Generative Artificial Intelligence: A Reflexive Thematic Analysis of Nursing Students' Perceptions Following a Guided...

Area of Science:

• Nursing Education
• Artificial Intelligence in Healthcare
• Digital Health Literacy

Background:

• Generative artificial intelligence (GAI) presents significant implications for nursing practice and education.
• Nurses and nursing students require a comprehensive understanding of GAI's capabilities, advantages, and constraints.
• Integrating GAI into nursing curricula is becoming increasingly crucial.

Purpose of the Study:

• To explore nursing students' perceptions of GAI following a structured learning experience.
• To assess student understanding of GAI's utility and limitations in a clinical context.
• To evaluate the impact of a guided GAI learning activity on nursing students' perspectives.

Main Methods:

• Qualitative research design utilizing reflective thematic analysis.
• Analysis of written reflections from 19 nursing students in a baccalaureate completion program.
• In-depth examination of student experiences with a chatbot for clinical question answering.

Main Results:

• Student reflections revealed four primary themes: initial familiarity, the necessity of critical thinking and external validation, GAI's summary capabilities lacking depth, and a general sense of cautious optimism.
• Identified subthemes included the time-intensive nature of validation and the emergence of new perspectives on AI use.
• Students highlighted the importance of verifying AI-generated information.

Conclusions:

• Educational activities involving GAI can significantly shape nursing students' knowledge and attitudes toward the technology.
• These activities foster critical awareness regarding GAI's advantages and inherent limitations.
• Future nursing education should incorporate explicit instruction on GAI bias and ethical considerations.