Date of Award

2025-08-01

Degree Name

Doctor of Philosophy

Department

Teaching, Learning and Culture

Advisor(s)

Daniel A. Tillman

Second Advisor

Song A. An

Abstract

As healthcare education evolves to address emotionally complex scenarios such as palliative and end-of-life care, there is an increasing need to integrate both technical and emotional competencies into training. This interpretive phenomenological study explored how artificial intelligence (AI) and augmented reality (AR)-enhanced immersive simulations shape healthcare students' empathy and self-efficacy. Grounded in Rogers' Client-Centered Theory and Bandura's Social Cognitive Theory, the research investigated the lived experiences of healthcare students and educators who participated in emotionally realistic simulations using AI-driven manikins and auditory AR features. Data were collected through semi-structured interviews and analyzed using a hybrid inductive-deductive coding framework, incorporating in-vivo coding to preserve participant voice (Bhattacharya, 2017; Miles et al., 2013; Smith et al., 2021). Findings revealed that AI and AR technologies acted as emotional triggers and reflective mirrors, allowing learners to practice therapeutic communication, build clinical confidence, and navigate the affective dimensions of care. Participants reported enhanced self-awareness, emotional regulation, and professional identity development through these simulations.

Language

en

Provenance

Received from ProQuest

File Size

149 p.

File Format

application/pdf

Rights Holder

Thomas Joseph Soto

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