Transforming Nursing Education: Potential of ChatGPT, Benefits, Limitations and Challenges

Öz

The use of artificial intelligence (AI) tools such as ChatGPT in nursing education is a current and significant topic of debate. ChatGPT holds the potential to transform nursing education, providing various opportunities such as rapid access to information, learning new knowledge, asking questions, developing theoretical and clinical skills of nursing students, and offering interactive learning possibilities. However, alongside these benefits, ChatGPT also raises concerns regarding academic integrity and plagiarism, which can lead to unfair advantages for students and negatively impact the development of critical thinking and decision-making skills, which is one of the important educational outcomes targeted at graduation. Therefore, for the integration of AI tools like ChatGPT into the nursing curriculum, the development of guides and policies for ethical and responsible use is necessary, as is the enhancement of AI literacy among nurse educators and students. This review discusses the potential, possible contributions, limitations, and challenges of ChatGPT in nursing education.

Anahtar Kelimeler

• artificial intelligence
• chatbot
• ChatGPT
• nursing education

Hemşirelik Eğitiminde Dönüşüm: ChatGPT’nin Potansiyeli, Yararları, Sınırlılıkları ve Zorlukları

Öz

ChatGPT gibi yapay zekâ (YZ) araçlarının hemşirelik eğitiminde kullanımı güncel ve önemli bir tartışma konusudur. ChatGPT, hemşirelik eğitimini dönüştürme potansiyeline sahip olmakla birlikte hızlı bilgi erişimine olanak tanıyan, yeni bilgileri öğrenme, soru sorma, hemşirelik öğrencilerinin kuramsal ve klinik becerilerini geliştirme ve etkileşimli öğrenme imkânı gibi çeşitli olanaklar sunan bir YZ aracıdır. Ancak, ChatGPT bu yararlarının yanı sıra akademik dürüstlük ve intihal ile ilgili endişeleri de beraberinde getirmekte, öğrencilerin haksız kazanç elde etmelerine ve mezuniyette hedeflenen önemli eğitim çıktılarından biri olan eleştirel düşünme ve karar verme becerilerini olumsuz yönde etkileyebilmektedir. Bu nedenle, ChatGPT gibi YZ araçlarının hemşirelik müfredatına entegre edilebilmesi için, etik ve sorumlu kullanımı amacıyla rehberler, politikalar geliştirilmesi, hemşire eğitimcilerin ve öğrencilerinin YZ okur yazarlılıklarını artırılması gerekmektedir. Bu derlemede, ChatGPT’nin potansiyeli, hemşirelik eğitimine katkıları, sınırlılıkları ve zorlukları tartışılmaktadır.

Anahtar Kelimeler

• Chatbot
• hemşirelik eğitimi
• yapay zeka
• chatGPT

Kaynakça

1. Adeshola, I., & Adepoju, A. P. (2023). The opportunities and challenges of ChatGPT in education. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2023.2253858.
2. Abdulai, A. F., & Hung, L. (2023). Will ChatGPT undermine ethical values in nursing education, research, and practice? Nursing Inquiry, 30, e12556. https://doi.org/10.1111/nin.12556.
3. Abujaber, A. A., Abd-Alrazaq, A., Al-Qudimat, A. R., & Nashwan, A. J. (2023). A strengths, weaknesses, opportunities, and threats (SWOT) analysis of ChatGPT integration in nursing education: A narrative review. Cureus, 15(11), e48643. https://doi.org/10.7759/cureus.48643.
4. Aktay, S., Gök, S., & Uzunoğlu, D. (2023). ChatGPT in Education. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(2), 378–406. https://doi.org/10.29329/tayjournal.2023.543.03
5. Alkhaqani, A. L. (2023a). Can ChatGPT help researchers with scientific research writing. Journal of Medical Research and Reviews, 1(1), 9–12. https://doi.org/10.5455/JMRR.20230626013424.
6. Alkhaqani, A. L. (2023b). ChatGPT and nursing education: Challenges and opportunities. Asian Journal of Medical Sciences, 4, 50–51. https://doi.org/10.54133/ajms.v4i.110.
7. Athilingam, P., & He, H. G. (2023). ChatGPT in nursing education: Opportunities and challenges. Teaching and Learning in Nursing, 19(1), 97–101. https://doi.org/10.1016/j.teln.2023.11.004.
8. Bostan, T. C., & Bostan, C. G. (2023, June 20–23). Ways to use artificial intelligence in education. Paper presented at: 3rd International Conference on educational technology and online learning, Cunda, Ayvalık, Turkey.

