Chapter I

BACKGROUND
-This study seeks to investigate these questions, examining the role of AI in shaping the academic outcomes of
student nurses, and identifying its potential as a powerful tool for improving both individual learning trajectories
and overall program effectiveness. In this research, the researchers aim to assess the extent to which AI can
support student nurses in achieving higher academic standards, fostering a deeper understanding of nursing
practice, and preparing them for the challenges of an increasingly technology-driven healthcare system. As the
researchers explore these dynamics, they seek to uncover both the opportunities and challenges AI presents in
enhancing the academic performance of nursing students, ultimately contributing to the future of nursing
education and patient care.
1. Elaborate the significance of your study as outlined in your introduction.
-This study po is significant because it explores how AI impacts the academic performance of Level I student
nurses, focusing on areas such as knowledge, cognitive, and critical thinking. It addresses the dual nature of AI
as both a supportive tool and a potential crutch for learning. The findings will benefit nursing students,
educators, and institutions by guiding the integration of AI into curricula to enhance learning outcomes while
avoiding over-reliance. This contributes to preparing future nurses for a technology-driven healthcare
environment.
2. How does your dependent variable pose a challenge specifically as student nurses as mentioned in
your introduction?
-The dependent variable is the academic performance, which poses a challenge for nursing students po because,
they must master both theoretical knowledge and practical skills. Over-reliance on AI tools can hinder critical
thinking and decision-making abilities, which are vital for patient care po. If AI is used incorrectly, students risk
becoming dependent on it, leading to gaps in their ability to make sound clinical decisions.
3. Summarize the overall rationale of your study and potential implications for nursing education and
patient care.
-The study aims to explore how AI impacts nursing students' learning, focusing on its benefits and challenges.
By identifying how AI tools influence academic performance, educators can optimize their integration into
curricula. The implications include better preparation of student nurses for technology-driven healthcare systems
and improved patient care through enhanced critical thinking and decision-making.

THEORETICAL FRAMEWORK

1. Why did you use this framework

Kolb’s Experiential Learning Theory (ELT), which emphasizes the process of learning through experience. The
theory has been updated to include the use of AI tools such as virtual simulations, case studies, and interactive
platforms. These tools provide a more immersive and practical experience that mimics real-life situations, which
is essential for fields like nursing where hands-on experience is critical. By using Kolb’s Experiential Learning
Theory as a framework, this research explores how AI tools can enhance the learning cycle for nursing students.
The theory is particularly suited to this context because of its focus on active participation (learning through
experience), reflection, and application—key components of both nursing education and professional practice.
2. How does Kolb’s Experiential Learning Theory align with your research objectives?
The theory aligns with the research objectives by explaining how AI tools contribute to experiential learning.
For example:
Concrete Experience: AI-driven simulations create realistic clinical scenarios for hands-on learning.
Reflective Observation: Feedback from AI helps students reflect on their performance.
Abstract Conceptualization: AI tools like ChatGPT assist students in synthesizing and understanding theoretical
knowledge.
Active Experimentation: Students apply what they learn in practical or clinical settings, preparing them for real-
world challenges.
3. Are there any limitations to applying this theory to nursing education and AI?
•Limitations include:

-Over-reliance on AI may hinder independent critical thinking, which is not addressed in Kolb’s theory.
-Kolb’s framework doesn’t fully account for the ethical and technological challenges of using AI in education.
-The theory assumes a balance between guided and independent learning, which may be disrupted if students
overly depend on AI tools.

STATEMENT OF THE PROBLEM

How does your SOP#2 contribute to your study?
-Knowledge is simply the facts you know.
Cognitive thinking is how you mentally process and use that information.
Critical thinking is about analyzing, questioning, and making judgments about what you know. these factors
directly influence the quality of nursing education and practice. Understanding AI's role in these areas helps
determine whether it enhances or hinders student nurses’ preparedness for real-world healthcare challenges.
How did you come up with these research questions?
-these research questions were formulated to explore the factors affecting AI’s role in nursing students'
academic lives, including socio-demographic factors, AI's impact on key learning outcomes, and the specific AI
tools being used. This helps ensure a comprehensive understanding of AI’s influence and how it should be
integrated into nursing education.

