Artificial Intelligence in Nursing Education: Utilization, Perceived Impact, and Attitudes among Final-Year State Diploma Nursing Students in the Western Province, Sri Lanka: A Cross-Sectional Study

Background Artificial Intelligence (AI) is reshaping education globally, offering transformative opportunities in teaching, learning, and academic administration. Aim is to assess the usage, attitudes towards Artificial Intelligence (AI) and its impact on students in higher education among final year state diploma nursing students in Western Province, Sri Lanka. Method This descriptive cross-sectional study on total of 422 students from the Schools of Nursing in Colombo, Kandana, and Kalutara were selected through systematic sampling. Data was collected using a self-administered questionnaire comprising sociodemographic data, AI usage patterns, the AI Impact Scale, and the Student Attitude Toward Artificial Intelligence (SATAI) scale. Results Results revealed high AI adoption, with 95.5% of students reporting AI usage in their education. ChatGPT emerged as the most frequently used tool (95.5%), followed by language and communication tools (73.5%) and organizational tools (54%). The majority (83.6%) reported using AI either daily or several times a week. While 87% reported moderate computer literacy, AI usage was found to be positively associated with computer knowledge and negatively associated with age, indicating younger students were more active AI users. Attitudes toward AI were overwhelmingly positive. The cognitive component in the SATAI scale scored highest (mean = 3.91), followed by behavioral (3.76) and affective (3.70) domains. A significant proportion (78.9%) demonstrated moderately to very positive attitudes toward AI. The statement "It is interesting to use AI" showed a statistically significant association with usage (p = 0.024), emphasizing the role of engagement in adoption. In terms of AI’s impact, students scored highest in the dimensions of AI dependency (mean = 3.87) and academic performance (mean = 3.85), highlighting both the support and potential risks of over-reliance. Conclusion AI has been widely embraced among nursing students in Sri Lanka, with positive attitudes and perceived benefits in academic performance, learning experience, and career guidance. However, ethical concerns and dependency issues warrant attention. These findings highlight the need for structured AI education and policy development to ensure responsible and effective AI integration in higher education.