Artificial intelligence and digital health competencies in undergraduate nursing education: A scoping review.
BACKGROUND The rapid digital transformation of healthcare is reshaping the capabilities required of the nursing workforce. Technologies such as artificial intelligence (AI), clinical decision-support systems, and digital health technologies are increasingly embedded within healthcare delivery. Consequently, professional and policy frameworks increasingly emphasise the need for nurses to develop AI and digital health competencies. However, the extent to which these capabilities are integrated within undergraduate nursing education remains unclear. AIM To map and synthesise the evidence on how artificial intelligence and digital health competencies are integrated within undergraduate nursing education to prepare graduates for practice in increasingly digital healthcare environments. METHODS A scoping review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) was conducted across six databases. Studies examining the integration of AI or digital health competencies within undergraduate nursing education were included. Data were charted and synthesised using thematic analysis. RESULTS Seventeen studies met the inclusion criteria. Integration of AI and digital health within undergraduate nursing education remains fragmented and largely exploratory, most commonly occurring through isolated courses, pilot initiatives, or educator-led activities rather than coordinated, program-wide curriculum design. Educational approaches emphasise scaffolded learning through case-based learning, simulation, and reflective activities to support the development of AI and digital health competencies. These competencies are predominantly conceptualised as professional, ethical, and evaluative capabilities, emphasising critical thinking, accountability, and patient-centred care rather than technical mastery. While students and educators generally report positive attitudes towards AI technologies, variation in readiness, confidence, and digital literacy persists. Systemic barriers, including limited faculty preparedness, curriculum constraints, governance ambiguity, and resource disparities, continue to limit the sustainable integration of AI and digital health competencies within nursing curricula. CONCLUSION These findings highlight the need for longitudinal, program-wide integration of AI and digital health competencies, explicit alignment with recognised competency frameworks, and investment in educator capability to prepare graduates for safe and effective practice in increasingly AI-enabled healthcare environments.