ELABORATED:
Part 1
-These questions aim to gather background information about the students, as socio-demographic factors like
monthly allowance, device type, and internet access may impact their ability to effectively use AI tools. For
instance, students with higher allowances may have better access to advanced devices or internet services, which
could influence how they engage with AI-based learning tools. This context is essential for understanding any
differences in AI usage and its effects on academic performance.
Part 2
- These questions focus on the main outcomes of interest—how AI impacts students' learning and critical
thinking.
Part 3
-This question aims to identify the specific AI tools students use and determine the variety of tools influencing
their learning. By listing commonly used AI tools like ChatGPT, Grammarly, and Quillbot, the study can
understand which technologies are most prevalent and how they may contribute to or hinder student
productivity. Knowing this will help assess the effectiveness and relevance of these tools in enhancing academic
performance and their role in nursing education.
CONCEPTUAL FRAMEWORK
1. How will your conceptual framework helps your study?
-The conceptual framework helps the study by providing a clear structure to guide the research. It outlines the
key variables and their relationships, helping to focus the study on specific areas of interest. This framework
also ensures that the research remains aligned with theoretical concepts, aiding in data analysis and
interpretation, and helping to explain how different factors influence the research outcomes.
2. How does the IPO (Input-Process-Output) paradigm help in explaining your study?
-The IPO paradigm helps the study by breaking it down into logical stages. The input provides background
information on students and their use of AI tools. The process describes how the study is carried out using
specific methods like stratified sampling, questionnaires, and statistical analysis. Finally, the output reveals the
effects of AI on student nurses' learning and compares manual learning to AI-assisted learning. This structured
approach helps to understand how AI tools impact student productivity and academic success.
3. How does your conceptual framework guide the investigation of your variables?
-The conceptual framework connects variables (e.g., AI tool usage and academic performance) and guides the
study to evaluate how AI impacts students at different stages of learning.
 ASSUMPTIONS

Explain your assumptions:

1. Too much dependence on AI affects critical thinking in hospital settings.
-Excessive reliance on AI may hinder the development of critical thinking and decision-making skills, which are
essential for nursing students in real-world hospital situations.
2. AI tools accessible anytime help improve academic performance:
-AI tools that are available 24/7 allow Level 1 student nurses to study at their own pace, reinforcing learning and
helping them achieve better academic results.
3. AI improves efficiency, time-saving, and supports continuous learning:
-AI helps students save time by automating tasks and providing personalized learning experiences, while also
offering opportunities for ongoing education and professional development.
1. How does the dependence on AI tools impact the academic performance and critical thinking
abilities of Level I student nurses, according to the study's assumptions?
-The study assumes that too much dependence on AI can negatively impact the academic performance of Level
I student nurses, particularly by hindering the development of critical thinking skills in hospital settings.
-The study assumes that over-reliance on AI may negatively affect critical thinking skills in Level I student
nurses, potentially leading to poor performance in real-life hospital settings. While AI can aid learning,
excessive dependence might prevent students from developing independent decision-making and problem-
solving abilities, which are essential for clinical practice.
Delimitation and limitation

*/ delimitations are boundaries the researcher sets, while limitations are constraints that might impact the study's
outcomes.
Scope:
-the study’s scope is focused on exploring how AI tools are integrated into the curriculum for Level I nursing
students at a specific university

Delimitations:

1. Focus on Level I Student Nurses: The study is confined to Level I student nurses at a specific
university in Dagupan City, limiting the applicability of the findings to other student groups or
universities.
2. Exclusion of Higher-Level Nursing Students: The study excludes students in higher levels of the
nursing program, as their focus is on clinical training and specialized coursework, where AI tools may
not play a significant role.
3. AI Tools Currently Integrated: The research only considers AI tools integrated into the nursing
curriculum at the time of data collection, excluding any tools or advancements introduced after the
study period.
4. Short-Term Observation: The study is conducted over one academic semester, so it focuses on short-
term effects and does not capture long-term trends or sustained changes in academic performance.

