Jul 2026· Frontiers in Public Health· Vol 14· 0 citations· 38 references
Medicine
TL;DR
Qualitative evidence suggests that registered nurses perceive GAI as a potentially supportive tool for improving efficiency, assisting clinical and research decision-making, and promoting professional development.
Abstract
Objective To synthesize qualitative evidence on registered nurses’ experiences of using generative artificial intelligence (GAI) in clinical practice and nursing research, and to identify perceived benefits, challenges, and support needs for its standardized implementation in nursing. Methods A qualitative meta-synthesis was conducted using the Joanna Briggs Institute meta-aggregation approach. PubMed, CINAHL, Embase, PsycINFO, Scopus, Web of Science, the Cochrane Library, CNKI, Wanfang, VIP, and the China Biomedical Literature Database were searched from inception to April 25, 2026. Two reviewers independently screened studies, extracted data, and assessed methodological quality using the JBI Critical Appraisal Checklist for Qualitative Research. Synthesized findings were assessed using the JBI ConQual approach. Results Six qualitative studies involving 113 registered nurses were included. Thirty-eight findings were extracted and aggregated into eight categories, which generated three synthesized findings: (1) GAI may enhance work efficiency and professional competence; (2) nurses encounter ethical, cultural, and operational challenges when using GAI; and (3) nurses require training, institutional support, and clear guidance for standardized GAI use while maintaining positive expectations for future applications. Conclusion The available qualitative evidence suggests that registered nurses perceive GAI as a potentially supportive tool for improving efficiency, assisting clinical and research decision-making, and promoting professional development. However, the current evidence base remains limited, and the findings should be interpreted as preliminary. Further research across diverse healthcare systems and cultural contexts is needed to clarify how GAI can be safely and responsibly integrated into nursing practice. Systematic review registration https://www.crd.york.ac.uk/PROSPERO/view/CRD420261365306, Identifier CRD420261365306.
Nursing students’ experiences with generative AI are shaped by both the opportunities and challenges associated with its use in learning, highlighting the need for nursing educators to strengthen students’ AI literacy, critical thinking, and ethical awareness.
Shanshan Du, Sha Wang, Feng-ming Yan et al.· Frontiers in Medicine· 0 citations
AIMS
This review aims to synthesize qualitative evidence on patients' lived experiences of advanced practice nursing.
DESIGN
Qualitative systematic review.
DATA SOURCES
The studies included in this review were sourced from PubMed, Web of Science, The Cochrane Library, Embase, and CINAHL. Studies were limited to those published from database inception to March 5, 2026.
REVIEW METHODS
The review adhered to the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines. Two independent reviewers screened titles, abstracts, and full-text articles to assess eligibility for inclusion. Data were extracted and analyzed using thematic synthesis. Confidence in findings was assessed using the CERQual approach.
RESULTS
Thirty-seven studies were included. Five themes emerged from patients' accounts: (1) feeling seen and heard through therapeutic presence; (2) understanding illness through explanation and dialogue; (3) building trust through competence and respect; (4) gaining confidence and agency in self-management; and (5) experiencing coherent and coordinated care across services.
CONCLUSIONS
Patients experienced advanced practice nursing as a relational, educational, and coordinating form of care. APNs were valued not only for their advanced clinical expertise but also for the way they listened, explained, built trust, supported patient agency, and helped patients navigate fragmented healthcare systems. These findings suggest that the effectiveness of APN care is closely linked to relational continuity, individualized communication, and system-level coordination.
CLINICAL RELEVANCE
Understanding patients' lived experiences of advanced practice nursing can help nurses and healthcare organizations strengthen patient-centred care. The findings highlight the importance of protecting time for listening, supporting clear and individualized communication, building trustful partnerships, encouraging patient participation, and recognizing APNs' role in coordinating care across complex healthcare systems.
