Aug 2026· Nursing and Health Sciences· Vol 28· 0 citations· 67 references
Medicine
TL;DR
Thematic analysis revealed that various factors underpinning their attitudinal, normative, and control beliefs are critical determinants of nurses' and students' overall experiences with GenAI and their intentions to use GenAI technologies.
Abstract
ABSTRACT This scoping review follows the Arksey and O'Malley five‐stage framework: (1) identifying research questions, (2) identifying relevant studies, (3) selecting studies, (4) extracting, mapping, and charting data, and (5) collating, summarizing, and reporting findings. The review seeks to identify the extent and type of literature and gain insights into nurses' and nursing students' experiences with using Generative Artificial Intelligence (GenAI). A comprehensive search was conducted across five databases. The search was limited to studies published between January 2020 and July 2025. The systematic screening process identified 20 papers for inclusion in this review. Nurses' experiences with GenAI were mainly positive, while nursing students had mixed perceptions, though mostly positive. Thematic analysis revealed that various factors underpinning their attitudinal, normative, and control beliefs are critical determinants of nurses' and students' overall experiences with GenAI and their intentions to use GenAI technologies. An overarching analysis using the theory of planned behavior mapped these factors and experiences, yielding predictions of behavioral intentions and actions regarding GenAI use. Nurse leaders are vital in shaping institutional policies and ethical guidelines to encourage responsible use of GenAI.
AIM
To examine nursing academics' perceptions and experiences of artificial intelligence (AI) integration in nursing education.
DESIGN
Scoping review.
DATA SOURCES
MEDLINE, CINAHL, ERIC, Scopus, and Web of Science were searched in August 2025.
METHODS
A scoping review using Joanna Briggs Institute methodology. Peer-reviewed original research and reviews published in English (2019-2025) were included if they examined nursing educators' perspectives, attitudes, or experiences with AI in nursing education across undergraduate, postgraduate, and professional contexts. The Substitution, Augmentation, Modification, Redefinition (SAMR) framework was used to classify pedagogical integration levels.
RESULTS
Fifteen studies from eight countries, encompassing 2004 nursing academics, were included. A pattern described as an "adoption paradox" was identified: whilst most academics believe AI will revolutionise nursing education, implementation remains conservative. Two-thirds of applications operate at the augmentation level, with none achieving transformative redefinition. Nursing academics use AI selectively, predominantly for academic productivity and research writing but rarely for student assessment. Primary barriers included knowledge gaps, institutional policy vacuums, and pronounced global access inequities. Academics expressed concerns regarding critical thinking erosion and professional identity threats whilst acknowledging efficiency benefits.
CONCLUSIONS
Nursing academics appear to adopt AI selectively, prioritising preservation of core professional values while embracing applications perceived to enhance, rather than replace, educational practice. The absence of transformative integration suggests perceived incompatibilities between artificial intelligence and nursing's relational foundations, signalling a need for more active pedagogical engagement to bridge this widening gap.
IMPACT
This review addresses the critical gap in understanding how nursing academics integrate artificial intelligence while maintaining professional values. Despite high optimism, actual implementation remains basic, with multiple barriers limiting transformative adoption. Findings provide evidence for nursing education programs globally regarding faculty development, institutional policy frameworks, and curriculum design strategies integrating technological advancement whilst maintaining person-centred values.
NO PATIENT OR PUBLIC CONTRIBUTION
Not applicable, as no patients or public were involved.
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