IU Today is checking in from time to time with faculty and staff to learn how they have successfully used artificial intelligence tools in their work, research and teaching. We recently caught up with Mary Bourke, professor of nursing at IU Kokomo.

Question: How have you used AI to accomplish tasks that aid your work/research, and what benefits have you seen?

Answer: GenAI marks a significant shift in available tools to improve our productivity and creativity, comparable to the impact of computers. The more I learn and apply GenAI, the more I am astounded by its ability to assist me in my work as a faculty member, as a researcher and in a service role.

Mary Bourke. IU Kokomo photo As a faculty member, I teach my undergraduate nursing students how to use GenAI to generate resources that enhance their understanding. For example, students can copy and paste their e-book content, PDFs, videos and links directly into Google NotebookLM to generate learning aids. Students partner with NotebookLM to create a range of educational materials, including quizzes, flashcards, mind maps, videos, podcasts, study guides and briefing documents.

For spring 2026, I will be teaching research to undergraduate second-degree nursing students. When students graduate, they will be expected to change practice based on evidence from peer-reviewed research publications that are clinically and statistically significant. To prepare students for this critical role, I am focusing on the workforce-ready skills they will need to appraise the literature critically. For example, I am teaching them how to create Gems custom AI experts in Gemini to specialize in the critical appraisal of literature. To improve the GenAI output, students are providing detailed descriptions and instructions based on principles of critical appraisals of evidence-based practice. The significant learning occurs when they check the accuracy of GenAI outputs. They are the human that cannot be replaced.

For my graduate students aspiring to become nursing educators, I teach the ADDIE design model: Analysis, Design, Development, Implementation and Evaluation. They use GenAI as their teaching assistant throughout the ADDIE design process for their assigned unit of instruction. For example, they create case studies using Gemini and utilize videos, quizzes and briefing documents generated by NotebookLM. The goal is to prepare them for the new paradigm of instructional design. Without change, the risk is that nursing students will not acquire the necessary knowledge for the licensure exam.

As a researcher, GenAI helps generate research ideas and identify gaps in the literature. I used a new Gem in Gemini, “A Critical Thinking Expert,” and submitted the following prompt. “I created a GenAI faculty development presentation and delivered it on Wednesday. After the presentation, I created two job aids to assist faculty in exploring AI and to develop instruction using AI as an instructional assistant. I want to create a survey to help me understand how the presentation assisted faculty in learning about GenAI using the Rasch Model.” The GenAI output was very insightful and provided valuable next steps that I had not previously considered.

For my service role, GenAI analyzed our evaluation reports to identify areas for improvement. For example, it provided an excellent suggestion to utilize technology support, such as Power BI, to create dashboards for reporting and disseminating results. In addition, after creating a specialized ChatGPT and uploading our accreditation manual, professional competencies and program learning outcomes, it provided an alignment analysis, along with suggestions for improvement.

Q: What have you learned about using AI that made it easier/more helpful/more targeted for your specific need?

A: Indiana University articulates its desire to be a leader in AI and has allocated the necessary financial, professional development and resources to help faculty and students acquire valuable skills and knowledge to become leaders in GenAI. I participated in all GenAI professional development opportunities being offered at IU and now consistently utilize an incredible assistant, GenAI, who works for free, 24 hours a day.

Q: What is one tip you would share with a colleague about using AI tools?

A: At Indiana University, we are fortunate to have outstanding resources to support faculty and students in learning about generative AI. Notably, the GenAI Fellows program and the GenAI 101 Canvas course provide comprehensive and accessible training for anyone interested in integrating GenAI into their teaching or professional practice. These opportunities provide the foundation for becoming an expert teacher in the evolving landscape of education.

In summation, as educators, our responsibility is to ensure that students understand the essential knowledge they need for their future careers and how GenAI can serve as a collaborative partner in their educational journey. Now is the ideal time to design assignments that encourage students to work alongside GenAI, enabling them to build the new knowledge required for success in their chosen fields.

While GenAI offers significant support, it does not replace educators’ expertise or the importance of students developing their own expertise. Instead, GenAI can help free up valuable time, allowing both teachers and students to focus on high-value activities that enhance learning and professional growth.

Note: IU offers a free AI course to staff, faculty and students to help them understand the tools available and how to use them.