A systematic review and sequential explanatory synthesis: Artificial intelligence in healthcare education, a case of nursing

IF 3.8 3区医学 Q1 NURSING

International Nursing Review Pub Date : 2025-04-17 DOI:10.1111/inr.70018

S. Aslı Bozkurt PhD, RN, CHSE, Sinan Aydoğan PhD, RN, Fatma Dursun Ergezen PhD, RN, Aykut Türkoğlu PhD

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Abstract

Aim

This review aims to explore the impact of artificial intelligence (AI) on knowledge acquisition, skills development, and attitudes among nursing students.

Background

AI offers hopeful opportunities to enhance learning experiences and prepare future healthcare professionals.

Methods

This was a sequential explanatory mixed-method systematic review. This review was conducted in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A comprehensive electronic database was searched to identify relevant studies. Eligibility criteria were studies examining the impacts of AI interventions on nursing students’ knowledge, skills, or attitudes. The methodological quality of the studies was assessed using the mixed-method appraisal tool.

Results

Nine research articles were included in the review. These studies utilized both quantitative and qualitative methodologies to examine the impact of AI on nursing students. Quantitative studies found positive relations between AI interventions and knowledge acquisition, skills development, and attitudes toward AI among nursing students. Qualitative findings revealed the positive outcomes of AI in fostering learning engagement, self-efficacy, and confidence.

Conclusions

AI shows potential for supporting knowledge acquisition, skills development, and fostering positive attitudes among nursing students.

Implications for nursing practice and nursing policy

AI-driven interventions enhance nursing education by improving clinical decision-making, confidence, and knowledge acquisition. By integrating AI, nurse educators can develop more interactive, personalized, and impactful learning environments that may help students with the complexities of contemporary healthcare. Policies, standardized guidelines, and faculty development programs may be developed that can promote ethical AI integration, equitable access, and faculty training. These changes can be considered essential to maximize AI's benefits.

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系统回顾和顺序解释综合：人工智能在医疗保健教育，护理的一个案例

目的探讨人工智能（AI）对护生知识获取、技能发展和态度的影响。人工智能为增强学习经验和培养未来的医疗保健专业人员提供了有希望的机会。方法采用顺序解释性混合方法进行系统评价。本综述按照系统评价和荟萃分析的首选报告项目（PRISMA）指南进行。检索了一个全面的电子数据库以确定相关研究。资格标准是研究人工智能干预对护生知识、技能或态度的影响。使用混合方法评估工具评估研究的方法学质量。结果共纳入9篇研究论文。这些研究使用定量和定性方法来检查人工智能对护理专业学生的影响。定量研究发现，人工智能干预与护理学生的知识获取、技能发展和对人工智能的态度呈正相关。定性研究结果显示，人工智能在促进学习参与、自我效能和信心方面取得了积极成果。结论人工智能显示出支持护理学生知识获取、技能发展和培养积极态度的潜力。对护理实践和护理政策的影响人工智能驱动的干预措施通过改善临床决策、信心和知识获取来加强护理教育。通过整合人工智能，护士教育工作者可以开发更具互动性、个性化和影响力的学习环境，帮助学生应对当代医疗保健的复杂性。可以制定政策、标准化指导方针和教师发展计划，以促进合乎道德的人工智能整合、公平准入和教师培训。这些变化可以被认为是最大化人工智能利益的必要条件。

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来源期刊

International Nursing Review 医学-护理

CiteScore

7.90

自引率

7.30%

发文量

审稿时长

6-12 weeks

期刊介绍： International Nursing Review is a key resource for nurses world-wide. Articles are encouraged that reflect the ICN"s five key values: flexibility, inclusiveness, partnership, achievement and visionary leadership. Authors are encouraged to identify the relevance of local issues for the global community and to describe their work and to document their experience.