Generative AI use in instructor-assigned learning activities among nursing students: A cross-sectional survey of perceptions, ethical awareness, faculty restrictions, and continuance intention.

BACKGROUND: Generative artificial intelligence (GenAI) tools are increasingly embedded in nursing students' learning. Despite widespread adoption, it remains unclear how nursing students' perceptions of GenAI, ethical awareness, and perceived faculty restrictions relate to their intention to use GenAI in instructor-assigned learning activities. AIM: This study examined nursing students' purposes for using GenAI, perceptions of its use, ethical awareness, perceived faculty restrictions, and factors associated with their intentions to use GenAI in instructor-assigned learning activities. METHODOLOGY: A cross-sectional survey design was employed to examine factors associated with nursing students' intentions to use GenAI in instructor-assigned learning activities. METHODS: Data were collected using an anonymous online questionnaire administered to a convenience sample of 266 nursing students at a university in northern Taiwan. The survey assessed patterns of GenAI use, perceptions of its use, ethical awareness, perceived faculty restrictions, and intentions to use GenAI. Descriptive statistics and hierarchical multiple regression analyses were conducted to identify associated factors. RESULTS: ChatGPT was the most commonly used GenAI tool. All respondents reported using it for professional inquiries, academic writing, and summarizing long texts. Students demonstrated highly favorable perceptions of GenAI, particularly regarding learning effectiveness and time efficiency. Hierarchical multiple regression analyses revealed that perceived learning enhancement, time savings, access to novel insights, personalized feedback, and awareness of potential inaccuracies in GenAI responses were significant predictors of intentions to use GenAI in instructor-assigned learning activities. In contrast, ethical concerns and perceived faculty restrictions were not significant predictors. CONCLUSION: Perceived academic benefits were the strongest predictors of nursing students' intentions to use GenAI in instructor-assigned learning activities, whereas ethical awareness and perceived faculty restrictions were not significantly associated. Nursing educators should intentionally integrate GenAI into instructional design and learning tasks as a structured learning assistant, supported by clear guidance and faculty oversight to promote responsible and effective use.