Reimagining Graduate Study With Generative Artificial Intelligence-Supported Study Strategies: A Doctor of Nursing Practice Student’s Perspective

Background: Artificial intelligence (AI) is transforming higher education by offering accessible tools that enhance comprehension and efficiency. While AI use in clinical decision-making is expanding, little research explores how Doctor of Nursing Practice (DNP) students use AI to support their academic learning. Objective: The aim of the study was to describe a DNP student’s experience using a generative AI tool to supplement traditional study strategies and improve learning outcomes. Methods: This case narrative outlines how Chat Generative Pre-trained Transformer (ChatGPT), an AI tool, was integrated into a first-year DNP student’s daily study routines for concept simplification, reinforcement through repetition, and clarification of complex content. The approach is evaluated against academic performance, clinical feedback, and alignment with the American Association of Colleges of Nursing Essentials. Results: ChatGPT improved study efficiency, enhanced understanding of complex material, and supported academic and clinical performance. The tool aligned with core nursing competencies by promoting critical thinking, personalized learning, and ethical technology use. Conclusions: When used responsibly and verified against reliable sources, AI tools can supplement traditional learning methods in nursing education. Implications for Nursing: By using AI as a study tool, graduate-level nursing students can strengthen critical thinking, improve knowledge retention, and support the development of confident, self-directed advanced practice nurses who are prepared for modern clinical practice.