ArticleJMIR nursing2026
The Associations of Emotional Intelligence, AI Self-Efficacy, and AI Literacy Among Nursing Undergraduates Under the NUR.S.E.S. Framework: Network Analysis.
Article in JMIR nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: With the rapid development of generative artificial intelligence (AI) and its deep integration into nursing education, nursing students' AI literacy (AS) has become a critical competency for their professional development. However, the patterns of associations among emotional intelligence (EI), AI self-efficacy (AILS), and AS in relation to comprehensive AS remain unclear. Objective: Based on the NUR.S.E.S. framework and using network analysis methods, this study systematically mapped the complex relational network among EI, AILS, and AS among undergraduate nursing students. It identified nodes with high centrality and bridging strength within this network, offering preliminary insights that may inform future educational interventions. Methods: A cross-sectional survey design was used, with 982 undergraduate nursing students from a university conveniently sampled in September 2025 as research participants. Assessments were conducted using the EI Scale, the AILS Scale, and the AS Scale. Using R (version 4.5.1; R Core Team), we constructed a Gaussian graph model, calculated centrality metrics such as node and bridge strength, and assessed network stability using the bootstrap method. Results: Network analysis showed that emotion regulation (strength centrality=1.355) and evaluative ability (strength centrality=1.323) showed the highest strength centrality, indicating their prominent positions within the network. Emotional perception (bridge strength=0.427) and comfort with AI (bridge strength=0.242) are the most critical bridge nodes, appearing to connect EI with AI technology systems. Simultaneously, the network architecture suggests that AILS may play a bridging role, effectively linking EI (particularly emotional perception as a bridging factor) with higher levels of AS. Conclusions: Cultivating AS among undergraduate nursing students is a system that deeply integrates emotional, cognitive, and technical confidence. EI was closely associated with AS, and AILS appeared to occupy a bridging position in the network. Educational interventions might consider enhancing emotional perception and comfort with AI, pending validation through longitudinal or experimental designs.
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