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Authenticity and academic integrity in Generative Artificial Intelligence (GenAI) use among undergraduate nursing
Chiew-Jiat Rosalind Siah1, Junwei Vincent Lim1, Meng Meng Lyu2
1National University of Singapore, Singapore.
Summary
Generative Artificial Intelligence (GenAI) in higher education presents ethical challenges and impacts student learning. Clear guidelines are needed to ensure GenAI augments, not replaces, original academic work.
Area of Science:
- Higher Education Pedagogy
- Educational Technology Integration
- Academic Integrity in the Digital Age
Background:
- Generative Artificial Intelligence (GenAI) is transforming higher education learning experiences.
- While offering educational benefits, GenAI introduces ethical concerns and potential impacts on students' self-assessment and engagement.
- Understanding student interaction with GenAI is crucial for navigating its role in academia.
Purpose of the Study:
- To explore undergraduate nursing students' experiences with GenAI.
- To investigate student perceptions of GenAI concerning academic integrity and work authenticity.
- To assess student awareness and attitudes regarding the acceptable use of GenAI in academic settings.
Main Methods:
- Qualitative descriptive study design.
- Group interviews conducted with undergraduate nursing students.
- Data collected between October 2024 and January 2025.
Main Results:
- Five key themes emerged from the analysis: integration with learning, trust in GenAI information, ethical considerations, academic integrity, and guidance for GenAI use.
- Students discussed how GenAI is integrated into their learning processes.
- Trustworthiness of GenAI outputs and ethical implications were significant concerns.
Conclusions:
- Further understanding of GenAI's role in self-directed learning and activity management is essential.
- Clear institutional guidelines are necessary for educators to direct GenAI use.
- GenAI should be positioned as a tool to enhance, not substitute, original student work to uphold academic integrity.
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