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

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Dades bibliogràfiques
Publicat a:	Journal of Nursing Education vol. 64, no. 10 (Oct 2025), p. 620
Autor principal:	DeNotto, Leigh Anne
Publicat:	SLACK INCORPORATED
Matèries:	OpenAI Problem solving Nursing education Clinical medicine Student attitudes Feedback Generative artificial intelligence Teachers Chatbots Personalized learning Qualitative research Learning Artificial intelligence literacy Critical Thinking Undergraduate Students Research Skills Influence of Technology Reflection Researchers Nursing Research Learning Experience Individualized Instruction Grading Nursing Students Research Design Feedback (Response) Artificial Intelligence Data Analysis Comparative Education Comparative Analysis Language Processing Educational Environment Course Content Research Methodology Educational Needs
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Descripció
Resum:	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.
ISSN:	0148-4834 1938-2421 0022-3158
DOI:	10.3928/01484834-20250519-03
Font:	Health & Medical Collection