A Qualitative Exploration of Student Perceptions on the Use of AI in an Undergraduate Nursing Research Course.

IF 1.9

The Journal of nursing education Pub Date : 2025-10-01 DOI:10.3928/01484834-20250519-03

Beverly W Dabney, Leigh Anne DeNotto

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Abstract

Background: Artificial intelligence (AI) is increasingly integrated into nursing education, yet limited research exists on students' perceptions of AI use in nursing research courses. This study explored undergraduate nursing students' experiences using AI tools (ChatGPT and U-M GPT) in research courses.

Method: This qualitative descriptive study used Braun and Clarke's six-step thematic analysis. Data were collected through anonymous written reflections from students enrolled in nursing research courses at two universities.

Results: Five key themes emerged: (1) mixed initial perceptions; (2) shifting final perceptions; (3) AI strengths and limitations; (4) ethical concerns; and (5) use of AI in health care. Participants noted the potential of AI to enhance efficiency and provide feedback but expressed concerns about reliability, ethical use, and overreliance.

Conclusion: Structured exposure to AI fostered positive perceptions of AI as a learning tool. Findings highlight the need for ethical frameworks and guidelines to support responsible integration, with future research exploring AI literacy and its implications for nursing education.

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大学生在护理研究课程中使用人工智能认知的质性探讨。

背景：人工智能（AI）越来越多地融入护理教育，但关于学生对AI在护理研究课程中使用的看法的研究有限。本研究探讨本科护生在研究课程中使用人工智能工具（ChatGPT和U-M GPT）的经验。方法：采用Braun和Clarke的六步主题分析方法进行定性描述性研究。数据是通过两所大学护理研究课程学生的匿名书面反馈收集的。结果：出现了五个关键主题：(1)混合的初始认知；(2)最终观念的转变；(3)人工智能的优势和局限性；(4)伦理问题；(5)人工智能在医疗保健领域的应用。与会者注意到人工智能在提高效率和提供反馈方面的潜力，但对可靠性、道德使用和过度依赖表示担忧。结论：有组织地接触人工智能培养了人们对人工智能作为学习工具的积极看法。研究结果强调需要建立道德框架和指导方针，以支持负责任的整合，未来的研究将探索人工智能素养及其对护理教育的影响。

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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