Table 2 The median and interquartile range ratings of perceived benefits and limitations of AI chatbots in nursing education
Perception | Whole sample (n = 391) |
|---|---|
I believe that all students should receive teaching on how to use chatbots. | 4 (3, 4) |
Component 1: Perceived Educational Benefits | |
AI chatbots enhance the teaching and learning experience in nursing education. | 4 (3, 4) |
AI chatbots provide valuable educational tools for students in nursing education. | 4 (3, 4) |
AI chatbots support students’ understanding of complex medical and nursing concepts. | 4 (3, 4) |
AI chatbots facilitate self-assessment and independent learning among students. | 4 (3, 4) |
AI chatbots offer quick access to nursing and medical knowledge and resources for students. | 4 (4, 4) |
AI chatbots assist in preparing for examinations. | 3 (2, 4) |
AI chatbots provide an interactive approach to teaching healthcare subjects. | 4 (3, 4) |
AI chatbots enhance students’ ability to apply theoretical knowledge to practical scenarios. | 4 (2, 4) |
AI chatbots provide faculty members with valuable insights into students’ learning progress. | 4 (3, 4) |
AI chatbots support faculty members in research and academic projects. | 4 (3, 4) |
AI chatbots enhance overall academic performance in nursing science program. | 4 (3, 4) |
AI chatbots encourage innovative teaching approaches in nursing science. | 4 (3, 4) |
Component 2: Concerns About Interaction and Personalization | |
AI chatbots could result in decreased motivation for faculty research and innovation. | 3 (2, 4) |
I believe that AI chatbots may not address students’ unique learning styles and preferences. | 4 (3, 4) |
AI chatbots could lead to job insecurity concerns among faculty members. | 3 (2, 4) |
I am concerned that AI chatbots may not offer real-world scenarios and case studies relevant to nursing education. | 4 (2, 4) |
AI chatbots might lead to decreased interaction between faculty and students. | 4 (3, 4) |
AI chatbots might hinder the development of critical thinking and problem-solving skills in students. | 4 (2, 4) |
AI chatbots may not provide personalized learning experiences for students. | 4 (2, 4) |
Component 3: Limitations in Learning and Adaptability | |
AI chatbots might encourage passive learning instead of active engagement. | 4 (3, 4) |
I worry about the potential misuse or misunderstanding of information provided by AI chatbots in students’ education. | 4 (4, 5) |
AI chatbots may not be able to provide emotional support and empathy in nursing education. | 4 (4, 4) |
I am concerned that AI chatbots may not adapt well to changes in course materials or educational needs. | 4 (3, 4) |
AI chatbots might lack the ability to adapt to changing nursing care trends and practices. | 3 (2, 4) |
AI chatbots may not offer sufficient depth of understanding that faculty members can provide. | 4 (3, 4) |
I believe that AI chatbots may not effectively support students’ understanding of practical clinical skills. | 4 (3, 4) |
I am concerned that AI chatbots may not provide personalized guidance and support tailored to students’ educational needs. | 4 (3, 4) |
Component 4: Implementation and Integration Concerns | |
I am unsure about how to effectively incorporate AI chatbots into educational or academic practices. | 4 (3, 4) |
AI chatbots might lead to overreliance on technology in nursing education. | 4 (3, 4) |
I am concerned about potential legal and ethical issues related to AI chatbot usage in educational or academic practices. | 4 (4, 5) |
I believe it challenging to integrate AI chatbots into my existing teaching methods and resources. | 4 (3, 4) |
Component 5: Reliability and Misinformation Concerns | |
AI chatbots may provide incorrect or unreliable nursing and medical information. | 4 (3, 4) |
AI chatbots might reduce the need for faculty members in nursing education. | 2 (2, 4) |
AI chatbots may not adequately address unique or complex nursing questions. | 4 (3, 4) |