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. 2025 Apr 29;24(1):470.
doi: 10.1186/s12912-025-03115-8.

Prompts, privacy, and personalized learning: integrating AI into nursing education-a qualitative study

Mingyan Shen  1   2 , Yanping Shen  3 , Fangchi Liu  4 , Jiawen Jin  5
Affiliations

Prompts, privacy, and personalized learning: integrating AI into nursing education-a qualitative study

Mingyan Shen et al. BMC Nurs. .

Abstract

Background: Generative artificial intelligence (GenAI) has emerged as a powerful tool in nursing education, offering novel ways to enhance clinical reasoning, critical thinking, and personalized learning. However, questions remain regarding the ethical use of AI-generated outputs, data privacy concerns, and limitations in recognizing emotional nuances.

Objective: This study aims to explore how nursing students utilize GenAI tools to develop care plans, with a particular focus on the innovative role of prompt engineering. By identifying both challenges and opportunities, it seeks to provide actionable insights into seamlessly integrating GenAI into nursing education while safeguarding humanistic nursing skills.

Methods: A qualitative design was adopted, involving semi-structured interviews with third-year undergraduate nursing students at a single institution. Participants worked with anonymized clinical cases and multiple GenAI tools, emphasizing the iterative design of prompts to optimize care-plan outputs. Data were analyzed thematically to capture detailed perspectives on AI-facilitated learning and ethical considerations.

Results: Findings indicate that GenAI tools enhanced efficiency and conceptual clarity, allowing students to focus more on higher-order clinical thinking. Prompt engineering significantly improved the accuracy and contextual relevance of AI-generated care plans. However, students expressed concerns about incomplete or imprecise responses, GenAI's limited emotional understanding, and privacy risks associated with sensitive healthcare data. When used with careful prompt refinement and critical evaluation, GenAI was viewed as a valuable supplement rather than a replacement for humanistic nursing competencies.

Conclusion: This study highlights the transformative potential of GenAI in nursing education, underscoring the importance of structured prompt engineering and ethical safeguards. By balancing technological innovation with empathy, communication, and cultural sensitivity, nursing educators can harness AI to deepen clinical reasoning and prepare students for future AI-enhanced practice. Further research across diverse settings is needed to validate these findings and refine best practices for integrating GenAI into nursing curricula.

Clinical trial number: Not applicable. This study did not involve a clinical trial.

Keywords: Care plans; Clinical reasoning; Ethical considerations; Generative artificial intelligence; Humanistic skills; Nursing education; Prompt engineering.

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Conflict of interest statement

Declarations. Ethics approval and consent to participate: This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki and all relevant guidelines and regulations. Approval for the study was granted by the Research Ethics Committee of ZheJiang Shuren University (Approval Number: ZJSU20250103). All participants were fully informed about the purpose and procedures of the study. Participation was voluntary, and participants had the right to withdraw from the study at any time without any consequences. The study ensured that informed consent was obtained from all participants. All collected data were anonymized and kept confidential. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.

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