Nurse educators' experiences integrating artificial intelligence in teaching and practice: A descriptive phenomenological study.
Artificial intelligence (AI) is rapidly reshaping nursing education by transforming teaching strategies, student engagement, and clinical learning. Despite its growing influence, there is limited evidence exploring how nurse educators experience and navigate the integration of AI, particularly within the Philippine academic context.
To explore the lived experiences of nurse educators integrating AI in classroom and clinical instruction, focusing on adaptation processes, perceived benefits, ethical considerations, and evolving professional roles.
Descriptive phenomenological study grounded in Husserlian philosophy.
Thirteen nurse educators with direct experience in AI-related teaching were purposively selected from nursing schools across the Philippines. Semi-structured interviews were conducted face-to-face and online. Data were analyzed using Colaizzi's seven-step method. Trustworthiness was ensured through bracketing, member checking, reflexive journaling, and audit trails.
Six themes emerged: (1) navigating AI adoption and readiness; (2) transforming pedagogy through AI; (3) reimagining nurse educators' identity; (4) adaptive practices and institutional support; (5) ethical stewardship and nursing values; and (6) human-technology partnership for the future. Educators perceived AI as a transformative yet ethically sensitive tool that enhances teaching efficiency, supports personalized learning, strengthens student engagement, and reshapes their professional roles. However, they emphasized the need for institutional readiness, faculty development, and clear guidelines to ensure the responsible and value-aligned use of AI.
AI integration redefines nursing education by fostering innovation, adaptability, and reflective teaching. Responsible adoption necessitates human-centered approaches, robust ethical safeguards, and organizational support.
Developing structured AI policies, providing continuous faculty training, and aligning technological integration with nursing values may promote safe, ethical, and effective AI-enhanced pedagogy in both classroom and clinical settings.
To explore the lived experiences of nurse educators integrating AI in classroom and clinical instruction, focusing on adaptation processes, perceived benefits, ethical considerations, and evolving professional roles.
Descriptive phenomenological study grounded in Husserlian philosophy.
Thirteen nurse educators with direct experience in AI-related teaching were purposively selected from nursing schools across the Philippines. Semi-structured interviews were conducted face-to-face and online. Data were analyzed using Colaizzi's seven-step method. Trustworthiness was ensured through bracketing, member checking, reflexive journaling, and audit trails.
Six themes emerged: (1) navigating AI adoption and readiness; (2) transforming pedagogy through AI; (3) reimagining nurse educators' identity; (4) adaptive practices and institutional support; (5) ethical stewardship and nursing values; and (6) human-technology partnership for the future. Educators perceived AI as a transformative yet ethically sensitive tool that enhances teaching efficiency, supports personalized learning, strengthens student engagement, and reshapes their professional roles. However, they emphasized the need for institutional readiness, faculty development, and clear guidelines to ensure the responsible and value-aligned use of AI.
AI integration redefines nursing education by fostering innovation, adaptability, and reflective teaching. Responsible adoption necessitates human-centered approaches, robust ethical safeguards, and organizational support.
Developing structured AI policies, providing continuous faculty training, and aligning technological integration with nursing values may promote safe, ethical, and effective AI-enhanced pedagogy in both classroom and clinical settings.