As the healthcare industry rapidly evolves, so do the educational programs preparing NPs for their vital role in delivering quality, cost-effective healthcare. In recent years, advancements in technology have led to the incorporation of new tools and methods within these programs, with the aim of enhancing the learning experience. One such technology, called ChatGPT, has the potential to revolutionize the way we approach human thought processes and writing.1 ChatGPT is a machine learning-based program trained on a vast dataset of text from the internet that can understand and respond to natural language inputs. This program's potential applications are numerous and include language translation, text summarization, question answering, and text generation. Additionally, ChatGPT can be fine-tuned to perform specific tasks, such as writing essays, composing poetry, solving mathematical equations, and even coding. These technologies have the potential to improve efficiency and accuracy in tasks such as patient communication, documentation, medical research, and literature review.

As evidenced by recent publications, the use of ChatGPT in research and writing has begun to gain traction. A number of articles have been published with ChatGPT credited as an author.2-4 In fact, ChatGPT has contributed to the writing and editing of several sections within this editorial. It is evident that ChatGPT demonstrates exceptional capabilities with writing tasks. As technology advances, it is important to consider its potential implications for various industries and fields of study-including NP education.

Certain aspects of the NP role, such as complex disease management, empathy, and compassion, cannot be replicated fully by technology. Therefore, it is crucial that the integration of ChatGPT and other language models in NP programs is done in a way that complements and enhances the knowledge and skills of NPs, rather than attempting to replace them. Improving efficiency and accuracy in various tasks is beneficial, but it is important that this integration is done in a way that does not compromise the development of critical thinking skills. Understandably, the integration and use of ChatGPT and other language models in NP education raise several important questions: How will educators be able to distinguish between work generated by artificial intelligence (AI) programs and that of their students? How will plagiarism be detected? How will educators teach critical thinking skills in an era in which technology can generate ideas and responses? And how will students be kept engaged and not become overly reliant on AI when writing essays and research?

Language models such as ChatGPT are a prime example of a cutting-edge technology that is currently in its infancy. The level of investment in this field, as demonstrated by companies like Microsoft, suggests that it will expand and transform the way we live and work. As NP educators, it is our responsibility to embrace this new technology with both optimism and vigilance, exploring ways to integrate AI in a responsible manner to enhance our practice. At the same time, we must remain cautious and ensure that we do not compromise the development of critical thinking skills in healthcare. Technology should not replace human judgment and expertise.

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