Assign Critical Thinking Portfolios to Combat AI Overuse in Nursing Education
- Theresa Payne
- May 27
- 3 min read
Updated: May 28
By Theresa Payne, MSN, RN
The integration of artificial intelligence tools in academic settings has created both opportunities and challenges for nursing educators. While these technologies can enhance learning when used appropriately, their misuse for assignment completion threatens the development of critical thinking skills essential for safe nursing practice. Critical Thinking Portfolios (CTP) offer a powerful solution to this growing concern.
CTP Definition
A CTP is a collection of student work that promotes a progression of critical thinking over time. Portfolio assignments can include:
Case Study Evolution can be used to gradually increase the complexity throughout the semester. Students can expand their knowledge base and demonstrate how their understanding has deepened. This approach reveals authentic learning progression that AI cannot easily replicate.
Peer Review forms should include evaluation criteria that evoke critical thinking and can be utilized for peer activities (e.g., small group presentations).
Reflection Journals can be used for clinical experiences which involve personal narratives requiring individual insight and experience. Journal criteria can be established to provide structure and stimulate critical thinking.
Implementation
Successful implementation requires careful planning and clear communication with students about expectations and learning objectives. Educators should explain how progressive assignments support professional development and enhance clinical practice. Time management becomes crucial for both students and instructors as progressive assignments require more ongoing engagement than traditional one-time submissions. However, this investment typically results in deeper learning and more authentic assessment of student capabilities.
CTP Assignment
At the beginning of the upcoming term, each student will be required:
To keep a reflection journal and make a dated entry following each clinical experience including one of the following:
Journal 2 clinical decisions that were made for assigned clients with evidence-based rationales.
Self-analysis of 2 client interactions with identified strengths and opportunities for improved communication for future client interactions.
To participate in a small group case study evolution in pharmacology involving a 3-segment progressive client scenario.
To complete peer review forms for all small group presentations.
Reflection journals will be due the day following the final clinical experience. The evolving case study is due 1 week after the final presentation, and peer review forms should be completed the same day of the case study and given to the team leader.
Looking Forward
As AI technology continues to evolve, nursing education must adapt while maintaining the rigor and authenticity necessary for safe practice preparation. CTPs represent one promising approach to this challenge, creating learning experiences that are both engaging and resistant to artificial completion.
For more information:
Cheng, C.-Y., Hung, C.-C., Chen, Y.-J., Liou, S.-R., & Chu, T.-P. (2024). Effects of an unfolding case study on clinical reasoning, self-directed learning, and team collaboration of undergraduate nursing students: A mixed methods study. Nurse Education Today, 137, 106168–106168. https://doi.org/10.1016/j.nedt.2024.106168.
Glauberman, G., Ito-Fujita, A., Katz, S., & Callahan, J. (2023). Artificial Intelligence in Nursing Education: Opportunities and Challenges. Hawai'i journal of health & social welfare, 82(12), 302–305.
Englund, H. (2020). Using unfolding case studies to develop critical thinking skills in baccalaureate nursing students: A pilot study. Nurse Education Today, 93, 104542. https://doi.org/10.1016/j.nedt.2020.104542.
Seibert, S. A. (2020). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002.
Zhang, J. & Chen, B. (2021). The effect of cooperative learning on critical thinking of
nursing students in clinical practicum: a quasi-experimental study. J. Prof. Nurs. 37
(1), 177–183. https://doi.org/10.1016/j.profnurs.2020.05.008.
© SPIN-Learning May 27, 2025
