"I Don't Want It to Give Me the Answer": AI Literacy, Ethical Awareness, and Curricular Readiness Among Nursing Students at a Historically Black College and University

Abstract

Artificial intelligence is transforming healthcare, yet nursing education lacks systematic frameworks for AI literacy training. Students at Historically Black Colleges and Universities (HBCUs) prepare to serve communities most harmed by biased healthcare algorithms while receiving minimal formal AI education. This study explored nursing students' AI literacy, use patterns, ethical awareness, and curricular recommendations at one HBCU. A descriptive qualitative design was employed. Semi-structured interviews (N = 10) were conducted with nursing students. Data were analyzed using Braun and Clarke's reflexive thematic analysis. Four themes emerged: AI as assisted thinking; intentional and boundary-setting use; ethical alertness without institutional support; and curricular demand for embedded, ethics-centered AI training. Nursing students at this HBCU demonstrate meaningful AI literacy developed through self-directed engagement. Their heightened awareness of racial bias in healthcare AI represents an asset and an unmet educational need. Nursing programs must integrate AI literacy as a core professional competency.