AI Tools for Teaching and Learning

NURS 209: Advanced Role Development in Nursing

Practice Analysis, Ethical Choices & Clinical Excellence

Reflection on Instructional Change:

One practice I learned from the AI Tools for Teaching & Learning Workshop from the Chancellor's Office is how to detect the potential use of AI in student work and the practical use of AI-detection tools. Three students were suspected of using AI in an open-book open-notes final in Fall 2025 in NURS216 Vision and Scoliosis Screening. N216 was fully online, so there was no test proctor. Suspicious items on the submitted exams included the use of technical jargon not covered in class, phrasing that was overly general and question answers that did not directly address the test question. The use of words not used commonly in school nursing practice such as “candidate” instead of ”student” were also noted. Submissions were run through two different AI detectors (GPT Zero & Detect GPT) with results that indicated a high percentage probability that the suspicious test answers were AI generated. Students were then requested to attend a 1:1 meeting with School Nurse Credential Program coordinator and N216 faculty member. The results were presented from the AI detection software and students were asked if they could explain why this happened. One student reports that they were cutting and pasting “out of Google” and unaware this could be considered plagiarism. The students were then asked to take an oral exam in order to pass the class and they all passed the course.

Implementing the use of AI detection software when plagiarism was suspected, and seeing the results, made our team realize that we needed to revise our course orientation for clarity regarding AI. We revised the AI policy to reflect that the use of any AI application (ChatGPT, etc.) for completing written assignments was prohibited in all MSN courses, with the exception of Grammarly to check for grammatical errors. If Grammarly was used, a copy must be saved for comparison. We also highlighted that we may randomly run completed assignment through AI detection software and emphasized that AI applications can give incorrect information. We also emphasized that the first item in a Google search was now AI-generated, so it was important to check sources. Lastly, we emphasized that we wanted to see students using their own clinical expertise to inform their writing, and that it was a considerable drain on faculty time and resources when plagiarism was detected. It is our hope that our team can explore how to incorporate AI use into our future class activities, in a way that doesn't involve sacrificing student academic integrity. We have not yet heard student's reactions to this change in policy, but I can say that I personally have not seen AI-suspect language in N209 papers this semester.

The learning activities that were most influential in making changes in my instruction were deployed during the Define AI in Simpler Terms, AI Generated Content, AI Detection and AI Policy Development. Admittedly, I did not know very much about using AI before I took this class. The Defining AI in Simpler Terms class was a wonderfully clear introduction to a topic that I was somewhat intimidated by. Activities that I found compelling in the AI Generated Content class were watching our instructor do a live demonstration of using common online AI applications. Seeing this took away the "fear factor" surrounding the use of this technology. In addition, after I saw how powerful AI was as a tool and how simple it was to use, I was more than convinced I had been reading AI-generated content in student papers. This moment was an eye-opener that we needed to do more in outlining our acceptable usage of AI policy. This urgency was increased after learning what to look for in specific when reading AI-generated content. Lastly, I was also compelled by our online portfolio assignment where we ran content through two different AI detectors and compared their detection percentages. I applied this knowledge to papers I was currently grading, and this forward motion flowed naturally into our preparation of orientation materials for the spring semester.

I also found the Observe and Analyze synchronous Zoom session with my colleagues extremely useful. One "take away" or "aha moment" about my teaching and learning was a technical one. I had diligently prepared a video to show during my presentation. I experienced a technical difficulty, however, when I pressed play on my video. The sound quality was horrible and it was hard to hear anything I had previously recorded. I was encouraged to lecture live which I hadn't prepared to do, but I was successful in digging up my slides and delivering my presentation. I learned that I am definitely able to pivot quickly if a similar situation should arise with students and this was a reassuring findings as a new faculty member. The sky did not fall because I could not play my video, and in some ways, my presentation was more engaging in a live format. I was able answer questions as I explained the AI situation that occurred with our students, and I felt it was far more interactive and interesting.

Evidence of Instructional Change:

Evidence of Instructional Change Table

This is a slide from the N209 Orientation Night that outlined our new AI policy.	For reasons related to student confidentiality and privacy, I did not post the student work that was run through AI detection software.	AI Badge Link My AI Tools for Teaching & Learning Completion Badge

Practice and Reflect Teaching and Learning with AI:

I have learned in this FLC that we can't hide our heads in the sand about AI. Students are going to use it to write papers. I have also learned that if we want students to truly engage with our teaching, and not simply use AI to regurgitate back information, we need to create assignments that have personal meaning. In the fall semester, I will be teaching a clinical where students have to journal about their daily practice as a school nurses. Their journal is read only by me as their clinical instructor, and it is a safe space where they can reflect on what is going well and what needs to change. It is also a space where I can advise them and empower them as health leaders in their districts. When I am orienting them to their journals in the fall, I want to emphasize that using AI for clinical journaling is discarding an opportunity for open dialogue with a mentor. The challenge with this approach is that school nursing students are always strapped for time, and I have no control over them using AI to write and "humanize" their clinical journal entries. That said, my colleagues in the School Nursing Program have been discussing demonstrating to students how ChatGPT or Claude can benefit them in the creation of school forms or individualized healthcare plans. I would definitely be open to that option. Sharing forms and health plan templates is a very common and accepted school nursing practice to save time. I do agree it is a very appropriate use of AI!

Course Syllabus

N209 Sp 2025 Syllabus 1.20.25 (2)-1.docx

Faculty Bio

Faculty Professional Background Table
Faculty Picture	Faculty Professional Background
	Assistant Professor - Nursing I’ve never used AI before taking this class. Concern: I consider writing one of my best skills and originality is a quality that I strive for and celebrate in others. I’m not sure if that will be lost if we are all using AI to generate ideas. Fun Fact: I’ve traveled through the Panama Canal locks.

Funding Source
	This work was supported by: US Department of Education P031S230256 and P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.