Fostering creativity-nurturing behaviors among nurse educators: Investigating the interplay between evidence-based practice climate and artificial intelligence competence self-efficacy

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-04-04 DOI:10.1016/j.nedt.2025.106734

Ahmed Abdelwahab Ibrahim El-Sayed , Samira Ahmed Alsenany , Raghad Saad Eid Almalki , Maha Gamal Ramadan Asal

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Abstract

Background

Fostering creativity in nursing education is essential for equipping students with critical thinking and problem-solving skills. Nurse educators play a pivotal role in nurturing creativity among nursing students, yet their effectiveness is shaped by institutional and technological influences. While an evidence-based practice (EBP) climate provides a structured framework for innovative teaching, the increasing integration of artificial intelligence (AI) in education necessitates that educators develop AI competence self-efficacy. AI tools, such as personalized learning systems, adaptive simulations, and data-driven decision-making platforms, enhance creativity-nurturing behaviors by supporting individualized student engagement and dynamic problem-solving approaches. However, the extent to which AI competence self-efficacy strengthens the relationship between EBP climate and creativity-nurturing behaviors remains underexplored.

Objectives

To examine the relationship between EBP climate and creativity-nurturing behaviors among nurse educators, with a specific focus on the moderating role of AI competence self-efficacy. The key research question is: Does AI competence self-efficacy enhance the positive effect of EBP climate on creativity-nurturing behaviors among nurse educators?

Design

A cross-sectional study.

Methods

Data were collected from 570 nurse educators using a structured online questionnaire measuring EBP climate, AI competence self-efficacy, and creativity-nurturing behaviors. Regression analyses, including interaction terms, assessed the moderating role of AI competence self-efficacy.

Results

Findings indicate that both EBP climate and AI competence self-efficacy significantly predict creativity-nurturing behaviors. Furthermore, AI competence self-efficacy moderates this relationship, amplifying the positive effect for educators with higher AI competence.

Conclusion

EBP climate and AI competence self-efficacy are crucial in fostering creativity-nurturing behaviors among nurse educators. Higher AI competence self-efficacy enhances the ability to leverage EBP climate for creative teaching.

Implications

Nursing institutions should enhance AI competence among nurse educators through targeted AI literacy programs, faculty mentorship, and integration of AI-driven teaching tools to optimize creativity-nurturing behaviors within an evidence-based educational environment.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.