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AI Tools for Nursing Education: Gemini, Notebook LM, Quizlet, and Study Skills (Older Adults)

Context and setup

  • Instructor speaks to a mixed audience (including older adults) in smaller groups; aims for interactive, practical learning.
  • Class platform: amenti.com with a class code for login; emphasis on efficiency and AI usage.
  • Icebreaker prompts: students contribute adjectives describing AI (e.g., helpful, smart, fast, easy, invasive, inconsistent, fake, terrifying, etc.).
  • Emphasis on pace and interaction: not purely lecture-based; students encouraged to ask questions.

Core ideas about AI in learning

  • AI perceptions: range from helpful and useful to overwhelming or scary; many unknowns.
  • Key message: generative AI should be a study partner, not a replacement for human thinking or clinical judgment.
  • Hallucinations and verification: AI can hallucinate or provide incorrect information; humans must fact-check and apply critical thinking.
  • Realistic goal for students: using AI to enhance learning, not bypass it; long-term learning requires information intake and application in varied patient scenarios.
  • Important mindset: you are the expert; AI is a tool to augment your judgment.

Tools introduced and how they fit into learning workflows

  • Gemini (GenAI platform)
    • Access via Gemini Pro (free option via USDA-endorsed setup in class contexts); switching to Pro improves features.
    • Features demonstrated:
    • Upload and reference course materials (PowerPoint, transcripts, outcomes) to build study guides.
    • Chat-based interaction to define terms, create structured study content, and generate practice materials.
    • Can create chapters based on lecture objectives and summarize content.
    • Case study generation: prompts can yield theoretical frameworks, interventions, and practice questions.
    • Quiz generation: produce a 20-question quiz with varying Bloom’s taxonomy levels; export as Excel; include rationales at a simplified (e.g., sixth-grade) reading level.
    • Interactive debugging: capabilities to request more specific outputs or simplified language.
    • Guided learning: advanced option (two-point-five Pro) that helps think through material; found under tools next to the plus sign; may depend on device compatibility.
    • File handling: upload files directly from Drive or downloads; can summarize and produce study guides from uploaded content.
    • Prompts: there is a pre-prompts QR code example for starting prompts (define identity, subjects, goals, etc.).
    • Practical tips:
    • To start, define your identity and objective in the prompt; request rough drafts first; then iteratively refine with feedback.
    • Always include a request for critical evaluation (ask the AI to critique its own output) and final fact-checking.
    • If a feature (like guided learning) isn’t visible, switch the Gemini version in settings.
    • Gemini can remember user preferences within the same class/project (subject to privacy protections in place).
  • Notebook LM (LM-based learning manager)
    • Allows uploading course materials (PowerPoint, transcription, outcomes) and produces a study guide/summary.
    • Additional outputs: podcasts that unpack uploaded content for convenient listening on-the-go.
    • Studio features include mind maps (concept maps), audio/video reports, and interactive learning paths.
    • Useful for when you want to switch study modes (audio, visual, or textual summaries).
    • Sharing and collaboration: integrates with class content; sometimes needs file conversion (PowerPoint to PDF for LM ingestion).
    • Personalization: students can create “game guides” or “coach” approaches tailored to their own gaps (e.g., pharmacology challenges, pathophysiology-to-nursing-care links).
  • Quizlet and Notes (Note vs Quizlet)
    • Notes: similar to Quizlet but with more game-style options; good for engagement.
    • Quizlet: traditional flashcards; best for terminology and memorization rather than deep conceptual understanding.
    • Guidance: avoid uploading entire PowerPoints to Quizlet; extract key terms and concepts to create meaningful flashcards.
    • ATI integration: premade flashcards available; can classify into know/don’t know/repeat categories.
  • Other study aids mentioned
    • Concept maps for medications or pharmacology topics to visualize interactions and adverse effects.
    • Mind maps, audio/video reports, and topic-specific charts to reinforce memory and relationships between concepts.
    • Podcasts: a pre-packaged audio resource derived from uploaded content for flexible review.

