生成式人工智能及相关技术在临床护理教育中的应用：临床带教老师实践与观点的质性描述研究

BACKGROUND: Generative artificial intelligence (AI) is increasingly shaping nursing education. Although many studies have examined AI use among nursing faculty and students, little is known about how clinical preceptors, who supervise students in practice settings, understand, perceive, and use these tools. As students and academic faculty increasingly integrate AI into teaching and learning, preceptors may not be adopting AI at the same pace or in the same ways, potentially creating inconsistencies between academic and clinical learning environments.

AIM: To explore the shared professional beliefs, values, and practices that shape nursing preceptors' engagement with AI across personal, educational, research, and clinical settings, and their implications for alignment between academic and clinical nursing education.

DESIGN AND METHODS: This qualitative descriptive study explored the perceptions, experiences, and concerns of 13 clinical nursing preceptors regarding AI in personal, educational, research, and clinical contexts. Semi-structured interviews were conducted via Zoom and analyzed using qualitative content analysis.

RESULTS: Four themes emerged: maintaining professional integrity in the presence of AI, barriers to AI use marked by fear, uncertainty, and cultural constraints, a desire to learn through structured guidance and safe exposure, and imagining AI as a catalyst for innovation, efficiency, and enhanced care. Participants viewed AI as a useful support tool but not a replacement for clinical judgment, relational care, or professional responsibility. Ethical concerns centered on reliability, privacy, authenticity, and potential erosion of critical thinking. At the same time, preceptors expressed interest in learning how to use AI safely and effectively, provided that institutions offer training, policy guidance, and ongoing support.

CONCLUSION: By focusing on preceptors as a distinct group, this study highlights how academia could bridge the important gap between students' and preceptors' use of AI in clinical nursing education. These findings highlight the need for preceptor-specific AI literacy initiatives and organizational frameworks that promote ethical, informed, and context-sensitive integration of AI into clinical nursing education.