Guest Blog: Teaching for the Future: The Ethical Use of Artificial Intelligence (AI) in Nursing Education by Dr. Darci McCall
I am very excited to present a guest blog written by a dear colleague. Today's guest blog author is Dr. Darci McCall. We met through, our involvement with, the American Association of Colleges of Nursing (AACN). We bonded early on through our love of ethics and nursing education.
BIO for Darci McCall, PhD, RNC-OB, C-EFM, CNE
Darci McCall, PhD, RNC-OB, C-EFM, CNE, is a Clinical Professor of Nursing at Boise State University in Boise, Idaho. She has taught in both prelicensure and RN-BS programs, drawing on experience from the classroom, clinical practice, simulation, and online learning. In her current role, she teaches courses on leadership, healthcare technology, and vulnerable populations. Her interests include the ethical and thoughtful use of artificial intelligence in nursing education and supporting meaningful learning that fosters both personal and professional growth.
Teaching for the Future: The Ethical Use of Artificial Intelligence (AI) in Nursing Education by Dr. Darci McCall
I grew up in the 1970s watching reruns of The Jetsons, fascinated by flying cars, video
phones, and robot helpers. At the time, it all seemed like far-off science fiction. Today,
that imagined future is unfolding around us, and one of the most powerful tools shaping
our lives right now is artificial intelligence (AI).
phones, and robot helpers. At the time, it all seemed like far-off science fiction. Today,
that imagined future is unfolding around us, and one of the most powerful tools shaping
our lives right now is artificial intelligence (AI).
As a nurse educator, I’ve been both excited and unsettled about AI’s role in our
profession. I was an early adopter of ChatGPT, curious about how it might support my
work and free up time for what I love most about my role, which is finding ways to
connect students and learning. But as I’ve watched more students turn to AI in their
coursework, sometimes without a clear understanding of how to use it ethically, I’ve
grown increasingly concerned. Tools that were meant to support learning are, in some
cases, replacing it altogether. Students are generating papers, discussion posts, and
other coursework in seconds and turning it in as their own work. The more I use AI and
see it used, the more I find myself asking: What’s happening to critical thinking? And
would I want someone caring for my family who relied on AI to get through nursing
school?
profession. I was an early adopter of ChatGPT, curious about how it might support my
work and free up time for what I love most about my role, which is finding ways to
connect students and learning. But as I’ve watched more students turn to AI in their
coursework, sometimes without a clear understanding of how to use it ethically, I’ve
grown increasingly concerned. Tools that were meant to support learning are, in some
cases, replacing it altogether. Students are generating papers, discussion posts, and
other coursework in seconds and turning it in as their own work. The more I use AI and
see it used, the more I find myself asking: What’s happening to critical thinking? And
would I want someone caring for my family who relied on AI to get through nursing
school?
This conversation is less about technology and more about trust, responsibility, and the
kind of professionals we are preparing to care for patients in the real world. The American Nurses Association (ANA) Code of Ethics for Nurses (2025, p. xiv) helps frame this responsibility clearly, offering guidance on how nurses “ought to do, be, seek, and embody” ethical practice in all roles
— including education.
kind of professionals we are preparing to care for patients in the real world. The American Nurses Association (ANA) Code of Ethics for Nurses (2025, p. xiv) helps frame this responsibility clearly, offering guidance on how nurses “ought to do, be, seek, and embody” ethical practice in all roles
— including education.
The Risk of Replacing Learning
Nursing education builds clinical judgment, and that doesn’t come from taking shortcuts.
When students lean too heavily on AI, I’ve been known to tell them it’s like turning to the
internet to cure your illness instead of seeing your actual provider. You might get an
answer, but is it the right one? Does the tool know your personal context, understand
your individual circumstances, or consider all the details that matter? Where is the
critical thinking? Where is the human interaction?
When students lean too heavily on AI, I’ve been known to tell them it’s like turning to the
internet to cure your illness instead of seeing your actual provider. You might get an
answer, but is it the right one? Does the tool know your personal context, understand
your individual circumstances, or consider all the details that matter? Where is the
critical thinking? Where is the human interaction?
The internet offers a lot of information, but can it diagnose your illness and guide the
best treatment plan? Not really. It’s often wrong, or at least incomplete — and so is AI.
