AI Use, Perceptions, and Perceived Impact Among Nursing Students: Cross-Sectional Study

Abstract

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.