Abuadas Mohammad, Albikawi Zainab, Rayani Ahmad
Nursing Faculty, Basic Nursing Department, Yarmouk University, Irbid, Jordan.
Nursing Faculty, Clinical Nursing Department, Yarmouk University, Irbid, Jordan.
BMC Nurs. 2025 Jul 1;24(1):720. doi: 10.1186/s12912-025-03458-2.
The integration of Generative artificial intelligence (GAI) into healthcare is rapidly evolving, necessitating ethical preparedness among nursing students. GAI technologies present ethical challenges related to patient privacy, algorithmic bias, and informed consent, underscoring the need for structured AI ethics education in nursing curricula. This study aims to examine the impact of an ethics education program on nursing students' AI ethical awareness, moral sensitivity, attitudes, and intentions to use GAI in healthcare.
A quasi experimental, pretest‒posttest study was conducted with 115 nursing students. The participants were randomly assigned to an intervention group (n = 57), which received a structured AI ethics education program, or a control group (n = 58), which did not receive the intervention. The validated scales measured AI ethical awareness, moral sensitivity, attitudes, and the intention to use AI before and after the intervention.
Compared with the control group, the intervention group demonstrated a significant increase in AI ethical awareness (M = 57.28, SD = 22.28) (M = 47.43, SD = 24.04; p = .025, η² = 0.044). Moral sensitivity also showed a notable improvement in the intervention group (M = 74.33, SD = 29.93) compared with the control group (M = 60.26, SD = 22.52; p = .005, η² = 0.067). Compared with the control group, positive attitudes toward AI significantly increased postintervention (M = 39.46, SD = 11.51) (M = 23.21, SD = 11.72; p < .001, η² = 0.332), indicating a strong effect of ethics education. Furthermore, the intention to use AI technology improved significantly in the intervention group (M = 12.46, SD = 3.55) compared with the control group (M = 10.24, SD = 3.15; p = .001, η² = 0.099). However, negative attitudes toward GAI did not significantly change postintervention.
This study highlights the effectiveness of structured AI ethics education in enhancing ethical competencies among nursing students. Integrating such programs into nursing curricula is essential to prepare future nurses for ethical decision-making in AI-driven healthcare. These findings support the development of standardized ethics training modules to guide responsible AI use in clinical practice and inform future curriculum design.
Not applicable.
生成式人工智能（GAI）融入医疗保健领域的进程正在迅速发展，这就要求护理专业学生做好伦理准备。GAI技术带来了与患者隐私、算法偏见和知情同意相关的伦理挑战，凸显了在护理课程中开展结构化人工智能伦理教育的必要性。本研究旨在探讨伦理教育项目对护理专业学生的人工智能伦理意识、道德敏感性、态度以及在医疗保健中使用GAI的意愿的影响。
对115名护理专业学生进行了一项准实验性的前测-后测研究。参与者被随机分为干预组（n = 57），接受结构化人工智能伦理教育项目，或对照组（n = 58），不接受干预。使用经过验证的量表在干预前后测量人工智能伦理意识、道德敏感性、态度以及使用人工智能的意愿。
与对照组相比，干预组的人工智能伦理意识显著提高（M = 57.28，SD = 22.28）（M = 47.43，SD = 24.04；p = 0.025，η² = 0.044）。与对照组（M = 60.26，SD = 22.52；p = 0.005，η² = 0.067）相比，干预组的道德敏感性也有显著改善（M = 74.33，SD = 29.93）。与对照组相比，干预后对人工智能的积极态度显著增加（M = 39.46，SD = 11.51）（M = 23.21，SD = 11.72；p < 0.001，η² = 0.332），表明伦理教育效果显著。此外，与对照组（M = 10.24，SD = 3.15；p = 0.001，η² = 0.099）相比，干预组使用人工智能技术的意愿显著提高（M = 12.46，SD = 3.55）。然而，对GAI的消极态度在干预后没有显著变化。
本研究强调了结构化人工智能伦理教育在提高护理专业学生伦理能力方面的有效性。将此类项目纳入护理课程对于培养未来护士在人工智能驱动的医疗保健中进行伦理决策至关重要。这些发现支持开发标准化的伦理培训模块，以指导在临床实践中负责任地使用人工智能，并为未来的课程设计提供参考。
不适用。
