores the integration of AI-driven innovations in nursing education, evaluating their impact on clinical competency, faculty roles, and the ethical challenges inherent in digital transformation.  Methodology: A narrative synthesis was conducted, reviewing recent empirical evidence and scoping reviews (2023–2026) concerning machine learning, virtual simulations, and adaptive learning systems within Indian and global nursing curricula.  Results: Findings indicate that AI enhances clinical decision-making, student engagement, and faculty efficiency through automated feedback and immersive VR simulations. However, critical barriers persist, including algorithmic bias, data privacy risks, and a potential over-reliance on technology that may hinder independent critical thinking. A significant gap in faculty preparedness and digital literacy was also identified.  Conclusion: While AI offers a transformative learner-centered framework, a balanced approach is essential. Successful integration requires robust regulatory standards and a curriculum that harmonizes technological proficiency with the core humanistic values of nursing.

Keywords : Artificial Intelligence, Nursing Education, Clinical Competency, Virtual Simulation, Educational Technology, Nursing Ethics.

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