Limitations:

1. Short Duration of Data Collection: Conducting the study over a single academic semester limits the
ability to observe long-term trends or sustained effects of AI on student performance.
2. Self-Reported Data: The study relies on surveys, questionnaires, and interviews, which may introduce
biases such as social desirability bias (students answering in ways they think are expected) and recall
bias (students inaccurately remembering their use of AI tools).
3. Non-Response Bias: Some students may not participate due to scheduling conflicts, academic
pressures, or other reasons, leading to underrepresentation of certain subgroups and limiting the
diversity of the data.
4. Geographic Limitation: The study is conducted at a single institution in Dagupan City, making it
difficult to generalize the findings to other universities or regions, where curricula, teaching methods,
and AI integration may differ.
 5. Limited Insight into Informal AI Usage: The study may not fully capture how students engage with
AI tools outside of formal assignments, as it primarily relies on self-reports that may not reflect actual
behavior.

*Level I student nurses were chosen as respondents because they are at the beginning of their nursing education,
making it an ideal stage to assess how AI tools influence the development of foundational skills like critical
thinking and clinical decision-making

Why did you focus only on level 1 student nurses?

-We, the researcher focused only on level 1 student nurses because they are at the beginning of their nursing
education and are more likely to have foundational experiences and perceptions that are relevant to the research
objectives. By studying this group, I aimed to gather insights into their early learning experiences, challenges,
and expectations, which can provide valuable information for improving nursing education and support systems
for future students. Additionally, focusing on level 1 students ensures a more homogeneous group, which helps
in obtaining specific and relevant data for the study's aims.

Why did you not exclude the upper years? Are they not using AI tools?
We chose to exclude higher-year students because the focus of the study is to assess the impact of AI tools on
foundational learning and the development of critical thinking skills in Level I students, who are at the start of
their nursing education. Higher-year students may already have established clinical experiences and advanced
decision-making skills, which could influence how they interact with AI tools and affect the study's focus on
early-stage learning.

CHAPTER II

RELATED STUDIES AND LITERATURE

1. How did the reviewed literature help you in shaping your research focus?
-The literature provided a foundation for understanding the dual impact of AI in education po—its potential to
enhance learning outcomes and its risks of fostering over-reliance. This helped narrow the focus to how AI
influences productivity, critical thinking, and cognitive abilities ng mga student nurses po..

2. What are the gaps in existing literature that your study aims to address?
-Most existing studies explore AI’s impact on general education but lack specific focus on nursing education.
There is limited research on how AI tools like ChatGPT, Grammarly, Quillbot and other tools influence
foundational learning in nursing. This study addresses these gaps by examining AI’s effects on Level I student
nurses academic performance.

3. How does your study build upon the findings of prior research?
-Prior studies highlighted the potential of AI in education but didn’t extensively evaluate its influence on
specific nursing competencies. This study builds on those findings by providing data on how AI tools affect
critical thinking, decision-making, and productivity in the nursing context.

4. What are the similarities or differences between your study and other related studies?

Similarities: Like prior studies, this research highlights the role of AI in enhancing learning outcomes.
Differences: Unlike general education studies, this study focuses specifically on student nurses’ academic
performance and their use of AI tools tailored for critical thinking and practical application.

5. What sparked your interest in investigating the factors in your variables?

-The increasing reliance on AI in education, coupled with its dual-edged nature, inspired us to investigate its
impact on student nurses. We wanted to explore whether AI tools truly enhance learning or inadvertently hinder
essential skills like critical thinking and independent decision-making.

6. Explain the broader significance of your study.

-This study contributes to nursing education by providing insights into how AI can be effectively integrated
without compromising essential skills. The findings have broader implications for healthcare by ensuring future
nurses are competent, technologically adept, and capable of critical decision-making, ultimately improving
patient outcomes.

AI AND NURSING EDUCATION

1. What are the most significant findings in the literature about the use of AI in nursing education?
-AI tools improve critical thinking and decision-making by providing simulations and personalized feedback.
They enhance learning efficiency and engagement.
However, concerns about over-reliance on AI and ethical issues, such as data privacy, are prominent.

