Joyce E. Johnson, Kevin Rulo
BACKGROUND: Many graduate nursing students face persistent challenges in academic writing. These challenges have been further exacerbated by the development of artificial intelligence (AI) technologies, such as large language models (LLMs). This article aims to provide a heuristic guide for nursing faculty and administrators to examine their instructional practices in light of our reshaped technological landscape. METHOD: This article explores the effect of integrating AI tools in academic writing within the graduate nursing context, highlighting best practices of present scholarship and their application to the instructional contexts of graduate nursing programs. RESULTS: Strategies are offered for educators to use AI writing tools to complement traditional writing instruction, promote ethical AI use, and ensure equitable access to writing support. CONCLUSION: With effective guidance and well-crafted policies, AI writing tools can help graduate nursing students strengthen their writing skills, achieve academic success, contribute professionally, and drive legislative policy advancements.