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Academic Nurse Educators' Ethical Concerns About the Use of GenAI in Nursing Education
Sharon K Titus1, Ragi George, Denise R Gehring
1About the Authors Sharon K. Titus, PhD, RN, is a professor, Azusa Pacific University School of Nursing, Azusa, California. Ragi George, PhD, RN, is an associate professor, Azusa Pacific University School of Nursing. Denise R. Gehring, MA, MSLIS, is an associate professor and librarian, Azusa Pacific University. The authors thank Bradley G. Titus, MD, MDiv, BSE, for editorial assistance. The bibliography and supporting documents for this article are available at Open Science Framework Registry Number OSF.IO/SZ8WR. For more information, contact Dr. Sharon Titus at stitus@apu.edu .
Aim:
We identify and describe the existing evidence on academic nurse educator (ANE) perceived concerns regarding the use of generative artificial intelligence (GenAI) in nurse education.
Background:
Since its recent release, GenAI has abruptly impacted higher education. There is a call for ANEs to embrace GenAI. Some are ready, but others have concerns.
Method:
The review followed the Joanna Briggs Institute methodology and used Preferred Reporting Items for Systematic Reviews and Meta-analyses Extension for Scoping Reviews; the search found 736 articles from eight databases. This study included articles, beginning November 2022, about ANEs and GenAI. Data were managed using Mendeley software, extracted by two reviewers, and reported using an extraction instrument. The team completed a thematic analysis.
Results:
This study included 29 articles that report on ethical concerns and subthemes: integrity, plagiarism/cheating, overreliance, and lack of humanization.
Conclusion:
GenAI technologies will continue to evolve, suggesting a continual need for ANEs to learn, discover, and process its impact on nursing programs.
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