Attitudes toward artificial intelligence and impostor phenomenon among nursing students: A five-country...

AI tools are increasingly visible in nursing education and practice, yet student exposure and acceptance vary across settings. Limited digital literacy and technology anxiety may contribute to impostor syndrome (IS) in academic and clinical environments.

To assess and compare attitudes toward AI and the prevalence of IS among nursing students in five countries (Iraq, Egypt, Saudi Arabia, Jordan, and the UAE) and to examine their association.

Cross-sectional, descriptive-correlational survey of 1772 undergraduate nursing students from Iraq, Egypt, Saudi Arabia, Jordan, and the UAE (convenience sampling). Instruments were the General Attitudes toward AI Scale (20 items, Positive/Negative subscales) and the Clance Impostor Phenomenon Scale (CIPS; 20 items), plus demographics and technology-related variables (AI information sources, application type, prior training, and AI confidence). Group differences used t-tests/ANOVA with post-hoc tests; associations used Pearson correlations and multivariable linear regression with country fixed effects and robust SEs.

Attitudes toward AI and IS differed by country, academic level, work status, information source, application used, and AI confidence (all p < .001). Iraqi students reported the most favorable AI attitudes; Egyptian and Iraqi students showed higher CIPS scores in bivariate analyses. First-year and younger students had higher IS. AI attitudes correlated negatively with IS (r = -0.206, p < .001). In regression, greater AI confidence and academic level predicted higher AI attitudes, whereas higher AI attitudes, upper academic levels, and AI training predicted lower IS.

More favorable attitudes toward AI were associated with lower impostor feelings. Context-appropriate AI education (paired with ethics/academic-integrity guidance) and targeted psychological support may foster technological readiness and mitigate impostor experiences.

Integrate structured AI literacy (where permitted), ensure equitable digital access, and provide mentorship and mental-health support-especially for early-year students.