Integrating generative artificial intelligence in a writing intensive course for undergraduate nursing students

Abstract

While generative artificial intelligence (AI) has been around for many years, it has only recently become available for use by the public. This powerful resource has changed the landscape for higher education and many instructors fear the negative effects it can have on academic integrity and student creativity in the writing process. However, it is certain that AI is here to stay, and it is crucial that educators embrace this technology and teach students to use this resource carefully and wisely. Communication is an essential component in nursing practice and cultivating competent writing skills is a vital aspect of nursing education. However, nursing students struggle with scholarly writing especially at the undergraduate level. Integrating generative artificial intelligence into a writing intensive course offers a unique approach to aid students in improving their writing. In this pilot project, students were given an assignment to actively engage with generative artificial intelligence and critically analyze the response using current nursing literature to support or refute the output. This assignment was used to springboard class discussion on advantages and disadvantages of using artificial intelligence for scholarly writing. This novel approach has the potential to build confidence and competence in novice writers which supports their success in nursing school and in clinical practice.

Keywords: Artificial intelligence; Nursing education; Writing intensive course.