Evidence map›Paper›PMID 39850430›Full record

ArticleHeliyon2025

Impact of ChatGPT usage on nursing students education: A cross-sectional study.

Alberto Gonzalez-Garcia, David Bermejo-Martinez, Ana Isabel Lopez-Alonso, Bibiana Trevisson-Redondo, Cristian Martín-Vázquez, Silvia Perez-Gonzalez

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Heliyon, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.

0numbers the graph read from it
0cells of the map it votes in
21citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

21 citing papers in PubMed.

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  18. Rapid review on GenAI in nursing education.Frontiers in health services · 2025
    Review
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Alberto Gonzalez-GarciaCUHUSAL-BPS Teaching Innovation Group, Faculty of Health Sciences, Nursing and physiotherapy department, Universidad de León, 24007, León, Spain.
David Bermejo-MartinezCUHUSAL-BPS Teaching Innovation Group, Faculty of Health Sciences, Nursing and physiotherapy department, Campus de Ponferrada, Universidad de León, 24401, León, Spain.
Ana Isabel Lopez-AlonsoCUHUSAL-BPS Teaching Innovation Group, Faculty of Health Sciences, Nursing and physiotherapy department, Universidad de León, 24007, León, Spain.
Bibiana Trevisson-RedondoCUHUSAL-BPS Teaching Innovation Group, Faculty of Health Sciences, Nursing and physiotherapy department, Campus de Ponferrada, Universidad de León, 24401, León, Spain.
Cristian Martín-VázquezCUHUSAL-BPS Teaching Innovation Group, Faculty of Health Sciences, Nursing and physiotherapy department, Campus de Ponferrada, Universidad de León, 24401, León, Spain.
Silvia Perez-GonzalezFaculty of Health Sciences, Nursing and physiotherapy department, Universidad de León, 24007, León, Spain.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: The use of artificial intelligence tools, such as ChatGPT, is on the rise in nursing education. In the field of healthcare, ChatGPT can offer unique opportunities to enhance the learning and clinical practice of nursing students. However, it is still necessary to explore how this tool affects students' performance and perception in their nursing education. Objective: The objective of this study was to evaluate the impact of ChatGPT on nursing students' education and determine how it influences their learning outcomes. Design: This study employed a quantitative cross-sectional design. Setting: The study was conducted in the Bachelor of Nursing program at the University of León, Spain. Participants: Ninety-eight nursing students enrolled in the Nursing Care and Services Management course during the second semester of 2024 participated in the study. Methods: Data were collected using three validated questionnaires that assessed sociodemographic characteristics, knowledge of artificial intelligence, and perceptions of using ChatGPT as an educational tool. The data were analyzed using IBM SPSS Statistics, version 29.1. Results: Students who used ChatGPT showed a significant improvement in their academic grades (p < 0.05). Additionally, 89.5 % of the students reported significant improvements in their academic performance. Women perceived ChatGPT as especially useful for completing academic tasks (85.14 % versus 50.00 % in men, p = 0.003). A positive correlation was observed between prior use of ChatGPT and GPA (ρ = 0.240, p = 0.026). Conclusions: ChatGPT is a valuable tool that enhances the learning and satisfaction of nursing students. Its integration into nursing education programs not only boosts academic performance but also promotes the adoption of technological innovations in professional training. Continuous incorporation of AI tools in education is recommended to improve academic outcomes and prepare students for evolving healthcare environments.

Indexed as

Academic performanceArtificial intelligenceChatGPTNurseNursing educationStudent perceptionsTechnological innovations

Identifiers

PMID39850430
PMCPMC11755058

What Socratic holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.