In response to the increasing emphasis on reflective practice in nursing education and the emerging potential of generative artificial intelligence (AI), this study investigates the application of ChatGPT as a tool to support reflective learning among nursing students in community health courses. Grounded in Self-Regulation and Goal Attainment Model, a structured AI-assisted reflective activity was designed to guide nursing students through six reflective stages: goal setting, planning, implementation, monitoring, evaluation, and adjustment. A total of 42 nursing students participated in the study and completed a modified version of the Self-Reflection and Insight Scale (SRIS) after the intervention. The questionnaire assessed three key dimensions: Self-Reflection and Learning, Feelings and Attitudes, and Action and Improvement. Results showed consistently high scores in all dimensions, suggesting positive perceptions of AI-assisted reflection, particularly in areas related to reflective thinking and proactive learning attitudes. The findings suggest that AI-supported reflective learning can effectively enhance nursing students’ self-awareness, reflective dispositions, and intention to apply insights into practice. This study offers empirical evidence for integrating large language model technology into reflective education in nursing, with implications for improving educational strategies, clinical decision-making, and the quality of patient care.