Scholarlink

Background <p>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.</p> Methods <p>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.</p> Results <p>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.</p> Conclusion <p>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.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Nursing undergraduates’ experiences of generative AI-assisted learning in the classroom environment: a qualitative study

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月10日

查看全文
  • Dan Song,
  • Yueyue Zhang,
  • Xia Xu,
  • Mengting Li,
  • Zhigen Wang,
  • Rui Zhu,
  • Panpan Zhang,
  • Lihua Zhou

摘要

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.