Orientation Sessions Regarding Application of Artificial Intelligence in Obstetric Nursing: Its Effect on Maternity Students’ Knowledge and Attitude

Artificial intelligence (AI) is transforming healthcare and nursing education globally. Despite its growing relevance, limited research has explored how orientation sessions influence nursing students’ knowledge and attitudes toward AI, particularly in maternity care settings in Egypt. This study evaluated the effect of structured orientation sessions on maternity nursing students’ knowledge and attitudes regarding AI applications in obstetric nursing at Ain Shams and Beni Suef universities. A quasiexperimental pre–post design was conducted among convenient sample of (786) third‐year maternity nursing students. Data were collected using a validated knowledge questionnaire and a Likert attitude scale before and after AI‐focused orientation sessions. Sessions included interactive lectures and culturally adapted educational materials. Statistical analyses assessed within‐ and between‐group differences. Preintervention, both groups demonstrated low‐to‐moderate knowledge and mixed attitudes toward AI. Postintervention, significant improvements were observed in knowledge and positive attitudes in both groups ( p  < 0.001). Ain Shams students showed a higher postintervention awareness level (58.8%) compared to Beni Suef (19.8%). Attitudinal shifts were also more pronounced among Ain Shams students across multiple domains, including AI’s role in education, clinical practice, and student assessment. The study concluded that the orientation sessions improved knowledge, enhanced attitudes toward AI in obstetric nursing, and produced significant differences between the two study settings. Integrating AI education into nursing curricula is essential to prepare future professionals for technology‐integrated healthcare environments. Further research is recommended to explore long‐term impacts and scalability across diverse educational settings.