Background: ChatGPT, an artificial intelligence-driven, pretrained, deep learning language model, can generate natural language text in response to a given query. Its rapid growth has led to concerns about ethical use in academia. Problem: The exponential rise in the popularity of ChatGPT, and concerns of academic integrity with its use, has raised concerns among faculty for how to best address this issue. Approach: Faculty should understand the potential benefits and limitations of ChatGPT and create assignments that emphasize self-reflection, critical thinking, problem solving, and independent learning. Students must be taught how to critically evaluate information and how to make informed decisions.Conclusions: ChatGPT has the potential to revolutionize nursing education. However, it is critical for faculty to be familiar with its capabilities and limitations in order to foster effective, yet ethical and responsible utilization, while preparing students for the dynamic, rapidly advancing technological landscape in nursing and health care.
The purpose of this project was to implement an improved rapid-deployment clinical decision support strategy for the detection and treatment of emerging and reemerging infectious diseases within an electronic health record informed by end-user satisfaction. After a review of the evidence and comprehensive workflow assessments, interdisciplinary focus groups were assembled to determine current infectious disease needs within the electronic health record and what guidance should be provided to clinicians to assist in making the best decisions for both patient care and population health. Education and reeducation issues were handled throughout the implementation process. Using the Plan-Do-Study-Act quality improvement framework for rapid cycle deployment, the design was implemented and monitored. To evaluate efficacy and clinician satisfaction of the implementation, presurvey and postsurvey measurements were employed. The Clinical Information System Implementation Evaluation Scale was used, along with demographic and qualitative textual questions, to evaluate clinician satisfaction. Findings indicate the implementation was successful (P < .05).
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