That’s the part students may not always recognize.
best treatment plan? Not really. It’s often wrong, or at least incomplete — and so is AI.
That’s the part students may not always recognize.
Used purposefully, AI can be a helpful learning tool. It can support brainstorming,
simplify tough topics, help English Language Learners (ELL) understand challenging
material, compare an assignment to the rubric to see what might be missing, or help
students practice for exams. It has some really wonderful possibilities. But when it
replaces effort or understanding, we risk losing something vital. Our role is to help
students recognize that boundary. We need to teach them to question what AI
generates, check sources, and think critically, not rely solely on that output without
thinking it through and reflecting on it. Academic integrity matters. So does learning to
think on your own, especially in a profession built on ethics.
simplify tough topics, help English Language Learners (ELL) understand challenging
material, compare an assignment to the rubric to see what might be missing, or help
students practice for exams. It has some really wonderful possibilities. But when it
replaces effort or understanding, we risk losing something vital. Our role is to help
students recognize that boundary. We need to teach them to question what AI
generates, check sources, and think critically, not rely solely on that output without
thinking it through and reflecting on it. Academic integrity matters. So does learning to
think on your own, especially in a profession built on ethics.
Modeling Ethical Boundaries
Setting expectations for AI use in nursing education is part of our professional
responsibility as educators. Students need to understand what is acceptable, what isn’t,
and why it matters. We should also help them recognize that using AI tools may result in
their work being stored or repurposed without their knowledge or consent.
responsibility as educators. Students need to understand what is acceptable, what isn’t,
and why it matters. We should also help them recognize that using AI tools may result in
their work being stored or repurposed without their knowledge or consent.
This is part of teaching students how to navigate ethical decision-making. Provision 4 of
the ANA Code of Ethics (2025) reminds us that nurses are accountable for their own
practice, and section 4.3 emphasizes the importance of ethical awareness in all roles
with teaching as no exception. Helping students develop that awareness now lays the
foundation for professional accountability later.
We should also consider introducing basic AI literacy in our courses, so students
understand how generative tools work, their limitations, and how to use them critically.
In my courses, I try to be transparent about my own use of AI and teach students how to
use it appropriately. Some of the best practices I emphasize include:
understand how generative tools work, their limitations, and how to use them critically.
In my courses, I try to be transparent about my own use of AI and teach students how to
use it appropriately. Some of the best practices I emphasize include:
- Clarifying expectations in syllabi and assignment guidelines
- Reinforcing that AI can support learning but should never replace original work
- Designing activities that involve critiquing or comparing AI-generated content
- Requiring students to disclose how AI was used in assignments
- Promoting a clear student “voice” in all submissions
- Educating about data privacy, accountability, and ethical choices
- Creating space for open conversations about how students can use AI ethically to support their learning
The Code of Ethics Provision 5.3 (2025) calls nurses to preserve integrity in both
personal and professional settings. This includes academic spaces where those values
begin to take shape. Assignment guidelines like these can help students develop the
kind of ethical thinking, accountability, and sound judgment they will rely on every day as
nurses, and they also provide important boundaries for how they approach their
coursework now.
personal and professional settings. This includes academic spaces where those values
begin to take shape. Assignment guidelines like these can help students develop the
kind of ethical thinking, accountability, and sound judgment they will rely on every day as
nurses, and they also provide important boundaries for how they approach their
coursework now.
As faculty, we play a leadership role in shaping how students engage with emerging
technologies. When we set clear expectations and model responsible AI use, we
contribute to a culture of professional accountability that extends far beyond a single
course.
technologies. When we set clear expectations and model responsible AI use, we
contribute to a culture of professional accountability that extends far beyond a single
course.
What AI Can’t Do
As we talk about AI in education, it’s important to remember what technology can never
replace, the human qualities at the heart of nursing and teaching.
replace, the human qualities at the heart of nursing and teaching.
AI is efficient, but it isn’t present. It doesn’t comfort a grieving family, sense when a
patient is holding something back, can’t adapt in the middle of an emergency, make a
critical decision when lives are at stake, or weigh complex patient factors in real time.
