Abou Hashish Ebtsam Aly, Alsayed Sharifah Abdulmuttalib, Abdel Razek Noura Mohamed Fadl
College of Nursing - Jeddah, King Saud bin Abdul-Aziz University for Health Sciences, Jeddah, Saudi Arabia.
King Abdullah International Medical Research Center, Jeddah, Saudi Arabia.
PLoS One. 2025 Jul 17;20(7):e0327981. doi: 10.1371/journal.pone.0327981. eCollection 2025.
The integration of artificial intelligence (AI) tools such as ChatGPT is reshaping academic practice, particularly in nursing education. Understanding how nursing students and educators perceive and interact with ChatGPT is essential for its responsible and effective use in both academic and clinical contexts. This study aimed to explore knowledge, perceptions, attitudes, and concerns related to ChatGPT among nursing students and educators and to identify potential factors associated with its use in academia.
A convergent parallel mixed-methods design was conducted at a Saudi nursing college. Quantitative data were collected from a convenience sample of 240 students and 40 nurse educators using validated self-reported questionnaires. Data were analyzed using descriptive statistics, ANOVA, Pearson's correlation, and regression analysis. Qualitative data were gathered through semi-structured interviews with 20 students and 15 educators and analyzed thematically.
Participants demonstrated moderate knowledge and generally positive attitudes and perceptions toward ChatGPT. Educators expressed stronger ethical concerns, particularly regarding plagiarism, over-reliance, and data accuracy. Regression analysis demonstrated that knowledge significantly predicted perceptions and attitudes, with strong predictive power (p < 0.001). Also, ChatGPT experience, academic level, and years of experience as significant predictors of knowledge, perceptions, and attitudes (p ≤ 0.05), with ChatGPT experience showing the strongest predictive power. Thematic analysis yielded four main themes and 22 subthemes: uses of ChatGPT, benefits, concerns, and suggestions for improvement.
ChatGPT holds promising potential in nursing education, supporting academic productivity and digital competence. However, concerns about ethical use, content accuracy, and discipline alignment remain. Integrating AI literacy training, ethical guidelines, and discipline-specific adaptations is essential to maximize ChatGPT's benefits and support its safe and effective use in nursing academia.
ChatGPT等人工智能工具的整合正在重塑学术实践，尤其是在护理教育领域。了解护理专业学生和教育工作者如何看待ChatGPT并与之互动，对于在学术和临床环境中负责任且有效地使用该工具至关重要。本研究旨在探讨护理专业学生和教育工作者对ChatGPT的了解、看法、态度和担忧，并确定与在学术界使用该工具相关的潜在因素。
在沙特一所护理学院采用了收敛平行混合方法设计。使用经过验证的自我报告问卷，从240名学生和40名护士教育工作者的便利样本中收集定量数据。使用描述性统计、方差分析、皮尔逊相关性分析和回归分析对数据进行分析。通过对20名学生和15名教育工作者进行半结构化访谈收集定性数据，并进行主题分析。
参与者对ChatGPT表现出中等程度的了解，总体态度和看法较为积极。教育工作者表达了更强的伦理担忧，特别是在抄袭、过度依赖和数据准确性方面。回归分析表明，知识显著预测了看法和态度，具有很强的预测能力（p < 0.001）。此外，ChatGPT使用经验、学术水平和工作年限是知识、看法和态度的重要预测因素（p ≤ 0.05），其中ChatGPT使用经验的预测能力最强。主题分析得出四个主要主题和22个子主题：ChatGPT用途、益处、担忧及改进建议。
ChatGPT在护理教育中具有广阔前景，可提高学术生产力和数字能力。然而，对其伦理使用、内容准确性和学科适配性的担忧依然存在。整合人工智能素养培训、伦理准则和特定学科的调整措施，对于最大化ChatGPT的益处并支持其在护理学术界的安全有效使用至关重要。
