Abstract
Objectives: Artificial Intelligence (AI) chatbots have the capacity to transform nursing educational practice through increasing accessibility, personalizing learning, and reducing workload. However, understanding faculty perceptions is critical for successful adoption. The focus of this study is to assess the perceptions of nursing faculty in Sindh, Pakistan, regarding the benefits, limitations, and usage patterns of AI chatbots in nursing education.
Methods: A descriptive cross-sectional survey was implemented among 85 nursing faculty members, recruited through Purposive sampling. Data were gathered via a structured online questionnaire, and data were analyzed using descriptive statistics (mean, standard deviation, frequency, and percentage) .
Results: The faculty demonstrated a generally favorable perception of AI chatbot integration, particularly recognizing its educational benefits, such as enhanced learning support and teaching efficiency (Mean = 46.36). Nevertheless, concerns regarding personalization, adaptability, and misinformation persisted. ChatGPT was the most familiar (40.6%) and frequently used chatbot (69.0%), mainly for self-academic purposes rather than for teaching.
Conclusion: While faculty are receptive to AI chatbot adoption, their concerns should be considered to promote both effective and ethical implementation. Institutional efforts should focus on training, support, and policy development to foster accountable AI integration in nursing education.