Publications and Research
Document Type
Article
Publication Date
2-2025
Abstract
Background/Objectives: Artificial intelligence (AI) is transforming nursing, with generative AI (GenAI) tools such as ChatGPT offering opportunities to enhance education through personalized learning pathways. This study aimed to explore nursing students’ use of generative artificial intelligence (GenAI) and their perceptions of its use in nursing education, including its advantages, disadvantages, and perceived support needs.
Methods: This study employed an online survey. The participants were 99 undergraduate nursing students in New York City. Data was collected online through self-report measures using semi-structured, open-ended questions. The data was analyzed using content analysis.
Results: Most participants (92%) used GenAI tools to access accurate information, clarify nursing concepts, and support clinical tasks such as diagnoses and health assessments, as well as schoolwork, grammar checks, and health promotion. They valued GenAI as a quick, accessible resource that simplified complex information and supported learning through definitions, practice questions, and writing improvements. However, the participants noted drawbacks, such as subscription costs, over-reliance, information overload, and accuracy issues, leading to trust concerns. The participants suggested financial support, early guidance, and instructional modules to better integrate AI into nursing education.
Conclusions: The results indicate that GenAI positively impacts nursing education and highlight the need for guidelines on critical evaluation. To integrate GenAI effectively, educators should consider introductory sessions, support programs, and a GenAI-friendly environment, promoting responsible AI use and preparing students for its application in nursing education.
Comments
This article was originally published in Nursing Reports, vol. 15, no. 2, available at https://doi.org/10.3390/nursrep15020068
This work is distributed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).