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Nursing Student and Faculty Attitudes, Perceptions, and Behavioral Intentions of Artificial Intelligence Use in
Mollie Ostick1, Bette Mariani, Catherine Lovecchio
1About the Authors Mollie Ostick, MSN, RN, CEN, is a doctoral student, M. Louise Fitzpatrick College of Nursing, Villanova University, Villanova, Pennsylvania. Bette Mariani, PhD, RN, ANEF, FAAN, is the Vice Dean of Academic Affairs; Catherine Lovecchio, PhD, RN, is the Associate Dean of the Undergraduate Program; and Helene Moriarty, PhD, RN, FAAN, is faculty, all at the M. Louise Fitzpatrick College of Nursing, Villanova University. The primary author is grateful to William and Joanne Conway for their generous financial support of her doctoral studies. For more information, contact Mollie Ostick at mmcmah18@villanova.edu .
Aim:
This integrative review critiques and synthesizes current research on nursing faculty and students' attitudes, perceptions, and behavioral intentions toward artificial intelligence (AI)-based tools in nursing education.
Background:
AI's rapid integration into health care offers transformative potential in nursing across clinical care, education, policy, and research.
Method:
Following Whittemore and Knafl's methodology, Pubmed, CINAHL, and ERIC were searched for studies written in English assessing attitudes, perceptions, and behavioral intentions of nursing students and faculty regarding AI use in nursing education.
Results:
Six quantitative studies encompassing 2,430 participants across five countries were included. They revealed generally positive attitudes toward the use of AI in nursing education. Only one study included faculty.
Conclusion:
A logical next step is to compare and contrast student and faculty perceptions of using AI. Generative AI tools must be studied within nursing education to allow for informed integration and the development of appropriate training programs.
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