2. How do AI tools improve critical thinking and decision-making in nursing students?

-AI tools simulate real-life clinical scenarios, requiring students to make decisions and analyze outcomes. They
also provide immediate feedback, helping students refine their thought processes and improve their decision-
making skills.

3. What challenges or risks related to AI in education have been highlighted in the literature?
-Over-reliance on AI, which may hinder the development of independent critical thinking.
Ethical concerns, such as plagiarism and data privacy.
-Resistance from educators and students due to a lack of training or trust in AI tools.

LOCAL AND FOREIGN LITERATURE

1. How does the literature on AI in nursing education differ between local and foreign contexts?

Foreign studies: Highlight widespread AI adoption, advanced AI tools, and integration into nursing curricula.

Local studies (Philippines): Focus more on challenges such as limited access to technology, digital literacy, and
infrastructure issues.

2. What unique insights did you gain from local studies on AI in the Philippine educational setting?
-Local studies emphasized the importance of addressing socio-economic barriers, such as unequal access to
devices and internet connectivity, while integrating AI tools into nursing education.

RELEVANCE AND CONTRIBUTIONS

1. What contributions does the literature review make to understanding the integration of AI in nursing
education?
-The literature review highlights both the opportunities (e.g., improved learning outcomes) and challenges (e.g.,
ethical concerns) of integrating AI in nursing education. It provides a foundation for designing strategies to
maximize AI’s benefits while addressing its risks.

2. How does the literature inform the potential implications of your findings for nursing education and
practice?
-The findings can inform nursing educators about how AI tools improve learning outcomes and critical thinking.
It can also guide policy-making for incorporating AI responsibly into curricula, ensuring students are well-
prepared for real-world nursing challenges.

3. What obstacles or limitations did you encounter while working with your sample?
Some challenges included:

Non-response bias: Some students may not participate due to academic pressure.

Self-reported data limitations: Answers may be influenced by recall bias or social desirability.

Limited scope: The study focuses only on one university, which may limit the generalizability of the findings.

Simplify your synthesis:

The reviewed studies emphasize the significant impact of Artificial Intelligence (AI) and technology-assisted
learning (TAL) in nursing education. Research by Labrague (2025) and Cruz (2023) highlights that AI tools can
enhance learning experiences, improve academic performance, and better prepare student nurses for their future
roles in healthcare. This aligns with our study, which explores how AI tools affect Level I nursing students'
productivity and learning.

Additionally, studies show that positive perceptions of AI encourage its adoption in nursing education, though
technical barriers and the need for faculty training remain challenges. This is relevant to our research, as we are
looking at how AI tools influence students' academic success.

AI’s ability to provide personalized learning is another key takeaway from studies by Liandro et al. (2024) and
Coretz et al. (2024), which find that AI fosters motivation and self-reliance in students. This links directly to our
investigation of how AI tools affect students’ study habits and engagement with learning materials.

Further research on virtual assistants and TAL tools by Labrague et al. (2023) and Vasquez et al. (2023)
highlights the role of AI in creating interactive and engaging learning environments, an aspect also examined in
our study.

The studies by Baybayan (2024) and Dela Rosa et al. (2024) bring up concerns about academic misconduct and
ethical implications of AI use, although these issues are not the main focus of our study, they are important
when considering responsible AI use in nursing education.

Lastly, AI’s potential to support students with learning disabilities is also discussed in the literature, showing
how AI tools can enhance academic performance and engagement, which could be beneficial for diverse
learning needs in nursing education.

Overall, the literature suggests that AI and TAL tools can significantly improve nursing education by
personalizing learning and boosting engagement, though challenges like technical limitations and the need for
faculty readiness must be addressed. These findings closely connect to our study, which investigates how AI
tools impact the academic performance and productivity of Level I nursing students.

CHAPTER III
RESEARCH DESIGN
Locale of the Study:
-The study sought to assess the potential benefits and challenges of AI utilization in enhancing learning
outcomes within the context of the BSN program at the College of Allied Health Sciences.

Why did you use random sampling instead of purposive sampling ?

