Artificial Intelligence, Nursing, and the Future of Healthcare Education
- Debbie Holley
- 6 days ago
- 3 min read
Reflections from the second AI in Nursing Research Group. Guest speaker: Mark Frydenberg, Bentley, USA.
Reflections by Debbie Holley, Emerita Professor, Bournemouth University
Artificial Intelligence (AI) is increasingly reshaping healthcare education, clinical practice, and professional learning, raising important questions about how we prepare future nurses and healthcare professionals for digitally enhanced environments. These themes formed the focus of a recent interdisciplinary research seminar that I had the pleasure of hosting with Dr Rowena Slope, the research lead for ‘AI in Nursing’ a special interest group. Our invited guest was Mark Frydenberg - Distinguished Lecturer and Director of the CIS Lab at Bentley University, USA, and an eminent educator and technology scholar. Mark is internationally recognised for his work exploring innovative approaches to teaching and learning with emerging technologies, and his insights offered a valuable opportunity to reflect on the growing role of AI across healthcare education and practice. The seminar also included contributions from Matt Jarvis, Bournemouth University Learning Technologist and institutional lead on AI policy; a Nursing perspective from Dr Slope and a generic overview which I presented. Thus a rich interdisciplinary discussion around digital pedagogy, AI literacy, and healthcare innovation was created.
One of the strongest themes emerging from the seminar was the growing importance of AI literacy within nursing and healthcare curricula. While students may appear highly confident using digital technologies, research by Frydenberg and colleagues suggests that technological confidence does not necessarily equate to deeper digital and data literacy skills. As generative AI tools become more widely adopted in higher education and healthcare, students must develop the ability to critically evaluate AI-generated information, understand ethical implications, recognise algorithmic bias, and maintain evidence-based decision-making. These discussions align closely with the "UNESCO", framework outlined in Reimagining Our Futures Together (2021), which advocates for active, participatory learning and learner agency within rapidly evolving educational environments.
"Learner agency should be promoted by shifting from passive to active learning, where each learner actively engages in and experiments with information and the environment and the relationship with the teacher and student is bi-directional" UNESCO, 2022
What I found particularly interesting was the discussion around practical applications of AI within healthcare education and clinical practice, including AI-supported simulation, personalised learning pathways, administrative support, predictive analytics, and clinical decision-support systems. While these technologies may enhance efficiency, responsiveness, and access to information, participants emphasised that AI should support rather than replace professional judgement, compassionate care, and human interaction.
Nursing practice remains fundamentally relational, requiring empathy, communication, and ethical reasoning that cannot be fully replicated through automated systems.
Alongside these opportunities, we also explored some of the significant ethical and pedagogical challenges associated with AI adoption in healthcare and higher education. Concerns included data privacy, transparency in algorithmic decision-making, unequal access to technology, and the potential erosion of independent critical thinking through over-reliance on AI-generated outputs. Participants reflected on the importance of designing learning environments that encourage students to engage critically with AI tools rather than passively accepting generated information. Collaborative discussion activities during the seminar encouraged attendees to map future interdisciplinary projects and implementation strategies that place ethical, human-centred practice at the core of AI innovation.
Overall, the seminar reinforced for me that AI represents not only a technological shift, but also an important opportunity to rethink healthcare education, learner engagement, and professional preparation. As healthcare systems continue integrating intelligent technologies, educators and researchers have a responsibility to ensure that future nurses are equipped with the critical, ethical, and reflective skills necessary to work effectively within digitally enhanced clinical environments. The discussions reinforced the importance of interdisciplinary collaboration, responsible innovation, and maintaining the core values of healthcare practice as institutions navigate this rapidly evolving landscape.
Contact us:
Rowena Slope: https://staffprofiles.bournemouth.ac.uk/display/rslope
Mark Frydenberg: https://faculty.bentley.edu/profile/mfrydenberg
Debbie Holley: https://staffprofiles.bournemouth.ac.uk/display/dholley
Selected references:
Department for Education (2023) Curriculum and Assessment Review: Building a world-class curriculum for all. London: Department for Education. Available at: https://assets.publishing.service.gov.uk/media/690b96bbc22e4ed8b051854d/Curriculum_and_Assessment_Review_final_report_-_Building_a_world-class_curriculum_for_all.pdf
Dickinson, J. and Marshall, M. (2026) ‘Trained to stop learning: How students are experiencing assessment and learning in an age of AI’, Wonkhe, 23 March. Available at: https://wonkhe.com/blogs/trained-to-stop-learning-how-students-are-experiencing-assessment-and-learning-in-an-age-of-ai/
Stephenson, R. and Armstrong, C. (2026) Student generative artificial intelligence survey 2026 (HEPI Report 199). Higher Education Policy Institute. Available at: https://www.hepi.ac.uk/wp-content/uploads/2026/03/HEPI-Report-199-Gen-AI-Survey-2026.pdf
UNESCO (2022) Reimagining our futures together: A new social contract for education. Paris: UNESCO. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000380469
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