Akademik Veri Yönetim Sistemi
2ND INTERNATIONAL HEALTH SCIENCES CONGRESS IN THE 21ST CENTURY, Aydın, Türkiye, 5 - 07 Kasım 2025, ss.147, (Özet Bildiri)
Background: The rapid evolution of Artificial Intelligence (AI) technologies profoundly impacts
healthcare service delivery and the roles of healthcare providers. Consequently, understanding the
preparedness of future healthcare professionals for this shift is crucial.
Aim: This study aimed to examine the AI literacy and AI anxiety levels of associate degree students in
healthcare programs at a state university in Turkey, and to identify associated influencing factors.
Materials and Methods: This cross-sectional and descriptive study included a sample of 545
associate degree students from a university's Vocational School of Health Services. An online survey
was conducted using a Sociodemographic Information Form, the AI Literacy Scale (AILS), and the AI
Anxiety Scale (AIAS).All data were analyzed using IBM SPSS 26.
Results: Results: The mean age of the students was 20.41±4.07. The majority of students (78.2%)
reported using social media as their primary source of information about AI. While 55% of the
students stated they had partial knowledge of AI, 44.4% reported having used an AI-supported
application. The mean AILS score was 60.4±8.5, and the mean AIAS score was 84±24.08. Daily
internet usage, knowledge of AI, and use of AI-supported programs significantly affected both literacy
and anxiety scores (p<0.05). A significant difference in anxiety levels was found between genders,
with female students having higher anxiety scores than males (p=0.000). A significant, weak negative
correlation (r=-0.20, p=0.000) was found between the students' AILS and AIAS scores.
Conclusion: To prepare future healthcare professionals, applied and ethics-focused AI
education should be integrated into the curriculum. This will help reduce students' anxiety and enable
them to develop a positive attitude toward the technology.
Key words:Artificial intelligence, literacy, anxiety