培养护士教育者的创造力培养行为：调查循证实践氛围与人工智能能力自我效能之间的相互作用

IF 4.2 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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引用次数: 0

摘要

在护理教育中培养创造力对于培养学生的批判性思维和解决问题的能力至关重要。护士教育工作者在培养护理学生的创造力方面发挥着关键作用，但他们的有效性受到制度和技术的影响。虽然基于证据的实践（EBP）氛围为创新教学提供了结构化框架，但人工智能（AI）在教育中的日益融合要求教育工作者培养人工智能能力自我效能感。人工智能工具，如个性化学习系统、自适应模拟和数据驱动的决策平台，通过支持个性化的学生参与和动态解决问题的方法，增强了创造力培养行为。然而，人工智能能力自我效能感在多大程度上加强了EBP氛围与创造力培养行为之间的关系仍未得到充分探讨。目的探讨护理教育工作者EBP氛围与创新培养行为之间的关系，特别关注人工智能能力自我效能感的调节作用。研究的关键问题是：人工智能能力自我效能感是否会增强EBP氛围对护理教育者创新培养行为的积极影响？设计横断面研究。方法采用结构化在线问卷收集570名护士教育工作者的数据，测量EBP氛围、人工智能能力、自我效能感和创造力培养行为。回归分析包括交互项，评估人工智能能力自我效能的调节作用。结果研究发现，EBP氛围和人工智能能力自我效能感对创造力培养行为有显著的预测作用。此外，人工智能能力自我效能调节了这一关系，放大了人工智能能力较高的教育工作者的积极效应。结论ebp氛围和人工智能能力自我效能感对护理教育者创新培养行为的培养起着至关重要的作用。较高的人工智能能力自我效能增强了利用EBP氛围进行创造性教学的能力。护理机构应通过有针对性的人工智能素养计划、教师指导和人工智能驱动的教学工具的整合来提高护士教育者的人工智能能力，从而在基于证据的教育环境中优化创造力培养行为。

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

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.