Evaluating Artificial Intelligence Assisted Nursing Education: Student Perceptions, Ethical Concerns, and Pedagogical Implications

Abstract

Abstract Background Artificial intelligence (AI) tools are increasingly being integrated into nursing education to enhance learning and provide flexible academic assistance. However, little is known about how undergraduate nursing students perceive these tools or how they affect learning experiences. Aim To evaluate nursing students’ perceptions of an AI-powered academic assistant and assess its perceived usefulness, trustworthiness, and ethical implications within a real course setting. Methods This quantitative study was conducted in a junior-level undergraduate nursing course at a large public university. Students (N = 38) completed pre- and post-surveys measuring their attitudes, confidence, ethical concerns, and engagement with the Educational AI Hub. System usage data were also analyzed to assess tool interaction. Results Students reported high levels of convenience and comfort using the AI tool, particularly for studying and concept review. However, concerns emerged around academic integrity and uncertainty about appropriate use. Most students supported moderate restrictions and expressed strong interest in future AI integration. Conclusions AI tools can support associate degree nursing students by enhancing independent study and access to learning support. Clear guidelines and ethical frameworks are essential for responsible implementation.

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