Artificial intelligence as a learning tool for nursing students at Uleam el Carmen, Manabí
DOI:
https://doi.org/10.62305/alcon.v6i5.1306Keywords:
artificial intelligence; learning; nursing students; higher education; pedagogical innovationAbstract
Artificial intelligence has been progressively incorporated into higher education as a resource for facilitating access to information, generating content, and supporting autonomous learning. This study aimed to analyze the use of artificial intelligence as a learning tool among nursing students at Universidad Laica Eloy Alfaro de Manabí (ULEAM), El Carmen Campus. A quantitative, non-experimental, cross-sectional, descriptive-correlational study was conducted. A total of 156 students from the first to the seventh semester completed a 20-item questionnaire using a five-point Likert scale. The instrument assessed four dimensions: AI use and accessibility, development of nursing content, autonomous learning and comprehension, and critical thinking, ethics, and responsible use. The results revealed an overall favorable perception of artificial intelligence (M = 3.90; SD = 0.58), while 57.0% of the participants reported using it always or frequently. ChatGPT was the most widely used tool (75.6%), followed by Gemini (50.6%). Strong positive associations were found between AI use and accessibility and content development (rho = 0.687; p < 0.001), as well as between content development and autonomous learning and comprehension (rho = 0.688; p < 0.001). The ethical dimension obtained the lowest mean score and showed limited internal consistency. It is concluded that artificial intelligence is positively valued as a support tool for content development and autonomous learning. Nevertheless, its integration requires faculty guidance, information verification, artificial intelligence literacy, and data protection.
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