About this course (Link to .pdf):
In this course, you will learn to collaborate with AI systems effectively, efficiently, ethically, and safely. Based on the four pillars of delegation, description, discernment, and diligence, the following free course provides a conversational, conceptual, and hands-on approach to AI. 

Complete this FREE Course: AI Fluency
Learn to collaborate with AI systems effectively, efficiently, ethically, and safely.
12 lessons • 3-4 hours

Acknowledgments and license

    Copyright 2025 Rick Dakan, Joseph Feller, and Anthropic. Released under the CC BY-NC-SA 4.0 license. This course is based on The AI Fluency Framework by Dakan and Feller.
    Supported in part by the Higher Education Authority, Ireland, through the National Forum for the Enhancement of Teaching and Learning.

    The following link provides a more advanced course with prerequisite knowledge of programming basics, such as "Python" and working with API's. 
    https://www.anthropic.com/aws-reinvent-2024/course

Indian River State College recognizes the transformative potential of artificial intelligence (AI), particularly Generative AI, in education and professional environments. In alignment with its mission to prepare students for a rapidly changing workforce and its commitment to innovation and efficiency in its operations, the College embraces the responsible and innovative use of AI technologies in professional workflows and contexts, including the classroom. 

Why is it important that colleges and universities have an AI policy in place for faculty, administration and students?

It is critical for colleges and universities to have a clearly defined AI policy for faculty, administration, and students because of the far-reaching implications AI has on ethics, academic integrity, data privacy, equity, and institutional credibility.

Here's a breakdown of why this matters:
  1. Academic Integrity and Fairness

• Students: With generative AI tools like ChatGPT and image generators, students can easily produce essays, solve assignments, or generate exam responses. Without a clear policy, institutions risk inconsistent enforcement and confusion about what constitutes cheating.
  
  

• Faculty: Faculty need guidance on how much AI use is appropriate when designing assessments or grading with AI tools.
  
  

• Result: A policy levels the playing field and helps uphold the value of academic credentials.
  
  

 2. Faculty Innovation and Guardrails

• Clarity on Use: Faculty need direction on how AI can be used responsibly in teaching, curriculum design, and research.
  
  

• Support for Innovation: Encourages appropriate experimentation with AI in the classroom while preventing over-reliance or misuse.
  
  

• Professional Development: Helps institutions align AI adoption with pedagogical goals and provides training support to faculty.
  
  

 3. Data Privacy and Compliance

• Sensitive Information: AI tools often collect and process data that may include student records or institutional documents.
  
  

• FERPA/General Data Protection: Without a policy, institutions may unknowingly violate privacy laws or risk data leaks through third-party AI platforms.
  
  

• Result: Policies ensure compliance with legal standards and vendor accountability.
  
  

 4. Equity and Access

• Bias and Accessibility: AI systems can reinforce biases or exclude students with disabilities if not implemented thoughtfully.
  
  

• Digital Divide: Not all students or staff have equal access to AI tools or understand how to use them ethically.
  
  

• Policy Impact: Ensures AI tools support inclusion and do not further disadvantage marginalized groups.
  
  

5. Institutional Credibility and Risk Management

• Reputation at Stake: Misuse of AI (e.g., mass-produced research or AI-written dissertations) can damage the institution's credibility.
  
  

• Consistency Across Departments: A unified policy prevents a fragmented approach and reduces institutional risk.
  
  

• Prepares for Accreditation Reviews: Accrediting bodies may begin evaluating how institutions govern AI use.
  
  

6. Future-Proofing and Workforce Readiness

• Student Preparation: Clear guidelines model responsible AI use and prepare students for ethical use in their future careers.
  
  

• Faculty Role Models: Educators need to model ethical AI behavior and prepare students for a world where AI literacy is essential.
  
  

• Result: Builds AI fluency institution-wide, keeping the institution relevant in a changing educational and employment landscape.

Without an AI policy, institutions are reactive rather than proactive, risking confusion, misconduct, inequity, and legal consequences. A strong policy, co-developed with faculty, students, IT, and legal counsel, fosters trust, transparency, and innovation—all crucial for 21st-century higher education.

Here’s a practical collaborative experience for a low-level nursing class that emphasizes Problem-Based Learning (PBL):

Scenario: Patient Assessment & Team Communication

Objective: Improve basic patient assessment, teamwork, and communication skills in a simulated environment.

Activity: "Meet Your Patient" Simulation

1. Break students into small groups (3–5 students per group).

2. Each group is assigned a patient case study (simple conditions like dehydration, mild fever, or sprains).

3. Roles are assigned:

   • Primary Nurse: Leads assessment and asks questions.

   • Assistant Nurse: Records findings.

   • Patient: Acts as the patient based on provided symptoms.

   • Observer: Provides feedback on teamwork and communication.

Process:

1. Patient Interaction (10 minutes):

   • The "patient" provides symptoms based on a case card.

   • The team asks basic history-taking questions (e.g., "When did this start?" "Are you in pain?").

   • Basic vitals assessment (simulated).

2. Team Discussion (5 minutes):

   • Review findings.

   • Decide on the next steps (e.g., hydration, rest, escalate to a doctor).

3. Mini-Presentation (5 minutes):

   • Each team briefly explains their case and proposed plan to the class.

Debrief:

• Instructor provides feedback on communication, assessment skills, and teamwork.

• Students reflect: What went well? What could be improved?

Why It Works:

✅ Hands-on learning without high-level clinical skills required.
✅ Encourages teamwork and decision-making.
✅ Builds confidence in patient interaction.

