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A descriptive phenomenological study of postgraduate nursing students' experiences with ChatGPT
1Department of Public Health Nursing, Faculty of Health Science, Çankırı Karatekin University, Çankırı, Turkey.
Background:
Postgraduate education plays a critical role in preparing nurses for advanced practice and leadership roles. Although ChatGPT has recently emerged as a potential tool in education, its integration into postgraduate nursing education remains underexplored. Existing studies largely focus on undergraduate settings. This study investigates the interactions and experiences of postgraduate nursing students (PGNSs) using ChatGPT, providing insights for nursing educators.
Aim:
To explore the experiences of PGNSs enrolled in Master's and Doctoral programs who utilized ChatGPT to prepare seminar assignments.
Design:
A descriptive phenomenological design was adopted. The study involved 13 PGNSs enrolled in the same course. Data were collected through in-depth, semi-structured online interviews conducted between April and October 2024. Data analysis followed Colaizzi's method.
Results:
Analysis revealed three overarching themes and nine thematic clusters. Participants identified a range of opportunities associated with ChatGPT, including time-saving and support for learning. However, they also reported uncertainties regarding its ethical use and application. Furthermore, participants shared practical recommendations for integrating ChatGPT into nursing education.
Conclusion:
ChatGPT is poised to become a valuable tool in postgraduate nursing education. To support this integration, educators must understand how students interact with AI tools like ChatGPT and address related pedagogical and ethical concerns. Alternative assessment strategies and targeted guidance should be developed collaboratively by educators and experts to ensure effective and responsible use.
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