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@article{187600,
        author = {ESAKKIAMMAL M and SURABHI BR and VIJITHA KARUNYA},
        title = {INFLUENCE OF CHATGPT ON LEARNING BEHAVIOUR AND ACADEMIC OUTCOMES AMONG NURSING STUDENTS: A DESCRIPTIVE ANALYSIS},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {6},
        pages = {5852-5853},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=187600},
        abstract = {Background: ChatGPT and similar AI-driven tools are increasingly used in nursing education. However, limited research has examined how such tools shape students’ learning practices and academic outcomes.
Aim: This study explores how nursing students utilize ChatGPT and evaluates their perceptions regarding its role in learning and performance. Methods: A descriptive cross-sectional approach was employed. Data were collected using a structured questionnaire focusing on usage trends, perceived academic benefits, and difficulties encountered. Results: Almost all participants (97.2%) reported using ChatGPT for academic support. A considerable proportion (34.3%) accessed the tool two to three times weekly, typically for 15–30 minutes per session. Students reported improved understanding of theoretical content, better organization of assignments, and enhanced exam preparation. Reported issues included inaccurate or outdated responses (53.3%), poor connectivity (26.7%), and reduced critical thinking due to overreliance (13.4%). Conclusion: ChatGPT positively contributes to self-learning and academic preparedness among nursing students. Nevertheless, responsible use, verification of AI-generated information, and faculty guidance are essential to avoid misuse and dependency},
        keywords = {Artificial intelligence, Nursing students, ChatGPT, Academic performance, Learning enhancement.},
        month = {November},
        }