Artificial Intelligence in Nursing Education: Awareness and Perceptions Among Undergraduate Nursing Students in Peshawar, Khyber Pakhtunkhwa

Abstract

Background: Artificial Intelligence (AI) has emerged as a transformative technology in healthcare and nursing education, offering innovative approaches to teaching, learning, clinical decision-making, and evidence-based practice. AI-powered applications such as Chat GPT, virtual simulations, intelligent tutoring systems, and clinical decision support tools have the potential to enhance nursing education by improving students' knowledge acquisition, critical thinking, and clinical competencies. Despite these advancements, the level of awareness and perceptions regarding AI among undergraduate nursing students in Pakistan remains insufficiently explored, particularly in Khyber Pakhtunkhwa.

Objective: This study aimed to assess the awareness and perceptions of Artificial Intelligence among undergraduate nursing students enrolled in public and private nursing colleges in Peshawar, Khyber Pakhtunkhwa, and to identify factors associated with AI awareness and its integration into nursing education.

Methodology: A cross-sectional analytical study was conducted among 354 undergraduate nursing students selected from public and private nursing colleges in Peshawar using a multistage stratified random sampling technique. Data were collected using a structured, self-administered questionnaire consisting of demographic characteristics, digital literacy, AI awareness, perceptions, perceived benefits, perceived barriers, ethical concerns, readiness for AI integration, and overall opinions regarding AI in nursing education. Content validity was established through expert review, while reliability was assessed using pilot testing and Cronbach's alpha. Data were analyzed using IBM SPSS Statistics version 27. Descriptive statistics including frequencies, percentages, means, and standard deviations were calculated. Inferential analyses including Chi-square tests, independent sample t-tests, one-way ANOVA, Pearson correlation, and multiple regression analyses were performed to examine associations between study variables. A p-value of <0.05 was considered statistically significant.

Results: The majority of participants were female nursing students aged 21–23 years, with nearly equal representation from public and private institutions. Most students demonstrated moderate awareness of Artificial Intelligence and reported positive perceptions toward its application in nursing education. Although formal AI training was limited, a considerable proportion of students reported previous use of AI tools, primarily for study assistance, assignment preparation, and literature searching. Participants generally recognized the potential benefits of AI in improving learning efficiency, clinical reasoning, evidence-based practice, and future nursing practice. However, concerns related to insufficient training opportunities, lack of curriculum integration, ethical issues, and limited institutional support were also identified. Most respondents expressed willingness to receive formal AI education and supported the integration of AI-related content into undergraduate nursing curricula.

Conclusion: Undergraduate nursing students demonstrated favorable perceptions toward Artificial Intelligence and recognized its potential to enhance nursing education despite limited formal exposure. The findings highlight the need for structured AI education, faculty development, curriculum reform, and institutional support to prepare future nurses for technology-enabled healthcare environments. Integrating AI competencies into undergraduate nursing education may improve digital literacy, clinical decision-making, and readiness for the evolving healthcare system.

Keywords: Artificial Intelligence, Nursing Education, Awareness, Perception, Undergraduate Nursing Students, Digital Literacy, Nursing Curriculum, Pakistan, Peshawar, Healthcare Technology.