Abstract

The advent of artificial intelligence (AI) has brought about significant changes in education, offering new opportunities for learning, assessment, and academic support. However, the rise of AI also raises concerns about its potential misuse, particularly in the context of cheating. This essay explores the evolving landscape of AI and cheating in education, discussing the various forms of AI-enabled cheating, the challenges it presents to educators, and the strategies and technologies that can be employed to mitigate these issues.

I. Introduction

As AI becomes increasingly integrated into educational environments, it has introduced new dimensions to academic integrity challenges. Cheating, which has long been a concern for educators, has taken on new forms and complexities in the age of AI. To understand the extent of the problem and address it effectively, it is essential to explore the various ways AI can facilitate academic dishonesty.

II. Forms of AI-Enabled Cheating

A. Plagiarism Detection Bypass

AI-powered plagiarism detection tools are widely used by educational institutions to identify instances of copied or unoriginal content in student submissions. However, students can employ AI-based paraphrasing tools to evade detection, making it difficult for educators to identify cases of plagiarism.

B. Automated Essay Generators

AI-driven essay generators can produce coherent and seemingly original essays on a wide range of topics. Students can use these tools to create essays that appear to be their own work, bypassing the need for research and critical thinking.

C. Smart Devices in Exams

AI-enabled devices, such as smartwatches and earpieces, can be used to transmit information to students during exams. These devices can provide students with real-time access to answers or notes, making it challenging for educators to detect cheating.

D. Contract Cheating Services

Online platforms and AI-driven marketplaces have emerged that offer custom-written essays, assignments, and even entire academic projects for a fee. These services can be difficult to trace, as they often involve outsourcing work to freelance writers.

III. Challenges Faced by Educators

The proliferation of AI-enabled cheating presents several challenges for educators and educational institutions:

A. Detection Difficulty

Identifying instances of AI-enabled cheating can be challenging, as the technology used often leaves minimal traces. Traditional methods of plagiarism detection may be ineffective against sophisticated AI tools. While work is being done to help detect AI use on academic work, it is unknown how effective these will be.

B. Maintaining Academic Integrity

Educators must balance the use of technology in education with the need to maintain academic integrity. Striking this balance is essential to ensure that students learn and succeed through their own efforts.

C. Staying Informed

Educators need to stay informed about the latest AI tools and techniques that students might use to cheat. Keeping up with technological advancements can be a daunting task.

IV. Mitigating AI-Enabled Cheating

Addressing AI-enabled cheating in education requires a multifaceted approach:

A. Improved Pedagogy

Emphasizing critical thinking, creativity, and personalized assessments can make it more difficult for students to rely on AI tools for cheating. Fostering a deep understanding of the subject matter can deter cheating.

B. AI-Powered Detection

Educational institutions can invest in AI-powered cheating detection tools that can identify patterns indicative of cheating, even when using AI tools. These tools can complement traditional methods of academic integrity enforcement.

C. Educating Students

Promoting ethical behavior and educating students about the consequences of cheating, as well as the importance of learning and integrity, can deter AI-enabled cheating.

D. Technological Safeguards

In high-stakes exams, institutions can implement strict technology restrictions and employ AI systems to monitor test environments and detect unauthorized devices or suspicious behavior.

V. Conclusion

AI-enabled cheating poses a significant challenge to educators and the integrity of the education system. While AI has introduced new dimensions to cheating, it also offers tools and techniques to counteract these challenges. Addressing AI-enabled cheating requires a proactive and multifaceted approach that combines technology, pedagogy, and ethics to ensure that education remains a fair and honest pursuit. By staying informed and embracing innovative solutions, educators can maintain the integrity of education in the age of AI.

Being inclusive means embracing and valuing humans and ensuring that everyone, regardless of their background, identity, or abilities, feels welcome, respected, and included in all aspects of society. Inclusion is an important aspect of building a harmonious and fair community, workplace, or social environment.

