Abstract
Teaching diagnostic reasoning to graduate nursing students is both essential and challenging, particularly in asynchronous environments where absence of real-time interaction requires innovative strategies to engage students and support the development of clinical application skills. The innovation detailed in this article demonstrates a collaborative learning approach using artificial intelligence (AI)-generated cases to simulate clinical scenarios and cultivate diagnostic reasoning in first-year advanced practice provider students. Pre- and post-assessments showed increased confidence; qualitative reflections emphasized the value of peer collaboration. This innovative model demonstrates how collaborative learning, supported by AI, can transform clinical education in asynchronous nursing programs.