Qin Hu, Wei-Yan Tan, Shanshan Liu et al.· Journal of Nursing Scholarsh...· 0 citations
ABSTRACT Aims and Objectives The mixed‐method review aimed to synthesize research on how clinical nurse specialists' expertise develops from novice to expert and how this progression can be supported. Methodological Design and Justification The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) and was registered on PROSPERO. A mixed‐methods approach was used to combine qualitative and quantitative data and enhance the robustness of the findings. Research Methods Literature search was conducted in CINAHL, PubMed and Scopus in September 2024. The selection and quality assessment of the studies were performed using JBI critical appraisal tools. The synthesis was based on qualitative and quantitative studies, using Benner's ‘From Novice to Expert’ model as a framework. Ethical Issues and Approval Ethical approval was not required for this study. Outcome Measures The main outcomes were stages of expertise development and factors supporting progression. Results Eleven articles were included for review. Becoming a clinical nurse specialist requires a basic nursing degree, clinical experience and a higher education degree. According to the results, expertise was seen to develop through three stages: novice, competent and expert, with the support of organizations, mentors, colleagues and multi‐professional collaboration. Pursuing continuing education while gaining experience is essential to carry on the journey towards expertise. Study Limitations The study screening process may have introduced selection bias, potentially leading to the omission of relevant articles. Additionally, selected articles on other interventions, such as service development, were excluded. However, they could have provided further insights into development. Conclusions This review shows that developing CNS expertise from novice to expert requires education, clinical experience, and continuous professional support. Strengthening structures and collaboration enhances patient care, while further research on support strategies and competencies is needed.
Sanna Marika Imeläinen, T. Kvist, Meagan Wright et al.· Scandinavian Journal of Cari...· 0 citations
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.
Ming Wei Jeffrey Woo, Adrian Heng Tsai Tan· Nursing and Health Sciences· 0 citations
AIM
This study aimed to map evidence regarding the role of generative artificial intelligence (GenAI) in developing higher-order thinking skills (HOTS) among nursing students.
BACKGROUND
GenAI is revolutionizing medical education by enabling innovative pedagogical approaches and showing promise in cultivating HOTS. However, its implementation and evidence on its role in fostering HOTS in nursing students remain unclear.
DESIGN
A scoping review.
METHODS
The review was conducted in accordance with the PRISMA-ScR checklist and Arksey and O'Malley methodological framework. Searches were performed in October 2025 and updated in February 2026 across eight databases: PubMed, Ovid EMBASE, CINAHL, Web of Science, PsycINFO, Cochrane Library, Education Source and ERIC. Two reviewers independently screened the studies in a blinded manner. Seventeen articles were included. Data were analyzed using interpretive description to summarize study characteristics, followed by thematic analysis to identify relevant themes.
RESULTS
Studies showed the dual role of GenAI in cultivating HOTS in nursing education. Three key themes were identified, including: (1) the paradoxical reconstruction of cognitive dynamics; (2) tensions and frictions at the human-AI interface; and (3) reshaping learning and professional identity in the AI era.
CONCLUSIONS
The dual role of GenAI in HOTS development indicates that nursing education should integrate GenAI judiciously. While GenAI offers potential benefits for HOTS development, it also introduces risks related to cognitive dependence and reduced critical engagement. Furthermore, efforts should focus on improving the quality of human-AI collaboration, with particular attention to humanistic care, thereby helping students positively reshape their professional perceptions.
Yan Ning, Shanshan Sun, Yi Lu et al.· Nurse Education in Practice· 0 citations
Background and Objectives: Advanced practice nurses (APNs) play an increasingly important role in improving healthcare quality and outcomes. This systematic review synthesized evidence on APN roles and healthcare outcomes in Thailand. Methods: The review protocol was prospectively registered in PROSPERO (CRD420261331793). Four databases (PubMed, CINAHL, Scopus, and Thai Journals Online) were searched from inception to January 2026. Two independent reviewers performed study selection, data extraction, and methodological quality assessment using the Mixed Methods Appraisal Tool (MMAT, 2018) for mixed-methods studies and the Joanna Briggs Institute (JBI) critical appraisal checklists for quasi-experimental, analytical cross-sectional, and qualitative studies. A narrative synthesis was undertaken because of methodological heterogeneity. Results: Twenty studies were included, comprising eight quasi-experimental studies, six cross-sectional studies, four mixed-methods studies, one retrospective study, and one qualitative descriptive study. APNs performed diverse roles, including direct clinical care, care coordination, consultation, patient education, mentoring, and implementation of evidence-based practice. APN-led models of care were associated with favorable clinical outcomes, enhanced self-care and quality of life, increased patient and caregiver satisfaction, and reduced hospital length of stay and healthcare costs. Conclusions: The available evidence suggests that APN-led models of care may be associated with favorable patient, family, and health system outcomes in Thailand. However, these findings should be interpreted cautiously because the evidence was derived predominantly from non-randomized and observational studies, and the independent effects of APN practice could not always be isolated.