1. Promote individuality: Recognize that every person is unique and has their own set of talents, abilities, and perspectives. Encourage people to express themselves authentically without conforming to stereotypes associated with their race.
2. Avoid assumptions: Do not make assumptions about someone based on their appearance or any racial characteristics. Instead, engage in open and respectful communication to understand their experiences, ideas, and needs.
3. Address unconscious bias: We all have unconscious biases that can influence our decisions and actions. Be aware of them and actively challenge these biases to ensure fair treatment for everyone.
4. Encourage diverse perspectives: Create an environment where people feel comfortable sharing their thoughts and opinions, regardless of their racial background. Valuing diverse perspectives enriches discussions and decision-making processes.
5. Develop diverse teams: In workplaces and organizations, build diverse teams with individuals from various backgrounds, experiences, and cultures. Diverse teams can foster creativity and innovation while also promoting understanding and empathy.
6. Implement inclusive policies and practices: Ensure that company policies and practices are fair and do not discriminate based on race or any other factor. This includes hiring practices, promotions, and providing equal opportunities for all.
7. Offer cultural sensitivity training: Provide training for employees and members of the community to understand and respect different cultures and backgrounds. This helps to foster an inclusive and understanding environment.
8. Recognize intersectionality: Consider that individuals have multiple identities and experiences that intersect. Intersectionality refers to the interconnected nature of social categorizations like race, gender, and class. Be mindful of this complexity in understanding and supporting people.
9. Create safe spaces: Establish safe spaces where individuals can express themselves without fear of judgment or discrimination. This is particularly important for groups that have historically faced marginalization.
10. Engage in open dialogue: Encourage open discussions about diversity and inclusion. Provide opportunities for people to learn from each other’s experiences and promote empathy and understanding.
11. Support allyship: Encourage people to be allies for those facing discrimination or exclusion. Allies can use their privilege to advocate for marginalized individuals and amplify their voices.
12. Celebrate diversity: Organize events and activities that celebrate different cultures, backgrounds, and identities. This fosters a sense of belonging and appreciation for the richness of diversity.

Remember, inclusivity is about acknowledging and embracing the uniqueness of individuals while providing equal opportunities and treating everyone with dignity and respect, irrespective of their race or any other factor.

References

Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277-1295.

Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135.

Moriña, A. (2019). Inclusive education in higher education: challenges and opportunities. Postsecondary educational opportunities for students with special education needs, 3-17.

Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European journal of special needs education, 35(2), 254-272.

As a nursing instructor, using effective questioning techniques can significantly enhance students’ clinical judgment skills. Thoughtful and strategic questioning encourages critical thinking, reflection, and the application of theoretical knowledge to real-world patient care scenarios. Here are some strategies to use questioning effectively in nursing education to improve students’ clinical judgment:

1. Open-Ended Questions: Encourage students to think deeply and critically by asking open-ended questions. These questions do not have a single right answer and require students to explore different perspectives and possibilities. For example, instead of asking, “What is the correct nursing intervention for this patient?” ask, “How would you approach this patient’s care, considering their current condition and medical history?”
2. Case-Based Questions: Present students with real or hypothetical patient cases and ask them to analyze the situation and propose appropriate nursing interventions. Discuss the rationale behind their choices and encourage them to consider potential outcomes and complications.
3. Socratic Questioning: Use the Socratic method to guide students through a series of thought-provoking questions that lead them to arrive at conclusions independently. This approach helps students develop their critical thinking abilities and enhances their clinical judgment skills.
4. Why-How-What Approach: When discussing patient care plans or clinical decisions, follow the “why-how-what” approach. Start by asking why a specific intervention is chosen, then explore how it will be implemented, and finally, discuss what outcomes are expected. This method encourages students to consider the rationale behind their actions and the impact on patient care.
5. Predicting and Evaluating Outcomes: Encourage students to predict potential patient outcomes based on their proposed interventions. Ask follow-up questions to explore the possible positive and negative consequences of their decisions. This exercise helps students connect their actions to patient well-being and safety.
6. Reflective Questions: After clinical experiences, simulations, or case studies, use reflective questions to help students assess their performance and clinical judgment. Ask them to identify what went well, what challenges they faced, and how they could improve their decision-making in similar situations.
7. Ethical Dilemmas: Present students with ethical dilemmas commonly encountered in nursing practice. Engage them in discussions about how their clinical judgment and decision-making process may be influenced by ethical considerations.
8. Group Discussions and Peer Learning: Encourage group discussions where students can share their perspectives and learn from each other. Peer learning fosters collaboration and exposes students to diverse viewpoints, enriching their clinical judgment abilities.
9. Real-Time Decision-Making: During clinical rotations, challenge students to think on their feet by asking questions about patient care in real-time. This exercise simulates the fast-paced nature of nursing practice and helps students develop quick and effective clinical judgment.
10. Feedback and Follow-up: Provide constructive feedback on students’ responses to questions and track their progress over time. Follow up on previous discussions to reinforce learning and allow students to demonstrate how they have integrated feedback into their clinical judgment process.

