Aug 2026· Nurse Educator· 0 citations· 32 references
Medicine
TL;DR
It is suggested that INSPIRE-AI has the potential to support research self-efficacy through structured scaffolding; however, this interpretation should be considered alongside the broader educational support that students received throughout the honors program.
Abstract
Background
Artificial intelligence (AI) is increasingly integrated into higher education. However, evidence on theory-informed AI interventions supporting nursing research training remains limited.
Purpose
To evaluate an AI-facilitated teaching assistant (INSPIRE-AI) on final-year undergraduate nursing honors students' research self-efficacy, motivation, and research interest, and explore students' experiences of using INSPIRE-AI.
Methods
An embedded mixed-methods study comprising a one-group quasi-experimental pretest/posttest design with postintervention semistructured qualitative interviews. Nursing students received access to INSPIRE-AI throughout the honors year. Quantitative survey data (N = 146) were analyzed using paired t-tests and repeated-measures general linear models.
Results
Research self-efficacy improved significantly (P < .001). Students reported that INSPIRE-AI supported structured thinking and reduced uncertainty, though engagement varied due to trust concerns, perceived surveillance, and preference for familiar AI tools.
Conclusions
Together, these findings suggest that INSPIRE-AI has the potential to support research self-efficacy through structured scaffolding; however, this interpretation should be considered alongside the broader educational support that students received throughout the honors program.
Abstract The aim of this study is to evaluate the effect of an artificial intelligence (AI)-powered virtual patient application (ChatGPT) on the development of Mental Status Examination (MSE) skills in psychiatric nursing internship students and to explore how this process is reflected in their experiences. This study employed a sequential explanatory mixed-method design, consisting of a quantitative pre/post-test phase followed by a qualitative phase. In the quantitative phase, the MSE Competency Assessment scores of 27 undergraduate psychiatric nursing internship students were evaluated using a pre-test/post-test model. In the qualitative phase, in-depth individual interviews were conducted with 18 volunteer students. As part of the intervention, students participated in the “AI-Supported Virtual Patient Intervention: Structured Prompting Framework”. The quantitative findings of the study revealed that the mean MSE Competency Assessment scores increased from 42.00 ± 6.43 in the pre-test to 49.57 ± 3.44 in the post-test (Z = −6.266, p < 0.001). Thematic analysis of the qualitative data yielded five main themes: Skill Development, Learning Experience, Impact of AI, Debriefing, and Limitations. Students reported that the application enhanced their MSE examination and communication skills; they also described a unique learning experience through AI, highlighted the importance of guided support.
Gülsüm Zekiye Tuncer, Zekiye Çetinkaya Duman, Başak Kilinçkaya· Issues in Mental Health Nurs...· 0 citations
The rapid integration of Artificial Intelligence (AI)-powered assistant tools into higher education
has generated significant scholarly interest, particularly regarding their influence on student
engagement and the development of critical thinking skills. This study investigated the influence
of AI-powered assistant tools on students' engagement and critical thinking in curriculum
learning within the Faculty of Education, University of Port Harcourt, Nigeria. The study
adopted a descriptive survey research design; the study targeted a population of 1,406 students
from the 2022 and 2023 academic sets. A sample of 343 respondents was selected through
purposive, simple random, and proportional stratified random sampling techniques. Data were
collected using a structured questionnaire titled (IAATSECQ) with eight items each. Also, an AI
assisted quiz was administered via Google Forms. The reliability of the instrument using
Cronbach’s alpha was 0.751. Descriptive statistics (mean and standard deviation) were used to
answer research questions, while independent samples t-tests were employed to test the
hypotheses at a 0.05 significance level. Findings revealed that AI-powered tools significantly
enhanced students' engagement. Gender was found to significantly influence engagement (z =
2.985, p = 0.003), with female students demonstrating higher engagement levels. Age
significantly influenced critical thinking (z = 5.365, p = 0.000), with younger students (18–25
years) recording higher critical thinking scores than older students (26–35 years). The study
concludes that AI-powered assistant tools are effective instruments for enhancing academic
engagement and critical thinking in Nigerian higher education, and recommends the
institutionalization of AI literacy programmes and differentiated AI integration strategies that
are responsive to students' gender and age characteristics.
Faith Chinenye Okoye, Harriet Akudo Agbarakwe· International Journal of Edu...· 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.
Although baseline knowledge of AI among medical students and faculty members was limited, both groups demonstrated strong positive attitudes and a clear demand for further training, highlighting the importance of integrating structured AI education into medical curricula to support the responsible and effective use of emerging technologies.
Ay Sıla Çaloğlu, Halid Durna, Zeynep Naz Ergen et al.· Journal of Medical Education...· 0 citations
The rapid integration of artificial intelligence (AI) into educational technologies has transformed how English as a Foreign Language (EFL) students prepare and deliver academic presentations. Although Prezi has gained recognition for its AI-assisted design and interactive presentation features, limited research has explored how undergraduate EFL students perceive its combined AI and video capabilities in supporting oral presentation skills within higher education. This study aimed to investigate students’ perceptions of using Prezi as an AI-enhanced presentation tool for academic speaking tasks. A qualitative research design was employed involving 27 undergraduate students enrolled in an English Education program at a Muhammadiyah university in West Java, Indonesia. Participants were selected through purposive sampling based on their experience using both Prezi and Prezi Video in an Educational Technology course. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings revealed five major themes: initial adaptation to the platform, perceived benefits of AI-assisted design, enhanced organization and speaking fluency, increased presentation confidence through visual support, and challenges related to internet dependency and platform usability. Overall, participants perceived Prezi as a valuable tool that facilitates academic presentation, language development, and digital communication competence despite several technical constraints. These findings suggest that integrating AI-enhanced presentation tools into EFL instruction can promote more engaging and effective speaking practices when accompanied by adequate technological infrastructure and pedagogical guidance.
Dila Charisma, Finita Dewi, Fitri Aprianti et al.· ELT Echo: The Journal of Eng...· 0 citations
