生成式人工智能：对护理专业学生在引导式学习活动后的认知进行的反思性主题分析。
Generative Artificial Intelligence: A Reflexive Thematic Analysis of Nursing Students' Perceptions Following a Guided Learning Activity.
作者信息
Hawk Heather, Coriasco Michael, Jones Jeffrey R
机构信息
Author Affiliation: School of Nursing, Oregon Health & Science University, Portland, Oregon.
出版信息
Nurse Educ. 2024 Sep 17. doi: 10.1097/NNE.0000000000001736.
BACKGROUND
Understanding the functionality, benefits, and limitations of generative artificial intelligence (GAI) is important for nurses and nursing students.
PURPOSE
This study explored nursing students' perspectives on GAI after a guided learning activity in which students used a chatbot to answer a clinical question.
METHODS
A qualitative approach using reflective thematic analysis of written reflections was conducted with 19 nursing students in a nursing baccalaureate completion program.
RESULTS
Student reflections demonstrated 4 themes: surprisingly familiar; the importance of critical thinking and external validation; a good summary lacking depth and nuance; and cautious optimism. Two subthemes were also identified: validation is time-consuming and a new perspective.
CONCLUSIONS
Learning activities using GAI influence students' knowledge and attitudes and instill critical awareness of the advantages and limitations of this technology. Additional emphasis on bias in GAI is needed when teaching about AI.
背景
了解生成式人工智能（GAI）的功能、益处和局限性对护士及护理专业学生而言至关重要。
目的
本研究探讨了护理专业学生在参与一项引导式学习活动后对GAI的看法，该活动中，学生使用聊天机器人回答一个临床问题。
方法
对19名护理学学士学位完成项目的护理专业学生进行了定性研究，采用书面反思的反思性主题分析法。
结果
学生的反思呈现出4个主题：惊人地熟悉；批判性思维和外部验证的重要性；缺乏深度和细微差别的良好总结；谨慎的乐观态度。还确定了2个子主题：验证耗时和新视角。
结论
使用GAI的学习活动会影响学生的知识和态度，并灌输对该技术优势和局限性的批判性认识。在教授人工智能时，需要额外强调GAI中的偏差问题。
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