Nurse Educators' Perceptions of the Use of Artificial Intelligence

A Qualitative Study

Kim, Sang Suk PhD, RN
De Gagne, Jennie C. PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN
Hong, Minjoo PhD, RN
Shin, Hyewon PhD, RN

From Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea (SSK); School of Nursing, Duke University, Durham, North Carolina (JCD); College of Nursing, Gyeongsang National University, Jinju-si (MH), and College of Nursing, Ewha Womans University, Seoul, Republic of Korea (HS).

Funding: This research was supported by the Chung-Ang University Research Grants in 2023.

Disclosure: The authors have disclosed no potential conflicts of interest, financial or otherwise.

Address correspondence to Hyewon Shin, PhD, RN, College of Nursing, Ewha Womans University, 52, Ewhayeodae-gil, Seodaemun-gu, Seoul, 03760, Republic of Korea; email: [email protected].

Received November 08, 2024

Accepted January 15, 2025

Journal of Nursing Education 64(6):p 339-345, June 01, 2025. | DOI: 10.3928/01484834-20250130-01

Background

The integration of generative artificial intelligence (GAI) into nursing education raises concerns owing to nursing's strong emphasis on human-centered care. This study explored novice nurse educators' perceptions of GAI in nursing education, examining the challenges, opportunities, and factors influencing their decisions regarding their use, as well as their vision for GAI's future role.

Method

A descriptive qualitative study involving 17 nursing educators from various institutions was conducted using snowball sampling. Semistructured interviews conducted face-to-face and via Zoom were analyzed thematically using NVivo14 software.

Results

Four themes emerged: (1) limited engagement and understanding of GAI; (2) challenges and skepticism; (3) readiness for GAI use; and (4) recommendations for improving GAI integration. Participants expressed mixed perceptions of the effects of GAI on nursing education.

Conclusion

Despite skepticism, nurse educators have recognized the potential of GAI. Educational institutions must raise awareness of the benefits of GAI, provide targeted training, and develop infrastructure to support its adoption. [J Nurs Educ. 2025;64(6):339–345.]