This session explores the use of AI-powered virtual reality simulations to strengthen counseling, presentation, and clinical communication skills for future healthcare professional practice. Examples include the integration of Ovation VR across counseling, seminar, and healthcare practice courses.

Artificial intelligence (AI) and virtual reality (VR) technologies are rapidly transforming online and hybrid education by creating immersive, interactive learning environments that closely replicate real-world experiences. This discovery session explores how AI-driven VR simulations can support skill development in counseling, healthcare communication, public speaking, and professional presentations through experiential learning opportunities that may otherwise be difficult to replicate in traditional online learning environments.

As online education continues to expand across higher education and healthcare disciplines, instructors face increasing challenges in providing authentic practice opportunities that promote communication competency, critical thinking, confidence, and professional decision-making. While many online programs successfully deliver foundational knowledge, students often report feeling underprepared for high-stakes interpersonal interactions such as patient counseling, clinical interviewing, difficult conversations, professional presentations, and interdisciplinary communication. AI-powered VR environments may help bridge this gap by allowing students to engage in repeated, low-risk practice scenarios that simulate realistic human interaction and professional environments.

This session will highlight the implementation of Ovation VR within courses designed to prepare future healthcare practitioners for professional practice. Specific examples include the use of VR simulations in an undergraduate counseling course to strengthen counseling and motivational interviewing skills, a graduate Seminar course to improve presentation delivery and professional speaking confidence, and undergraduate and graduate clinical courses to enhance communication and patient interaction skills.

In the undergraduate counseling course, students engaged in immersive counseling simulations designed to mimic realistic patient interactions commonly encountered in nutrition practice. These simulations provided opportunities for repeated practice in active listening, empathy, motivational interviewing, patient-centered communication, and counseling adaptability. Students were able to practice counseling techniques in a psychologically safe environment while receiving immediate feedback and opportunities for self-reflection and improvement.

Within the graduate seminar course, VR technology was used to support presentation skill development by simulating live audience experiences. Future clinicians practiced professional presentations in immersive environments that replicated professional speaking engagements. These simulations allowed students to build confidence, improve verbal and nonverbal communication, and manage presentation anxiety in preparation for leadership and interdisciplinary roles within healthcare settings.

Additionally, undergraduate and graduate clinical courses incorporated VR simulations to strengthen communication and healthcare interaction skills. Simulated patient encounters allowed students to practice assessment discussions, patient education, interdisciplinary communication, chart presentation, and clinical decision-making within realistic healthcare scenarios. These experiences supported competency-based learning while helping future healthcare professionals develop confidence in navigating complex healthcare conversations before entering supervised practice experiences or professional employment.

The session will also discuss the pedagogical foundations supporting immersive learning technologies, including experiential learning theory, simulation-based instruction, social learning, and deliberate practice frameworks. Emphasis will be placed on how AI-enhanced VR environments can increase learner engagement, reduce communication anxiety, and provide individualized feedback opportunities that are often difficult to achieve in large or asynchronous online courses. Discussion will include the role of repetition, immediate feedback, and scenario variability in improving learner confidence and professional readiness.

Special attention will be given to the role of immersive technologies in preparing future healthcare professionals for patient-centered practice. Communication skills are essential for effective counseling, patient education, interdisciplinary collaboration, leadership, and evidence-based healthcare delivery. Participants will examine how VR simulations may support training in motivational interviewing, empathy development, cultural sensitivity, difficult healthcare conversations, and professional communication skills necessary for clinical and community practice environments.

The discovery session format will encourage active discussion and collaborative exploration rather than solely presenting research findings. Attendees will engage in conversation regarding implementation considerations, opportunities, and barriers within their own institutions and disciplines. Topics will include technology accessibility, faculty training, cost considerations, student perceptions, digital equity, ethical implications of AI-driven interactions, data privacy concerns, and the importance of maintaining evidence-based and human-centered instructional design practices.

Practical implementation strategies will also be discussed for educators interested in integrating immersive technologies into online or hybrid curricula. Participants will review examples of low-barrier approaches for incorporating AI and VR tools into existing coursework, assignments, simulations, and competency assessments without requiring extensive technical expertise or fully immersive VR hardware. Consideration will also be given accessibility and universal design principles to ensure equitable learning opportunities for diverse student populations.

By the conclusion of this session, participants will be able to:

• Describe current and emerging uses of AI-powered VR technologies in online learning environments.
• Identify opportunities for immersive simulations to support counseling, presentation, and healthcare communication skill development for future RDNs.
• Discuss applications of VR simulations within healthcare courses.
• Explore benefits and limitations associated with implementing AI and VR tools in higher education.
• Consider strategies for integrating immersive learning experiences into online and hybrid curricula.

This session is designed for educators, instructional designers, healthcare faculty, administrators, and online learning professionals interested in innovative teaching strategies that support experiential learning and workforce readiness. The presentation aligns with the growing need for scalable, engaging, and practice-oriented online learning experiences that prepare future healthcare professionals for real-world interactions in increasingly digital educational and healthcare environments.

Dr. Kristin Berg

Instructor / Graduate Program Director at University of North Florida

Dr. Kristin Berg is an Instructor and Graduate Program Director at the University of North Florida in Jacksonville. She is a licensed and registered dietitian nutritionist in the state of Florida with over 20 years of professional experience. Dr. Berg currently serves on the Board of Directors for her district within the Florida Academy of Nutrition and Dietetics.

Her teaching experience spans elementary, secondary, and post-secondary education, with expertise in chemistry, counseling, and clinical practice. As the leader of an online graduate program, she is committed to innovative and effective teaching strategies, including the thoughtful integration of AI-driven tools to promote responsible and appropriate use of artificial intelligence in academic work.