Perceived Practicality, Perceived Acceptability, and Perceived Educational Effect of AI-Powered Simulation Tools Among Stakeholders of a Nursing School in Kalibo, Aklan

Abstract

The integration of artificial intelligence (AI)-powered simulation tools has emerged as a promising strategy for strengthening nursing education, particularly in provincial and resource-limited settings where traditional high-fidelity simulation may be constrained by cost, equipment, and faculty requirements. This descriptive-correlational study examined the perceived practicality, acceptability, and educational effect of AI-powered simulation tools among stakeholders of a nursing school in Kalibo, Aklan. A total of 313 respondents composed of Bachelor of Science in Nursing students, clinical instructors, and faculty members participated through purposive sampling. Data were gathered using a validated and reliable researcher-made questionnaire administered through Google Forms. Descriptive statistics, weighted means, standard deviations, and Pearson correlation analysis were used to analyze the data. Findings showed that stakeholders agreed that the AI-powered simulation tool was practical (M = 4.11), acceptable (M = 4.20), and educationally effective (M = 4.31). The highest ratings emphasized clear instructions, continued use in the nursing program, engagement, patient safety awareness, and the ability to connect theoretical knowledge with clinical scenarios. Age and sex were not significantly associated with stakeholder perceptions, while stakeholder role, clinical exposure setting, familiarity with simulation-based learning, and frequency of simulation use showed significant relationships. The study concludes that AI-powered simulation tools are viable instructional innovations for nursing education in provincial contexts. Institutional integration, improved internet infrastructure, and structured faculty facilitation are recommended to maximize equitable and effective implementation.