Jill Kardously^1,, Kholoud Hardan-Khalil¹, Michael Williams¹, Samantha Wee¹

Artificial intelligence (AI) technologies are increasingly integrated into higher education and healthcare environments, raising important ethical considerations for nursing education. AI tools can enhance learning and productivity; however, their use presents concerns regarding academic integrity, critical thinking, and responsible application in professional nursing practice. Aim: This qualitative study explored Bachelor of Science in Nursing (BSN) to Doctor of Nursing Practice (DNP) students’ perceptions of artificial intelligence use and ethical considerations within nursing education. A descriptive qualitative design using focus group methodology was employed. Methods: Twenty-eight BSN to DNP students from a large metropolitan university participated in three focus groups. Data were collected using a semi-structured interview guide and analyzed using thematic analysis. Results: Four overarching themes emerged: (1) AI as a supportive learning tool, (2) ethical concerns related to academic integrity and over-reliance, (3) lack of institutional guidance regarding AI use, and (4) the need to prepare future nurses for AI-integrated healthcare environments. Participants viewed AI as a valuable academic support tool but emphasized the importance of maintaining critical thinking and professional judgment. Students also expressed uncertainty about acceptable AI use due to inconsistent faculty guidance. Conclusions: Findings suggest that nursing education programs should develop clearer policies and provide structured instruction on ethical AI use. Integrating AI literacy into nursing curricula may help prepare future nurses to engage responsibly with emerging technologies while maintaining the ethical standards central to nursing practice.

Qualitative research, focus group, artificial intelligence, doctoral nursing education, ethical utilization