Megan Stuffle is an assistant dean for learning resources and a clinical assistant professor at the Indiana University School of Nursing. She leads initiatives in instructional technology and simulation, with a focus on integrating artificial intelligence and immersive learning into nursing education.
A Generative AI Faculty Fellow, her work advances curriculum innovation and AI-enabled clinical education.
Stuffle was one of five IU experts who recently participated in the Indianapolis Business Journal’s Thought Leadership Series, discussing how artificial intelligence is reshaping the teaching landscape in higher education.
Question: How is artificial intelligence reshaping your work, and how has your approach to teaching and research evolved in response?
Artificial intelligence is fundamentally shifting nursing education. Traditional assessment methods focus on selecting the correct answers to specific questions. Today there’s more attention paid to the processes behind clinical reasoning and decision-making. As AI tools become more accessible, students must develop the judgment to interpret, question and safely apply information in patient care.
In response, my approach emphasizes AI-resilient learning experiences that require students to think critically, prioritize care and make decisions in realistic clinical contexts. The goal is to prepare practice-ready graduates who use AI responsibly and effectively.
Q: What are some of the most meaningful ways you are currently integrating AI into your work, and what makes your approach distinctive?
I incorporate AI by creating and using custom agents to enhance curriculum development, design online courses and create learning experiences that align with program learning outcomes while ensuring consistency and accessibility throughout all programs.
What makes my approach distinctive is that AI is not the focus; it’s a tool to enhance experiential learning, ensuring students actively engage in clinical reasoning, decision-making and real-world application. I also prioritize embedding ethical AI use into these experiences, helping students understand how to use AI and when to question it.
My intent is to use AI to elevate the quality and consistency of learning while keeping the emphasis on practice-ready skills.
Q: How is AI changing the skills students need to be successful as graduates—in careers and in their communities? How are you preparing for that shift?
AI emphasizes the need for human skills that are at the core of nursing — skills like empathy, therapeutic communication and patient-centered care. At the same time, clinical judgment is more critical than ever, as graduates must evaluate AI-informed insights, such as clinical decision support tools, within the context of each patient’s unique situation.
Faculty play a key role in modeling this by using AI transparently and guiding students in its ethical and meaningful integration into practice. To prepare for this shift, we are working closely with clinical partners to understand AI use in their settings and designing authentic learning experiences that reflect how AI is shaping real-world care environments.
Note: You can read the full story on the IBJ’s website.