The ChatGPT Effect: Nursing Education and Generative Artificial Intelligence

: Topaz, Maxim; Peltonen, Laura-Maria; Michalowski, Martin; Stiglic, Gregor; Ronquillo, Charlene; Pruinelli, Lisiane; Song, Jiyoun; O'Connor, Siobhan; Miyagawa, Shoko; Fukahori, Hiroki

Publisher: SLACK INC

: THOROFARE

: 2024

: Journal of Nursing Education

: JOURNAL OF NURSING EDUCATION

: J NURS EDUC

: 371

: 4

: 0148-4834

: 1938-2421

DOI: https://doi.org/10.3928/01484834-20240126-01

: https://doi.org/10.3928/01484834-20240126-01

: https://kclpure.kcl.ac.uk/portal/en/publications/the-chatgpt-effect-nursing-education-and-generative-artificial-in

This article examines the potential of generative artiPre-trained Transformer), in nursing education and the associated challenges and recommendations for their use. Generative AI offers potential benefits such as aiding students with assignments, providing realistic patient scenarios for practice, and enabling personalized, interactive learning experiences. However, integrating generative AI in nursing education also presents challenges, including academic integrity issues, the potential for plagiarism and copyright infringements, ethical implications, and the risk of producing misinformation. Clear institutional guidelines, comprehensive student education on generative AI, and tools to detect AI-generated content are recommended to navigate these challenges. The article concludes by urging nurse educators to harness generative AI's potential responsibly, highlighting the rewards of enhanced learning izing the promise of AI in nursing education.