-We used random sampling instead of purposive sampling because random sampling ensures a representative
and unbiased sample, making the results generalizable to the broader population, which is important for
quantitative research and statistical analysis. Purposive sampling, on the other hand, is more suited for
qualitative research where specific subgroups or unique experiences are targeted, but it doesn't allow for
generalization to the larger population.

Sampling Type And Technique:

-This study will use stratified random sampling

Research Instrument:
-The research instrument utilized in our study will be a structured questionnaire
designed to collect relevant data from level l student nurses respondents. The
questionnaire is divided into three main section based on our statement of the problem po.
1. Why did you choose your particular method for your study?
-A descriptive research design was chosen because it allows for a clear and detailed examination of how AI
tools are used by Level I student nurses and their impact on academic performance and critical thinking. This
design helps in describing the current situation without manipulating variables, providing a comprehensive
understanding of the role of AI in nursing education. It also allows for the collection of baseline data, which can
later be compared or used to inform future interventions.
2. What data analysis did you use to interpret the findings? Explain briefly.
-We used descriptive statistics to analyze trends, patterns, and relationships in the data. Tools like frequency
distributions and percentages helped summarize respondent profiles and AI’s impact on their academic
performance.
-We used descriptive statistics to summarize data on demographic profiles and AI usage trends. Further,
statistical analysis will assess correlations between AI usage and academic performance factors such as
knowledge, cognition, and critical thinking.
3. What methods and instruments did you use to gather data to answer your research problem? Describe
them.
-Data were collected using a structured questionnaire and analyzed
using frequency distributions, percentages, and mean scores. This approach provides
valuable insights into how AI influenced learning dynamics, thereby informing
educational strategies to enhance student productivity while maintaining effective
traditional learning methodologies.
A structured questionnaire. It included:

Socio-demographic data (e.g., allowance, device, internet access).

Assessment of AI’s effects on knowledge, cognition, and critical thinking.

Identification of AI tools used by respondents.

4. What form of questionnaire will you be using?

We're thinking of considering doing a survey but have still not fully decided, but we will definitely be doing a
structured questionnaire for our data collection

5. Why did you choose these methods and instruments?

-Structured questionnaires are easy to distribute and analyze, ensuring standardized data collection across a large
sample. They were chosen for their efficiency and relevance to the research questions.

6. Why did you use a questionnaire in your survey?

-We, the researchers used a questionnaire in the survey because it allows for efficient data collection from a
large number of respondents, ensures consistency in the responses, and is easy to analyze statistically. It also
provides a structured format that helps maintain clarity and focus on specific research objectives. Additionally,
questionnaires are cost-effective and can be administered remotely, making them a practical choice for gathering
standardized information.
7. How did you make sure your survey questions were correct and reliable?
-To ensure the survey questions were correct and reliable, we, the researchers focused on using clear and
concise wording, sought expert review to ensure relevance, maintained consistency in phrasing, and relied on
established reliability measures, such as checking for internal consistency among questions.
*/ "sought review," mean that we consulted our Research lec CI and our research adviser.
8. Explain the process in gathering your data.
Formal approval was obtained from university officials.
-The validated questionnaire was distributed via Google Forms to Level I student nurses.
Participants were given time to complete the survey, and responses were collected electronically, ensuring
confidentiality and allowing sufficient time for completion. We're also going to their respective rooms and
randomly selected 10 respondents per block who are available to answer the questionnaires we're given. Formal
approval was obtained from the university.
9. What sampling techniques did you use?
-We used stratified random sampling to examine the impact of Artificial
Intelligence (AI) on the academic performance of Level I student nurses at selected university in Dagupan City
and to ensure representation across different subgroups (e.g., sections or classes) while maintaining equal
chances for inclusion.

-Using the Slovin formula, the researchers will determine an appropriate sample size
from the total population of 1,747 first-year student nurses. The population will be
divided into 34 blocks, and 10 students will be randomly selected from each block,
ensuring proportional representation. A proportional allocation method will be used,
selecting samples from each stratum relative to its size within the population. Random
selection will be applied within each stratum to ensure that every student has an equal chance of being included
in the study. This method will enhance the representativeness of the sample while minimizing sampling error,
ensuring credible and accurate research
results.
10. How do you plan to ensure the inclusivity and diversity of your study population?
-We used stratified random sampling to ensure diverse representation across demographic profiles. This method
ensures that each subgroup within the population is adequately represented, allowing for a more comprehensive
understanding of how AI impacts different groups.

