R. Anders

Conceptualizing AI-resistant assessment strategies in online graduate nursing education through a theoretical and practical framework

This conceptual paper proposes a framework for redesigning asynchronous assessments in online graduate nursing education in response to generative artificial intelligence, and proposes four strategies grounded in the community of inquiry framework, authentic assessment theory, experiential learning theory, and transformative learning theory: experience-anchored analysis, multimodal documentation portfolios, asynchronous verbal exchange, and asynchronous collaborative process.