Artificial Intelligence in the Transformation of Nursing Education: A Critical Analysis from the Competency Model

Abstract

The integration of Artificial Intelligence (AI) in health sciences, specifically in nursing education, represents a disruptive milestone in professional training. This article provides a critical analysis of recent scientific literature regarding the use, challenges, and teaching perceptions of AI in educational environments. Through the interpretative lens of Patricia Benner's competency acquisition model, we reflect on how generative AI tools act as cognitive assistants. The methodology was based on a hermeneutic design of critical documentary review. It is concluded that while AI optimizes adaptive learning and decision-making, pedagogical practice must safeguard the ethics of care and reflective humanism, ensuring that technology enhances rather than replaces the critical thinking of future nurses.