The use of artificial intelligence for graduate nursing education: An educational evaluation.

With artificial intelligence (AI) rapidly advancing, advanced practice nurses must understand and use it responsibly. Here, we describe an assignment in which Doctor of Nursing Practice (DNP) students learned to use generative text AI. Using our program and course outcomes, developed from the 2021 American Association of Colleges of Nursing (AACN) Essentials competency for DNP students to learn and use AI, we reviewed the literature seeking examples using ChatGPT for the DNP informatics course. No published examples existed to guide us toward infusing a ChatGPT assignment into the course. We developed a novel assignment that included a guide for students on how to use ChatGPT. Students were given time before the assignment to learn the AI/chatbot technology. They were then given the assignment and grading rubric. The assignment was to develop a tool for their current or future practice using ChatGPT. During the course faculty debrief, we learned that few students had questions and the assignment was clear. We also learned that students who sought to develop straightforward, uncomplicated patient tools succeeded with the technology. Those who sought to create something for complex patients had more challenges. Nursing education and practice will be influenced by the increasing prevalence of AI. This manuscript outlines an AI-based assignment for graduate nursing education intended for the students to become familiar with current AI and best practices for patient care. The assignment was well received by students. We plan to use it again in the next course offering.

Bumbach MD ，Carrington JM ，Love R ，Bjarnadottir R ，Cho H ，Keenan G ... -  《-》

Increasing Generative Artificial Intelligence Competency among Students Enrolled in Doctoral Nursing Research Coursework.

 Generative artificial intelligence (AI) tools may soon be integrated into health care practice and research. Nurses in leadership roles, many of whom are doctorally prepared, will need to determine whether and how to integrate them in a safe and useful way.  This study aimed to develop and evaluate a brief intervention to increase PhD nursing students' knowledge of appropriate applications for using generative AI tools in health care.  We created didactic lectures and laboratory-based activities to introduce generative AI to students enrolled in a nursing PhD data science and visualization course. Students were provided with a subscription to Chat Generative Pretrained Transformer (ChatGPT) 4.0, a general-purpose generative AI tool, for use in and outside the class. During the didactic portion, we described generative AI and its current and potential future applications in health care, including examples of appropriate and inappropriate applications. In the laboratory sessions, students were given three tasks representing different use cases of generative AI in health care practice and research (clinical decision support, patient decision support, and scientific communication) and asked to engage with ChatGPT on each. Students (n = 10) independently wrote a brief reflection for each task evaluating safety (accuracy, hallucinations) and usability (ease of use, usefulness, and intention to use in the future). Reflections were analyzed using directed content analysis.  Students were able to identify the strengths and limitations of ChatGPT in completing all three tasks and developed opinions on whether they would feel comfortable using ChatGPT for similar tasks in the future. All of them reported increasing their self-rated competency in generative AI by one to two points on a five-point rating scale.  This brief educational intervention supported doctoral nursing students in understanding the appropriate uses of ChatGPT, which may support their ability to appraise and use these tools in their future work.

Reading Turchioe M ，Kisselev S ，Van Bulck L ，Bakken S ... -  《Applied Clinical Informatics》

Incorporation of Generative AI in an Introductory Nursing Informatics Course.

Arcia A 《-》

The Use of AI Powered ChatGPT for Nursing Education.

Bumbach MD 《-》

Envisioning the new AACN essentials in a competency-based DNP strategic and financial business planning course.

Faculty members teaching in the Doctor of Nursing Practice (DNP) programs are charged with undergoing curriculum restructure that is aligned with the American Association of Colleges of Nursing (AACN) newly released Essentials. The purpose of this article is to share an existing course structure that was designed to teach students the business acumen in a strategic and financial business planning course and present a strategy for nursing faculty to consider when applying the Essentials to new or existing courses. This article includes a brief review of the literature, a discussion of a strategic and financial business planning course, and application of the Essentials for graduate nursing programs. Based on findings from the literature, and reported student outcomes, a strategic and financial program planning course is an effective way to meet the new Essentials for graduate nursing students that are competency-based, while providing valuable business acumen learning experiences.

Vortman R ，Stogis S ，Kirkbride G 《-》