About Me.
Welcome to Innovate and Educate! I’m Rachel, an Assistant Professor of Nursing with a passion for integrating cutting-edge technology into nursing education. With a focus on generative AI, innovative teaching methods, and the future of healthcare, I aim to inspire educators to embrace new tools that enhance both student learning and professional practice.
With years of experience in nursing education and a deep commitment to shaping the future of healthcare professionals, I’m dedicated to creating engaging, AI-enhanced learning experiences. Through this platform, I hope to share insights, resources, and strategies to help fellow educators revolutionize their teaching practices while preparing students for the ever-evolving world of healthcare.
Background: Artificial intelligence (AI) has the potential to revolutionize nursing education. This study compared NCLEX-RN questions generated by AI and those created by nurse educators.
Method: Faculty of accredited baccalaureate programs were invited to participate. Likert-scale items for grammar and clarity of the item stem and distractors were compared using Mann-Whitney U, and yes/no questions about clinical relevance and complex terminology were analyzed using chi-square. A one-sample binomial test with confidence intervals evaluated participants' question preference (AI-generated or educator-written). Qualitative responses identified themes across faculty.
Results: Item clarity, grammar, and difficulty were similar for AI and educator-created questions. Clinical relevance and use of complex terminology was similar for all question pairs. Of the four sets with preference for one item, three were generated by AI.
Conclusion: AI can assist faculty with item generation to prepare nursing students for the NCLEX-RN examination. Faculty expertise is necessary to refine questions written using both methods. [J Nurs Educ. 2023;62(12):679-687.].
Background: Technological advances have expanded nursing education to include generative artificial intelligence (AI) tools such as ChatGPT.
Problem: Generative AI tools challenge academic integrity, pose a challenge to validating information accuracy, and require strategies to ensure the credibility of AI-generated information.
Approach: This article presents a dual-purpose approach integrating AI tools into prelicensure nursing education to enhance learning while promoting critical evaluation skills. Constructivist theories and Vygotsky's Zone of Proximal Development framework support this integration, with AI as a scaffold for developing critical thinking.
Outcomes: The approach involves practical activities for students to engage with AI-generated content critically, thereby reinforcing clinical judgment and preparing them for AI-prevalent health care environments.
Conclusions: Incorporating AI tools such as ChatGPT into nursing curricula represents a strategic educational advancement, equipping students with essential skills to navigate modern health care.
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