Generative AI · Education leadership

Actionable companion · Instructional improvement

From evidence to district action: An Exploratory Qualitative Study of Postgraduate Nursing Students’ Experiences of Using GenAI in Learning Nursing Leadership

AI-assisted editorial implementation guide. The district actions are proposed applications, not findings or recommendations attributed to the original authors. No additional peer review is asserted.

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Evidence and context

Health-professions education context: test transfer to K–12 rather than assuming it.

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

Background/Objectives: Generative artificial intelligence (GenAI) presents immense potential to advance the flipped learning approach. Yet, it is under-explored. This study presents the postgraduate nursing students’ experience in using GenAI when learning nursing leadership, guided by Bloom’s taxonomy, in a flipped-learning approach. Methods: A descriptive qualitative design was employed, and individual semi-structured interviews were conducted with nine postgraduate nursing students who had completed a nursing leadership course delivered via a GenAI-integrated flipped-learning approach. Results: Three interconnected themes emerged: (1) GenAI supplements in-person learning, (2) Direct and Socratic questioning, and (3) Factors contributing to the GenAI learning experience. Students appreciated that GenAI helped them summarize and understand the learning material, thereby promoting meaningful in-class activities. Students highlighted direct and Socratic questioning as the major approaches in using GenAI and reported their perceived strengths and weaknesses. Notably, Socratic questioning—AI-driven thought-provoking dialog—was perceived to have helped develop critical thinking and promote deep learning. However, suboptimal prompting technique was the barrier, while channels for learning prompting and integrating it into the curriculum were facilitators. Conclusions: This study reveals an overall positive experience with the use of GenAI in flipped learning in postgraduate nursing education.

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 instructional unit and a specific teacher-supervised AI use. Compare it with the existing approach using a common learning objective, equivalent tasks and a shared rubric. 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. Measure unaided learning on a new task, factual errors, student workload and teacher review time. Disaggregate results where group sizes permit responsible interpretation. 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

Jackie Hoi Man Chan; Khalil Yousef; Ibrahim Alananzeh; Sarah Hatahet. An Exploratory Qualitative Study of Postgraduate Nursing Students’ Experiences of Using GenAI in Learning Nursing Leadership. Nursing Reports (2026-10-03). https://doi.org/10.3390/nursrep16100352

Companion prepared 2026-10-30. 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.