Revolutionizing nursing education through Ai integration: A reflection on the disruptive impact of ChatGPT.

Artificial intelligence (AI) is driving global change. An AI language model like ChatGPT could revolutionize the delivery of nursing education in the future. ChatGPT is an AI-enabled text generator that has garnered significant attention due to its ability to engage in conversations and answer questions. Nurse educators play a crucial role in preparing nursing students for a technology-integrated healthcare system, and the emergence of ChatGPT presents both opportunities and challenges. While the technology has limitations and potential biases, it also has the potential to benefit students by facilitating learning, improving digital literacy, and encouraging critical thinking about AI integration in healthcare. Nurse educators can incorporate ChatGPT into their curriculum through formative or summative assessments and should prioritize faculty development to understand and use AI technologies effectively. Collaboration between educational institutions, regulatory bodies, and educators is crucial to establish provincial and national competencies and frameworks that reflect the increasing importance of AI in nursing education and practice. It is paramount that nurses and nurse educators be open to AI-enabled innovations as well as continue to critically think about their potential value to advance the profession so nurses are better prepared to lead the digital future.

The Simulation Games: Bringin' It to the Bedside.

BACKGROUND: Although nursing students practice skills in labs as part of the curriculum, many report feeling anxious and unprepared for their first clinical experience. PURPOSE: A capstone lab, integrating gaming with simulation, was implemented to assimilate previous learning and promote critical thinking before beginning clinical experiences. METHODS: Second-year baccalaureate nursing students participated in a gamified lab with simulated scenarios working in teams in various roles to manage patient situations. Remediation opportunities throughout the lab and formal structured debriefing further maximized their learning. RESULTS: Students reported the lab was beneficial. Most students found the lab "stressful, but in a good way," which challenged them to apply previous learning. Most students cited reduced anxiety and increased confidence for practice after the labs. CONCLUSIONS: Integrating gaming with simulated scenarios maintained student engagement while encouraging critical thinking and knowledge synthesis to better prepare them for clinical experiences.