Artificial intelligence (AI) is constantly improving the quality of medical procedures. Despite the application of AI in the healthcare industry, there are conflicting opinions among professionals, and limited research on its practical application in Saudi Arabia was conducted. Aim: To assess the nurses’ knowledge regarding the application of AI in practice at one of the Ministry of Health hospitals in Saudi Arabia. Methods: Descriptive cross‐sectional research using convenience sampling in January 2023 involving 307 staff nurses, using a single 11‐item questionnaire. In addition, 6 closed‐ended questions were used to assess the knowledge, possible risks, and advantages of AI. Results: All 307 participants completed the survey and used it for data analysis using SPSS V.25. Kruskal–Wallis and Whitney tests and descriptive statistics were used to identify the significant differences among groups. The study results reveal significant differences between age groups and working locations regarding familiarity with AI and future use of AI. In contrast, a considerable difference exists between licensed years groups regarding familiarity with AI. Surprisingly, education level does not affect AI knowledge. Additionally, the future use of AI is significantly affected by the nurse’s gender. Limitation: Nurses were not included in previous studies on AI, and most nursing participants need more interest in AI. Conclusion: The study’s results showed that nurses have positive opinions of AI in the healthcare industry, which will help them speed up procedures and reduce medical errors. AI applications can expand in healthcare by increasing the use of AI in the healthcare industry to improve care quality and encourage academic institutions to develop best practices for deploying AI applications in the healthcare industry.

This paper intends to investigate the causal relationship between teachers' self-efficacy and teacher teaching practices in Saudi Arabia using Structural Equation Modeling (SEM) based on the public database of the Teaching and Learning International Survey (TALIS 2018). In this study, 2744 teachers responded to the survey, representing lower secondary in mainstream public and private schools in Saudi Arabia. Based on the literature review and the exploratory factor analysis presented in the TALIS 2018 technical report, three constructs represent teacher teaching practices including (clarity of instructional, cognitive activation, and classroom management practices). Teacher self-efficacy includes two constructs (classroom management efficacy and instruction efficacy). After applying structural equation modeling, the main finding indicates a positive influence of teacher self-efficacy on the clarity of instructional practices, cognitive activation practices, and classroom management practices.