ChatGPT in Nursing Education: Who Benefits Most?

Abstract

Generative artificial intelligence (AI) offers new opportunities for individualized education, yet its effectiveness may vary across learners. This study examined whether ChatGPT improves nursing students’ performance in creating care plans and whether intelligence and language proficiency moderate this potential effect. A total of 221 nursing students completed two care plan tasks in randomized order—one with ChatGPT-4 support and one without. Expert raters, blind to condition, evaluated care plan quality, and students’ intelligence and language proficiency were assessed using standardized measures. Latent change score modeling revealed that ChatGPT-assisted care plans were rated significantly higher in quality than unassisted ones (d = 0.85). Intelligence moderated this benefit, such that students with higher intelligence showed greater improvement in creating nursing care plans through the use of ChatGPT. In contrast, language proficiency predicted overall task performance, but did not moderate ChatGPT-related benefits. These findings indicate that while ChatGPT can substantially enhance nursing students’ performance in complex, domain-specific writing tasks, it may also risk reinforcing existing achievement differences associated with intelligence. Implications for the equitable integration of generative AI in education are discussed. Keywords: ChatGPT, education, individual differences, intelligence

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