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.
Background To explore the learning experiences and perceptions of nursing undergraduates who participated in antenatal classes within a blended learning environment, and to examine the perceived educational value of an innovative teaching model that integrates rational, emotional, and aesthetic education. Methods Eighty-six third-year nursing undergraduates from Chongqing Medical University participated in a blended learning program consisting of online and offline courses at the First Affiliated Hospital’s Antenatal School, labor room observations, and a science communication competition. Following the intervention, semi-structured interviews were conducted with 20 students. A thematic analysis approach informed by grounded theory coding procedures was employed. Interview transcripts were analyzed using NVivo 12 software for coding and theme extraction. Results The coding process generated 62 initial codes, 14 axial codes, and 6 selective codes, which were further refined into two overarching themes: Emotional Competence and Aesthetic Sensibility. Conclusion Nursing students’ participation in antenatal classes contributed to the development of emotional competence—encompassing interpersonal sensitivity, emotional intelligence, intellectual engagement, and moral sensibility—and also cultivated aesthetic sensibility through aesthetic and humanistic experiences. These findings underscore the perceived educational value of integrating comprehensive quality education into nursing curricula, offering a meaningful pedagogical model for holistic talent development.
Xiaoyan Feng, Xiaochang Yang· Frontiers in Medicine· 0 citations
Changes and transformations in the field of technology significantly affect nursing education. Nursing students are expected to actively engage with a variety of advanced technological tools throughout their education to develop technological competence. This exploratory qualitative study aimed to explore nursing students' experiences and perspectives regarding collaborative technology-based assignments included in the "technology use in nursing" course, as well as their perceived contributions to personal and academic development. The study was conducted with 22 nursing students selected using purposive sampling. The findings revealed 3 main themes reflecting students' experiences: "Personal and academic development through technology-supported learning," "Enhanced awareness and integration of technology into nursing education and practice," and "Opportunities and challenges of AI use." In addition, a total of 10 subthemes were identified. Participants perceived that collaborative technology-based assignments supported their active engagement, experiential learning, technological awareness, and personal and academic development.
This study examined multi-level factors influencing GenAI-supported experiential learning behavior in nursing education to highlight the importance of building AI confidence, fostering peer collaboration, and strengthening institutional readiness for the effective integration of GenAI into nursing education.
Nualyai Pitsachart, Vitsanu Nittayathammakul, Tepin Craivanich et al.· Journal of Education and Tra...· 0 citations
BACKGROUND
To ensure patient safety, nursing students must acquire sufficient bioscience knowledge. Previous research has emphasized the importance of high-quality learning environments and opportunities for students to act upon their learning needs. However, to our knowledge, no studies have examined nursing students' construction of learning spaces in bioscience from an ecological perspective.
AIM
This study explores how undergraduate nursing students use elements in their learning environment and construct their learning space within a bioscience course.
METHODS
A qualitative descriptive design was employed. Three focus group interviews were conducted in April 2024, facilitated by an interview guide, to collect qualitative data from 17 first-year nursing students. The data were analyzed using systematic text condensation, followed by interpretive analyses.
RESULTS
Three categories emerged from the data analysis: 1) high expectations and a belief in succeeding, 2) standing together, even when alone, and 3) freedom within established frameworks.
CONCLUSIONS
The findings underscore the importance of a supportive and flexible learning environment that acknowledges students' agency and social dynamics. Drawing on ecological theory, we posit that learning spaces are co-constructed through interactions among students, resources, and institutional structures. Elements in the learning environment should therefore balance structure with flexibility, foster competence through optimal challenge, and promote inclusive relatedness to sustain motivation and meaningful engagement.
Roger Arnold Marchen, Kristin Nilsen Sollied, Rønnaug Dahlviken et al.· Nurse Education Today· 0 citations
BACKGROUND
The rapid integration of generative artificial intelligence (GenAI) into nursing education presents both opportunities and challenges, yet empirical evidence on students' critical engagement with AI-generated content within assessment contexts remains limited.
AIM
To examine undergraduate nursing students' reflections when comparing their own evidence-based summaries with AI-generated outputs in response to the same clinical research questions.
METHODS
A qualitative descriptive design was employed using retrospective analysis of 497 assessment submissions from an undergraduate nursing cohort at an Australian university. Students formulated a research question, synthesised peer-reviewed evidence, submitted the same question to an AI tool, and critically reflected on the comparison. Data were analysed using qualitative content analysis and thematic analysis.
RESULTS
Four themes were identified: 1. Credibility, quality of evidence and academic rigour. Students identified fabricated references, outdated information, and absence of peer-reviewed sourcing as key limitations. Additionally, students reflected on algorithmic limitations and the challenge of verifying AI outputs without prior topic knowledge; 2. Critical thinking, depth of analysis, and human intelligence. AI was perceived as unable to replicate contextual reasoning or multi-source synthesis; 3. Efficiency, accessibility, and practical utility. AI's speed and clarity were valued for brainstorming and initial scoping; and 4. Student identity, learning, and professional development were shaped by the view that engaging in manual, hands-on research was integral to forming a safe, evidence-informed nursing identity.
CONCLUSION
This study suggests that structured AI-comparison tasks offer the opportunity to develop AI and digital health literacy in nursing students. Students are neither naively accepting of AI nor reflexively dismissive but are actively working to understand its place within the ethical frameworks of nursing education. These findings contribute to AI integration in nursing education and offer practical guidance for educators seeking to support graduates to be AI-critical and well-equipped to leverage the efficiencies of these tools.
Aim: Nursing students experience considerable stress from academic and life pressures, underscoring the need for supportive strategies across both undergraduate education and lifelong professional development. Integrating mind-body-based practices into curricula may enhance well-being, resilience, and competence. This study aimed to explore nursing students’ learning experiences in the “Mind-Body-Based Practices in Nursing” course. Material and Methods: Semi-structured online interviews (October 2024–February 2025) were conducted with 17 students from a public university and analyzed using reflexive thematic analysis.Results: Participants’ mean age was 22.41 years (SD = 0.93), and most were female (88.24%). Six themes emerged: inspirations for taking the course, a genuine touch to nursing education, reflections on mind-body practices in daily life, perceptions of the course structure, one-word impressions, and perspectives from a professional standpoint.Conclusions: Findings support embedding mind-body practices into nursing curricula and continuing education programs, using experiential learning to foster holistic well-being, lifelong learning, and professional competence.Implication for nursing practice: Wider institutional partnerships and postgraduate training initiatives may facilitate the national and international scaling of mind–body education and strengthen holistic, evidence-based nursing practice.
N. Izgu, Zehra Gök Metin· Global Nursing Insights· 0 citations