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Abstract

Objective: To assess the knowledge and attitude of undergraduate nursing students towards the role of artificial intelligence (AI) in healthcare, aiming to understand their readiness and perception of integrating AI into clinical practice. Methods: A descriptive cross-sectional study was conducted to assess the knowledge and attitude of nursing students toward the role of Artificial Intelligence (AI) in healthcare. A total of 208 students were selected using non-probability convenience sampling technique. Informed consent was obtained from all the participants prior to the data collection. The study consisted of two parts: a 10-items knowledge questionnaire and a 10-items attitude questionnaire, designed to evaluate students' understanding of AI technologies and their perspectives on its integration into healthcare settings. The questionnaires were close-ended, focusing on basic knowledge about AI. Results: There was a significant difference in AI knowledge and attitudes between various groups. Male’s demonstrated significantly higher AI knowledge (82.1%) compared to females (69.8%) with a p-value of 0.003. Participants who attended formal AI training exhibited better knowledge, with 41.9% showing adequate knowledge, compared to 25.4% of non-attendees (p = 0.010). Prior exposure to AI workshops significantly influenced attitudes, with attendees showing a more positive attitude toward AI (67.4%) compared to non-attendees (35.8%), with a p-value of <0.001. Gender and formal AI training were found to significantly impact both knowledge and attitude towards AI in healthcare. Conclusion: The study highlights significant differences in AI knowledge and attitude among undergraduate nursing students, with males, participants with formal AI training, and those exposed to AI workshops demonstrating higher levels of knowledge and more positive attitude. These findings underscore the importance of incorporating AI education and training into nursing curricula to better prepare students for the integration of AI in clinical practice.