It can’t encourage a discouraged student during office hours, and it also can’t track a
student’s growth across a semester or recognize potential they haven’t yet seen in
themselves. Those human moments are at the core of our work, and they can’t be
delegated to a machine.
student’s growth across a semester or recognize potential they haven’t yet seen in
themselves. Those human moments are at the core of our work, and they can’t be
delegated to a machine.
That’s why we need to help students understand what AI can do, and what it can’t.
Conversations about ethical use must also include honest discussions about its
limitations, especially in a profession that depends on presence, judgment, and trust.
Conversations about ethical use must also include honest discussions about its
limitations, especially in a profession that depends on presence, judgment, and trust.
Teaching for the Future
Thoughtful use of technology is already part of nursing practice, and it needs to be part
of our conversations in nursing education as well. Nurses have always been innovators;
they don’t avoid emerging tools like AI. They learn to use them with care, sound
judgment, and compassion. As educators, we carry that same responsibility.
We can embrace the benefits of AI while still preserving space for reflection, human
connection, and honest work. Our students need to learn how to do this too, not just
from policy, but from our example.
of our conversations in nursing education as well. Nurses have always been innovators;
they don’t avoid emerging tools like AI. They learn to use them with care, sound
judgment, and compassion. As educators, we carry that same responsibility.
We can embrace the benefits of AI while still preserving space for reflection, human
connection, and honest work. Our students need to learn how to do this too, not just
from policy, but from our example.
The ANA Code of Ethics (2025) speaks directly to our role in shaping the future of the
profession. Provision 7 encourages nurses to advance the field through inquiry, and
section 7.5 specifically highlights the importance of using emerging technologies like AI
in an ethical, informed, and responsible way. When we integrate AI with intention, we
show our students how to inquire with integrity.
profession. Provision 7 encourages nurses to advance the field through inquiry, and
section 7.5 specifically highlights the importance of using emerging technologies like AI
in an ethical, informed, and responsible way. When we integrate AI with intention, we
show our students how to inquire with integrity.
The public continues to recognize the ethical foundation of nursing. In the 2025 Gallup
poll, nurses were again ranked the most honest and ethical profession, a title we’ve held
for 23 years. That kind of trust is built on presence, integrity, and sound judgment. When
we model those qualities in the classroom, we help future nurses carry them forward
into practice.
poll, nurses were again ranked the most honest and ethical profession, a title we’ve held
for 23 years. That kind of trust is built on presence, integrity, and sound judgment. When
we model those qualities in the classroom, we help future nurses carry them forward
into practice.
The future of nursing education doesn’t depend on choosing between AI and human
connection. It depends on our ability to integrate both thoughtfully and ethically, and to
have the courage to protect the human elements of learning and care, because those
are the parts that cannot be outsourced.
connection. It depends on our ability to integrate both thoughtfully and ethically, and to
have the courage to protect the human elements of learning and care, because those
are the parts that cannot be outsourced.
References
American Nurses Association (ANA). (2025). Code of ethics for nurses. Silver Spring, MD:
Nursesbooks.org.
Gallup. (2025, January 13). Americans’ ratings of U.S. professions stay historically low.
https://news.gallup.com/poll/655106/americans-ratings-professions-stay-
historically-low.aspx
Author’s Note:
As a nurse educator writing about the ethics of AI, I wanted to model what responsible
use can look like. I used my .edu version of ChatGPT-4o to help organize my ideas,
suggest alternative phrasing, and improve clarity. It also helped me check for
accessibility and inclusive design. I used an AI Editorial Panel I created, made up of
simulated academic reviewers, to provide feedback and revision suggestions (ask me
about it, I’d love to share!). The writing, ideas, and final decisions are all my own.
use can look like. I used my .edu version of ChatGPT-4o to help organize my ideas,
suggest alternative phrasing, and improve clarity. It also helped me check for
accessibility and inclusive design. I used an AI Editorial Panel I created, made up of
simulated academic reviewers, to provide feedback and revision suggestions (ask me
about it, I’d love to share!). The writing, ideas, and final decisions are all my own.
Best regards,
Darci McCall
darcimccall@boisestate.edu
I would love for other nurse educators to join in on this important discussion about the ethical use of AI in nursing education. Do your schools have policies surrounding the use of AI by students? If so, is it posted within your syllabus? How have you seen other faculty members address these issues?
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