Asal Maha Gamal Ramadan, Alsenany Samira Ahmed, Elzohairy Nadia Waheed, El-Sayed Ahmed Abdelwahab Ibrahim
Nursing Department, College of Pharmacy and Applied Medical Sciences, Dar Al Uloom University, Riyadh, Saudi Arabia.
Public Health Department, Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia.
Nurse Educ Pract. 2025 May;85:104367. doi: 10.1016/j.nepr.2025.104367. Epub 2025 Apr 8.
To investigate the relationships between digital competence, AI readiness and pedagogical innovation among nurse educators, with a specific focus on the moderating role of AI readiness.
Digital competence is vital for nurse educators, supporting technology integration and promoting pedagogical innovation. AI readiness further enhances this innovation, fostering dynamic learning environments. However, research on how digital competence and AI readiness together have an impact on pedagogical innovation among nurse educators remains limited.
Cross-sectional study.
Data were collected from 600 nurse educators across various nursing faculties in Egypt. Validated scales measured digital competence, AI readiness and pedagogical innovation. Pearson correlation, multiple regression and moderation analyses were used to test study hypotheses.
Significant positive correlations were found between pedagogical innovation, digital competence (r = 0.546, p < 0.01) and AI readiness (r = 0.530, p < 0.01). Digital competence (B = 0.558, p < 0.001) and AI readiness (B = 0.580, p < 0.001) significantly predicted pedagogical innovation. AI readiness moderated this relationship (B = 0.199, p < 0.001, ΔR² = 0.0057), amplifying the effect at higher levels of AI readiness (B = 0.66, p < 0.001).
Digital competence and AI readiness play critical roles in promoting pedagogical innovation. Strengthening AI readiness through targeted training can enhance digital tools adoption in nursing education. It is crucial to revise academic standards for curricula and nurse educators to include AI competence, ensuring effective integration of AI and digital tools in nursing education through targeted training and infrastructure improvements.
探讨护士教育工作者的数字能力、人工智能准备情况与教学创新之间的关系，特别关注人工智能准备情况的调节作用。
数字能力对护士教育工作者至关重要，有助于技术整合并促进教学创新。人工智能准备情况进一步推动了这种创新，营造了动态的学习环境。然而，关于数字能力和人工智能准备情况如何共同影响护士教育工作者的教学创新的研究仍然有限。
横断面研究。
从埃及各护理学院的600名护士教育工作者中收集数据。使用经过验证的量表测量数字能力、人工智能准备情况和教学创新。采用Pearson相关性分析、多元回归分析和调节分析来检验研究假设。
教学创新与数字能力（r = 0.546，p < 0.01）和人工智能准备情况（r = 0.530，p < 0.01）之间存在显著的正相关。数字能力（B = 0.558，p < 0.001）和人工智能准备情况（B = 0.580，p < 0.001）显著预测了教学创新。人工智能准备情况调节了这种关系（B = 0.199，p < 0.001，ΔR² = 0.0057），在人工智能准备情况较高水平时放大了这种影响（B = 0.66，p < 0.001）。
数字能力和人工智能准备情况在促进教学创新方面发挥着关键作用。通过有针对性的培训加强人工智能准备情况，可以提高护理教育中数字工具的采用率。修订课程和护士教育工作者的学术标准以纳入人工智能能力至关重要，通过有针对性的培训和基础设施改进确保人工智能和数字工具在护理教育中的有效整合。
