Using generative artificial intelligence (GAI) technology as a tool for marking student nursing assignments: A phenomenological qualitative study

Abstract

Aim: To explore the feasibility and acceptability of using Generative Artificial Intelligence (GAI) to mark and provide feedback on student nursing assignments. Background: The recent boom in Artificial Intelligence (AI) has garnered attention with global AI spending reaching an estimated $154 billion by the end of 2023. Nursing is a demanding programme incorporating a variety of assessment methods which are time-consuming to mark. Whilst already used for administrative tasks and plagiarism detection, the use of GAI to mark assignments is an avenue that has not yet been explored. It holds transformative capabilities, potentially serving as virtual tutors, automating tasks and generating educational content. Design: Phenomenology. Methods: Semi-structured interviews were conducted with academics teaching at the University of Birmingham and focus groups consisting of nursing students. Participants were asked to evaluate, compare and contrast two feedback samples: one written by an academic and the other generated through GAI. The interviews and focus groups were transcribed and analysed using thematic analysis. Results: Evaluation and governance, human touch, development and integration, and time were the key themes identified from the six staff interviews and two focus groups. When comparing examples of feedback, almost all participants favoured that which was GAI generated, stating it was objective and highly detailed. Conclusions: Whilst interviewees showed concern regarding how a GAI tool would be governed and the potential reduction of human touch, benefits such as increased grading efficiency and objectivity were acknowledged. Staff believed it would eliminate the narrative that students are treated unfairly and possibly mitigate the need for moderation. Both groups discussed the need for extensive guidance to effectively implement GAI into practice. Although it was apparent that GAI would not completely replace human markers, the possibility of educators using GAI as a feedback tool or a way of assessing formative assignments was welcomed.