Student and Faculty Perceptions and Use of Generative Artificial Intelligence in Nursing Education.

IF 1.9

The Journal of nursing education Pub Date : 2025-08-01 DOI:10.3928/01484834-20250312-06

Jason Blomquist, Jenny Alderden, Sarah Llewellyn, Meagan Haynes, Ellie Dworak

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Abstract

Background: Artificial intelligence (AI) is changing health care, and understanding how nursing students and faculty perceive and use AI is crucial for developing effective educational guidelines.

Method: A pilot survey examined AI usage patterns, perceptions, and concerns among nursing students (n = 220) and faculty (n = 26). Data were analyzed using descriptive statistics and qualitative content analysis.

Results: Faculty reported significantly higher AI usage than students (27 vs. 12 times/semester, p = .007) and perceived greater importance of AI in future careers (p = .002). Although 77% of faculty addressed AI in courses, 33% of students remained uncertain about permitted uses. Academic misconduct concerns were the primary barrier to student AI adoption (73%).

Conclusion: This study suggests a dual approach is needed to develop AI competencies when implementing structured frameworks that integrate AI tools into curricula while preserving critical thinking and preparing students for AI-enhanced environments.

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生成性人工智能在护理教育中的应用。

背景：人工智能（AI）正在改变医疗保健，了解护理学生和教师如何感知和使用人工智能对于制定有效的教育指南至关重要。方法：一项试点调查调查了护理学生（n = 220）和教师（n = 26）的人工智能使用模式、认知和担忧。数据分析采用描述性统计和定性内容分析。结果：教师报告的人工智能使用率明显高于学生（27次对12次/学期，p = .007），并且认为人工智能在未来职业生涯中的重要性更大（p = .002）。尽管77%的教师在课程中提到了人工智能，但33%的学生仍不确定允许的用途。对学术不端行为的担忧是学生采用人工智能的主要障碍（73%）。结论：本研究表明，在实施将人工智能工具整合到课程中的结构化框架时，需要采用双重方法来培养人工智能能力，同时保留批判性思维并为学生为人工智能增强的环境做好准备。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Journal of nursing education

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