AI seems to have taken over so much of the written assignments out there. Students come to a new class having relied on AI for their writing in previous classes, sometimes without a clear understanding of where appropriate assistance ends and replacement of their own thinking begins.  For that reason I think it must be addressed head on. But how do we do that? Students need assignments that require more than responses that can be googled.    We do need to explain what constitutes appropriate and inappropriate use in academic work. 
But education about AI is only part of the solution. We also need to reconsider the assignments we give students. If an assignment can be completed by Googling a question—or by entering the question into an AI tool and submitting the response then what are we actually measuring? Our assignments need to require students to do something with knowledge: apply it to a patient scenario, defend a clinical decision, compare alternatives, interpret evidence, explain their reasoning, or connect what they have learned to practice. This is where my struggle persists. The goal should not simply be to determine whether AI wrote the assignment. The more important question is: Can the student demonstrate that they understand, can apply, and can defend the knowledge represented in what they submitted? In nursing education especially, that distinction matters. A well-written response is not the same thing as clinical reasoning or competence..