"Cross Sectional Survey" Acceptance of Developing PPT through AI (Artificial Intelligence) Among Nursing Faculties for teaching to Undergraduate Nursing Students.

Abstract

Aim: This study aimed to assess the acceptance of developing PowerPoint presentations (PPTs) through artificial intelligence (AI) among nursing faculties teaching undergraduate nursing students using the Technology Acceptance Model (TAM).Background: Artificial intelligence has increasingly been integrated into higher education to enhance instructional design and teaching efficiency. AI-based PPT development tools offer opportunities to improve content organization, visual presentation, and time management in nursing education. However, faculty acceptance of such technologies remains a key determinant of successful implementation, particularly in developing countries. Methodology: A cross-sectional descriptive study was conducted among nursing faculties working in private nursing colleges. A total of 384 participants were selected using simple random sampling. Data were collected using a structured questionnaire adapted from Davis’s (1989) Technology Acceptance Model, comprising perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATU), and behavioral intention to use (BIU). Responses were measured on a 5-point Likert scale. The instrument demonstrated acceptable validity (0.70) and reliability (Cronbach’s alpha = 0.75). Data normality was assessed using the Kolmogorov–Smirnov test, followed by descriptive statistics, Pearson correlation, and multiple regression analyses. Results: The Kolmogorov–Smirnov test indicated that the data were normally distributed (p > 0.05). Nursing faculties reported high mean scores across all TAM constructs, indicating positive acceptance of AI-based PPT development. Significant positive correlations were observed among PU, PEOU, ATU, and BIU (p < 0.01). Multiple regression analysis revealed that perceived usefulness (β = 0.29, p < 0.001), perceived ease of use (β = 0.18, p < 0.001), and attitude toward use (β = 0.41, p < 0.001) were significant predictors of behavioral intention to use AI-based PPT tools, explaining 62% of the variance in intention (R² = 0.62). Conclusion: The findings indicate a high level of acceptance of AI-based PPT development among nursing faculties. Perceived usefulness, perceived ease of use, and attitude toward use significantly influence behavioral intention to adopt AI-assisted teaching tools. These results suggest that targeted training and institutional support may further enhance the effective integration of AI technologies in nursing education.