在护理学生中采用大型语言模型的促进者和障碍:一种定性描述性研究
Yingzhuo Ma1, Tong Liu1, Jianwei Qi1
1Department of Nursing, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China.
护理学生认为大型语言模型 (LLM) 有价值,但面临数字素养和机构压力等障碍. 了解这些因素是将LLM纳入护理教育的关键.
科学领域:
- 护理教育 护理教育
- 医疗信息学 医疗信息学
- 医疗保健中的人工智能
背景情况:
- 大型语言模型 (LLM) 在医疗保健教育中的整合正在迅速发展.
- 了解学生的看法对于有效的采用和实施至关重要.
- 计划行为理论为分析行为意图和行为行为提供了一个框架.
研究的目的:
- 探索护理学生对大型语言模型 (LLM) 的看法和经验.
- 为了确定促进者和障碍影响在护理学生LLM采用.
- 应用计划行为理论来理解使用意图.
主要方法:
- 使用半结构化的在线访谈进行定性描述性设计.
- 来自中国13所医学大学的24名护理学生参加了比赛.
- 用定向内容分析进行数据分析.
主要成果:
- 态度:感知价值和期望促进了使用;谨慎作为障碍.
- 主观规范:媒体的影响和榜样是促进者;机构压力是障碍.
- 感知行为控制:模型设计和免费访问是激励措施;访问限制和数字素养是障碍.
结论:
- 护理学生对LLM的采用受到态度,社会规范和控制因素的复杂相互作用的影响.
- 结果突出了特定的促进者,如感知价值和障碍,如数字素养缺陷等障碍.
- 这些见解对于制定管理LLM在护理教育中的使用策略至关重要.
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