11. How did you ensure the representativeness of your sample?

-We used stratified random sampling, dividing the population into subgroups (e.g., sections, demographics) and
randomly selecting participants from each stratum. This approach ensures that the sample reflects the diversity
of the population.

12. How do you plan to mitigate potential biases and limitations in your study design?
To ensure validity and reliability, we:
Validated the research instrument through expert evaluation.
Used random sampling to avoid selection bias.
Relied on anonymous responses to minimize social desirability bias.
Acknowledged limitations such as reliance on self-reported data in our analysis.

13. How did you validate the research instruments in your study?
-The research instrument was validated using the Item-Level Content Validity Index (I-CVI), with expert
panelists assessing each item for relevance. Cronbach’s Alpha was also used to evaluate reliability and
consistency.

14. What steps did you take to protect the rights of the participants in your study?
We ensured participants' rights by:
-Obtaining informed consent before participation.
-Guaranteeing anonymity and confidentiality of responses.
-Allowing participants to withdraw at any time without consequences.
-Seeking approval from the university's ethics committee.

15. How did you protect the privacy of your participants?

-To protect the privacy of participants, we, the researchers ensured that their responses were kept confidential by
anonymizing the data and not collecting personally identifiable information unless necessary. I also informed
participants about the purpose of the survey and assured them that their responses would only be used for
research purposes.

COMMON QUESTIONS
1. WHY DID YOU CONDUCT THIS STUDY?
-We conducted this study to explore the impact of Artificial Intelligence (AI) tools on the academic performance
of Level I student nurses. With the increasing integration of AI in education and healthcare, it is essential to
understand how these tools influence learning processes, particularly in nursing education, where critical
thinking, decision-making, and practical skills are crucial.

2. Why did you choose this population?

-The population was chosen because Level I student nurses are at the foundation stage of their education, where
they heavily rely on theoretical learning and AI tools for understanding core concepts. This makes them ideal
for studying the effects of AI on academic performance.

3. Why did you choose a quantitative design over qualitative research design?
-we used quantitative research design because it allows us to measure AI’s impact statistically and evaluate
trends and patterns in academic performance.

4. What are your dependent and independent variables? Can you explain how they affect each other?

Independent variable: Use of AI tools (e.g., ChatGPT, Grammarly, Quillbot).

Dependent variable: Academic performance (knowledge, critical thinking, cognitive skills).

The use of AI tools (independent) impacts academic performance (dependent) by enhancing understanding,
engagement, and efficiency.

5. What phenomenon were you trying to understand with this research?

-The study aimed to understand how AI influences academic performance, critical thinking, and learning
processes among Level I student nurses.

6. What sources did you use for data collection?

-We used primary sources (structured questionnaires completed by Level I student nurses) and secondary
sources (literature reviews from journals, books, and credible online publications).

7. How can your research be put into practice?

-The findings can inform nursing educators on how to effectively integrate AI tools into the curriculum, helping
students balance traditional and AI-enhanced learning methods to improve outcomes.

8. Did you experience any limitations in your research?

-Yes po, such as:
Short observation period (one semester).

Reliance on self-reported data, which may introduce bias.

Limited scope (one university).

9. HOW/WHY DID YOU COME UP IN THIS STUDY?
-We came up with this study because of the growing integration of Artificial Intelligence (AI) in education and
its potential to transform learning processes. In nursing education, where critical thinking, cognitive skills, and
decision-making are crucial, AI tools provide opportunities for enhancement. However, there are also concerns
about over-reliance on AI and its effects on independent learning.
This study was inspired by the need to understand how AI influences academic performance, especially in Level
I nursing students who are in the early stages of their learning journey. Our goal is to provide insights into how
AI can support their education while addressing any challenges it may pose, ensuring that it complements
traditional learning methodologies.
10. What prompted your interest in exploring your study?
-The rapid integration of AI in education and its potential to transform learning processes sparked our interest
po. We observed that while AI tools offer benefits such as personalized learning and efficiency, they also raise
concerns about over-reliance and reduced critical thinking po. Nursing, being a high-stakes field, necessitated an
investigation into how AI impacts foundational learning.
11. Can you explain the significance of conducting the study at PHINMA-University of Pangasinan?
-Conducting the study at PHINMA-University of Pangasinan is significant because it provides a localized
context to explore AI’s impact on nursing education. This institution represents the realities of nursing education
in the Philippines, making the findings relevant and applicable to similar settings.
12. What were the inclusion criteria in selecting students?
Inclusion criteria:
Level I Nursing Students: Participants must be first-year nursing students enrolled in the Bachelor of Science in
Nursing (BSN) program.

