Enhancing Critical Care Nurses' Awareness, Problem-Solving Skills, and Attitudes Through AI-Integrated Learning Designs

Abstract

Objective: To assess the effects of an AI -integrated learning designs on enhancing awareness, problem-solving skills and attitude of critical care nurses.

Study Design: A quasi-experimental, two-group pretest–posttest study
Place and Duration of Study: This study was conducted at the critical care units of Doctors Hospital and Medical Center, Lahore from June 2025 to August 2025.

Methods: About 84 nurses were selected through convenient sampling technique and equally assigned to experimental (n=42) and control (n=42) groups. Data were collected using an artificial intelligence knowledge questionnaire, problem solving inventory, and attitude questionnaire. Data were analyzed using SPSS version 25. Wilcoxon sign rank test and Mann Whitney U test were employed, with p ≤ 0.05 considered significant.

Results: Results demonstrated that most of participants were aged 20–40 years, with equal gender distribution and no significant differences in age, gender, marital status, experience, or department across groups. The AI-integrated educational intervention significantly improved nurses’ awareness, problem-solving skills, and attitudes. In the experimental group, poor awareness good awareness rose to 45.2%. Problem-solving skills improved markedly, with 78.6% achieving good skills post-intervention compared to none at baseline. Attitudes also shifted substantially, as 90.5% of nurses developed good attitudes post-intervention compared to 100% poor attitudes at baseline.

Conclusion: The AI-integrated educational intervention significantly enhanced the experimental group nurses’ awareness, problem-solving skills, and attitudes compared to the control group. These findings highlight the effectiveness of structured training in preparing nurses for technology-driven healthcare.