He Taotao, Huang Jing, Li Yongheng, Wang Lijuan, Liu Jia, Zhang Fan, Fu Shaoli, Gong Sha
Department of Nursing, The Fourth Hospital of Changsha, Changsha, Hunan 410006, China.
Department of Scientific Research,Hunan Academy of Traditional Chinese Medicine, Changsha, Hunan 410006, China.
Nurse Educ Pract. 2025 Aug;87:104499. doi: 10.1016/j.nepr.2025.104499. Epub 2025 Aug 7.
This study investigates the mediating role of artificial intelligence self-efficacy (AISE) in the association between AI literacy and learning engagemeg nursing students in higher education.
The fourth technological revolution driven by AI has profound implications for healthcare education. Insufficient AI literacy and AISE among nursing students may hinder their learning engagement, yet empirical evidence on these relationships remains limited.
A cross-sectional study.
A convenience sampling method was used to select 2029 nursing students from 29 colleges in China from November to December 2024. A general information questionnaire, AI literacy scale, AISE scale and learning engagement scale were used to conduct the online questionnaire survey. Data were analyzed using descriptive analysis, Pearson correlation test and Bootstrap method.
Results show that AI literacy was positively correlated with AISE and learning engagement (r = 0.462-0.435, P＜0.01) and AISE was positively correlated with learning engagement (r = 0.537, P＜0.01). The indirect effect of AI literacy on learning engagement through AISE was 0.130, accounting for 20.44 % of the total effect.
The AI literacy of nursing students is suboptimal; thus, enhancing foundational AI education is essential. AI literacy directly predicts learning engagement, with AISE serving as a partial mediator. Educators should integrate AI training into curricula, provide practical scenarios and foster interdisciplinary collaboration to improve AI competency and engagement.
本研究探讨人工智能自我效能感（AISE）在高等教育护理专业学生的人工智能素养与学习投入之间的关联中所起的中介作用。
由人工智能驱动的第四次技术革命对医疗保健教育具有深远影响。护理专业学生的人工智能素养和人工智能自我效能感不足可能会阻碍他们的学习投入，但关于这些关系的实证证据仍然有限。
一项横断面研究。
采用便利抽样法，于2024年11月至12月从中国29所院校选取2029名护理专业学生。使用一般信息问卷、人工智能素养量表、人工智能自我效能感量表和学习投入量表进行在线问卷调查。采用描述性分析、Pearson相关检验和Bootstrap法对数据进行分析。
结果显示，人工智能素养与人工智能自我效能感和学习投入呈正相关（r = 0.462 - 0.435，P＜0.01），人工智能自我效能感与学习投入呈正相关（r = 0.537，P＜0.01）。人工智能素养通过人工智能自我效能感对学习投入的间接效应为0.130，占总效应的20.44%。
护理专业学生的人工智能素养欠佳；因此，加强基础人工智能教育至关重要。人工智能素养直接预测学习投入，人工智能自我效能感起部分中介作用。教育工作者应将人工智能培训融入课程，提供实际场景并促进跨学科合作，以提高人工智能能力和学习投入。
