Writing Ability and Critical Thinking Among Nursing Students Using AI-Assisted Learning Versus Independent Writing: A Comparative Cross-Sectional Study in a Selected Nursing College of Kanpur, Uttar Pradesh, India.
DOI:
https://doi.org/10.51168/rnga7v04Keywords:
Artificial intelligence, Critical thinking, Cross-sectional studies, Nursing education, Nursing students, Writing abilityAbstract
Background: Artificial intelligence (AI) tools are increasingly used by nursing students for academic writing, raising questions about their effect on writing ability and critical thinking. This study aimed to compare writing ability and critical thinking between nursing students using AI-assisted learning and those practising independent writing.
Methodology: A comparative cross-sectional study was conducted among 60 third-year B.Sc. Nursing students at Regency Institute of Nursing, Kanpur, Uttar Pradesh, India, from January 2026 to March 2026. Participants were selected by systematic random sampling, classified by self-reported writing practice into an AI-assisted learning group (Group A, n = 30) and an independent writing group (Group B, n = 30). Each participant wrote a 500–700-word essay, which was scored using investigator-developed, expert-validated rubrics for writing ability and critical thinking (0–25 each). Data were analysed using frequencies, percentages, means, standard deviations and the independent samples t-test at a 0.05 level of significance.
Results: Most participants were aged 21–23 years (68.3%), female (90.0%) and daily users of AI tools (61.7%). Excellent or good writing ability was observed in 73.3% of Group A and 23.3% of Group B, and excellent or good critical thinking in 56.7% and 10.0%, respectively. Group A had significantly higher mean writing ability scores (18.00 ± 3.64 vs 13.16 ± 3.53; t = 5.20, df = 58, p < 0.001) and critical thinking scores (16.50 ± 3.90 vs 11.00 ± 3.78; t = 5.55, df = 58, p < 0.001). The null hypothesis was rejected.
Conclusion: Nursing students using AI-assisted learning demonstrated significantly better writing ability and critical thinking than those practising independent writing, particularly in clarity of language, organisation and logical flow.
Recommendation: Nursing institutions should integrate AI tools in a guided and ethical manner that supports, rather than replaces, independent reasoning. Multicentre longitudinal studies assessing originality and long-term competence are recommended.
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Copyright (c) 2026 Manisha Kumari, Mansi Pal, Mohini, Muskan Bano, Muskan Pal, Sneha Dixit
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