Reimagining Graduate Study With Generative Artificial Intelligence-Supported Study Strategies: A Doctor of Nursing...

Area of Science:

• Nursing Education
• Artificial Intelligence in Healthcare
• Academic Technology

Background:

• Artificial intelligence (AI) is increasingly utilized in higher education for enhancing comprehension and efficiency.
• Research on AI's application in supporting academic learning for Doctor of Nursing Practice (DNP) students is limited.
• AI's role in clinical decision-making is expanding, but its academic use in nursing programs requires further exploration.

Purpose of the Study:

• To describe a DNP student's experience using a generative AI tool to supplement traditional study strategies.
• To evaluate the impact of AI on learning outcomes in a DNP program.
• To assess the alignment of AI tool usage with essential nursing competencies.

Main Methods:

• A case narrative approach was employed to outline the integration of Chat Generative Pre-trained Transformer (ChatGPT).
• ChatGPT was incorporated into a first-year DNP student's daily study routines for concept simplification, reinforcement, and clarification.
• The AI tool's effectiveness was evaluated against academic performance, clinical feedback, and alignment with the American Association of Colleges of Nursing Essentials.

Main Results:

• ChatGPT integration led to improved study efficiency and enhanced understanding of complex nursing material.
• The AI tool supported both academic performance and clinical feedback for the DNP student.
• Utilizing ChatGPT aligned with core nursing competencies, fostering critical thinking, personalized learning, and ethical technology use.

Conclusions:

• Generative AI tools, when used responsibly and verified with reliable sources, can effectively supplement traditional learning methods in nursing education.
• AI can be a valuable study aid for graduate nursing students, enhancing critical thinking and knowledge retention.
• Responsible AI use prepares advanced practice nurses for modern clinical practice by fostering self-directed learning and confidence.