Exploring the Acceptance and Integration of Generative Artificial Intelligence (AI) in Nursing Education: Perspectives of Nurse Educators

Abstract

This qualitative descriptive study explored how nurse educators at Olivarez College Tagaytay, Cavite, accepted and integrated generative artificial intelligence (GenAI) in nursing education and developed an evidence-informed action plan. Eight purposively selected nurse educators who had used GenAI in teaching participated in semi-structured, in-depth interviews during August 2026. The interview guide was expert-validated, and recordings were transcribed and examined through Braun and Clarke’s six-phase thematic analysis. Data collection occurred in three waves; 125 codes were organized into six themes and 16 subthemes. The themes were unplanned entry into a necessary technology; conditional acceptance anchored in professional judgment; adapting under generational pressure; integration at the preparation stage; safeguarding learning through vigilance and assessment redesign; and enablement by leadership without written policy. Educators perceived GenAI as useful for preparing lessons, cases, questions, and simplified learning materials but insisted on verifying outputs and protecting clinical judgment, empathy, academic integrity, and patient safety. Integration remained largely preparatory and individualized, while participants described uneven digital confidence, assessment vulnerabilities, personal subscription costs, and the absence of consistent written rules despite administrative encouragement. The findings indicate a gap between conditional acceptance and systematic pedagogical integration. A five-component action plan addressing governance, differentiated faculty development, assessment integrity, student AI literacy, and technical access was proposed, not evaluated. The study contributes institution-specific evidence to responsible GenAI adoption in nursing education.