Date of Completion

2024

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Artificial Intelligence

Abstract

This study aimed to evaluate AI utilization in healthcare education among third-year nursing students at De La Salle Medical and Health Sciences Institute (DLSMHSI). It examined student demographics, internet usage hours, and use of AI-related educational apps (ChatGPT, Quillbot, Grammarly), identifying significant differences in AI utilization based on sex and internet usage hours. A quantitative descriptive analytical design was used, with data from 221 valid responses collected through a questionnaire covering demographics and AI usage. Data analysis included frequency counts, weighted means, standard deviations, and the Mann-Whitney method. Results showed a predominantly female respondent group (165 out of 221, 74.7%), with significant internet usage (35.7% using the internet for 10 hours or more). Moreover, the knowledge of the third year nursing students in the various aspects of AI tools is moderately extensive ( x̄ = 2.82, SD = 0.552), specifically in less than an hour (x̄ = 2.60, SD = 1.1114; x̄ = 2.45, SD= 1.134; x̄= 2.43, SD = 1.140, respectively) per usage. Quillbot was the most utilized AI tool (70.6%), followed by ChatGPT and Grammarly. However, Grammarly (x̄=2.10, SD = 1.078) was the most frequently used in a month while equal with Quillbot (x̄= 2.31, SD = 1.060) in a week but mostly more than five hours ( x̄= 1.72, SD = 0.960) per usage. AI usage varied from not extensive to moderately extensive across different parameters: coursework (x̄=2.53, SD=0.912), clinical presentations (x̄=2.12, SD=0.970), patient education (x̄= 2.11, SD= 1.008) research (x̄=2.11, SD= 0.966), nursing case study (x̄=2.03, SD= 0.955) and nursing care plan (x̄=1.94, SD=.975), reflecting its integration into nursing education. The study concluded that significant differences in AI utilization were observed based on sex, particularly regarding scope and overall extent of usage, while no significant differences were found concerning internet usage hours. The findings highlight the substantial integration of AI tools in nursing education and the varying factors influencing their use. Based on these findings, the study recommends that nursing students use the results to guide their use of AI-related educational applications for academic purposes, helping them understand and decide which tasks are best suited for these tools. For DLSMHSI academic administrators, the insights should help determine the extent of AI app usage in healthcare education, enabling the creation of guidelines that enhance student learning while ensuring ethical and responsible use of AI. Future researchers, including nursing professors and students, are encouraged to use these findings as a reference for further exploration of related topics.

First Advisor

Noel P. Ligaya, RN, MAN, DNM

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