| Sumario: | Background: ChatGPT and other generative AI tools are increasingly used in healthcare education, yet evidence on nursing students' adoption during their clinical training remains limited. This study examined undergraduate nursing students' patterns of ChatGPT use, perceived usefulness, ease of use, risks, and the role of faculty and institutional support in clinical learning. Methods: A cross‐sectional survey was conducted with 218 nursing students at a UAE university. The questionnaire assessed ChatGPT use across clinical tasks, perceptions, ethical concerns, faculty encouragement, institutional guidance, and barriers. Hierarchical regression analysis identified predictors of ChatGPT usage behavior. Results: ChatGPT use was widespread: 76% of students used it mainly for understanding clinical cases (81%), clinical assignments and documentation (77%), and exam preparation (73%). Ethical concerns were reported by 61% of students, including misinformation (60%) and over‐reliance (55%). Faculty encouragement was reported by 60%, while 52% noted institutional guidelines. Regression analysis showed that perceived usefulness (β = 0.55, p < 0.001), ease of use (β = 0.30, p < 0.001), and faculty encouragement (β = 0.11, p = 0.029) significantly predicted usage, explaining 66.4% of the variance. Institutional guidelines and demographics were not significant predictors. Most students (83%) expressed interest in ChatGPT training, and 86% supported AI integration into the curriculum. Conclusion: Nursing students actively use and value ChatGPT in clinical learning. Adoption is strongly influenced by perceived usefulness, ease of use, and faculty support. Ethical concerns and limited institutional guidance highlight the need for structured support, faculty development, and clear policies to ensure responsible and effective AI integration in clinical nursing education.
|
|---|