Effective AI use in nursing education depends on prompting skills, which participants identify as critical for obtaining accurate and reliable outputs¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Participants reported that crafting accurate, precise prompts is a critical skill for meaningful and reliable AI outcomes. → Arzu Akbaba 2026
Evidence¶
Arzu Akbaba 2026¶
Arzu Akbaba, Afra Calik Kus. (2026). Nursing students’ and faculty experiences with artificial intelligence in education: a qualitative study using the technology acceptance model. BMC Nursing. https://doi.org/10.1186/s12912-026-04986-1
q2 · i? · qualitative · r3
Qualitative interview finding; a faculty participant stated "having the skill to write the correct prompts" is the most important factor for effective results, and a student reported learning to ask the right questions over time yields more accurate answers.
"Participants stressed that to achieve meaningful, accurate outputs from AI, users must write effective prompts."
Discussion¶
Related Claims¶
- AI applications support prompt engineering, professional skill development, technology acceptance, and active participation in science and chemistry education — related
- Students' main AI challenges are content reliability and depth, and most expect AI to serve as tutor, creative partner, and critical thinking partner rather than mere content generator — related
- Lowering an LLM's temperature setting is one lever for improving output consistency — related
- Students used AI mainly for retrieving pharmacological mechanisms, generating PPT outlines, and clarifying concepts under rules requiring verification and student responsibility for AI outputs — related
- Prompting is a form of writing: task definition is a constitutive element of knowledge production, not a neutral procedural step — related
- GenAI use involves substantial hidden labor of prompting, verification, and correction that remains invisible in productivity evaluation — related
- Prompt-writing ability is a new feedback-eliciting capacity that shapes GenAI feedback engagement — a narrower finding that bears on this claim
- Higher-quality prompt engineering skills predict the quality of LLM output in goal-directed use of generative AI tools — possibly the same claim (merge candidate)
- Certain aspects of AI literacy play a role in higher-quality prompt engineering by non-expert students — related
- Teacher-AI design collaboration faces recurring challenges including prompt literacy, curriculum misalignment, epistemic uncertainty, and explainability barriers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
prompting-skills-shape-ai-output-quality |
title |
Effective AI use in nursing education depends on prompting skills, which participants identify as critical for obtaining accurate and reliable outputs |
description |
Effective AI use in nursing education depends on prompting skills, which participants identify as critical for obtaining accurate and reliable outputs |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — arzu-akbaba-2026 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.