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GenAI-assisted podcasts to support nursing students’ research literacy and evidence-based practice: A feasibility study
Journal article   Open access   Peer reviewed

GenAI-assisted podcasts to support nursing students’ research literacy and evidence-based practice: A feasibility study

Jennifer Hamilton, Lesley Barr, Martina Costello, Lukman Thalib and Martin Jones
Australian College of Nursing, Vol.33(4), pp.285-293
2026
DOI: https://doi.org/10.1016/j.colegn.2026.05.002
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Open Access CC BY V4.0

Abstract

Background Nursing students often report difficulty understanding and applying research evidence, limiting evidence-based practice capability. Podcasts are an accessible method for research dissemination, and generative artificial intelligence (GenAI) may offer a scalable approach to developing research-focused podcasts within curricula. Aims To assess the feasibility of integrating GenAI-assisted research podcasts into nursing curricula as supplementary learning resources. A secondary objective examined associations in students’ self-reported competencies. Methods A nonrandomised pre-post study was conducted in two entry-to-practice nursing programs at one Australian university. Episodes were released weekly as additional resources. Students completed the Student Evidence-Based Practice Questionnaire at semester commencement and completion. Independent-samples t-tests compared mean differences between independent pre- and post-semester samples. Findings All episodes were delivered alongside weekly content. Among post-survey respondents, 91% reported listening to at least one episode (M = 4.8; SD = 2.80). A total of 157 surveys (71 pre; 86 post) were analysed. Overall scores were higher in the post-sample by 0.29 points (95% CI −0.01 to 0.59; p = 0.062). A significant difference was observed in the skills subdomain (0.44; 95% CI 0.09 to 0.79; p = 0.013); other subdomains showed nonsignificant changes. Greater engagement was associated with higher post-semester total scores (r = 0.39; p < 0.001). Discussion Implementation was feasible, and post-semester respondents reported higher research appraisal scores. However, effects should be interpreted cautiously, as causal inference was limited by the nonrandomised design and unpaired samples. Conclusion GenAI-assisted research podcasts appear feasible as a low-barrier resource with potential to support research literacy in nursing students.

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