Qualitative evaluation of a ChatGPT-integrated transcultural nursing course for a diverse group

Abstract

Aim: This qualitative study aimed to examine how undergraduate nursing students respond to a ChatGPTintegrated transcultural nursing course and its impact on their learning process. Background: Integrating artificial intelligence (AI) into culturally diverse nursing education offers a promising approach to develop students' cultural competence. In particular, AI-supported environments may help bridge the gap between theoretical knowledge and real-world cultural interactions. Methods: This qualitative study used a semi-structured interview conducted in June 2024, recruiting twenty-four volunteer nursing students who participated in the ChatGPT-Integrated Transcultural Nursing Course. The authors conducted face-to-face in-depth interviews with students who provided informed consent and the data were analyzed using a six-step thematic analysis. Results: Among the 24 participants, 12 were female and 11 were international students. Of the international students, seven were female and four were male. The average duration of the interviews was 32 min. Three main themes emerged from the data: (i) opportunities in course design, (ii) cultural sensitivity and (iii) the role of ChatGPT. Conclusion: The primary conclusions showed that the course had a positive effect on nursing students' communication abilities. Students valued the inclusive, reflective learning environment that encouraged critical engagement and linked theory with real-life experiences, enhancing their cultural competence.