Abstract
Background: Artificial Intelligence (AI) is transforming healthcare education and clinical practice, yet many registered nurses returning to complete their Bachelor of Science in Nursing (BSN) have limited experience with AI literacy, ethical application, and informatics integration.
Purpose: To address this gap, faculty developed an innovative, asynchronous assignment within an online RN to BSN program to enhance students’ digital literacy, confidence, and ethical awareness in applying AI responsibly to support evidence-based practice (EBP) and critical thinking.
Methods: Students used a free version of ChatGPT and (1) developed a clinical PICO(T) question; (2) used AI to generate five keywords and summarize best practices; (3) compared AI results to three peer-reviewed nursing articles; and (4) wrote a 250–300-word reflection on ethical AI use. A rubric assessed clarity, analysis, and reflection. Post-assignment surveys captured perceptions of value, ethical responsibilities and confidence. This assignment aligned with the American Association of Colleges of Nursing (AACN) Essentials (2021) Domains 2 (Clinical Judgment), 4 (Scholarship), and 8 (Informatics).
Results: Among 32 RN to BSN students, 95% reported improved understanding of responsible AI use for EBP, 89% demonstrated greater confidence in identifying credible sources, and 92% improved in critical thinking when comparing AI summaries with published research. Qualitative reflections revealed increased awareness of AI bias and "hallucinations", the need for human oversight, and the importance of professional integrity. Students valued the assignment’s real-world relevance and expressed interest in integrating AI into future assignments and clinical practice.
Conclusions: Incorporating AI into nursing coursework fosters critical thinking, ethical reasoning, and digital competence. Students learned to evaluate emerging technologies while maintaining nursing judgment and accountability.
Implications for Nursing Education: Embedding AI literacy into EBP curricula promotes informatics competency, reflective practice, and readiness for technology-driven healthcare environments. This low-cost, scalable strategy can be replicated across nursing programs to prepare digitally fluent, evidence-based health care providers.
Notes
Presenter notes available in attached slide deck.
Reference list included in attached slide deck.
Sigma Membership
Alpha Delta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Pretest-Posttest
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Teaching and Learning Strategies, Ethics, Virtual Learning
Recommended Citation
Abraham, Kimberly, "Leveraging Artificial Intelligence to Enhance Evidence-Based Nursing Practice" (2026). International Nursing Research Congress (INRC). 6.
https://www.sigmarepository.org/inrc/2026/presentations_2026/6
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-20
Leveraging Artificial Intelligence to Enhance Evidence-Based Nursing Practice
Toronto, Ontario, Canada
Background: Artificial Intelligence (AI) is transforming healthcare education and clinical practice, yet many registered nurses returning to complete their Bachelor of Science in Nursing (BSN) have limited experience with AI literacy, ethical application, and informatics integration.
Purpose: To address this gap, faculty developed an innovative, asynchronous assignment within an online RN to BSN program to enhance students’ digital literacy, confidence, and ethical awareness in applying AI responsibly to support evidence-based practice (EBP) and critical thinking.
Methods: Students used a free version of ChatGPT and (1) developed a clinical PICO(T) question; (2) used AI to generate five keywords and summarize best practices; (3) compared AI results to three peer-reviewed nursing articles; and (4) wrote a 250–300-word reflection on ethical AI use. A rubric assessed clarity, analysis, and reflection. Post-assignment surveys captured perceptions of value, ethical responsibilities and confidence. This assignment aligned with the American Association of Colleges of Nursing (AACN) Essentials (2021) Domains 2 (Clinical Judgment), 4 (Scholarship), and 8 (Informatics).
Results: Among 32 RN to BSN students, 95% reported improved understanding of responsible AI use for EBP, 89% demonstrated greater confidence in identifying credible sources, and 92% improved in critical thinking when comparing AI summaries with published research. Qualitative reflections revealed increased awareness of AI bias and "hallucinations", the need for human oversight, and the importance of professional integrity. Students valued the assignment’s real-world relevance and expressed interest in integrating AI into future assignments and clinical practice.
Conclusions: Incorporating AI into nursing coursework fosters critical thinking, ethical reasoning, and digital competence. Students learned to evaluate emerging technologies while maintaining nursing judgment and accountability.
Implications for Nursing Education: Embedding AI literacy into EBP curricula promotes informatics competency, reflective practice, and readiness for technology-driven healthcare environments. This low-cost, scalable strategy can be replicated across nursing programs to prepare digitally fluent, evidence-based health care providers.
Description
Focus: Academic
Status: Completed Work/Project
This abstract highlights an innovative RN to BSN assignment integrating Artificial Intelligence (AI) into evidence-based practice education. Nursing students used ChatGPT to develop PICO(T) questions, analyze literature, and reflect on ethical AI use. Results showed increased confidence, critical thinking, and understanding of responsible AI application. Attendees will learn strategies to enhance digital literacy and prepare nurses for technology-driven healthcare.