Educators' Perspectives on Generative AI Use in Nursing Education: Friend or Foe?

Area of Science:

• Nursing Education
• Artificial Intelligence
• Qualitative Research

Background:

• Limited empirical evidence exists on nursing educators' perceptions of generative AI.
• Understanding these perceptions is vital for effective curriculum integration and pedagogical strategies.

Purpose of the Study:

• To explore nursing educators' perspectives on the challenges and benefits of integrating generative AI in nursing education.
• To understand how these perceptions influence curriculum design, teaching, assessment, and student learning.

Main Methods:

• An exploratory-descriptive qualitative study using Actor-Network Theory.
• Conducted four focus groups with ten nursing educators across four countries.
• Thematic analysis of transcribed data using Braun and Clarke's six-step reflexive framework.

Main Results:

• Three themes emerged: 'The AI Dilemma' (academic integrity, policy, ethics), 'The AI Toolkit' (pedagogical benefits vs. critical thinking challenges), and 'Educator's AI Odyssey' (institutional preparedness, competence disparities).
• AI offers enhanced engagement and efficiency but raises concerns about equity, ethics, and organizational readiness.
• Educators noted tensions between AI's potential and risks to academic integrity and critical thinking.

Conclusions:

• Generative AI presents a paradox in nursing education, offering innovation but risking academic integrity and deep learning without ethical and pedagogical rigor.
• Safeguarding nursing values, critical thinking, ethical reasoning, and clinical judgment is essential for AI-enhanced nursing education.
• Balanced, ethical, and equitable AI integration requires supportive educational and institutional policies.