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Incorporating Generative AI to Promote Inquiry-Based Learning: Comparing Elicit AI Research Assistant to PubMed and

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Generative artificial intelligence (GenAI) tools can enhance graduate nursing education by promoting inquiry-based learning (IBL). This study found Elicit, an AI research assistant, effective for information literacy and literature searches.

Keywords:
AI literacyElicit: The AI Research Assistantartificial intelligencecritical thinking skillsgenerative artificial intelligenceinformation literacyliterature searchnursing research

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Area of Science:

  • Nursing Education
  • Artificial Intelligence in Education
  • Information Literacy

Background:

  • Generative artificial intelligence (GenAI) presents opportunities and challenges for higher education.
  • Faculty must decide whether to integrate GenAI into course design or resist its use.
  • Intentional course design can leverage GenAI to foster inquiry-based learning (IBL).

Purpose of the Study:

  • To identify an effective strategy for integrating GenAI into course design to promote IBL.
  • To compare the effectiveness of a GenAI literature search tool (Elicit) with traditional databases (PubMed, CINAHL) for graduate nursing students.

Main Methods:

  • A descriptive study design was employed with graduate nursing students.
  • A two-phase framework was used to organize information and justify tool preference.
  • A rubric was developed to assess critical thinking, IBL, information literacy, and literature search structuring.

Main Results:

  • Students compared Elicit, PubMed, and CINAHL, identifying the strengths and weaknesses of each.
  • The study assessed tool effectiveness based on accuracy, relevance, and efficiency.
  • A relationship was discovered between the search tools, aiding student evaluation.

Conclusions:

  • GenAI tools like Elicit can be effectively integrated into nursing education to enhance IBL and information literacy.
  • Graduate nursing students can develop critical thinking skills by evaluating different literature search tools.
  • This approach supports intentional course design for improved student learning outcomes in evidence-based practice.