9. Branum, C., & Schiavenato, M. (2023). Can ChatGPT accurately answer a PICOT question? Assessing AI response to a clinical question. Nurse Educator, 48(5), 231–233. https://doi.org/10.1097/NNE.0000000000001436.
10. Castonguay, A., Farthing, P., Davies, S., Vogelsang, L., Kleib, M., Risling, T., & Green, N. (2023). Revolutionizing nursing education through AI integration: A reflection on the disruptive impact of ChatGPT. Nurse Education Today, 129, 105916. https://doi.org/10.1016/j.nedt.2023.105916.
11. Chang, C. Y., Jen, H. J., & Su, W. S. (2022). Trends in artificial intelligence in nursing: Impacts on nursing management. Journal of Nursing Management, 30(8), 3644–3653. https://doi.org/10.1111/jonm.13770.
12. Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International. https://doi.org/10.35542/osf.io/mrz8h.
13. Deryugina, O. V. (2010). Chatterbots. Scientific and Technical Information, 37, 143–147. https://doi.org/10.3103/S0147688210020097.
14. Dick, S. (2019). Artificial intelligence. Harvard Data Science Review, 1(1). https://doi.org/10.1162/99608f92.92fe150c.
15. Edwards, B. (2023, September 8). OpenAI confirms that AI writing detectors don’t work. Ars Technica. https://arstechnica.com/information-technology/2023/09/openai-admits-that-ai-writing-detectors-dont-work/
16. Fortenot, J. (2023). Artificial intelligence in nursing education: Enhance, ignore, or proceed with caution. Teaching and Learning in Nursing, 18(3), 355–356. https://doi.org/10.1016/j.teln.2023.03.018.
17. Gill, S. S., & Kaur, R. (2023). ChatGPT: Vision and challenges. International Journal of Learning, Teaching and Educational Research, 3, 262–271. https://doi.org/10.1016/j.iotcps.2023.05.004.
18. Göktas, P., Küçükkaya, A., & Karaçay, P. (2023a). Leveraging the efficiency and transparency of artificial intelligence‐driven visual Chatbot through smart prompt learning concept. Skin Research and Technology, 29(11), e13417. https://doi.org/10.1111/srt.13417.
19. Göktaş, P., Küçükkaya, A., & Karaçay, P. (2024a). Utilizing GPT 4.0 with prompt learning in nursing education: A case study approach based on Benner’s theory. Teaching and Learning in Nursing, 19(2). https://doi.org/10.1016/j.teln.2023.12.014.
20. Göktaş, P., Küçükkaya, A., & Karaçay, P. (2024). The potential and pitfalls of Artificial Intelligence in nursing: Preserving humanity in the face of Technological Advancement. Florence Nightingale Journal of Nursing, 32(1), 116–117. https://doi.org/10.5152/fnjn.2024.23174.
21. Graham, F. (2022). Daily briefing: Will ChatGPT kill the essay assignment? Nature. https://doi.org/10.1038/d41586-022-04437-2.
22. Graf, A., & Bernardi, R. E. (2023). ChatGPT in research: Balancing ethics, transparency and advancement. Neuroscience, 515, 71–73. https://doi.org/10.1016/j.neuroscience.2023.02.008.
23. Gunawan, J. (2023). Exploring the future of nursing: Insights from the ChatGPT model. Belitung Nursing Journal, 9(1), 1–5. https://doi.org/10.33546/bnj.2551.
24. Haenlein, M., & Kaplan, A. (2019). A brief history of artificial intelligence: On the past, present, and future of artificial intelligence. California Management Review, 61(4), 5–14. https://doi.org/10.1177/00081256198649.
25. Huang, H. (2023). Performance of ChatGPT on registered nurse license exam in Taiwan: A descriptive study. Healthcare, 11, 2855. https://doi.org/10.3390/healthcare11212855.
26. İlaslan, E. (2023). Yapay zeka sohbet robotları ve ChatGPT’nin hemşirelik eğitiminde kullanılması. Akdeniz Hemşirelik Dergisi, 2(2), 73–80. https://doi.org/10.59398/ahd.1330341.
27. International Council of Nurses. (2024). Nursing definitions. ICN. Accessed June 3, 2024. https://www.icn.ch/resources/nursing-definitions.
