Widespread, Helpful, and Unclear

Abstract

As generative artificial intelligence becomes more prolific in academic settings, its potential to enhance learning is somewhat overshadowed by concerns about the consequences of overreliance and ethical implications. This study explored the use of generative artificial intelligence, such as ChatGPT (OpenAI, San Francisco, CA), among undergraduate nursing students in a 4-year nursing program in the United States. In this study, 89% of students reported using artificial intelligence, and more than half had started using it before nursing school. Students reported using artificial intelligence to prepare for exams, draft assignments, and brainstorm presentations. Moreover, 84% of the students said it improved their coursework, and 65% reported that it made their learning more efficient. Despite the benefits, nearly 20% were unaware of their school's artificial intelligence policies, which raises concerns about plagiarism or cheating. This shows that clearer guidance and education on ethical artificial intelligence use are needed from institutions to prevent misuse, as well as distinct policies and guidelines. Future research should explore the long-term impact of artificial intelligence on clinical performance. Overall, artificial intelligence seems to be an important academic tool for nursing students, but its future implications remain unknown. To ensure competent nurses, training for both faculty and students on appropriate use of artificial intelligence is critical to ensure its use as a tool rather than a substitute for critical thinking.

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