护理研究2026，Vol.40Issue(16)：2797-2803,7.DOI:10.12102/j.issn.1009-6493.2026.16.005
本科护生人工智能焦虑的潜在剖面分析
Latent profile analysis of artificial intelligence anxiety among undergraduate nursing students
摘要
Abstract
Objective:To analyze the latent profiles of artificial intelligence anxiety among undergraduate nursing students,and to explore the influencing factors of artificial intelligence anxiety among different profiles of nursing students.Methods:Using the convenience sampling method,from April to May 2025,a total of 720 undergraduate nursing students from three medical colleges in Hubei province were selected as the research subjects.The general information questionnaire,Artificial Intelligence Anxiety Scale(AIAS)and Medical Artificial Intelligence Readiness Scale(MAIRS)were used for the investigation.Results:The score of artificial intelligence anxiety among undergraduate nursing students was 86.00±20.95.They could be divided into three latent profiles:low anxiety-rational alertness type(10.4%),medium anxiety-risk sensitivity type(65.3%),and high anxiety-generalized fear type(24.3%).Logistic regression analysis results showed that grade,the willingness to try using artificial intelligence tools in clinical practice,and medical artificial intelligence readiness were the influencing factors of artificial intelligence anxiety among undergraduate nursing students(all P<0.05).Conclusion:The artificial intelligence anxiety among undergraduate nursing students is at a moderately high level.There is heterogeneity.Nursing educators need to develop precise intervention plans for undergraduate nursing students based on the influencing factors,so as to help them better adapt to the nursing education and career development requirements in the era of intelligence.关键词
本科护生/人工智能焦虑/潜在剖面分析/影响因素Key words
undergraduate nursing students/artificial intelligence anxiety/latent profile analysis/influencing factors引用本文复制引用
商丽,胡佳一,毕璐佳,徐兰兰..本科护生人工智能焦虑的潜在剖面分析[J].护理研究,2026,40(16):2797-2803,7.基金项目
2025年湖北省教育科学规划课题,编号:2025GB422 （）
2025年湖北本科高校省级教学改革研究项目,编号:2025386 （）
2024年湖北省高等教育学会教育科研课题,编号:2024XD149 （）