Enrollment Period: Students must be enrolled during the second semester of the Academic Year 2024-2025.

Experience with AI Tools: Participants must have some experience using AI tools (e.g., ChatGPT, Grammarly,
Quillbot) for academic purposes.

Willingness to Participate: Students must provide informed consent and be willing to complete the survey.

Technological Access: Participants must have access to devices (e.g., smartphone, laptop) and the internet to use
AI tools.
Exclusion Criteria
Higher-Level Nursing Students: Students in higher levels of the nursing program (e.g., Level II, III, or IV) are
excluded since their learning processes focus more on clinical training than foundational theory.

Non-AI Users: Students who have not used AI tools for academic purposes are excluded, as they do not align
with the study's focus.

Unwillingness to Participate: Students who do not consent to participate or fail to complete the questionnaire are
excluded.
Incomplete Responses: Participants who submit incomplete or invalid survey responses are excluded from the
analysis.

These criteria ensure that the study population is relevant to the research objectives and provides meaningful
insights into the role of AI tools in early nursing education.
13. How did you relate your study to the existing theories in the literature?
-We, the researchers relate our study to existing theories by reviewing relevant literature and comparing our
findings with established theories. This helped us contextualize our results, either supporting or challenging
current ideas, and demonstrate how our research contributes to the broader understanding of the topic.
14. What are the expected benefits of this study for nursing education and clinical training?
-This study can enhance nursing education by using AI to improve learning methods, critical thinking, and
clinical skills, while providing 24/7 access to resources, saving time, and supporting continuous professional
development. It also offers data to optimize curricula and better prepare nurses for clinical practice, ultimately
improving patient care.
15. Is there an existing research gap?
-There is an existing research gap in the area of AI's impact on the academic performance of Level I nursing
students. Most existing studies focus on higher-level nursing students or general healthcare education, leaving a
gap in understanding how AI tools specifically affect first-year nursing students who are still engaged in
foundational learning. Additionally, many studies do not consider the context-specific impact of AI in particular
universities or regions, and few examine the long-term effects of AI on academic performance. Furthermore,
while some studies address ethical concerns, there is a lack of research on how academic misconduct and other
ethical issues affect the use of AI tools in undergraduate nursing education. Our study aims to fill these gaps by
exploring the impact of AI tools on first-year nursing students in a specific university setting.

16. How did you ensure that your survey questions were easy to understand?
-To ensure that the survey questions were easy to understand, we followed several steps. First, we used simple
and clear language, avoiding technical jargon or complex terms that might confuse the participants. We also
made sure the questions were specific and to the point, ensuring they addressed one idea at a time. Finally, we
kept the survey concise and structured in a logical order to make it easy to follow.

17. How do you know your study is trustworthy?

-We know our study is trustworthy because we followed a clear and organized approach. We made sure the
survey questions were easy to understand and tested them before using them in the study. We also used a fair
way to select the people who took the survey, so the results represent the group well. To make sure the data is
reliable, we used simple, proven methods to analyze it. We based our study on previous research, so it’s built
on solid ideas. Lastly, we were honest about the study's limits, so the results are trusted within the study's
context.
18. What are your motivations for this study?" (each member should have their own answer)

19. What will be its impact on you as students?

-This study will impact students by providing insights into how AI can enhance their learning experience,
improve academic performance, and better prepare them for the evolving healthcare environment, ultimately
leading to more effective and personalized educational support.