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

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Publicado no:Journal of Nursing Education vol. 64, no. 10 (Oct 2025), p. 620
Autor principal: DeNotto, Leigh Anne
Publicado em:
SLACK INCORPORATED
Assuntos:
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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Resumo: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
Fonte:Health & Medical Collection