Artificial intelligence-related perceptions and E-health literacy among nursing students in Palestine: A cross-sectional study
- 1Department of Nursing, Faculty of Health Professions, Al-Quds University, Jerusalem, Palestine
- 2Faculty of Nursing, Arab American University, Jenin, Palestine
- 3Grant Office, Hebron University, Hebron, Palestine
Abstract
Artificial intelligence (AI) and e-health literacy are increasingly relevant to nursing education; however, the relationship between nursing students’ perceptions and acceptance of AI and their perceived ability to locate, evaluate, and apply online health information remains insufficiently examined in Palestine. This cross-sectional study examined e-health literacy, AI-related technology-acceptance perceptions, Internet-use factors associated with these constructs, and whether overall AI-related perceptions were independently associated with e-health literacy among 113 third- and fourth-year nursing students. Participants completed the 8-item eHealth Literacy Scale (eHEALS) and a 28-item adapted technology-acceptance questionnaire covering seven AI-related perception domains, with negatively worded items reverse scored where required. Descriptive statistics, regrouped one-way analyses of variance, Pearson correlations with Holm adjustment for multiple testing, and multiple linear regression were performed. The mean eHEALS score was 3.53 (SD 0.59), and the overall AI-related perceptions score was 3.35 (SD 0.34). Overall AI-related perceptions were positively correlated with eHEALS (r = 0.387, Holm-adjusted p < .001). Facilitating conditions showed the largest domain-level correlation with eHEALS (r = 0.450, Holm-adjusted p < .001), whereas anxiety was not significantly associated with eHEALS. After adjustment for year of study, perceived Internet skills, and perceived importance of the Internet, overall AI-related perceptions remained independently associated with eHEALS (B = 0.643, 95% CI 0.289–0.998, p < .001; model R2 = 0.177). Among the regrouped Internet-use comparisons, only perceived usefulness of the Internet remained significant after Holm correction. Overall, AI-related perceptions and perceived e-health literacy were positively associated in this sample, although the cross-sectional design precludes conclusions regarding directionality or causality. Further multi-site, longitudinal, and intervention studies are warranted, and domain-level findings should be interpreted cautiously because several adapted subscales demonstrated low internal consistency. Author summary: Artificial intelligence is increasingly used in university learning, but students’ willingness to engage with AI and their ability to find and evaluate online health information may not develop in the same way. We surveyed 113 third- and fourth-year nursing students in Palestine using the eHealth Literacy Scale and a 28-item questionnaire covering technology-acceptance-related perceptions of AI. Students generally reported mid-range scores on both measures. After correcting for multiple statistical tests, overall AI-related perceptions remained positively associated with perceived e-health literacy, and most AI perception domains except anxiety showed positive associations. In a multivariable model that accounted for year of study, perceived Internet skills, and perceived importance of the Internet, overall AI-related perceptions remained independently associated with e-health literacy. Because the study was cross-sectional and relied on self-report, these findings do not show that AI use causes better e-health literacy. The results provide preliminary evidence for further multi-site, longitudinal, and intervention research on how nursing students’ digital health literacy and perceptions of AI develop together.
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BibTeX
@article{jallad2026artificial,
title = {{Artificial intelligence-related perceptions and E-health literacy among nursing students in Palestine: A cross-sectional study}},
author = {Samar Thabet Jallad and Maysa Kassabry and Adel Taher Takruri},
journal = {PLOS Digital Health},
year = {2026},
month = sep,
doi = {10.1371/journal.pdig.0001737},
url = {https://journals.plos.org/digitalhealth/article?id=10.1371/journal.pdig.0001737},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Artificial intelligence-related perceptions and E-health literacy among nursing students in Palestine: A cross-sectional study
AU - Samar Thabet Jallad
AU - Maysa Kassabry
AU - Adel Taher Takruri
PY - 2026
DA - 2026/09/25
JO - PLOS Digital Health
DO - 10.1371/journal.pdig.0001737
UR - https://journals.plos.org/digitalhealth/article?id=10.1371/journal.pdig.0001737
AB - Artificial intelligence (AI) and e-health literacy are increasingly relevant to nursing education; however, the relationship between nursing students’ perceptions and acceptance of AI and their perceived ability to locate, evaluate, and apply online health information remains insufficiently examined in Palestine. This cross-sectional study examined e-health literacy, AI-related technology-acceptance perceptions, Internet-use factors associated with these constructs, and whether overall AI-related perceptions were independently associated with e-health literacy among 113 third- and fourth-year nursing students. Participants completed the 8-item eHealth Literacy Scale (eHEALS) and a 28-item adapted technology-acceptance questionnaire covering seven AI-related perception domains, with negatively worded items reverse scored where required. Descriptive statistics, regrouped one-way analyses of variance, Pearson correlations with Holm adjustment for multiple testing, and multiple linear regression were performed. The mean eHEALS score was 3.53 (SD 0.59), and the overall AI-related perceptions score was 3.35 (SD 0.34). Overall AI-related perceptions were positively correlated with eHEALS (r = 0.387, Holm-adjusted p < .001). Facilitating conditions showed the largest domain-level correlation with eHEALS (r = 0.450, Holm-adjusted p < .001), whereas anxiety was not significantly associated with eHEALS. After adjustment for year of study, perceived Internet skills, and perceived importance of the Internet, overall AI-related perceptions remained independently associated with eHEALS (B = 0.643, 95% CI 0.289–0.998, p < .001; model R2 = 0.177). Among the regrouped Internet-use comparisons, only perceived usefulness of the Internet remained significant after Holm correction. Overall, AI-related perceptions and perceived e-health literacy were positively associated in this sample, although the cross-sectional design precludes conclusions regarding directionality or causality. Further multi-site, longitudinal, and intervention studies are warranted, and domain-level findings should be interpreted cautiously because several adapted subscales demonstrated low internal consistency. Author summary: Artificial intelligence is increasingly used in university learning, but students’ willingness to engage with AI and their ability to find and evaluate online health information may not develop in the same way. We surveyed 113 third- and fourth-year nursing students in Palestine using the eHealth Literacy Scale and a 28-item questionnaire covering technology-acceptance-related perceptions of AI. Students generally reported mid-range scores on both measures. After correcting for multiple statistical tests, overall AI-related perceptions remained positively associated with perceived e-health literacy, and most AI perception domains except anxiety showed positive associations. In a multivariable model that accounted for year of study, perceived Internet skills, and perceived importance of the Internet, overall AI-related perceptions remained independently associated with e-health literacy. Because the study was cross-sectional and relied on self-report, these findings do not show that AI use causes better e-health literacy. The results provide preliminary evidence for further multi-site, longitudinal, and intervention research on how nursing students’ digital health literacy and perceptions of AI develop together.
SN - 2767-3170
ER -