# Empowering nursing students during AI era: educational strategies for enhancing knowledge and acceptance of artificial intelligence

## TL;DR

A blended curriculum improved nursing students' knowledge and acceptance of AI, with large effects observed in a study at Sohag University.

## Contribution

A standardized blended curriculum effectively enhances AI knowledge and acceptance among nursing students, with equitable outcomes across subgroups.

## Key findings

- AI knowledge scores increased significantly from 15.01 to 30.33 with large effect sizes.
- AI acceptance scores rose from 67.02 to 122.33, with strong correlations between knowledge and acceptance.
- No meaningful differences in outcomes were found by sex or residence after adjustment.

## Abstract

Artificial intelligence (AI) is rapidly permeating health systems, yet undergraduate nursing students often report limited AI literacy and uncertainty about safe, appropriate use.

To evaluate the effect of a standardized 10-session blended curriculum on nursing students’ AI knowledge and acceptance and to examine theory-consistent associations between knowledge and acceptance.

One-group pretest–posttest quasi-experimental study.

A stratified random sample of undergraduates (n=1,000) from the Faculty of Nursing, Sohag University (Egypt) completed a self-administered questionnaire at baseline and one month after the program. Outcomes were the AI Knowledge Scale (AIKS-16; 0–32) and the AI Acceptance Scale (AIA-34; 0–136) aligned with Technology Acceptance Model subdomains (Perceived Usefulness [PU], Perceived Ease of Use [PEOU], Attitude/Intention). Analyses used paired t-tests with 95% CIs and Cohen’s d; Pearson correlations; and exploratory ANCOVA adjusting for baseline to probe subgroup differences (sex, residence). Ethics approval: IRB 88-6-2023.

Knowledge increased from 15.01±4.72 to 30.33±3.11 and acceptance from 67.02±13.47 to 122.33±9.21 (both p<0.001; large effects). Gains were observed across PU, PEOU, and Attitude/Intention. Post-test knowledge correlated strongly with acceptance (r=0.647, p<0.001). ANCOVA showed no educationally meaningful differences by sex or residence after adjustment (partial η2 ≤0.006). Knowledge-level transitions indicated marked movement from low/moderate to high categories.

A standardized, fidelity-checked blended curriculum produced substantial and equitable improvements in AI knowledge and acceptance among undergraduate nursing students. Framed by the Technology Acceptance Model, results suggest that concept scaffolding, brief hands-on practice, and explicit disclosure/verification routines strengthen perceived usefulness and ease of use, supporting accountable AI adoption. Multi-site controlled studies with performance-based outcomes and longer follow-up are warranted.

Not applicable. This was an educational pretest–posttest study with no clinical trial component.

The online version contains supplementary material available at 10.1186/s12912-025-04238-8.