The Development of Telelearning as an Effort to Improve Nurses' Readiness to Adopt Artificial Intelligence.

IF 2 Q3 HEALTH CARE SCIENCES & SERVICES

Journal of Patient Experience Pub Date : 2026-07-03 eCollection Date: 2026-01-01 DOI:10.1177/23743735261461920

Reni Asmara Ariga, Fatwa Imelda, Herriyance Herriyance, Edianto Edianto, Fajar Amanah Ariga, Selviani Ariga, Sri Budi Astuti, Hijrah Purnama Sari Ariga, Gabriela Marline Br Pasaribu, Tiki Anugraini Pasaribu, Ghina Faras Syifa

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Abstract

The digital transformation of healthcare is driving the integration of Artificial Intelligence (AI) into clinical practice. Although telelearning is widely used in digital learning strategy, empirical evidence regarding its relationship with nurses' readiness to adopt AI remains limited. This study aims to identify the level of telelearning development and nurses' readiness to adopt AI, as well as to analyze the relationship in a Ministry of Health Hospital. A quantitative cross-sectional study involved 219 clinical nurses through census sampling. Univariate analysis and Spearman's rho were used. Most respondents fell into high category for telelearning development (58.9%) and readiness to adopt AI (59.4%). There was a significant positive correlation between telelearning development and readiness to adopt AI (ρ=0.485; p=0.001). These findings indicate that a well-developed telelearning environment is associated with higher levels of AI readiness among nurses. Study limitations include the cross-sectional design and the use of self-report instruments. The recommendations should evaluate AI literacy modules integrated into telelearning, digital mentorship, AI policy co creation, and nursing curriculum revisions incorporating AI ethics and digital competency standards.

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远程学习的发展是提高护士采用人工智能的准备程度。

医疗保健的数字化转型正在推动人工智能（AI）融入临床实践。尽管远程学习被广泛用于数字学习策略，但关于其与护士是否愿意采用人工智能之间关系的经验证据仍然有限。本研究旨在确定远程学习发展水平与护士采用人工智能的准备程度，并分析卫生部医院的关系。采用人口普查抽样的方法对219名临床护士进行定量横断面研究。采用单因素分析和Spearman’s rho。大多数受访者在远程学习发展（58.9%）和采用人工智能的准备程度（59.4%）方面属于较高类别。远程学习发展与采用人工智能的准备程度之间存在显著的正相关（ρ=0.485; p=0.001）。这些发现表明，发达的远程学习环境与护士中更高水平的人工智能准备相关。研究的局限性包括横断面设计和自我报告工具的使用。这些建议应评估整合到远程学习、数字指导、人工智能政策共同制定以及纳入人工智能伦理和数字能力标准的护理课程修订中的人工智能素养模块。

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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