BACKGROUND: Heath care and education have both experienced rapid growth in artificial intelligence (AI) use, especially with generative tools such as ChatGPT. This study explores nurse educators' perspectives on ChatGPT's educational value, implementation challenges, and implications for professional standards. METHOD: Data collection included 26 semistructured interviews with Canadian undergraduate nursing educators. RESULTS: Seven themes were generated by the research team through thematic analysis. Despite the perceived usefulness of ChatGPT, educators expressed concerns about plagiarism, overreliance, diminished critical thinking, and risks to clinical competence. While nurse educators are cautiously optimistic about the potential for ChatGPT integration into nursing curricula, concerns remain. CONCLUSION: This study provides the first overview of Canadian undergraduate nurse educators' perspectives on ChatGPT use. As generative AI evolves and changes over time, nursing education must continue to evaluate and monitor the pedagogical influence and support necessary competencies for both students and educators to ensure responsible use.
Vogelsang et al. (2026) studied this question.
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