Examples of Questions you can Ask to Help Students with Clinical Judgment

1. “How would you prioritize the nursing interventions for this patient, considering their current condition and medical history?”
2. “What are some potential factors that could be contributing to this patient’s symptoms, and how would you go about further assessing them?”
3. “Describe your thought process when determining whether to escalate care for a patient who is showing signs of deterioration.”
4. “In this patient scenario, what are some alternative approaches you could consider for pain management, and how would you decide which one to implement?”
5. “Imagine you encounter a patient whose cultural beliefs differ significantly from your own. How would you approach providing patient-centered care while respecting their cultural preferences?”
6. “When dealing with a complex wound, how do you decide on the most appropriate dressing and wound care regimen for the patient?”
7. “Describe the steps you would take to ensure medication safety when administering high-risk medications to multiple patients simultaneously.”
8. “In a situation where a patient’s values and preferences conflict with the treatment plan, how would you handle the ethical dilemma?”
9. “What information would you seek from the patient and their family to better understand their psychosocial needs and support systems?”
10. “Discuss your approach to gathering evidence-based practice resources when facing a new and unfamiliar patient condition.”
11. “How would you adapt your communication style when providing education to a patient with limited health literacy?”
12. “When preparing for a patient handoff, what critical information would you include to ensure continuity of care?”
13. “In a rapidly changing clinical situation, how do you maintain situational awareness and make swift but informed decisions?”
14. “When encountering a potential medication error, what immediate actions would you take, and how would you prevent similar incidents in the future?”
15. “Explain how you would assess the effectiveness of a patient’s treatment plan and modify it based on their progress.”
16. If you implement this specific nursing intervention for the patient, what are the potential short-term and long-term outcomes you would expect to see?”
17. “What are some of the potential complications that could arise from the medication regimen you’ve suggested, and how would you monitor the patient for these adverse effects?”
18. “Based on the patient’s current condition and response to treatment, what do you anticipate will be the next steps in their care plan?”
19. “Imagine the patient’s family has concerns about the proposed surgical procedure. How would you address their fears and help them understand the potential benefits and risks involved?”
20. “Considering the patient’s comorbidities and medications, what potential drug interactions should you be vigilant about when adding a new medication to their regimen?”
21. “If you choose not to intervene in this particular patient case, what are the potential implications for the patient’s health and well-being?”
22. “You’ve administered a potent pain medication to a post-operative patient. How would you evaluate its effectiveness, and what alternative pain management strategies might you consider if the patient’s pain persists?”
23. “The patient is refusing a crucial diagnostic test. What are the possible outcomes of this decision, and how would you approach this situation to ensure the patient receives appropriate care?”
24. “Considering the patient’s age and underlying health conditions, how might their recovery differ from a younger patient with a similar diagnosis?”
25. “The patient’s lab results show abnormalities in their liver function. What implications might this have for their medication management and overall treatment plan?”
26. “You suspect the patient is experiencing a medication side effect not previously documented. How would you further investigate this, and what steps would you take to prevent further complications?”
27. “You’re planning to discharge the patient with a chronic condition. How would you assess their readiness for self-care management, and what could happen if they struggle to adhere to their treatment plan?”
28. “If you decide to use an alternative communication approach with a non-responsive patient, how would you evaluate the effectiveness of this intervention?”
29. “The patient’s vital signs indicate a subtle decline in their condition. What actions would you take immediately, and what outcomes are you hoping to achieve by intervening promptly?”
30. “You suspect the patient may be experiencing a psychological response to their diagnosis. How might addressing their emotional well-being impact their overall recovery and treatment outcomes?”

Remember that the goal of questioning in nursing education is not just to test students’ knowledge but to guide them in developing their clinical judgment skills. Creating a supportive and inquisitive learning environment empowers students to think critically and make sound decisions that positively impact patient outcomes.

References

Craig, J. L., & Page, G. (1981). The questioning skills of nursing instructors. Journal of Nursing Education, 20(5), 18-23.

Merisier, S., Larue, C., & Boyer, L. (2018). How does questioning influence nursing students’ clinical reasoning in problem-based learning? A scoping review. Nurse education today, 65, 108-115.

Nicholl, H. M., & Tracey, C. A. (2007). Questioning: a tool in the nurse educator’s kit. Nurse education in practice, 7(5), 285-292.

Saeed, T., Khan, S., Ahmed, A., Gul, R., Cassum, S. H., & Parpio, Y. (2012). Development of students’ critical thinking: the educators’ ability to use questioning skills in the baccalaureate programmes in nursing in Pakistan. JPMA. The Journal of the Pakistan Medical Association, 62(3), 200.

