摘要目的:探讨生成式人工智能（GAI）赋能跨专业合作学习模式在本科护生护理心理学实践教学中的应用效果。方法:采用便利抽样法，于2024年11—12月选取中南大学湘雅护理学院护理专业大二年级109名学生为研究对象。以班级为单位采用随机抽签的方法将两个班级随机分为试验组（55名）和对照组（54名）。对照组采用以案例讨论和情景模拟教学为主的传统教学模式，试验组在对照组基础上采用GAI赋能的跨专业合作学习模式。采用心理护理实践能力考核表、人文关怀能力量表（CAI）、跨专业合作学习准备度量表（RIPLS）、满意度调查表评估教学效果。结果:教学后试验组实践课考核成绩、CAI总分及各维度得分均高于对照组，差异有统计学意义（ P<0.01）。教学后试验组护生RIPLS得分高于教学前，差异有统计学意义（ P<0.01）。90.9%的护生支持GAI引入课堂，90.9%的护生认可GAI对学习目标的辅助作用；教学满意度达96.4%。 结论:本研究验证了GAI赋能跨专业合作学习模式在本科护生护理心理学实践教学中的有效性，为护理教育改革提供了新思路。

abstractsObjective:To explore the effectiveness of generative artificial intelligence (GAI) -empowered interprofessional collaborative learning model in nursing psychology practical teaching for undergraduate nursing students.Methods:From November to December 2024, 109 second-year nursing students from the Xiangya School of Nursing, Central South University were selected as research subjects using convenience sampling. Two classes were randomly divided into an experimental group (55 students) and a control group (54 students) using a random draw method. Control group received a traditional teaching model based primarily on case discussion and scenario simulation teaching, while experimental group used the GAI-empowered interprofessional collaborative learning model on the basis of control group. The teaching effectiveness was evaluated using the Psychological Nursing Practice Competency Assessment Scale, Caring Ability Inventory (CAI), Readiness for Interprofessional Learning Scale (RIPLS), and Satisfaction Survey Questionnaire.Results:After teaching, experimental group's practical course assessment scores, CAI total scores, and scores in each dimension were all higher than those of control group, with statistically significant differences ( P<0.01). The RIPLS score of nursing students in experimental group after teaching was higher than that before teaching, and the difference was statistically significant ( P<0.01). 90.9% of nursing students supported the introduction of GAI into the classroom, and 90.9% of nursing students recognized the auxiliary role of GAI in achieving learning objectives, and the teaching satisfaction was 96.4%. Conclusions:This study validates the effectiveness of GAI-empowered interprofessional collaborative learning model in nursing psychology practical teaching for undergraduate nursing students, providing new ideas for nursing education reform.