The ethical integration of generative artificial intelligence in Doctor of Nursing Practice project planning: A formative approach.

BACKGROUND/INTRODUCTION: Variability in student and faculty experiences with quality improvement and system change at an Upper Midwestern university led to inconsistent planning of doctor of nursing practice (DNP) projects. PURPOSE AND SIGNIFICANCE: The purpose of the pilot for the DNP project practicum formative learning activities was to support the DNP project planning process by incorporating the ethical use of generative artificial intelligence (GenAI). METHODS: The faculty developed two formative assignments, underpinned by self-directed learning theory and Byrne's (2025)Five Rights of Teaching and Learning with Artificial Intelligence, for a DNP asynchronous project practicum. The assignments required students to use generative artificial intelligence (GenAI) to create DNP project goals, SMART (specific, measurable, achievable, relevant, and time-bound) objectives, tasks, a timeline table, and a measurement and evaluation plan table. RESULTS: Using GenAI to guide DNP project planning generated ideas and improved efficiency. Students acknowledged GenAI's imperfections and the ethical risks of overreliance. Faculty noted GenAI offers utility while engaging students with their project planning. LIMITATIONS: The rapid evolution of GenAI requires regular faculty review and updates to guided prompts. CONCLUSIONS/IMPLICATIONS FOR PRACTICE: The focused formative learning activities with GenAI facilitated students' self-directed learning and enabled them to develop GenAI literacy by leveraging technology and analyzing its limitations.