Abstract Background AI is increasingly being integrated into education and health care, offering opportunities to improve learning, understanding of clinical cases, and students’ self-confidence. However, it remains necessary to assess nursing students’ perceptions of AI and its impact on their academic and professional development. Objective The aim of the study was to assess AI use among nursing students, their perceptions of AI, and its impact on learning, academic performance, and professional preparation. Methods A descriptive cross-sectional study with analytical components was conducted at the Faculty of Medical Technical Sciences in Elbasan, Albania. Data were collected through a structured questionnaire administered via Google Forms, which assessed AI use and its perceived impact on learning and professional preparation. Data were analyzed using SPSS (version 23.0). Descriptive statistics, chi-square tests for associations between variables (P<.05), and logistic regression to estimate crude odds ratios (CORs) and adjusted odds ratios (AORs) with 95% CIs were used. Results A total of 279 nursing students participated in the study (mean age 22.4, SD 5.7 years), the majority of whom were female (273/279, 97.8%), lived in urban areas (156/279, 55.9%), and were enrolled in the bachelor’s program (198/279, 71%). Overall, 83.9% (234/279) reported using AI, mainly virtual assistants such as ChatGPT or similar tools (183/234, 78.2%). The most common reason was information searching (216/234, 92.3%), followed by studying and understanding lecture content (96/234, 41%). Bivariate analysis showed no significant associations between AI use and residence or study cycle, whereas grade point average (GPA) was significantly associated with AI use. In the multivariable analysis, GPA remained the only independent predictor of AI use. Students with a GPA of 6.0 to 6.9 (AOR 5.55, 95% CI 1.53-20.14; P=.009) and those with a GPA of 8.0 to 8.9 (AOR 5.73, 95% CI 1.26-26.00; P=.02) were significantly more likely to use AI than the reference group. Students perceived AI as having a moderate impact on learning, particularly understanding lectures (mean 2.58, SD 1.10) and exam preparation (mean 2.58, SD 1.02), whereas its impact on self-confidence (mean 1.97, SD 1.17) and empathy (mean 1.90, SD 1.12) was perceived as low. Although AI was considered useful for supporting learning (mean 2.83, SD 1.12), students expressed concerns regarding the reliability of AI-generated information (mean 3.18, SD 1.22), dependence on AI (mean 2.75, SD 1.28), and its impact on critical thinking (mean 2.80, SD 1.18). Conclusions AI is widely used among nursing students, primarily supporting learning and academic performance. However, its impact on professional and interpersonal competencies remains limited. These findings suggest the need for integrating AI into nursing education curricula, with a focus on critical use and the development of students’ professional competencies.
Human papillomavirus (HPV) infection remains a major public health concern worldwide due to its well-established role in the development of cervical cancer and other HPV-related diseases. Healthcare professionals play a critical role in promoting HPV vaccination, delivering accurate information, and addressing vaccine-related concerns among patients. This study aimed to assess the knowledge, attitudes, and professional practices of healthcare workers regarding HPV infection and vaccination, as well as to examine factors associated with HPV-related knowledge and vaccine recommendation practices. A cross-sectional study was conducted among 114 healthcare professionals working in primary healthcare centers and hospital settings in Elbasan, Albania. Data were collected using a structured questionnaire covering knowledge of HPV infection and cervical cancer, vaccination practices, patient education, and perceived communication barriers. Descriptive statistics and Fisher’s Exact Test or chi-square analyses were applied to evaluate associations between professional characteristics and HPV-related knowledge and practices, with statistical significance set at p < 0.05. Overall, participants demonstrated generally adequate knowledge regarding HPV transmission, high-risk HPV types 16 and 18, and the role of HPV vaccination in cervical cancer prevention. However, important knowledge gaps were identified, particularly regarding HPV vaccine effectiveness after infection and misconceptions about vaccine indications. Specifically, only 36% of participants correctly identified that the HPV vaccine does not provide protection after infection, while 34.2% reported incorrect beliefs and 28.9% were uncertain. Healthcare professionals reported high levels of vaccine recommendation practice, with 74.8% indicating frequent recommendation. Significant associations were observed between professional role and attitudes toward responsibility for HPV education (p = 0.067, trend-level) and vaccine recommendation practices (p = 0.119, not statistically significant). Healthcare setting was strongly associated with knowledge of vaccination target groups, recommended age, and patient concerns. Patient-related concerns most frequently involved vaccine safety and effectiveness, while the most common barriers to communication were discomfort in discussing sexual health and sociocultural sensitivity. Concerns about vaccine safety (50.9%) and effectiveness (31.6%) were the most frequently reported issues encountered in clinical interactions. Overall, although healthcare workers demonstrated generally positive attitudes and satisfactory knowledge, persistent gaps in specific vaccine-related knowledge and communication practices highlight the need for targeted continuing education and standardized training programs to strengthen HPV vaccine advocacy and patient counseling.
Arkida Çeka, P. Biberaj, Zamira Cabiri et al.· Malque Health· 0 citations
