Previously submitted to: JMIR Nursing (no longer under consideration since Feb 11, 2025)
Date Submitted: Jan 7, 2025
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Exploring Faculty Perceptions and Concerns Regarding Artificial Intelligence Chatbots in Nursing Education: Potential Benefits and Limitations
ABSTRACT
Background:
Artificial intelligence chatbots have the potential to significantly enhance nursing education by creating interactive and personalized learning environments. However, addressing challenges is crucial.
Objective:
To explore faculty members’ perceptions of artificial intelligence chatbots, focusing on their usage patterns, perceived benefits, and limitations in nursing education.
Methods:
The study was conducted among faculty members from nursing schools in Jordan and the United States. A self-reported questionnaire was used to assess faculty perceptions of artificial intelligence chatbots’ benefits and limitations in teaching, learning, and academic support. Data were analyzed using descriptive statistics and one-way ANOVA to examine variations based on chatbot usage frequency.
Results:
Among 474 faculty members, 82.5% were familiar with at least one artificial intelligence chatbot. Faculty members broadly agreed on the benefits of artificial intelligence chatbots, including their ability to enhance teaching experiences, improve student learning outcomes, foster engagement, support independent learning, and provide quick access to medical knowledge. However, limitations such as the potential for misinformation, reduced faculty-student interaction, and inadequacies in addressing complex clinical scenarios were prevalent. Legal and ethical concerns, including the misuse of artificial intelligence-generated information, were emphasized. Frequent chatbot users reported greater awareness of both their benefits and limitations.
Conclusions:
Targeted faculty training is essential to ensure effective integration of artificial intelligence chatbots into nursing curricula, promoting innovative teaching while preserving critical human elements in education. These efforts can enhance students’ preparation for clinical practice, ultimately improving patient care.
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Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.