护理教育中的人工智能和学术诚信：一项关于使用、认知和制度影响的混合方法研究

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-06-03 DOI:10.1016/j.nedt.2025.106796

Maggie Zgambo , Martina Costello , Melanie Buhlmann , Justine Maldon , Edah Anyango , Esther Adama

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引用次数: 0

摘要

人工智能（AI）在高等教育中应用的兴起在学者和学生中引发了大量争论，因为学生有可能通过滥用人工智能而从事学术不端行为。学者们认为，人工智能对护士的基础发展构成了严重威胁，因为人工智能产生的学术工作的完整性存在问题，并且破坏了专业实践所必需的批判性思维技能的发展。然而，关于护生在学习中融入人工智能技术的研究有限。方法本研究采用收敛平行混合方法，建立了一种多阶段的方法，采用收敛平行技术对定性和定量阶段进行分析。定量方法利用qualtrics支持的在线调查，吸引188名护理专业学生参与，探索与人工智能使用相关的各个领域。在定性阶段，对13名有意抽样的学生进行深入访谈，提供了更深入的见解。定性数据采用归纳主题分析法进行分析，定量数据采用SPSS软件进行分析。结果在调查中，24%的受访者表示使用人工智能，从适度到广泛使用。在logistic回归分析中，听说人工智能(OR = 3.9；可信区间1.07 - -10.2;p & lt;0.05)，人工智能在研究中有用的信念(OR = 5.5；可信区间1.7 - -17.3;p & lt;0.01)，认为学习使用人工智能很容易(OR = 3.4；可信区间1.1 - -11.1;p & lt;0.05)预测人工智能的使用。定性调查结果显示，所有学生都将人工智能用于各种学术目的。人工智能在处理“耗时”的学术任务方面的“迷人”、“智能”和“高效”的特性促使人们使用它。然而，对违反学术诚信和通过个人努力获得成功的价值的担忧起到了威慑作用。研究结果表明，虽然人工智能的效率促使学生采用它，但他们仍然对其伦理影响持谨慎态度，导致其在学术实践中的应用存在不确定性。这凸显了在教育环境中负责任的人工智能整合方面，迫切需要机构支持和明确的指导方针。

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Artificial intelligence and academic integrity in nursing education: A mixed methods study on usage, perceptions, and institutional implications

Background

The rise of artificial intelligence (AI) use in higher education has generated substantial debate among academics and students, given the potential for students to engage in academic misconduct through the misuse of AI. Academics argue that AI poses a serious threat to the foundational development of nurses through the questionable integrity of AI-generated academic work and by undermining the development of critical thinking skills essential for professional practice. However, there is limited research on nursing students' integration of AI technologies in their studies.

Method

This study utilised a convergent parallel mixed methods approach to develop a multiphase approach with convergent parallel techniques for the qualitative and quantitative phases. The quantitative method utilised a Qualtrics-powered online survey to engage 188 nursing students, exploring various domains related to AI use. In the qualitative phase, in-depth interviews with 13 purposively sampled students provided deeper insights. The qualitative data were analysed using an inductive thematic analysis approach, while the quantitative data were analysed using SPSS.

Result

In the survey, 24 % of respondents reported using AI, ranging from moderate to extensive usage. In logistics regression analysis, hearing about AI (OR = 3.9; CI 1.07–10.2; p < 0.05), the belief that AI was useful in the studies (OR = 5.5; CI 1.7–17.3; p < 0.01), and the perception that learning to use AI is easy (OR = 3.4; CI 1.1–11.1; p < 0.05) predicted AI use. Qualitative findings revealed that all students used AI for various academic purposes. The ‘fascinating’, ‘intelligent’ and ‘efficient’ nature of AI in handling ‘time-consuming’ academic tasks motivated its use. However, concerns about breaching academic integrity and the value of achieving success through personal effort served as deterrents.

Conclusion

The findings suggest that while AI's efficiency drives students to adopt it, they remain cautious about its ethical implications, leading to uncertainty in its application within academic practices. This highlights the critical need for institutional support and explicit guidelines on responsible AI integration in educational settings.

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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.