Using clinical judgment in nursing education is an essential aspect of preparing future nurses to provide safe and effective patient care. Clinical judgment involves the ability to make informed decisions based on critical thinking, evidence-based practice, and practical experience. It enables nursing students to assess, plan, intervene, and evaluate patient care in a dynamic healthcare environment. Here’s a comprehensive description of how clinical judgment is integrated into nursing education:

1. Theoretical Foundations: Nursing education begins with a strong foundation in nursing theory and evidence-based practice. Students learn about different nursing models and frameworks that guide clinical judgment. This knowledge helps them understand the reasoning behind nursing interventions and care decisions.
2. Clinical Rotations: Nursing students participate in various clinical rotations in different healthcare settings, such as hospitals, clinics, and community centers. During these rotations, they observe and interact with patients under the supervision of experienced nurses and clinical instructors. This hands-on experience allows students to apply theoretical knowledge to real-life situations.
3. Critical Thinking Skills: Developing critical thinking skills is crucial for nursing students. They are encouraged to analyze and evaluate patient data, interpret clinical findings, and identify potential nursing diagnoses. By asking questions and challenging assumptions, students learn to make well-informed decisions.
4. Simulation-Based Learning: Nursing education incorporates simulation labs that mimic real-life patient scenarios. These simulations allow students to practice their clinical judgment in a safe environment. They can make decisions, assess patient responses, and learn from both successes and mistakes without risking patient safety.
5. Reflection and Debriefing: After clinical experiences and simulations, students engage in reflective practice and debriefing sessions. This process encourages self-assessment, self-awareness, and the identification of areas for improvement. Faculty and peers provide feedback and guide students in refining their clinical judgment skills.
6. Case Studies and Problem-Based Learning: Case studies and problem-based learning scenarios challenge students to think critically and develop clinical reasoning skills. By analyzing complex patient cases, nursing students learn to prioritize care, consider different perspectives, and propose evidence-based interventions.
7. Interprofessional Education: Collaborative learning experiences with other healthcare disciplines, such as medicine, pharmacy, and social work, expose nursing students to diverse perspectives and approaches to patient care. Understanding how various healthcare professionals make clinical decisions enhances their ability to work effectively in interdisciplinary teams.
8. Clinical Decision-Making Workshops: Workshops and seminars focused explicitly on clinical decision-making provide students with additional opportunities to practice and refine their judgment skills. Faculty members and expert nurses facilitate these sessions, sharing their experiences and guiding students in the decision-making process.
9. Continual Assessment and Feedback: Throughout nursing education, faculty continually assess students’ clinical judgment abilities. This evaluation process includes written examinations, skill demonstrations, and direct observation during clinical rotations. Constructive feedback from instructors helps students identify their strengths and areas for improvement.
10. Real-World Challenges: Nursing education must address the complexity and unpredictability of real-world healthcare situations. Incorporating challenging and diverse patient cases into the curriculum exposes students to a wide range of clinical scenarios and prepares them to handle the uncertainties of nursing practice.

By integrating clinical judgment throughout nursing education, future nurses develop the skills, knowledge, and confidence necessary to provide safe and effective care to patients. This process fosters lifelong learning and empowers nursing graduates to adapt to the evolving healthcare landscape and continually improve their clinical judgment skills.

References

Calcagni, L., Lindell, D., Weaver, A., & Jackson, M. (2023). Clinical Judgment Development and Assessment in Clinical Nursing Education. Nurse Educator, 48(4), 175–181. https://doi-org.proxy.mul.missouri.edu/10.1097/NNE.0000000000001357

Connor, J., Flenady, T., Massey, D., & Dwyer, T. (2023). Clinical judgement in nursing – An evolutionary concept analysis. Journal of Clinical Nursing (John Wiley & Sons, Inc.), 32(13/14), 3328–3340. https://doi-org.proxy.mul.missouri.edu/10.1111/jocn.16469

Hambach, C., Cantrell, M. A., & Mariani, B. (2023). A Program of Simulated Learning Experiences to Develop Clinical Judgment and Clinical Competence Among Sophomore Baccalaureate Nursing Students. Clinical Simulation in Nursing, 80, 55–63. https://doi-org.proxy.mul.missouri.edu/10.1016/j.ecns.2023.04.005

Ye-Na Lee, Young-Rim Choi, Dayeong Kim, Won Hee Park, Dai Young Kwon, & Sung Ok Chang. (2023). Pp033 a Clinical Judgement Model-Based Educational Program for Palliative Wound Care in Nursing Homes. Journal of Wound Management, 24(2), 506.