Nursing undergraduates' experiences of generative AI-assisted learning in the classroom environment: a qualitative study.
TL;DR
Structured GenAI-assisted learning was perceived to support nursing undergraduates' classroom learning and skill development.
Abstract
Background
Integrating generative artificial intelligence (GenAI) into course learning has emerged as a significant trend in the future development of nursing education. Students are central to learning activities, and their authentic experiences with GenAI-assisted learning are essential for understanding how educational innovations are perceived and implemented. However, there remains a paucity of qualitative studies focusing on students with GenAI-assisted learning experiences in the classroom environment. This study therefore aimed to explore nursing undergraduates' experiences, perceptions, and opinions following their participation in structured GenAI-assisted learning in a formal classroom environment involving both instructors and peers.
Methods
Based on the guidance of the Unified Theory of Acceptance and Use of Technology (UTAUT), a semi-structured interview outline was designed. Using purposive sampling, 12 nursing undergraduates with learning experiences assisted by GenAI in the classroom environment were recruited for semi-structured interviews, and the data were analyzed using the six-phase reflexive thematic analysis method.
Results
Analysis yielded four themes: (1) Perceived usefulness and ease of use, (2) Social facilitation and resource support, (3) Risk concerns, and (4) Expectations and suggestions.
Conclusion
Structured GenAI-assisted learning was perceived to support nursing undergraduates' classroom learning and skill development. Future efforts may focus on optimizing teaching strategies, strengthening ethical guidance, and developing nursing-specific GenAI tools to promote the responsible and effective integration of GenAI into nursing education.