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Evaluating artificial intelligence assisted nursing education: Student perceptions, ethical concerns, and pedagogical implications
Journal article   Open access   Peer reviewed

Evaluating artificial intelligence assisted nursing education: Student perceptions, ethical concerns, and pedagogical implications

Ramteja Sajja, Yusuf Sermet, Nai-Ching Chi and Ibrahim Demir
Teaching and learning in nursing, Vol.21(2), pp.146-154
04/2026
DOI: 10.1016/j.teln.2025.09.010
url
https://doi.org/10.1016/j.teln.2025.09.010View
Published (Version of record) Open Access

Abstract

Background Artificial intelligence (AI) tools are increasingly being integrated into nursing education to enhance learning and provide flexible academic assistance. However, little is known about how undergraduate nursing students perceive these tools or how they affect learning experiences. Aim To evaluate undergraduate nursing students’ perceptions of an AI-powered academic assistant and assess its perceived usefulness, trustworthiness, and ethical implications within a real course setting. Methods This quantitative study was conducted in a junior-level undergraduate nursing course at a large public university. Students (N = 38) completed pre- and postsurveys measuring their attitudes, confidence, ethical concerns, and engagement with the Educational AI Hub. System usage data were also analyzed to assess tool interaction. Results Students reported high levels of convenience and comfort using the AI tool, particularly for studying and concept review. However, concerns emerged around academic integrity and uncertainty about appropriate use. Most students supported moderate restrictions and expressed strong interest in future AI integration. Conclusions AI tools can support prelicensure undergraduate nursing students by enhancing independent study and access to learning support. Clear guidelines and ethical frameworks are essential for responsible implementation.

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