Nursing Students’ 21st-Century Learner Skills and Their Attitudes Toward Artificial Intelligence

Background: Artificial intelligence (AI) has increasingly become integrated into education and healthcare, as it has in many areas of modern life. Contemporary learners are considered 21st-century learners, and AI is beginning to play a significant role in nursing education.

Aim: This study aimed to examine the relationship between nursing students’ 21st-century learner skills and their attitudes toward artificial intelligence.

Methods: This correlational study included 354 nursing students. Data were collected using an Information Form, the 21st-Century Learner Skills Utilization Scale, and the General Attitude Toward Artificial Intelligence Scale. Data collection was conducted face-to-face by the researchers. The Kolmogorov–Smirnov test and Spearman's correlation analysis were used for data analysis. Statistical significance was set at p<0.05.

Results: Of the participants, 83.9% were female, and the mean age was 20.54±2.67 years. The mean score for the positive attitude subscale of the General Attitude Toward Artificial Intelligence Scale was 3.64±0.56, while the mean score for the negative attitude subscale was 3.01±0.69. Students’ use of 21st-century learner skills was above the moderate level (3.68±0.44). A positive correlation was found between students’ positive attitudes toward artificial intelligence and their use of 21st-century learner skills.

Conclusion: Integrating artificial intelligence into nursing education programs, in alignment with the structure of the discipline, may support the development of various 21st-century skills by leveraging the opportunities provided by AI.

Keywords: Artificial intelligence, learning, nursing students