Abstract
Background
With the growing integration of artificial intelligence (AI) tools like ChatGPT in education, it is essential to understand how nursing students perceive and utilize such technologies. Their knowledge and attitudes can influence how effectively these tools are used in academic and clinical settings. This study aimed to assess the level of knowledge regarding ChatGPT among nursing students, identify and rank perceived benefits and barriers, and determine associations between knowledge and sociodemographic variables.
Methods
A descriptive cross-sectional survey was conducted among 244 nursing students at Sum Nursing College, Bhubaneswar, Odisha, India, using a structured sociodemographic and background data questionnaire, a rating scale for perceived benefits of AI, and a checklist to identify barriers to use of AI. Knowledge levels were categorized based on median scores; associations with demographic variables were analyzed using the chi-square test.
Results
Of 244 participants, 53.7% had poor knowledge of ChatGPT, while 46.3% demonstrated good knowledge. Enhancing student creativity was ranked as the top benefit (77.2%), followed by clarification of doubts and influence on nursing knowledge. The most significant barrier reported was affecting cognition and thinking ability (62.3%). Significant associations were found between knowledge levels and age, geographical location, and socioeconomic status, while gender was not significantly associated.
Conclusion
More than half of the nursing students had limited knowledge about ChatGPT, despite recognizing its potential benefits. There is a need for targeted educational strategies to improve digital literacy, address ethical concerns, and encourage responsible use of AI in nursing education.
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