AI-ABCs in Action: Graduate Nursing Students’ Perspectives on Artificial Intelligence Literacy Education

BACKGROUND: Artificial intelligence (AI) is being integrated into health care, yet nursing students are graduating without formal preparation to navigate AI-enhanced practice. PURPOSE: This educational intervention examined graduate nursing students' perspectives on AI education grounded in the AI-ABCs framework. METHODS: An AI literacy module was implemented across 5 graduate nursing courses (N = 71 students). Students completed curated readings, an online course, and a reflective assessment. Student responses underwent thematic analysis. RESULTS: Four themes emerged: (1) perceived understanding of AI concepts and terminology; (2) critical recognition of AI limitations and ethical concerns; (3) recognition of AI's role in health care; and (4) desire for hands-on application. CONCLUSIONS: Graduate nursing students reported developing foundational AI literacy through the AI-ABCs framework embedded in clinical coursework. Themes mapped to a literacy-to-competency progression pathway, supporting structured approaches for AI competency development and informing recommendations for faculty development, diverse learning support, and staged competency integration.