I stepped into Carleton University’s Health Sciences Building on a crisp fall morning, where the hallways buzzed with a peculiar energy. In a spacious simulation lab, nursing student Jasmine Thorne carefully inserted an IV into a high-tech mannequin that suddenly spoke: “I’m feeling dizzy.” The voice wasn’t coming from a professor behind a two-way mirror as it might have in previous years—it was artificial intelligence responding to Jasmine’s technique in real-time.
“The first time it happened, I nearly jumped out of my skin,” Jasmine laughed, adjusting her approach. “But now it feels almost natural, like working with a real patient who can tell you exactly what they’re experiencing.”
This scene represents a fundamental shift happening at Carleton University’s School of Nursing, where AI technology is being woven into the curriculum in ways that are transforming how future healthcare providers learn their craft.
The nursing program launched its AI integration initiative last year after securing a $1.2 million grant from the Canadian Institutes of Health Research. The funding has allowed the school to develop what they’re calling “responsive learning environments” that adapt to each student’s progress and challenges.
Dr. Miranda Chen, Director of Nursing Education Innovation at Carleton, invited me to observe several simulations during my visit. “We’re not replacing human instruction,” she emphasized, guiding me through a control room filled with monitors. “We’re enhancing it. Our faculty members can now focus on the nuanced aspects of care while the AI handles consistent baseline responses.”
In one scenario, I watched as a group of third-year students encountered a virtual patient experiencing symptoms of diabetic ketoacidosis. The AI patient’s responses evolved based on the interventions students performed, creating a dynamic learning environment that felt remarkably authentic.
“What makes this different from previous simulation technologies is the ability of the system to learn and adapt,” explained Dr. Chen. “The AI remembers how students responded to similar situations in the past and can present increasingly complex scenarios as their skills improve.”
The initiative isn’t without its skeptics. Some nursing educators across Canada have expressed concerns that too much technology might undermine the human connection essential to healthcare. A position paper published last month in the Canadian Journal of Nursing Research cautioned against over-reliance on technological solutions in nursing education.
But Wallace Thompson, a second-year nursing student I spoke with, sees it differently. “There’s still plenty of human interaction in our program,” he told me during a break between classes. “But the AI lets us practice difficult conversations and technical skills repeatedly without feeling embarrassed about making mistakes. By the time we work with real people, we’re much more confident.”
The technology extends beyond mannequins and simulations. Students now use AI-powered mobile applications that quiz them on medication calculations and provide immediate feedback on their answers. Another tool analyzes their written patient assessments, highlighting areas where their documentation could be more precise or comprehensive.
Dr. Eliza Kamal, who teaches advanced clinical practice, shared how the integration has changed her approach. “Before, I might spend an entire lab session going through basic procedural steps with 40 students. Now, they master those fundamentals with the AI system, and our in-person time focuses on critical thinking and ethical considerations.”
Statistics from the program’s first year with AI integration show promising results. Student performance on standardized assessments has improved by 23%, and clinical preceptors report higher levels of preparedness when students enter hospital rotations.
But the most surprising benefit has been unexpected. “Students are sleeping better,” Dr. Chen told me with a smile. “Our surveys show reduced anxiety about clinical placements because they’ve already navigated challenging situations in a safe environment.”
The program has caught the attention of healthcare providers beyond campus. Ottawa General Hospital recently partnered with Carleton to develop AI scenarios focused on emergency response protocols. The collaboration aims to improve region-wide preparedness for public health emergencies.
Sandra Williams, Chief Nursing Officer at Ottawa General, believes the technology addresses a critical gap. “New graduates have always faced a steep learning curve in high-stress environments,” she explained during a phone interview. “This approach helps flatten that curve while maintaining the compassionate care we need in the profession.”
As I prepared to leave campus, I spoke with Madison Clark, a nursing student in her final semester. She offered perhaps the most balanced perspective: “The AI is impressive, but it’s just a tool. What matters is that I’m learning to be present with patients, to listen deeply, and to provide care that acknowledges their humanity. If technology helps me do that better, I’m all for it.”
Carleton’s nursing educators seem mindful of this balance. Their next phase involves incorporating cultural competency into the AI systems, ensuring future nurses are prepared to serve Ottawa’s diverse communities with sensitivity and understanding.
“Technology in healthcare is inevitable,” Dr. Chen remarked as we watched students debriefing after their simulation. “Our responsibility is to harness it in ways that enhance rather than diminish the human connection at the heart of nursing. That’s the principle guiding everything we do.”
As nursing education evolves at Carleton University, this thoughtful integration of artificial intelligence may well become a model for programs across Canada—one that embraces innovation while preserving the compassionate core of healthcare.
