Clinical learning experiences and artificial intelligence-related anxiety among midwifery students: a cross-sectional study.

BACKGROUND: Artificial intelligence (AI) is rapidly transforming healthcare practice and education, requiring students to adapt to technology-supported clinical environments. Although AI-related anxiety has been examined among nursing students, little is known about how clinical learning experiences relate to AI-related anxiety among midwifery students. This study aimed to examine the relationship between clinical learning experiences and AI-related anxiety in undergraduate midwifery education. METHODS: This cross-sectional study was conducted with 210 undergraduate midwifery students in Türkiye who were actively engaged in clinical training. Data were collected using validated measures assessing perceptions of the clinical learning environment and AI-related anxiety. Pearson correlation and simple linear regression analyses were performed to examine associations between clinical learning experiences and AI-related anxiety and its subdimensions. RESULTS: Perceptions of the clinical learning environment were negatively associated with overall AI-related anxiety, job displacement anxiety, socio-technical blindness, and AI configuration anxiety (p < 0.05). No significant association was observed between clinical learning experiences and learning-related AI anxiety. Clinical learning experiences significantly predicted lower levels of overall AI-related anxiety. CONCLUSIONS: Clinical learning experiences appear to be associated with AI-related anxiety among midwifery students, particularly in relation to professional roles and system-level adaptation rather than learning difficulties. Strengthening clinical learning environments and integrating AI awareness into clinical education may support students' preparedness for AI-enhanced healthcare practice.