Insights into nurse educators' use of ChatGPT in active teaching methods: A cross-sectional pilot study

Abstract

Introduction

Artificial intelligence has revolutionized nursing education with the emergence of ChatGPT, which has the potential to transform active teaching methods. Despite this potential, there is still insufficient literature on the use of ChatGPT in nursing education. The aim of this pilot study is to examine nurse educators' knowledge, attitudes, and perceptions of ChatGPT, as well as their experience of using ChatGPT in active teaching methods.

Subjects and methods

We conducted a cross-sectional pilot study using a self-administered questionnaire with 104 participants.

Results

Although 61.52% of participants have an average level of knowledge about ChatGPT, they are not very familiar with its use, as 59.6% do not use it. In fact, 70.52% expressed indifference or negativity towards the use of ChatGPT by their students. Furthermore, male educators are five times more likely to believe that ChatGPT facilitates students cheating (OR = 5.147 (1.641; 16.141)).

Despite being aware of the challenges associated with ChatGPT, educators in our sample demonstrate limited awareness of its potential applications in active teaching methods. For instance, only 33.33% use ChatGPT in problem-based learning, while a mere 10% use ChatGPT in simulation-based learning. This reluctance extends to use ChatGPT in teaching activities such as preparing pedagogical content (8.69%) and the design of assessment tools (9.78%).

Conclusion

Implementing institutional guidelines and providing nurse educators with training on the potential applications of ChatGPT are essential for promoting positive change in nursing education. This will enable educators to guide their students in the responsible and ethical use of ChatGPT.