PERCEPTIONS OF NURSING STUDENTS REGARDING THE USE OF CHATGPT IN ACADEMIC LEARNING AT HAYATABAD MEDICAL COMPLEX COLLEGE OF NURSING, PESHAWAR

Abstract

Background:
The rapid advancement of artificial intelligence (AI), particularly generative AI tools such as ChatGPT, has transformed educational practices globally. In nursing education, these tools have the potential to enhance learning, improve conceptual understanding, and support academic performance. However, limited local evidence exists regarding nursing students’ perceptions of ChatGPT as an academic learning aid in Pakistan.

Aims:
This study aimed to assess the perceptions of nursing students regarding the use of ChatGPT in academic learning at Hayatabad Medical Complex College of Nursing, Peshawar.

Methodology:
A descriptive cross-sectional study design was employed. Data were collected from nursing students using a structured, self-administered questionnaire consisting of demographic characteristics and ten perception-related items measured on a Likert scale. Perception scores were categorized into positive, neutral, and negative levels. Data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations.

Results:
Out of the total respondents, 88.7% (n = 118) demonstrated a positive perception toward the use of ChatGPT in academic learning, while 8.3% showed neutral perceptions and only 3.0% reported negative perceptions. Students reported that ChatGPT improved their understanding of course concepts, enhanced content comprehension, supported examination preparation, and facilitated efficient completion of academic assignments. Overall findings indicated high acceptance, perceived usefulness, and ease of use of ChatGPT as a learning support tool.

Conclusion:
The study concludes that nursing students at Hayatabad Medical Complex College of Nursing, Peshawar, hold overwhelmingly positive perceptions regarding the use of ChatGPT as an educational aid. Integrating ChatGPT into nursing education as a supplementary learning tool may enhance academic efficiency and learning outcomes. However, structured guidelines and training on ethical use and critical evaluation are essential to ensure responsible utilization.