Relationship between nursing students' critical thinking dispositions and their attitudes towards artificial intelligence

Abstract

This study aimed to investigate the relationship between nursing students’ critical thinking dispositions and their attitudes towards artificial intelligence. As artificial intelligence increasingly integrates into healthcare, understanding how future nurses will approach these technologies is increasingly important. Critical thinking, a key nursing competency, is vital for ensuring safe and ethical use of artificial intelligence in clinical practice. A descriptive cross-sectional study was conducted between March and June 2025 with 307 nursing students at Kırşehir Ahi Evran University. Data were collected using the Personal Information Form, the UF/EMI Critical Thinking Disposition Instrument, and the General Attitudes Towards Artificial Intelligence Scale. Ethical approval and institutional permissions were obtained. Data were analyzed with descriptive statistics, t-tests, ANOVA, and Pearson’s correlation using SPSS 23.0, with significance set at p<0.05. The mean total critical thinking disposition score was 91.16±11.47. Sub-dimension means were 41.33±5.69 (engagement), 23.56±3.18 (maturity), and 26.26±3.57 (innovativeness). Students’ mean positive attitudes towards artificial intelligence were 44.56±7.25, while the mean of negative attitudes was 23.42±6.54. Female students scored significantly higher in maturity (p=0.014). Higher income, longer internet usage, and prior knowledge of artificial intelligence were associated with higher critical thinking dispositions and more positive attitudes towards artificial intelligence (p<0.05). Correlation analysis showed a moderate positive relationship between critical thinking dispositions and positive attitudes toward artificial intelligence (r=0.374, p<0.01). No significant association was found with negative attitudes towards artificial intelligence. Nursing students exhibited relatively high critical thinking dispositions and predominantly positive attitudes towards artificial intelligence. Stronger critical thinking was linked with more favorable perspectives, suggesting that analytical and reflective skills support readiness for technological innovations in healthcare. Sociodemographic factors also influenced the outcomes. These findings underscore the importance of integrating both critical thinking development and artificial intelligence content, including ethical and psychosocial dimensions, into nursing curricula.