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

Meghan Reading Turchioe1, Sergey Kisselev1, Liesbet Van Bulck2

  • 1Columbia University School of Nursing, New York, New York, United States.

Applied Clinical Informatics
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PubMed
Summary

Doctoral nursing students improved their understanding of generative artificial intelligence (AI) applications in healthcare after a brief educational intervention. This training helps nurses evaluate and safely use AI tools in practice and research.

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Area of Science:

  • Nursing Education
  • Artificial Intelligence in Healthcare
  • Health Informatics

Background:

  • Generative artificial intelligence (AI) tools are poised for integration into healthcare practice and research.
  • Nurses in leadership roles require guidance on the safe and effective implementation of AI.
  • Doctoral-prepared nurses play a key role in evaluating AI adoption.

Purpose of the Study:

  • To develop and evaluate a brief educational intervention.
  • To enhance PhD nursing students' knowledge of appropriate generative AI applications in healthcare.
  • To prepare future nursing leaders for AI integration.

Main Methods:

  • A brief intervention was designed for a nursing PhD data science course.
  • Didactic lectures and laboratory activities introduced generative AI (ChatGPT 4.0).
  • Students evaluated ChatGPT's safety and usability across three healthcare use cases.

Main Results:

  • Students identified ChatGPT's strengths and limitations in healthcare tasks.
  • Participants reported increased self-rated competency in using generative AI.
  • Students formed opinions on the future use of AI in their work.

Conclusions:

  • The educational intervention effectively improved doctoral nursing students' understanding of appropriate generative AI use.
  • This supports students' ability to critically appraise and utilize AI tools.
  • Preparedness for AI in nursing research and practice is enhanced.