Metaphorical perspectives of pediatric nurses on the use of artificial intelligence in the education of children with chronic diseases

PURPOSE: This study aimed to explore pediatric nurses' perceptions of using artificial intelligence in the education of children with chronic diseases through metaphor analysis. DESIGN AND METHODS: This study was designed as a qualitative descriptive study using metaphor-based content analysis. Sixty pediatric nurses from a university hospital participated. The data were collected using a semi-structured metaphor form and analyzed using content analysis. The metaphors generated by the participants were organized into thematic categories to identify underlying perceptions and attitudes toward artificial intelligence use in pediatric care. RESULTS: Most participants were female (95%), and only 20% reported prior experience with artificial intelligence. A total of 42 distinct metaphors were identified. These metaphors were grouped into five themes: "providing information and guidance role," "supportive and helpful role," "understanding complexity and multidimensionality," "social-emotional support role," and "technology and mechanical power role." The most frequently used metaphor was "guide," followed by private tutor, machine, smart friend, helping hand, translator, compass, school, information pool, lantern, and light. CONCLUSIONS: The findings suggest that pediatric nurses generally have positive perceptions of artificial intelligence, though they may underestimate its ethical and safety challenges due to limited training and experience. It is essential to strengthen nurses' artificial intelligence literacy, ethical awareness and decision-support competencies through education and scenario-based training programs to ensure the safe and effective integration of artificial intelligence technologies into pediatric nursing practice.