Oct 2026· Nursing Administration Quarterly· Vol 50 4, pp.
195-202
· 0 citations· 29 references
Medicine
TL;DR
This work examines the early use of an in-house generative AI health assistant designed to predraft documentation and streamline communication and explores the integration of electroencephalography data captured through brain-computer interface devices such as Galea and EMOTIV headsets.
Abstract
Nurses practice in clinical environments shaped by escalating administrative demands, documentation burdens, and persistent cognitive overload, structural pressures that contribute significantly to burnout and workforce attrition. Generative artificial intelligence (AI) offers a new form of cognitive support that, when implemented responsibly, can reduce the administrative load constraining nursing practice. We examine the early use of an in-house generative AI health assistant designed to predraft documentation and streamline communication. Rather than replacing clinical judgment, we position AI as a structural intervention that expands nurses' cognitive capacity and restores time for direct care and therapeutic engagement. We also explore the integration of electroencephalography data captured through brain-computer interface (BCI) devices such as Galea and EMOTIV headsets. This approach enables real-time insights into clinicians' cognitive workload and emotional states by translating neurophysiological signals into actionable information. By identifying neural indicators associated with stress, anxiety, and fatigue, the system can prompt timely supports as strain emerges. To ensure feasibility within clinical workflows, these wireless BCI systems are deployed during structured documentation periods and simulation-based training sessions. Combining neurotechnology, machine learning, and generative AI, this approach converts neural signals into meaningful insights that support clinician well-being while preserving professional integrity through nursing-led governance and safeguards.
AIM/OBJECTIVE
To argue that generative AI (GenAI) poses a distinct threat to nursing credentialling, one that operates as cognitive substitution rather than cognitive supplement, and to examine why a prominent institutional response to GenAI in assessment, while well designed for general higher education, fails when ap...
Andrew Brenner, Amanda Müller· Nurse Education in Practice· 0 citations
Rather than competing with algorithmic memory, medical education needs to cultivate “augmented clinicians” equipped with high AI literacy and profound humanness, ensuring technology enhances rather than displaces relational patient care.
Ya Liu, Lu-Tuo Han, Lin-Lin Che et al.· Frontiers in Medicine· 0 citations
Introduction: The rapid emergence of artificial intelligence (AI) has prompted health professional educators to reconsider assessment, academic integrity and the nature of learning. While conceptual and policy responses are growing, little empirical evidence documents how educators adapt pedagogy in real time. This stu...
K. Tan, Merenia Vince, N. d'Unienville et al.· Focus on Health Professional...· 0 citations
Abstract Background AI is rapidly transforming clinical nursing, promising administrative relief and decision support. However, the frontline reality presents a double-edged sword effect, where technological empowerment is frequently offset by novel occupational burdens and technostress. Objective This study aims to th...
Evidence on human capacity across emotional, cognitive, physical, and relational domains is synthesized, providing psychiatric-mental health nurses (PMHNs) with evidence-based strategies to foster patient resilience and workforce sustainability.
E. Ramey· Journal of Psychosocial Nurs...· 0 citations
BACKGROUND
Incivility in nursing remains a pervasive and complex issue that undermines nurse well-being, team functioning, and patient safety. For two decades, cognitive rehearsal (CR) has served as a foundational evidence-based strategy to help nurses mitigate uncivil behaviors.
METHOD
Traditional CR relies on linea...
C. Clark· The Journal of Nursery Educa...· 0 citations
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