El-Ashry Ayman Mohamed, Al Saleh Nagla Saleh, AlOtaibi Nora Ghalib, Almutairi Turki Zuhaymil, Sallam Lujain Adel, Alnassar Muhanna M, Alshehri Khloud Abdulhadi, Al-Ghareeb Sahar Abdulkarim, Al-Otaibi Raiza Abdullah, Almutairi Wejdan Munahi, Alkubati Sameer A, El-Sayed Mona Metwally
Psychiatric and Mental Health Nursing, Faculty of Nursing, Alexandria University, Alexandria Governorate, Egypt.
Department of Nursing, College of Applied Medical Sciences, Jouf University, Al-Qurayyat, Saudi Arabia.
SAGE Open Nurs. 2025 Aug 12;11:23779608251369564. doi: 10.1177/23779608251369564. eCollection 2025 Jan-Dec.
As Saudi Arabia advances its Vision 2030 agenda, which emphasizes artificial intelligence (AI) integration in healthcare and education, understanding students' acceptance of AI in academic settings is increasingly important.
To examine the relationship between nursing students' attitudes toward AI, perceived usefulness, perceived usability, and their critical thinking motivation.
A multicenter cross-sectional correlational study was conducted across three Saudi universities. Data were collected from 390 undergraduate nursing students using the General Attitudes towards AI Scale, the technology acceptance model questionnaire, and the critical thinking motivation scale. Analysis included Pearson correlations and multiple linear regression.
Students reported positive attitudes toward AI, with strong correlations among AI attitude, usefulness, and usability ( = .63-.78, < .001). Weak but significant positive correlations were found between AI-related factors and critical thinking motivation ( = .20-.40, < .001). Higher academic level, the belief that AI will not replace nursing roles, and greater AI usability significantly predicted critical thinking motivation (adjusted ² = .245, < .001).
Acceptance and perceived usability of AI tools are positively associated with critical thinking motivation in nursing students. These findings underscore the potential of AI to support cognitive skill development in nursing education. Educators should integrate AI early in nursing curricula, provide structured training, and frame AI as a support tool in clinical decision-making. Doing so can foster both critical thinking and digital competence among future nurses.
随着沙特阿拉伯推进其2030年愿景议程，该议程强调将人工智能（AI）融入医疗保健和教育领域，了解学生在学术环境中对AI的接受程度变得越来越重要。
探讨护理专业学生对AI的态度、感知有用性、感知易用性与他们的批判性思维动机之间的关系。
在沙特的三所大学开展了一项多中心横断面相关性研究。使用人工智能一般态度量表、技术接受模型问卷和批判性思维动机量表，从390名本科护理专业学生中收集数据。分析包括Pearson相关性分析和多元线性回归分析。
学生对AI持积极态度，AI态度、有用性和易用性之间存在强相关性（r = 0.63 - 0.78，P < 0.001）。AI相关因素与批判性思维动机之间存在弱但显著的正相关（r = 0.20 - 0.40，P < 0.001）。更高的学术水平、认为AI不会取代护理角色以及更高的AI易用性显著预测了批判性思维动机（调整后R² = 0.245，P < 0.001）。
AI工具的接受度和感知易用性与护理专业学生的批判性思维动机呈正相关。这些发现强调了AI在支持护理教育中认知技能发展方面的潜力。教育工作者应在护理课程中尽早融入AI，提供结构化培训，并将AI构建为临床决策中的支持工具。这样做可以培养未来护士的批判性思维和数字能力。
