生成式人工智能对护理硕士研究生自主学习与知识整合能力影响的质性研究

A Qualitative Study on the Impact of Generative Artificial Intelligence on Autonomous Learning and Knowledge Integration Abilities of Master’s Students in Nursing

摘要: 目的：深入探索生成式人工智能(GAI)对护理硕士研究生自主学习能力和知识整合能力的影响机制，为GAI在护理研究生教育中的合理应用提供实证依据。方法：采用目的抽样法，选取湖北省内各医学院校16名有GAI使用经验的护理专业硕士研究生为研究对象，运用半结构化访谈法收集资料，通过Colaizzi 7步分析法结合NVivo12.0软件进行资料编码与主题提炼。结果：归纳出4个核心主题和14个副主题：主题1为GAI的使用场景(包括文献检索与综述撰写、课程作业与考试复习、临床实践指导)；主题2为GAI使用的多元动机(涵盖科研效率驱动、个性化学习需求、同伴影响与学术氛围)；主题3为GAI对学习能力的提升效应(包含学习效率和学术能力的双促进、自主学习能力的多维提升、元认知发展的助推载体、知识整合的桥梁作用、批判性思维的双刃剑效应)；主题4为GAI应用的挑战与困境(包含信息可靠性与鉴别困境、学术诚信的边界模糊、技能依赖与能力退化担忧)。结论：GAI能有效促进护理硕士研究生自主学习能力和知识整合能力的提升，但其应用存在诸多困境。护理教育应加强AI素养培养，建立明确使用规范，引导学生实现“人机协同”学习，最大化发挥GAI的教育价值，降低潜在风险。

Abstract: Objective: To explore the influence mechanism of Generative Artificial Intelligence (GAI) on the autonomous learning ability and knowledge integration ability of master’s students in nursing, and to provide empirical evidence for the rational application of GAI in nursing postgraduate education. Methods: Using purposive sampling, 16 master’s students majoring in nursing with GAI usage experience from various medical colleges and universities in Hubei Province were selected as research subjects. Semi-structured interviews were used to collect data, and Colaizzi’s 7-step analysis method combined with NVivo12.0 software was used for data coding and theme extraction. Results: Four core themes and 14 sub-themes were summarized: Theme 1 was the application scenarios of GAI (including literature retrieval and review writing, course assignments and exam review, clinical practice guidance); Theme 2 was the multiple motivations for GAI use (covering research efficiency drive, personalized learning needs, peer influence and academic atmosphere); Theme 3 was the promotion effect of GAI on learning ability (including the dual promotion of learning efficiency and academic ability, the multi-dimensional improvement of autonomous learning ability, the booster carrier of metacognitive development, the bridging role of knowledge integration, and the double-edged sword effect of critical thinking); Theme 4 was the challenges and dilemmas of GAI application (including the dilemma of information reliability and identification, the ambiguity of the boundary of academic integrity, and the worry about skill dependence and ability degradation). Conclusion: GAI can effectively promote the improvement of autonomous learning ability and knowledge integration ability of master’s students in nursing, but there are many application dilemmas. Nursing education should strengthen the cultivation of AI literacy, establish clear usage norms, guide students to achieve “human-machine collaborative” learning, maximize the educational value of GAI, and reduce potential risks.