Five Rights for Teaching and Learning With Artificial Intelligence

Abstract

Advancements in artificial intelligence (AI) for education will continue to be met with mixed perceptions of it as a threat, intruder, panacea, or complementary collaborator. Students, administrators, and faculty will continue to need to find common ground and guidance to ensure that AI meets the practical and ethical standards of excellence demanded by the public, nursing education advocacy groups, and state/federal agencies (US Department of Education, Office of Educational Technology, 2023). The proposed set of AI teaching and learning rights are in keeping with the spirit of having medication administration rights intended to reduce errors and increase safety. The five rights for teaching and learning with AI include the right purpose, platforms, placement, protections, and preparation. RIGHT PURPOSE Building and delivering an educational experience requires careful matching of learning objectives with teaching/learning activities and evaluation strategies. Technology, AI or otherwise, may not always be the right option for achieving learning objectives. Purposeful utilization of AI allows for it to supplement and complement the human nurse educator in the loop. It should not be seen or utilized as a replacement for an educator’s unique presence, judgment, or expertise. RIGHT PLATFORMS The universe of both “free” and vended applications grows constantly. Even within the AI subdiscipline of generative AI, there may be multiple options offering significantly different value in different contexts. Evaluating technology is a critical competency of the nurse educator. Cost, accessibility, privacy, security, usability, and compatibility with other applications and devices are all considerations that go into selecting the right AI applications and platforms. Emerging technologies must be met with the right amount of skepticism, advocacy, and nursing’s lens of ethical comportment. RIGHT PLACEMENT What platform and why it’s being used are predecessors to where it is placed within a learning experience. Aligning technology to fit the needs of the learners, the educational context, and the learning objectives are an unchanging educator best practice no matter the technology being considered. Technology-driven learning should be accentuated by time away from screens where original thought, dialogue, and human interaction can continue to flourish. The right placement of AI can also promote more appropriate use that builds on the strengths of AI for tasks like brainstorming, customized learning, and automation of non-value-added educational activities. RIGHT PROTECTIONS Several ethical, legal, and moral protections need to be considered with AI integration into nursing education. Concerns about the growing potential for difficult-to-detect academic misconduct must not overshadow subtle or embedded bias. Bias from data used for AI system training or inherent in their design may further disenfranchise certain student populations. Privacy protections may come in many forms, including efforts to protect faculty and institutional intellectual property, as well as protection of student data. Many AI systems also require greater energy consumption at a time when global climate change impacts demand ethical sourcing and evaluation of new energy demands. RIGHT PREPARATION Using AI in teaching and learning begins with more assertively and intentionally developing health, information, and digital literacy. Learning with and about AI will be an ongoing requirement, rather than a one-off academic readiness inoculation. Students will need to understand the boundaries of when AI is effective, appropriate, and safe within their education and clinical practice. Faculty will need to be prepared to best evaluate and integrate AI-driven educational applications to avoid known risks. Faculty and students have a dual responsibility for establishing and respecting boundaries, as well as clearly communicating use and consequences. Academic assessment practices will continue to iteratively evolve but will require maturation, trust, and transparency. Academic institutions will need to be prepared to handle an additional front on the academic misconduct battle. Preparing faculty and students with technology support and common-sense policy will help drive AI educational value both at scale and at the individual student level. CONCLUSION The five rights for teaching and learning with AI can serve as an additional input into discussion, research, and guidance for nursing faculty, administrators, and students. Powerful innovations have historically been approached with a healthy skepticism that balances incredible opportunity with the introduction of risk and unintended consequences. AI is no different as it continues to have a disruptive influence on both nursing practice and nursing education.

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