Experiences of RDP Nursing Students Using Generative Artificial Intelligence
Presented by:
Ashley Maksymiw BScN, RN
Austyn Womacks-Unger 4th year BScN student
Research Team:
Raigne Symes PhD(c), MSN, RN, CCNE, CCSNE
Daphne Kennedy MN RN CCNE, CCSNE, CHSE
Atiya Pira 4th year BScN student
Brenda Query PhD, CCNE, CCSNE, CHSE, RN
Rachel Young 4th year BScN student
Stephanie Jacobi, 4th year BScN student
Land
Acknowledgment
Red Deer Polytechnic recognizes that our campus is situated on Treaty 7 land, the traditional territory of the Blackfoot, Tsuu T’ina and Stoney Nakoda peoples, and that the central Alberta region we serve falls under Treaty 6, traditional Metis, Cree and Saulteaux territory. We honour the First Peoples who have lived here since time immemorial, and we give thanks for the land where Red Deer Polytechnic sits. This is where we will strive to honour and transform our relationships with one another.
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Introduction and Background
• This study is a collaboration between BScN faculty and fourth year BScN students at Red Deer Polytechnic.
• Background: At Red Deer Polytechnic, Generative Artificial Intelligence (GAI) is a growing area of interest and concern. However; knowledge about how nursing students use GAI to support their education is lacking.
Austyn Womacks-Unger
Raigne Symes
Brenda Query Stephanie Jacobi
Ashley Maksymiw
Daphne Kennedy
Atiya Pira
Research Purpose and Method
• Aim: Explore the experiences of nursing students using generative artificial intelligence at Red Deer Polytechnic.
• Methods: A descriptive survey design using open and closed answer questions was used to describe how nursing students across three programs used GAI in their nursing programs.
Sample
Experience and Programs
• 36% had previous experience using GAI before the program
• 68% agree or strongly agree that they are confident with using GAI
• 89% of students state that GAI positively support their learning
Fear Facilitator of Academic Success
“I was told I would fail if I used AI in my program.”
“People will become overly dependent on it and will not be able to properly use their clinical skills.”
Accuracy and Reliability of GAI Content
“Notes summary, practice questions for exams… randomize questions that I input from my own notes.”
“Explain assignments/rubrics/class topics in a way that I understand better.”
Qualitative Results: Themes
“It can edit papers and find scholarly resources very quickly; although it is important to verify the sources that AI provides.”
Academic Integrity
“Teaching people how to use it without compromising their academic integrity.”
“More programs that are safe with reliable information to help make studying easier.”
“Every single instructor is different in their expectations.”
Next Steps
References
Ahmed, F. R., Rushdan, E. E., Al-Yateem, N., Al-Yateem, N., Almaazmi, A. N., Subu, M. A., Hijazi, H., Abdelbasset, W. K., Mottershead, R., Ahmed, A. A., & Aburuz, M. E. (2025). AI in higher education: Unveiling nursing students’ perspectives on ChatGPT’s challenges and opportunities. Teaching and Learning in Nursing, 20(2), e408e413. https://doi.org/10.1016/j.teln.2024.12.002
Ghimire, A., & Qiu, Y. (2025). Redefining pedagogy with artificial intelligence: How nursing students are shaping the future of learning. Nurse Education in Practice, 84, 104330. https://doi.org/10.1016/j.nepr.2025.104330
Hawk, H., Coriasco, M., & Jones, J. R. (2025). Generative artificial intelligence: A reflexive thematic analysis of nursing students’ perceptions following a guided learning activity. Nurse Educator, 50(1), 18-22. https://doi: 10.1097/NNE.0000000000001736
Moskovich, L., & Rozani, V. (2025). Health profession students' perceptions of ChatGPT in healthcare and education: insights from a mixed-methods study. BMC Medical Education, 25(98), 1-11. https://doi.org/10.1186/s12909-02506702-0.
Summers, A., El Haddad, M., Pichard, R., Clarke, K., Lee, J., & Oprescu, F. (2024). Navigating challenges and opportunities: Nursing student’s views on generative AI in higher education. Teaching and Learning in Nursing, 79, 104062. https://doi.org/10.1016/j.nepr.2024.104062
AI Use Discloser Statement
Grammarly was used to support correct spelling, improve grammar, and improve sentence flow.
Microsoft CoPilot, Chat GBT, and Notebook LM helped generate images and refine academic language. The original output was reviewed, edited for errors, and adapted and modified for the final product.