Agaoglu, Ferhat Onur; Bas, Murat; Tarsuslu, Sinan; Ekinci, Lokman Onur; Agaoglu, Nihat Bugra

Background: Artificial intelligence can be an important tool in developing creative thinking while supporting individualized learning and problem-solving skills in educational processes. However, the effect of artificial intelligence on creative thinking may differ depending on factors such as students’ digital literacy level and the academic support they receive. In this context, how artificial intelligence can encourage creative thinking in educational processes and how this process is shaped by digital literacy and academic support stands out as an issue to be investigated. Purpose: This study artificial intelligence to determine the effect of artificial intelligence use on creative thinking skills in nursing students, the mediating role of digital literacy in this effect, and the situational mediating effect of academic support. Method: This cross-sectional and descriptive correlational study was conducted with 426 nursing students from three universities in different regions of Turkey during the fall semester of 2024–2025. Simple random sampling method was used. Data were collected through demographic information form and four valid and reliable scales. Result: Research findings show that using artificial intelligence substantially and significantly affects Creative Thinking (β = 0.70, p < 0.001). Digital literacy plays mediating role in this relationship, indirectly strengthening the effect of artificial intelligence use on creative thinking (β = 0.422, LLCI = 0.357, ULCI = 0.490). As a moderating factor of this relationship, the academic support creates a more limited effect at low levels of academic support (Effect = 0.224). At the same time, it maximizes this effect at high levels of support (Effect = 0.298). Conclusion: The effect of artificial intelligence use on Creative Thinking is significantly strengthened by the mediating role of digital literacy and the moderating role of academic support. These findings suggest that developing digital skills and strengthening academic support mechanisms are critical to integrating artificial intelligence technologies into educational processes. © The Author(s) 2025.; Artificial intelligence significantly increases the creative thinking tendencies of nursing students both directly and through digital literacy. The academic support is a critical factor that strengthens the development of creative thinking skills by regulating the effect of artificial intelligence usage on digital literacy. Integrating artificial intelligence applications into the curriculum and developing digital literacy skills in nursing education programs can potentially increase the creative thinking and problem-solving competencies of 21st-century health professionals.

Agaoglu, Ferhat Onur; Bas, Murat; Tarsuslu, Sinan; Ekinci, Lokman Onur

Background: Increasing quality and efficiency in health services can directly relate to nurses’ innovative work behaviors. The happiness levels of nurses at the workplace can positively affect their innovative work behaviors and their willingness to make a positive difference in patient care. In this context, the study aims to examine the serial mediation role of these factors by associating the effect of nurse happiness on innovative work behaviors with transformational leadership and perception of artificial intelligence use. Methods: Nurses working in two medium-sized public hospitals in the Eastern Black Sea region of Turkey were selected as the study sample. Data were collected from 458 nurses by convenience sampling method. In this cross-sectional study, scales whose validity and reliability were supported by other studies were used. Results: When the findings of the study were evaluated, a significant positive relationship was found between nurses’ happiness and innovative work behavior. In addition, it was found that transformational leadership and perception of AI usage had a mediating role separately in the relationship between nurses’ happiness and innovative work behavior. Finally, when the research model was tested, it was also determined that transformational leadership and perception of AI use have a serial mediating role in the relationship between nurses’ happiness and innovative work behavior. Conclusions: This study revealed that nurse happiness has a significant and positive effect on innovative work behaviors, and transformational leadership and perception of artificial intelligence use have a serial mediating role in this relationship. Ultimately, this research offers some theoretical and practical implications for practitioners by emphasizing the strategic importance of transformational leadership practices and the integration of artificial intelligence technologies, as well as increasing the happiness levels of nurses to promote innovation in healthcare services.

Erden, Yasemin; Aydın Kahraman, Handan; Çiftçi, Bahar

Aim: This study aimed to determine the effect of social media-supported learning on the academic achievement of nursing students and their social media usage levels in nursing education. Background: Using social media in nursing education enables students to experience interactive learning, strengthening learning outcomes and creating an enriched learning environment with up-to-date information. Method: The study was conducted as a randomized controlled study. CONSORTchecklist was completed. The subject of parenteral drug administration was explained interactively to all students by the same instructors for a total of 12 h for weeks. After the theoretical course, each skill was demonstrated by the instructor in the laboratory setting in a 24-h laboratory course with the demonstration method in line with the checklists. After the training was completed, the students filled out the necessary forms. Videos and informative images about parenteral drug applications were shared with the intervention group for 4 weeks through an Instagram page created for social media-supported learning. Questions and answers were shared on the subject every day in the story section. The answer to the question was shared in the story section the next day with explanations. At the end of the 4th training week, the students were asked to complete the necessary forms as a post-test. Changes in academic achievement and social media usage after the intervention were measured using achievement tests and the Social Media Scale in Nursing Education. Data were analyzed with SPSS 23.0. Normality was tested using the Shapiro–Wilk test. Independent t-tests and the Chi-Square test for categorical variables were used for normally distributed continuous variables. Pre-test and post-test comparisons within groups were evaluated with the Paired t-test if normality was met, or the Wilcoxon test. The effect size was calculated using Cohen’s d. Results: After social media-supported learning, it was found that the difference between the post-test mean scores of the nursing students in the intervention and control group was statistically significant(p < 0.001). It was also found that the average of the exam results after the training increased compared to the average before the training, and the difference between the two scores was statistically significant(p < 0.001). Conclusion: Social media-supported education positively affected the academic achievements of nursing students and the level of social media use in nursing education.