Academic Journal
Beyond the Prompt: Leveraging Generative AI and Tanner's Model to Decode Clinical Logic in Undergraduate Nursing.
| Τίτλος: | Beyond the Prompt: Leveraging Generative AI and Tanner's Model to Decode Clinical Logic in Undergraduate Nursing. |
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| Συγγραφείς: | Zeigler K; Author Affiliations: School of Nursing, Georgia Southern University, Savannah, Georgia (Dr Zeigler); and School of Nursing, Georgia Southern University, Statesboro, Georgia (Dr Bester)., Bester ME |
| Πηγή: | Nurse educator [Nurse Educ] 2026 Sep-Oct 01; Vol. 51 (5), pp. 276-278. Date of Electronic Publication: 2026 Jun 23. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Lippincott Williams & Wilkins Country of Publication: United States NLM ID: 7701902 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1538-9855 (Electronic) Linking ISSN: 03633624 NLM ISO Abbreviation: Nurse Educ Subsets: MEDLINE |
| Imprint Name(s): | Publication: Philadelphia, PA : Lippincott Williams & Wilkins Original Publication: [Wakefield, Mass., Nursing Digest, Inc.] |
| Ιατρικοί όροι (MeSH): | Education, Nursing, Baccalaureate*/organization & administration , Students, Nursing*/psychology , Students, Nursing*/statistics & numerical data , Logic* , Thinking* , Clinical Reasoning*, Humans ; Generative Artificial Intelligence ; Nursing Education Research ; Nursing Evaluation Research ; Algorithms |
| Περίληψη: | Background: Transitioning from theory to clinical practice is a persistent hurdle in undergraduate nursing programs, largely because traditional teaching methods lack the frequent, iterative practice needed to close the practice-readiness gap. Purpose: This article describes an innovative pedagogical approach that integrates Generative Artificial Intelligence (GenAI) with Tanner's Clinical Judgment Model to develop nonlinear, algorithmic thinking patterns. Methods: Using an "If This, Then That" logic framework, students use GenAI as a "thinking partner" to build clinical logic. The process follows Tanner's 4 phases: Noticing, Interpreting, Responding, and Reflecting. Students explore consequential pathways and refine their clinical hypotheses in a low-stakes environment. Results: The AI-augmented iterative algorithm moves students away from rote memorization and toward spatial-logical mapping, promoting metacognition, and transitioning students from linear thinking to complex pattern recognition. Conclusions: When used as a scaffolded, iterative tool, GenAI enhances clinical synthesis and prepares students for the "chaos of the floor." (Copyright © 2026 Wolters Kluwer Health, LLC. All rights reserved.) |
| Competing Interests: | The authors declare no conflicts of interest. |
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| Contributed Indexing: | Keywords: If This; Then That (IFTTT) Logic; clinical reasoning; critical thinking; practice readiness; teaching innovation |
| Entry Date(s): | Date Created: 20260622 Date Completed: 20260825 Latest Revision: 20260825 |
| Update Code: | 20260826 |
| DOI: | 10.1097/NNE.0000000000002230 |
| PMID: | 42330069 |
| Βάση Δεδομένων: | MEDLINE |
| ISSN: | 1538-9855 |
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| DOI: | 10.1097/NNE.0000000000002230 |