Agentic education · Learning science

Actionable companion · Assessment & reasoning

From AI evidence to responsible practice: Impact of ChatGPT usage on nursing students education: A cross-sectional study

AI-assisted editorial implementation guide, separate from the original research. Proposed actions are not findings or recommendations attributed to the source authors. No independent peer review of this guide is asserted.

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Evidence and context

Title and abstract screening; stage labels describe reported settings, not verified numerical ages. Design labels require full-text appraisal. Reported stage(s): Higher education. Health-professions education findings do not establish effectiveness in K–12 classrooms.

Original authors’ abstract, reproduced under the linked source license:

Abstract Background The use of artificial intelligence tools, such as ChatGPT, is on the rise in nursing education. In the field of healthcare, ChatGPT can offer unique opportunities to enhance the learning and clinical practice of nursing students. However, it is still necessary to explore how this tool affects students' performance and perception in their nursing education. Objective The objective of this study was to evaluate the impact of ChatGPT on nursing students' education and determine how it influences their learning outcomes. Design This study employed a quantitative cross-sectional design. Setting The study was conducted in the Bachelor of Nursing program at the University of León, Spain. Participants Ninety-eight nursing students enrolled in the Nursing Care and Services Management course during the second semester of 2024 participated in the study. Methods Data were collected using three validated questionnaires that assessed sociodemographic characteristics, knowledge of artificial intelligence, and perceptions of using ChatGPT as an educational tool. The data were analyzed using IBM SPSS Statistics, version 29.1. Results Students who used ChatGPT showed a significant improvement in their academic grades (p < 0.05). Additionally, 89.5 % of the students reported significant improvements in their academic performance. Women perceived ChatGPT as especially useful for completing academic tasks (85.14 % versus 50.00 % in men, p = 0.003). A positive correlation was observed between prior use of ChatGPT and GPA (ρ = 0.240, p = 0.026). Conclusions ChatGPT is a valuable tool that enhances the learning and satisfaction of nursing students. Its integration into nursing education programs not only boosts academic performance but also promotes the adoption of technological innovations in professional training. Continuous incorporation of AI tools in education is recommended to improve academic outcomes and prepare students for evolving healthcare environments. Keywords: ChatGPT, Nursing education, Artificial intelligence, Academic performance, Technological innovations, Student perceptions, Nurse Highlights • Nursing students showed significant improvements in academic performance using ChatGPT. • 89.5 % of nursing students reported that ChatGPT significantly enhanced their academic performance. • Women nursing students found ChatGPT particularly useful for completing academic tasks. • There is a positive correlation between prior use of ChatGPT and higher GPA among nursing students. • Continuous integration of AI tools like ChatGPT is recommended to enhance nursing education.

What kind of evidence is this?

Supporting AI learning science · Survey / observational study

Stage: Higher education. Screening labels describe reported context and study-design language. They are not a risk-of-bias rating or proof of effectiveness for an age band.

Study methods · source passage

This study employed a quantitative cross-sectional design to examine the influence of ChatGPT on the education of nursing students and their perception of its usefulness in training.

Limitations and uncertainty · source passage

Firstly, the cross-sectional design of the study limits the ability to establish causal relationships between the identified factors. Additionally, the study relied on self-reported data, which may be subject to response biases. Moreover, the study was conducted with a specific sample of nursing students in a particular course, which may limit the generalizability and applicability of the results to other populations of nursing students. It would be beneficial to replicate this study in other nursing courses and at other universities. Furthermore, while the study found a statistically significant correlation between prior ChatGPT use and GPA, the strength of this correlation was weak (ρ = 0.240), suggesting that other factors likely influence academic performance. Future studies should explore these additional factors and investigate the mechanisms through which ChatGPT and similar tools might contribute to academic outcomes.

Design the system before the pilot

Use this study to inform a learning mechanism or implementation question. It is not direct evidence that autonomous agents improve learning. Keep the proposed agent behavior separate from what the source actually tested.

  • Use common rubrics, blind scoring where feasible and a fresh unaided reasoning task. Document permissible assistance and avoid treating AI-detector scores as proof of misconduct.

A 90-day district pilot

  1. Days 1–15 · Appraise. Have the curriculum lead and a teacher read the methods and limitations. Record the study design, sample, comparator, outcomes and evidence gaps. Define a local question that the study can help inform.
  2. Days 16–30 · Design. Choose one disciplinary task. Require a first attempt, a documented AI consultation, a critique of the output and an independent explanation. Align the comparison group and scoring rubric with the same objective. Name an accountable owner and set the baseline, success threshold and budget before implementation.
  3. Days 31–60 · Test. Start with a small voluntary cohort, preserve an accessible non-AI route and require teacher review. Use synthetic or de-identified examples; approve data handling and tool terms through district processes.
  4. Days 61–90 · Decide. Blind-score reasoning and accuracy on a new task without AI. Distinguish model examination scores, student perceptions and actual learner gains; only the last directly tests educational benefit. Compare with baseline, document uncertainty and stop or revise if learning worsens, access is unequal or critical errors persist.

The board decision brief

Report the learning problem, evidence quality, participating population, total cost including review time, measured benefit, errors, access differences and remaining uncertainties. Make a dated recommendation to stop, revise or expand. A positive perception survey alone does not establish learning improvement.

Attribution and reuse

Alberto Gonzalez-Garcia; David Bermejo-Martinez; Ana Isabel Lopez-Alonso; Bibiana Trevisson-Redondo; Cristian Martín-Vázquez; Silvia Perez-Gonzalez. Impact of ChatGPT usage on nursing students education: A cross-sectional study. Heliyon (2024-12-31). https://doi.org/10.1016/j.heliyon.2024.e41559

Companion prepared 2026-11-01. Original authorship and DOI are preserved. The abstract is an attributed source extract; the implementation plan is new AI-assisted editorial material, offered under the same CC BY 4.0 license. This guide has not undergone independent peer review.