Prompts, prompts, prompts: best practices

  • The backbone of effective AI use is a good prompt:
    • Tell the AI who you are, what subjects you’re studying, and what your goals are.
    • Request a rough first output (a draft) and then iteratively refine it.
    • Ask for simplification to a target reading level (e.g., sixth-grade) when necessary to facilitate patient education or early learning.
    • Use fact-checking: compare AI outputs with your course materials; treat AI as a study tool, not a source of truth by itself.
    • Create a loop of critique: instruct the AI to critique its own draft and propose improvements.
  • Practical prompts demonstrated:
    • Create a study guide from lecture objectives and a given transcript, organized by chapter and with key terms defined in plain language and memory aids.
    • Generate case studies with theoretical underpinnings and practical nursing interventions.
    • Produce interactive flashcards or fill-in-the-blank questions when front-and-back cards aren’t ideal.
    • Build a 20-question quiz with varied Bloom's taxonomy levels and include rationale explanations at an accessible level.
  • Workflow prompts used in-class (step-by-step):
    • Upload lecture materials, transcription, and learning outcomes to Gemini.
    • Instruct Gemini to produce a study guide structured around the defined objectives.
    • Request key term definitions and lay-language explanations with memory aids.
    • Generate case studies and targeted questions to test application and analysis.
    • Create flashcards or alternative question formats if the initial output isn’t usable.
    • Save outputs to your preferred format (Excel for quizzes, Quizlet for flashcards, etc.).

How AI fits into nursing education: use cases and workflows

  • Study guide creation and revision
    • Gather slides, notes, and objectives; upload to Gemini/Notebook LM; request a study guide organized by chapter/outcome.
    • Define terms in simple language; append memory aids (mnemonics, visual hooks) to aid recall.
    • Generate case studies applying concepts to patient scenarios; extract theoretical frameworks and practical interventions.
  • Assessment preparation
    • Create practice questions tailored to your weaknesses (e.g., pharmacology or electrical monitoring in older adults).
    • Generate 20-question quizzes with varying levels of cognitive demand; include rationale explanations at an approachable reading level.
    • Build a clinical judgment exercise based on a scenario: identify cues, analyze cues, form hypotheses, and test against outcomes.
  • Active learning strategies
    • Combine multiple strategies daily: retrieval practice (flashcards and quizzes), application through case studies, and role-play or clinical scenario discussions.
    • Use notebooks or mind maps to map out relationships (e.g., medications and their adverse effects).
    • Utilize podcasts for on-the-go review to prevent burnout and maintain cadence.
  • Practical production workflow
    • Source: upload slides, transcripts, objectives; Gemini/Notebook LM produce a study guide.
    • Practice: answer objectives and build material around your gaps.
    • Save: export outputs to Excel, Quizlet, or mind-map formats for reuse.
    • Apply: use case studies to test knowledge in a clinical judgment framework.

Content specifics and examples from the session

  • Real-world example prompts used by the instructor:
    • Define key terms from lecture in easy-to-understand language; provide memory devices.
    • Create case studies based on the above information; describe theories and interventions, plus questions.
    • Build assessment items (e.g., 20-question quiz) with rationale at a lower reading level for patient education.
    • Build and test clinical judgment exercises that guide you through recognizing cues and forming hypotheses.
  • Practical pharmacology prompts and approaches:
    • Generate questions tailored to pharmacology topics and convert them to different formats (Excel-based quizzes, fill-in-the-blank questions, or interactive flashcards).
    • Use prompts to translate complex pharmacology content into nursing care plans and patient education points.
    • Create a game-like coaching prompt to relate drug actions to nursing care, including rationale for dose tapering and monitoring.
  • Documentation and versioning notes:
    • The class uses a mix of tools (Gemini, Notebook LM, Quizlet, and concept maps) to create a flexible study ecosystem.
    • The instructor notes that not all features may be accessible on every device; enabling Pro features and confirming device compatibility can be required.

