Using artificial intelligence (AI) to generate language is not new. It has been used in many areas, including the news media, customer service, and the development of voice-controlled assistants. The Associated Press (AP) has been using AI since 2014 by automating stories on corporate earnings (AP, 2023). Today AI natural language processing (NLP) platforms are infiltrating higher learning. In a recent poll of students in a university course, 20% admitted they had used AI-NLP platforms (Wilkins, 2023). The most well-known AI-NLP platform to be released is ChatGPT which became public in November 2022 and was immediately adopted by tech-savvy students. ChatGPT (generative pre-trained transformer) “interacts in a conversational way. The dialogue format makes it possible for ChatGPT to answer follow-up questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests” (OpenAI, 2023). To curb students' use of ChatGPT OpenAI plans to release an AI-NLP classifier that can distinguish between human and AI writing, while other platforms such as Campus 365 and Turnitin have launched software to detect ChatGPT and GPT-3 use guaranteeing a 97%-98% detection rate (Financial Express, 2023; Pinkstone, 2023). Applications such as the student-designed AI-NLP plagiarism detecting GPTZero, are also becoming more prevalent (Bowman, 2023). However, these technologies are not fool proof and there is no guarantee that a more advanced AI-NLP platforms will not be released (O'Brien and Gecker, 2023).

Student use and potential misuse of AI-NLP platforms brings forth many questions and concerns such as instructor familiarity with AI-NLP platforms, ethical implications of its use, and how higher learning institutions will manage student use. Yang et al. (2023) note that AI can be misused due to biased data algorithms where AI-NLP platforms generate responses based on stereotypes. In turn, these issues can lead to inequality and inequity in learning as resource rich and tech-savvy students are more likely to benefit. Still, Singh and Hiran's (2022) research on the impact of AI-NLP in higher learning identified benefits to both students and teachers. They found that teachers could utilize AI-NLP to provide timely feedback and improve instructional methods by catering to individual learner needs with the use of tools such as chatbots and robotic agents. Gillani et al. (2023) emphasized the need for educators to take an active role in understanding AI-NLP's potential as well as its limitations and risks. As an example, a law professor at University of California, Los Angeles, John Villasenor Esq., has been encouraging his students to use AI-NLP platforms. He noted that with the introduction of ChatGPT students need to be taught how to use these platforms productively and ethically (Villasenor, 2023). Halaweh (2023) agrees with natural language platforms potential use in the classroom and has developed policies for incorporating ChatGPT into assignments. He further acknowledges there is a lack of understanding by faculty and recommends faculty training on its functions and use. Likewise, Indiana University experts note that instructors may need to redesign courses to be AI-NLP friendly and some see the use of ChatGPT as an opportunity for students to gain brainstorming and critical thinking skills (Vesperini, 2023). Given the rapid evolution of this technology and the ease of its adoption among many college student populations, establishing what nursing faculty know and do not know about AI-NLP platforms is critical to directing university administrators and faculty as they establish acceptable use policies and procedures going forward.