This scoping review will map the scope and nature of the available evidence on the use of artificial intelligence-based clinical decision support systems (AI-CDSSs) for undergraduate nursing students to support clinical reasoning, diagnostic reasoning, prioritization, or the nursing process.
Abstract
Objective
This scoping review will map the scope and nature of the available evidence on the use of artificial intelligence-based clinical decision support systems (AI-CDSSs) for undergraduate nursing students.
INTRODUCTION
AI is increasingly integrated into nursing education to support students' clinical reasoning and decision-making. Yet the literature on AI-CDSSs remains fragmented and heterogeneous, with variability in technologies, educational applications, and reported outcomes, as well as concerns regarding bias and ethical implications. To date, no comprehensive synthesis has mapped the evidence on AI-CDSS use for undergraduate nursing students.
ELIGIBILITY CRITERIA
This review will map empirical research involving undergraduate nursing students using AI-based tools to support clinical reasoning, diagnostic reasoning, prioritization, or the nursing process. It will consider sources published in English, Spanish, French, Italian, or Chinese, provided that the title and abstract are in English and the record is considered relevant. Searches will be limited to sources published from 2017 onward, aligning with the rapid evolution and only recent widespread availability of modern generative AI tools.
Methods
This review will follow the JBI methodology for scoping reviews. Searches will be conducted in PubMed, Scopus, CINAHL (EBSCOhost), the Cochrane Library, ERIC (EBSCOhost), and Web of Science Core Collection, while gray literature will be retrieved from ProQuest Dissertations and Theses Global (ProQuest), OpenAlex, Google Scholar, and professional body and regulatory sources. Screening will be performed independently by 2 reviewers, and data will be synthesized descriptively and thematically. Reporting will be documented according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews.
REVIEW REGISTRATION
OSF https://osf.io/eh9bt/.
A theoretically grounded synthesis of research gaps and implementation priorities for AI development aligned with nursing clinical judgement is provided, identifying research gaps and implementation priorities for AI development aligned with nursing clinical judgement.
J. Alves, Ana Rita Ribeiro de Azevedo, R. Encarnação et al.· Journal of Advanced Nursing· 0 citations
Background/Objectives: Artificial intelligence (AI) is increasingly being applied across healthcare, but empirical evidence on its use in home-care and community nursing remains fragmented across technologies, clinical contexts, nursing roles, and stages of implementation. This scoping review aimed to map current AI ap...
Hai-Ying Wang, Grace Y. Wang, Tao Wang et al.· Healthcare· 0 citations
The 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.
Dianne Stratton-Maher, Thanveer Shaik, Yan Li et al.· Nurse Education Today· 1 citation
The study concludes that successful implementation of AI-based CDSS requires not only technical accuracy but also transparency, adequate training, workflow integration, and clear accountability structures.
Hamza Hussein, I. Dahir, Linnea Carlsson et al.· 0 citations
The evidence indicates that AI can improve risk stratification, early recognition of clinical deterioration, medication-safety processes, documentation quality, and access to simulation-based education, and support a human-in-the-loop model in which AI augments rather than replaces nursing judgment.
Heloísa de Oliveira Nascimento· Nexus Science Review· 0 citations
Background Artificial intelligence (AI) is increasingly incorporated into health science education through diagnostic systems, intelligent tutoring systems, adaptive learning platforms, chatbots, virtual patients, and large language models. However, its effects on higher-order cognitive skills remain uncertain. Objecti...
A. Alhur, N. Al-Kahtani, E. Mahgoub· Advances in Medical Educatio...· 1 citation
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