Ethics, policy, and academic integrity

  • There is an existing nursing school AI policy that encourages use of AI to aid learning while preserving integrity.
  • Guidelines highlighted:
    • Use AI to brainstorm, summarize, and check understanding; do not let AI produce your final, uncredited work.
    • Cite AI when used for content generation; if unsure how to cite, ask the AI how to cite it.
    • Be transparent about AI involvement in assignments and seek instructor approval when needed.
    • Fact-check outputs against course materials; AI is not guaranteed to be correct or complete.
    • Maintain long-term memory development through active learning; avoid over-reliance on AI to bypass core learning.
  • Practical ethics tips:
    • If something feels wrong, it likely is; consult the instructor for clarification.
    • Use AI to personalize learning and improve efficiency, not to shortcut the learning process or misrepresent work.

Accessibility, transcription, and content management

  • Transcriptions and notes
    • Transcripts can be generated via Gemini or external transcription tools; you can paste transcripts into Google Docs for processing.
    • Students may need instructor permission to record lectures and transcribe; verify policy with the instructor.
  • Content ingestion and file formats
    • For Notebook LM, PDFs are often preferred inputs; PowerPoints may need to be saved as PDFs for ingestion.
    • When using Gemini, you can upload PowerPoints, transcripts, and learning outcomes to create a structured study guide.

Strategies for success and burnout management

  • Time management and balance
    • Emphasizes deliberate balance between study, work, and personal life; use block scheduling to protect nonnegotiable personal time.
    • Burnout prevention through predictable routines and breaks; integrate study with self-care and rest.
  • Study design and progression
    • Start with today’s lecture materials; create a study guide immediately or shortly after the class to reinforce learning.
    • Use a mix of active learning modes daily: flashcards, quizzes, case studies, mind maps, and podcasts.
    • Repetition and spaced practice are key for retention; ATI premade flashcards can be leveraged for reinforcement.
  • Collaboration and pacing
    • Study groups can generate additional perspectives on cases; AI-generated case studies can be used to stimulate group discussion.
    • Recognize that pharmacology content is dense; split topics into focused chunks and progressively expand understanding.
  • Support and availability
    • The instructor offers office hours and multiple channels (email/calendar) for questions and support throughout the semester.

Quick takeaways to apply next class

  • Start every new topic by uploading or summarizing objectives, then define terms in simple language with memory aids.
  • Use Gemini to create a short study guide and a couple of case studies for application practice.
  • Create a 20-question quiz with different cognitive levels and include simplified rationales to support understanding.
  • Explore Notebook LM and mind maps for topic-specific medication information and practical nursing care connections.
  • Review the nursing AI policy, cite AI usage when appropriate, and maintain transparency with instructors.
  • Plan for burnout: block time, balance study with rest, and use podcasts or audio summaries for flexible review.

Glossary of key ideas mentioned

  • Generative AI: AI that creates content; used as a learning aid, not as a substitute for human clinical reasoning.
  • Hallucination: AI-generated content that is incorrect or fabricated; requires verification.
  • Pro version: Enhanced features in Gemini that may require device compatibility.
  • Guided learning: A Gemini feature that guides thinking through material (may require enabling a specific tool setting).
  • Mind map / Concept map: Visual representations of relationships between concepts, useful for pharmacology and medications.
  • Active learning strategies: Retrieval practice, case studies, role-play, and other methods that promote deep understanding.
  • Bloom’s taxonomy: A framework for organizing learning objectives by cognitive complexity (remember, understand, apply, analyze, evaluate, create).
  • Academic integrity: Transparent use of AI; proper citation; no misrepresentation of AI-generated work.
  • Transcription: Textual record of lectures used to create study materials and summaries.
  • ADA and accessibility considerations: Ensuring tools support diverse learning needs and device compatibility.