The ChatGPT effect and transforming nursing education with generative AI: Discussion paper
Abstract
Aim The aim of this study is to present the possibilities of nurse education in the use of the Chat Generative Pre-training Transformer (ChatGPT) tool to support the documentation process.Background The success of the nursing process is based on the accuracy of nursing diagnoses, which also determine nursing interventions and nursing outcomes. Educating nurses in the use of artificial intelligence in the nursing process can significantly reduce the time nurses spend on documentation.Design Discussion paper.Methods We used a case study from Train4Health in the field of preventive care to demonstrate the potential of using Generative Pre-training Transformer (ChatGPT) to educate nurses in documenting the nursing process using generative artificial intelligence. Based on the case study, we entered a description of the patient's condition into Generative Pre-training Transformer (ChatGPT) and asked questions about nursing diagnoses, nursing interventions and nursing outcomes. We further synthesized these results.Results In the process of educating nurses about the nursing process and nursing diagnosis, Generative Pre-training Transformer (ChatGPT) can present potential patient problems to nurses and guide them through the process from taking a medical history, setting nursing diagnoses and planning goals and interventions. Generative Pre-training Transformer (ChatGPT) returned appropriate nursing diagnoses, but these were not in line with the North American Nursing Diagnosis Association - International (NANDA-I) classification as requested. Of all the nursing diagnoses provided, only one was consistent with the most recent version of the North American Nursing Diagnosis Association - International (NANDA-I). Generative Pre-training Transformer (ChatGPT) is still not specific enough for nursing diagnoses, resulting in incorrect answers in several cases.Conclusions Using Generative Pre-training Transformer (ChatGPT) to educate nurses and support the documentation process is time-efficient, but it still requires a certain level of human critical-thinking and fact-checking.
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More than 80% of university students have used generative AI tools for academic purposes.
“Recent international surveys indicate that more than 80% of university students have used generative AI tools for academic purposes”
From From adoption to interaction: examining human-GenAI engagement patterns, ethical tensions, and educational trade-offs in nursing education (2026) · cites this paper as [23]
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- Authors
- Gosak, L., Pruinelli, L., Topaz, M., & Štiglic, G.
- Affiliations
- University of Maribor (SI)
- University of Florida (US)
- Columbia University (US)
- Corresponding author
- Gosak, Lucija
- Venue
- Nurse Education in Practice
- Publisher
- Elsevier BV
- Published
- 2024-02
- Volume
- 75
- Pages
- 103888
- ISSN
- 1471-5953 (ISSN-L)
- OpenAlex
- W4390705612
- Cited by
- 89
- References
- 39
- Citations by year
- 2026: 28 · 2025: 40 · 2024: 21
- FWCI
- 99.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Nurse Education in Practice (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Nursing › Issues, ethics and legal aspects › Nursing Diagnosis and Documentation
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Keywords
- ChatGPT, generative AI, nursing education, nursing documentation, nursing process, nursing diagnosis, NANDA-I, nursing interventions, nursing outcomes, preventive medicine, artificial intelligence in education, critical thinking
- MeSH terms
- Artificial Intelligence, Documentation, Education, Nursing, Educational Status, Humans, Nursing Diagnosis
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