Would you like modifications based on specific nursing topics? 😊

4o

You said:

Yes please

ChatGPT said:

ChatGPT

Here are three modified versions of the activity based on different nursing topics:

1. Vital Signs & Patient Monitoring (For Fundamentals of Nursing)

Objective: Practice measuring and interpreting vital signs while enhancing teamwork and communication.

Activity: "Emergency Check-In" Simulation

1. Setup: Each group is given a patient profile with vital signs (e.g., blood pressure: 150/90, temperature: 101°F, pulse: 110 bpm).

2. Roles:

   • Nurse 1: Measures and interprets vital signs.

   • Nurse 2: Records findings and suggests possible causes.

   • Patient: Responds with scripted symptoms.

   • Observer: Gives feedback on accuracy and communication.

3. Task:

   • Assess the patient’s condition.

   • Determine if the patient is stable or needs escalation.

   • Suggest basic nursing interventions (e.g., cooling measures, repositioning, hydration).

4. Debrief:

   • Discuss normal vs. abnormal findings.

   • Instructor provides real-world examples of what these vitals might indicate.

2. Infection Control & Hand Hygiene (For Basic Clinical Skills)

Objective: Understand how infections spread and reinforce proper hand hygiene techniques.

Activity: "Contagion Chain" Game

1. Setup:

   • Use glow powder or UV gel as "bacteria" (apply to one student’s hands).

   • Have students shake hands or pass objects.

   • Use a UV light to reveal how contamination spreads.

2. Task:

   • Students identify cross-contamination points.

   • Discuss when and how hand hygiene should be performed.

   • Demonstrate proper handwashing technique (including missed areas like thumbs, wrists).

3. Debrief:

   • Discuss real-world hospital-acquired infections (HAIs).

   • Reflect on how small mistakes can lead to major outbreaks.

3. Patient Communication & Empathy (For Therapeutic Communication)

Objective: Develop active listening and patient-centered communication skills.

Activity: "Difficult Patient" Roleplay

1. Setup:

   • Each group receives a scenario with a patient type (e.g., anxious, non-compliant, in pain, language barrier).

2. Roles:

   • Nurse: Tries to communicate effectively.

   • Patient: Acts out the given personality or condition.

   • Observer: Provides feedback.

3. Task:

   • Nurse must use open-ended questions, empathy, and non-verbal cues to gain patient trust.

   • Adjust communication based on patient reactions.

4. Debrief:

   • Discuss what worked and what didn’t.

   • Instructor provides tips on de-escalation, active listening, and patient education.

Would you like more topic-specific activities? 😊

4o

You said:

Yes please

ChatGPT said:

ChatGPT

Memory updated

Here are three more topic-specific collaborative activities for low-level nursing students:

4. Medication Administration & Dosage Calculation (For Pharmacology Basics)

Objective: Practice calculating and administering medications safely.

Activity: "Prescription Puzzle"

1. Setup:

   • Provide each group with a medication order (e.g., "Administer 500 mg of Amoxicillin. The available dose is 250 mg per tablet.").

   • Include details like route, time, and patient allergies.

2. Roles:

   • Nurse 1: Reads the prescription and calculates the correct dose.

   • Nurse 2: Checks for possible contraindications or interactions.

   • Patient: Asks questions about the medication.

   • Observer: Ensures accuracy and safety steps.

3. Task:

   • Perform a "Six Rights of Medication Administration" check.

   • Verify the dose calculation and simulate administration.

   • Educate the "patient" about side effects and instructions.

4. Debrief:

   • Discuss common medication errors and ways to prevent them.

   • Reinforce importance of double-checking dosages.

5. Wound Care & Aseptic Technique (For Basic Nursing Procedures)

Objective: Learn and practice proper wound cleaning, dressing, and infection control.

Activity: "Wound Care Relay"

1. Setup:

   • Each group gets a simulated wound (printed image or mannequin with a fake wound).

   • Provide necessary supplies: gloves, saline, gauze, antiseptics, and bandages.

2. Roles:

   • Nurse 1: Assesses the wound and describes its severity.

   • Nurse 2: Cleans and applies a dressing using proper technique.

   • Observer: Checks for contamination errors and safety compliance.

3. Task:

   • Follow aseptic technique for wound cleaning.

   • Select the appropriate dressing based on wound type.

   • Document the procedure and explain aftercare to the "patient."

4. Debrief:

   • Instructor reviews common mistakes, such as improper glove use or touching sterile areas.

   • Discuss stages of wound healing and signs of infection.

6. Recognizing & Responding to Patient Deterioration (For Emergency Basics)

Objective: Identify early warning signs and communicate effectively in emergencies.

Activity: "Rapid Response Drill"

1. Setup:

   • Assign each group a "deteriorating patient" scenario (e.g., sudden drop in blood pressure, difficulty breathing).

   • Provide vital signs that worsen over time.

2. Roles:

   • Primary Nurse: Assesses the patient and recognizes red flags.

   • Secondary Nurse: Calls for help and prepares emergency interventions.

   • Recorder: Documents changes and interventions.

   • Observer: Ensures communication is clear and efficient.

3. Task:

   • Recognize signs of deterioration (e.g., low O2 saturation, confusion, rapid pulse).

   • Decide whether to escalate care (e.g., call a physician, start oxygen therapy).

   • Use SBAR communication (Situation, Background, Assessment, Recommendation) to report findings.

4. Debrief:

   • Discuss early intervention strategies to prevent emergencies.

   • Reinforce teamwork and calm decision-making under pressure.