| Sumario: | Background: Artificial intelligence (AI) tools have emerged as transformative assets in academic writing, offering functionalities that enhance productivity and quality. However, their adoption in nursing education and research remains underexplored. This study aimed to evaluate the utilization patterns, perceptions, and predictors of AI tool adoption among nursing faculty for academic writing and publication tasks in Oman. Methods: A cross‐sectional quantitative study was conducted among 134 nursing academics from three major institutions in Oman. Participants completed the AI in Academic Writing and Publication Questionnaire (AIWQ‐40), measuring perceptions of AI tools across various writing dimensions. Descriptive and inferential statistical methods, including multiple regression analyses, were used to identify predictors of AI adoption and academic productivity. Results: Regression analysis showed significant predictors of publication productivity, explaining 26.2% of the variance (R2 = 0.262, p < 0.001). Older age and higher AIWQ‐40 scores positively predicted productivity, while holding a Master's degree was negatively associated. AIWQ‐40 scores were significantly influenced by frequent AI use and publication count. Conclusion: AI tools hold significant potential to enhance academic writing and research productivity in nursing education. However, addressing ethical concerns and providing targeted training are essential to maximize their impact. There is a need for institutional guidelines to support responsible and equitable AI use in academic settings.
|
|---|