Living with and without AI: A mixed-methods study on AI usage, addiction, and 'AIlessphobia' in nursing students
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| Publicado no: | Nurse Education in Practice vol. 88 (Oct 2025), p. 104530-104538 |
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Elsevier Limited
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| Acesso em linha: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1016/j.nepr.2025.104530 |2 doi | |
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| 045 | 2 | |b d20251001 |b d20251031 | |
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| 100 | 1 | |a Sağlam, Rukiye Kevser |u Baskent University, Faculty of Health Sciences, Nursing Department, Ankara, Turkey | |
| 245 | 1 | |a Living with and without AI: A mixed-methods study on AI usage, addiction, and 'AIlessphobia' in nursing students | |
| 260 | |b Elsevier Limited |c Oct 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Aim The aim of this study is to examine nursing students' attitudes toward AI use, their patterns of use and levels of AI addiction, as well as to evaluate the impact of emerging fears such as AIlessphobia. Background Generative artificial intelligence (AI) is rapidly evolving and is increasingly being used among university students. Concepts such as “AIlessphobia” -the fear of being without AI- highlight the emergence of these issues. Design This study used a mixed-methods design. Methods The study was carried out during the 2024–2025 Spring Semester with nursing students. Data were collected using the Scale for Dependence on Artificial Intelligence (DAI) and semi-structured interview questions. Qualitative interviews were conducted with students who scored 15 or higher on DAI. The quantitative sample consists of 200 students and the qualitative sample was determined based on quantitative and qualitative data. Results Most participants (81.5 %) reported using AI tools, with ChatGPT being the most preferred among them. The interview included 13 questions and the themes emerged during the individual interviews. Thematic analysis highlighted five themes: educational benefits, negative effects, AI addiction, future expectations and AIlessphobia. Students noted that AI eased learning but reduced critical thinking and reported emotional distress when deprived of AI access. Conclusions The widespread use of AI tools in education produces both positive and negative effects. It is essential for educators to support students in integrating these tools with critical thinking skills and digital awareness. Such support is crucial for preventing AI addiction and AIlessphobia. | |
| 653 | |a Interviews | ||
| 653 | |a Problem solving | ||
| 653 | |a Students | ||
| 653 | |a College students | ||
| 653 | |a Emotional distress | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Thinking skills | ||
| 653 | |a Technology | ||
| 653 | |a Chatbots | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Statistical power | ||
| 653 | |a Public health | ||
| 653 | |a Access to information | ||
| 653 | |a Nurses | ||
| 653 | |a Addictions | ||
| 653 | |a Mental health | ||
| 653 | |a Critical thinking | ||
| 653 | |a Learning | ||
| 653 | |a Variance analysis | ||
| 653 | |a Psychological distress | ||
| 653 | |a Student attitudes | ||
| 653 | |a Software | ||
| 653 | |a Teachers | ||
| 653 | |a Nursing education | ||
| 653 | |a Anxiety | ||
| 653 | |a Concepts | ||
| 653 | |a Mixed methods research | ||
| 653 | |a Nursing | ||
| 653 | |a Ethics | ||
| 653 | |a Education | ||
| 653 | |a Fear & phobias | ||
| 653 | |a Clinical decision making | ||
| 653 | |a Data collection | ||
| 653 | |a Qualitative research | ||
| 653 | |a Emotional disorders | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Educational Research | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Effect Size | ||
| 653 | |a Student Motivation | ||
| 653 | |a Decision Making Skills | ||
| 653 | |a Course Content | ||
| 653 | |a Cutting Scores | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Creative Thinking | ||
| 653 | |a Learning Processes | ||
| 653 | |a Educational Technology | ||
| 653 | |a Nursing Students | ||
| 653 | |a Data Analysis | ||
| 653 | |a Creativity | ||
| 653 | |a Emotional Response | ||
| 653 | |a Classroom Environment | ||
| 700 | 1 | |a Kalanlar, Bilge |u Hacettepe University, Faculty of Nursing, Ankara, Turkey | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 88 (Oct 2025), p. 104530-104538 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3270292452/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
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| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3270292452/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |