Research Appraisals
Evidence-based critical appraisals of the latest medical research, systematically evaluated using Oxford CEBM methodology.
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JMIR nursing
Assessing Digital Literacy Among Nursing Faculty Under the Artificial Intelligence-Enhanced Technological Pedagogical Content Knowledge Framework: Cross-Sectional Survey Analysis
BACKGROUND: Digital literacy has become a core competence for nursing faculty to adapt to the digital transformation of education, improve teaching quality, and cultivate innovative nursing talents. OBJECTIVE: This study aimed to investigate the digital literacy status and influencing factors among nursing faculty in colleges and universities in Fujian province, China. METHODS: A cross-sectional survey analysis was conducted among 339 participants from July 2023 to June 2024 by selecting nursing faculty from 3 medical universities and 5 colleges in Fujian province. A general information questionnaire and a teacher digital literacy questionnaire (designed based on the artificial intelligence-enhanced technological pedagogical content knowledge theoretical model) were used to conduct the survey. The questionnaires included the following dimensions: an intelligent integration ethics layer (digital social responsibility), attention to the moral boundaries of applying technology; an awareness layer (digital awareness), the willingness to actively adapt to technological changes; a knowledge layer (digital technology knowledge and skills), mastery of the integration point of intelligent tools and subject teaching; an ability layer (digital application), the ability to design intelligent teaching plans; and a thinking layer (professional development; innovative thinking for the critical integration of technology). Statistical analysis included descriptive statistics, a 1-way ANOVA, Pearson correlation analysis, and multiple linear regression (using SPSS 28.0 software). RESULTS: The overall digital literacy of the nursing faculty was at a medium level (mean score 101.92, SD 16.47), with the highest score in digital awareness (mean 20.21, SD 9.43) and the lowest score in digital technology knowledge and skills (mean 9.68, SD 2.92). For the dimension of digital technology knowledge and skills, both age (β=-.142; P=.009) and years of teaching (β=-.147; P=.006) were significant negative predictors. Regarding digital application, age was found to be a significant negative predictor (β=-0.124; P=.02) but teaching experience was a positive predictor (β=0.123, P=.02). Similarly, age also had a significant negative impact on the professional development dimension (β=-.153; P=.005) and the overall digital literacy level (β=-.136; P=.01). CONCLUSIONS: The digital literacy of nursing faculty is at a medium level, with especially low scores in technical knowledge. Age and teaching experience are key influencing factors. Recommendations to promote balanced development of awareness and skills include providing targeted training for senior faculty, integrating courses with clinical practice, optimizing the allocation of digital resources, promoting interdisciplinary cooperation, and strengthening ethical and safety training.
14 June 2026
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Artificial Intelligence in Health Professions Education: Qualitative Study of Student Experiences
BACKGROUND: Artificial intelligence (AI) is increasingly integrated into education and health care, raising questions about how students use these technologies and how AI influences their learning. In health education, understanding these trends is particularly important because student learning directly impacts future clinical skills. OBJECTIVE: This study aimed to explore the use of AI tools by health sciences students at the University of Ottawa. More specifically, it sought to identify the most frequently used AI tools, describe students' usage habits, determine which tools support knowledge acquisition and skill development, and gather students' recommendations for effective strategies to raise awareness and train their peers on the responsible use of AI. METHODS: A qualitative approach was used with students from 10 health professions who reported using AI in their studies. Data were collected through semistructured interviews and an open-ended qualitative online survey. Inductive thematic analysis within an interpretive paradigm was applied to capture patterns, perceptions, and emergent themes. RESULTS: A total of 51 health professions students participated in the study. Most were women between the ages of 20 and 29 years. ChatGPT (OpenAI) emerged as the most frequently used AI tool. Students perceived AI as a complementary tool that facilitated knowledge acquisition, skill development, writing, and problem-solving. AI adoption was driven by curiosity, peer influence, and the desire to improve work efficiency. Students critically evaluated AI results, integrated the tools into their learning processes, and emphasized the importance of technical skills, critical thinking, and digital literacy. Peer learning, hands-on demonstrations, and access to online resources were recommended for effective AI training. CONCLUSIONS: This research demonstrates that health professions students actively use AI tools, particularly ChatGPT, to support learning, skill development, and academic tasks. Although AI is valuable as an educational aid and its use varies by student and context, this highlights the need for structured guidance, critical evaluation skills, and peer-supported training. These findings highlight the importance of thoughtfully integrating AI into educational programs to enhance learning outcomes, foster skill acquisition, and ensure responsible and effective adoption.
4 Apr 2026
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