The implementation of artificial intelligence in nursing education and its psychological impact on nursing students: A cross-sectional study.

BACKGROUND

The integration of artificial intelligence (AI) into education has the potential to transform learning experiences, particularly in nursing. Understanding students' perceptions of AI and its impact on psychological factors, such as self-efficacy and psychological distress, is crucial for effective implementation.

OBJECTIVE

The purpose of this study was to identify the factors that influence nursing students' perceptions of AI, psychological distress, and self-efficacy.

DESIGN

A cross-sectional study design was used.

PARTICIPANTS AND SETTING

This study was conducted using a convenience sample of 108 nursing students from a public university in Saudi Arabia.

METHODS

Three instruments were used: The Perceptions of AI, Kessler Psychological Distress, and Self-Efficacy scales. Data were analyzed using independent sample t-tests, one-way ANOVA, Pearson's correlation, and multiple linear regression.

RESULTS

The study found that participants who used AI displayed significant differences in their self-efficacy. Additionally, notable associations were found between perceptions of AI, self-efficacy, and psychological distress. However, while the regression models were significant, the perceptions of AI did not meaningfully explain the variance in these outcomes (p > 0.05).

CONCLUSIONS

This study highlights the significance of addressing students' perceptions of AI to improve their educational experiences and mental well-being. Future research should explore the longitudinal impact of mental health interventions in technology-driven learning environments.