Using chatgpt to enhance student learning: a case study in a nursing curriculum

Background: The ease with which Artificial Intelligence (AI) can produce an apparent rigorous response to a question makes AI an appealing resource for tertiary students. But students might not be aware of the limitations of this new technology. Aim: To evaluate the impact of a novel assessment task on preregistration nursing students’ attitudes towards the use of artificial technology in academic writing. Method: A clinically focused question was entered into ChatGPT and an answer generated. The assessment task required nursing students to critique the ChatGPT answer using evidence-based literature. To do this, students had to search for literature which was relevant to the assessment question and then use this evidence to critique the ChatGPT generated response. Results: Most students achieved the assignment task aims by answering the assessment questions thoroughly. Students’ feedback indicated the assignment improved their understanding of how to use evidence-based literature. Conclusions: The assignment task was effective in informing nursing students of the limitations of ChatGPT. It is recommended to academics who are concerned about students using this technology in their academic writing.