28. Irwin, P., Jones, D., & Fealy, S. (2023). What is ChatGPT and what do we do with it? Implications of the age of AI for nursing and midwifery practice and education: An editorial. Nurse Education Today, 127, 105835. https://doi.org/10.1016/j.nedt.2023.105835.
29. Kandemir, F., Azizoğlu, F., & Terzi, B. (2023). Hemşirelikte yapay zekâ ve robot teknolojilerinin kullanımı. Türk Yoğun Bakım Hemşireleri Derneği Dergisi, 27(2), 118–127.
30. Karaçay, P., Göktaş, P., Yaşar, Ö., & Küçükkaya, A. (2024). How Can Nurse Educators Guide Students by Using ChatGPT as a Teaching Tool?. Archives of Health Science and Research, 11(3), 140-141. https://doi.org/10.5152/ArcHealthSciRes.2024.24043
31. Lee, S. W., & Choi, W. J. (2023). Utilizing ChatGPT in clinical research related to anesthesiology: A comprehensive review of opportunities and limitations. Anesthesia and Pain Medicine, 18(3), 244–251. https://doi.org/10.17085/apm.23056.
32. Liu, J., Liu, F., Fang, J., & Liu, S. (2023). The application of Chat Generative Pre-trained Transformer in nursing education. Nursing Outlook, 71(6), 102064. https://doi.org/10.1016/j.outlook.2023.102064.
33. Luo, B., Lau, R. Y., Li, C., & Si, Y. W. (2022). A critical review of state‐of‐the‐art chatbot designs and applications. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 12(1), e1434. https://doi.org/10.1002/widm.1434.
34. Miao, H., & Ahn, H. (2023). Impact of ChatGPT on interdisciplinary nursing education and research. Asian/Pacific Island Nursing Journal, 7(1), e48136. https://doi.org/10.2196/48136.
35. Montenegro-Rueda, M., Fernández-Cerero, J., Fernández-Batanero, J. M., & López-Meneses, E. (2023). Impact of the implementation of ChatGPT in education: A systematic review. Computers, 12(8), 153. https://doi.org/10.3390/computers12080153
36. Nabiyev, V. V. (2012). Yapay zeka: İnsan – bilgisayar etkileşimi. Ankara: Seçkin Yayıncılık.
37. Ng, Z. Q. P., Ling, L. Y. J., Chew, H. S. J., & Lau, Y. (2022). The role of artificial intelligence in enhancing clinical nursing care: A scoping review. Journal of Nursing Management, 30(8), 3654–3674. https://doi.org/10.1111/jonm.13425.
38. O'Connor, S. (2022). Open artificial intelligence platforms in nursing education: Tools for academic progress or abuse? Nurse Education in Practice, 66, 103537. https://doi.org/10.1016/j.nepr.2022.103537.
39. Rasul, T., Nair, S., Kalendra, D., Robin, M., de Oliveira Santini, F., Ladeira, W. J., Sun, M., Day, I., Rather, R. A., & Heathcote, L. (2023). The role of ChatGPT in higher education: Benefits, challenges, and future research directions. Journal of Applied Learning and Teaching, 6(1), 41–56. https://doi.org/10.37074/jalt.2023.6.1.29.
40. Sallam, M. (2023). ChatGPT utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887.
41. Sharma, M., & Sharma, S. (2023). A holistic approach to remote patient monitoring, fueled by ChatGPT and Metaverse technology: The future of nursing education. Nurse Education Today, 131, 105972. https://doi.org/10.1016/j.nedt.2023.105972
42. Sok, S., & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. Cambodian Journal of Educational Research, 3(1), 110–121. http://dx.doi.org/10.2139/ssrn.4378735
43. Tam, W., Huynh, T., Tang, A., Luong, S., Khatri, Y., & Zhou, W. (2023). Nursing education in the age of artificial intelligence powered Chatbots (AI-Chatbots): Are we ready yet? Nurse Education Today, 129, 105917. https://doi.org/10.1016/j.nedt.2023.105917
44. Vargas-Murillo, A. R., de la Asuncion, I. N. M., & de Jesús Guevara-Soto, F. (2023). Challenges and opportunities of AI-assisted learning: A systematic literature review on the impact of ChatGPT usage in higher education. International Journal of Learning, Teaching and Educational Research, 22(7), 122–135. https://doi.org/10.26803/ijlter.22.7.7.