Artificial Intelligence Literacy and Educational Impact among Iraqi Nursing Students: A Cross-Sectional Survey

Abstract

Background and Objectives This study aimed to explore nursing students’ artificial intelligence literacy in terms of knowledge, attitudes, and practices and its impact on their educational input in Iraq. Methods A descriptive cross-sectional survey conducted across 100 nursing students from the College of Nursing, University of Baghdad, Iraq in 2025. The study utilized the Artificial Intelligence knowledge, attitudes, and practices scale. The Statistical Package for Social Sciences (SPSS), version 26 was used to examine the associations among the measured variables in the study. Results The study findings show that more than three quarter of nursing students (80%) possessed a high level of knowledge regarding artificial intelligence, whereas 12% demonstrated a moderate level and only 18% exhibited a low level of knowledge. Findings indicate a low prevalence of negative attitudes, with 59% of students demonstrating positive attitudes. Findings reveals that just over one-third (34%) of students reported practicing often based on the artificial intelligence. Correlational analyses revealed that nursing students age and the study academic year were significantly associated with their total score of artificial intelligence literacy in terms of knowledge, attitude, and practice (p < 0.001). Conclusion The study revealed that nursing students had a wavier level of artificial intelligence literacy of knowledge, attitude and practice and its application in nursing learning. Prioritize strategies should be applied in the nursing curricula to enhance students’ knowledge and translate positive attitudes into consistent practice, ultimately fostering effective integration of artificial intelligence in nursing education.