Generative artificial intelligence use in nursing bachelor's theses: A qualitative study of students' technology integration and learning.
AIM To explore nursing students' generative artificial intelligence (GenAI) related practices during Bachelor Thesis (BT) preparation and to analyse their levels of technology integration, links with learning, and perceived barriers and facilitators. METHODS This descriptive qualitative study adopted a constructivist approach. Participants were 66 final-year nursing students who reported using GenAI tools during the preparation and defense of the BT. Data were collected using a qualitative open-ended questionnaire and analysed using thematic analysis. Findings were interpreted using the SAMR model (Substitution, Augmentation, Modification and Redefinition). RESULTS GenAI use spanned different levels of technology integration. At the Substitution and Augmentation levels, it primarily supported language correction, refinement of academic tone, and reference management. At the Modification and Redefinition levels, it supported critical reflection, knowledge reorganisation, integration of complex information, and co-creation of student-produced artefacts, with reports of a transformed learning experience. Nevertheless, students expressed concerns about the reliability of the information generated, the need for verification, and the ethical implications of using these tools. CONCLUSIONS GenAI significantly shapes how nursing students construct knowledge and develop academic practice in the BT. When integrated more fully, it may support autonomy and critical thinking, provided its use remains reflective, ethically grounded and aligned with the discipline's educational objectives. These findings have implications for curriculum design, academic supervision and pedagogical approaches that encourage responsible GenAI use in nursing education.