The ChatGPT Effect: Nursing Education and Generative Artificial Intelligence

• Published in: The Journal of nursing education Vol. 64; no. 6; pp. e40 - e43
• Main Authors: Topaz, Maxim, Peltonen, Laura-Maria, Michalowski, Martin, Stiglic, Gregor, Ronquillo, Charlene, Pruinelli, Lisiane, Song, Jiyoun, O'Connor, Siobhan, Miyagawa, Shoko, Fukahori, Hiroki
• Format: Journal Article
• Language: English
• Published: Thorofare, NJ SLACK Incorporated 01.06.2025; Slack, Inc; SLACK INCORPORATED
• Subjects: Artificial Intelligence; Bias; Chatbots; Cheating; Copyrights; Critical thinking; Decision making; Decision Making Skills; Education, Nursing - methods; Education, Nursing - organization & administration; Education, Nursing, Baccalaureate; Educational Experience; Educational Technology; Ethics; False information; Feedback; Forecasts and trends; Generative Artificial Intelligence; Humans; Individual Needs; Influence of Technology; Infringement; Innovations; Instructional Materials; Intelligent Tutoring Systems; Learning Experience; Learning Processes; Medical ethics; Nurses; Nursing education; Nursing Education Research; Nursing Students; Personalized learning; Plagiarism; Prevention; School Policy; Simulation; Skills; Student Writing Models; Students; Students, Nursing - psychology; Teachers; Teaching; Technology application; Thinking Skills; United States
• ISSN: 0148-4834; 1938-2421; 1938-2421
• DOI: 10.3928/01484834-20240126-01

This article examines the potential of generative artificial intelligence (AI), such as ChatGPT (Chat Generative Pre-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 and increased efficiency. The careful navigation of these challenges and strategic implementation of AI is key to realizing the promise of AI in nursing education. [J Nurs Educ. 2025;64(6):e40–e43.]