The development of clinical skills is essential in nursing education, yet limited access to real practice areas restricts students' experience. AI-simulated patients offer a promising solution by providing safe interview opportunities, enhancing communication skills, and supporting professional role development. To determine the experiences of nursing students who interviewed artificial intelligence-simulated patients. This descriptive phenomenological study involved one-to-one interviews with 15 first-year nursing students who have experience of interviewing artificial intelligence-simulated patients. Data were analyzed using Giorgi's Phenomenological Method Analysis and reported according to the COREQ checklist. Five main themes emerged: Experiencing a Sense of Clinical Reality with AI-Based Education, Developing Reflective Communication Skills, Gaining Confidence for Future Clinical Practice, Emerging Professional Identity, and Increase in Learning Motivation. Students reported that their interviews with AI-simulated patients contributed positively to preparing them for real clinical settings, strengthening their communication skills, and enhancing their perception of professional identity. This study shows that students experience enhanced clinical preparedness, strengthened professional identity, and improved communication skills through the use of AI-simulated patients in nursing education. The findings suggest that AI-based simulations can complement traditional teaching methods while boosting students' learning motivation.