Nursing students' informal use of generative artificial intelligence in relation to workplace violence during...

To explore how nursing students described and interpreted their use of generative artificial intelligence in relation to workplace violence during clinical placement.

Workplace violence during clinical placement can affect students' learning, confidence and sense of safety. Although generative artificial intelligence is increasingly accessible in nursing education, little is known about how students use it when responding to distressing or uncertain clinical encounters.

A qualitative exploratory study.

The study was underpinned by an interpretivist paradigm and a constructivist epistemological orientation. Participants were 24 final-year undergraduate nursing students in Indonesia who had experienced or witnessed workplace violence and used generative artificial intelligence in relation to those experiences. Data were collected through semi-structured interviews conducted in Bahasa Indonesia and analysed using reflexive thematic analysis.

Three themes were developed: generative artificial intelligence as a discreet coping resource in constrained clinical environments; as a practical guide for navigating difficult clinical encounters; and as an interpretive resource for rights, reporting and future planning. Participants used artificial intelligence to disclose distress privately, rehearse respectful but protective communication, interpret volatile situations and consider reporting and future options.

Nursing students' use of generative artificial intelligence in relation to workplace violence should not be interpreted as a substitute for human or organisational support. These findings highlight the need for responsible artificial intelligence literacy, including guidance on privacy, verification and appropriate escalation, alongside stronger clinical placement preparation, post-incident debriefing and reporting support.