Frontiers in public health · 2026
A study on the current status and associated factors of artificial intelligence literacy among undergraduate nursing students.
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Li Fangyun, Feng Kexin, Wang Shuangshuang, Xue Songmei, Zhang Jinhua, Li Wei
Аннотация
INTRODUCTION: The primary objective of this study was to investigate undergraduate nursing students' present level of artificial intelligence (AI) literacy and related issues, as well as to offer resources that nursing educators may use to create focused intervention methods.
METHODS: From October to December 2025, 389 third-year undergraduate nursing students from three Henan Province universities were enlisted as survey respondents using a convenience sampling technique. A general information questionnaire, the Chinese College Students' AI Literacy Scale, the Critical Thinking Disposition Inventory, and the Creative Mindset Questionnaire were used to gather data. Pearson correlation analysis, theory-driven multiple linear regression analysis, and exploratory indirect-association analysis using PROCESS v4.1 Model 4 were conducted.
RESULTS: Undergraduate nursing students' overall AI literacy score was 55.71 ± 7.34. AI literacy showed a positive correlation with both creative mindset (r = 0.341, p < 0.01) and critical thinking disposition (r = 0.544, p < 0.01). Regression analysis revealed that attitude toward AI, prior AI-related education, critical thinking disposition, and creative growth mindset were statistically significant predictors of AI literacy (p < 0.05). A statistically significant indirect relationship between critical thinking disposition and AI literacy through creative growth mindset was found by Bootstrap analysis, accounting for roughly 21.51% of the overall link.
CONCLUSION: The average AI literacy score of undergraduate nursing students was 55.71 ± 7.34, with variance across AI literacy characteristics. The important associations of AI literacy with critical thinking disposition and creative growth mindset should be acknowledged in nursing education. AI education should not be limited to knowledge imparting and skill training but should integrate the cultivation of critical evaluation and creative growth beliefs to enhance nursing students' AI literacy.
METHODS: From October to December 2025, 389 third-year undergraduate nursing students from three Henan Province universities were enlisted as survey respondents using a convenience sampling technique. A general information questionnaire, the Chinese College Students' AI Literacy Scale, the Critical Thinking Disposition Inventory, and the Creative Mindset Questionnaire were used to gather data. Pearson correlation analysis, theory-driven multiple linear regression analysis, and exploratory indirect-association analysis using PROCESS v4.1 Model 4 were conducted.
RESULTS: Undergraduate nursing students' overall AI literacy score was 55.71 ± 7.34. AI literacy showed a positive correlation with both creative mindset (r = 0.341, p < 0.01) and critical thinking disposition (r = 0.544, p < 0.01). Regression analysis revealed that attitude toward AI, prior AI-related education, critical thinking disposition, and creative growth mindset were statistically significant predictors of AI literacy (p < 0.05). A statistically significant indirect relationship between critical thinking disposition and AI literacy through creative growth mindset was found by Bootstrap analysis, accounting for roughly 21.51% of the overall link.
CONCLUSION: The average AI literacy score of undergraduate nursing students was 55.71 ± 7.34, with variance across AI literacy characteristics. The important associations of AI literacy with critical thinking disposition and creative growth mindset should be acknowledged in nursing education. AI education should not be limited to knowledge imparting and skill training but should integrate the cultivation of critical evaluation and creative growth beliefs to enhance nursing students' AI literacy.