Nurse education in practice · 2026
From exploration to application: A scoping review of stand-alone generative AI tool use in undergraduate nursing education and its impact on learning outcomes.
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Ellis Mathew, Jakimowicz Samantha, Rose Lorraine, Fealy Shanna
Аннотация
AIM: To review the applied, student directed use of stand-alone Generative Artificial Intelligence (Gen-AI) tools in undergraduate nursing education, with consideration given to pedagogical structure, learning outcomes, usability and student experience, to inform meaningful integration of these tools within undergraduate nursing curricula.
BACKGROUND: The application of stand-alone Gen-AI tools (e.g., ChatGPT) continues to rapidly reshape educational discourse and knowledge production. Within undergraduate nursing education, understanding how these tools are actively applied to support student learning, usability and the student experience when implemented in educational practice is an emerging area of research.
DESIGN: A scoping review guided by the Joanna Briggs Institute (JBI) methodology and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). An a priori review protocol was registered with Open Science Framework (OSF).
METHODS: N = 5 electronic databases were searched (MEDLINE, Scopus, CINAHL, ProQuest Nursing & Allie Health, Cochrane Library); Conducted in May 2025 and updated in March 2026, studies were screened against pre-defined inclusion criteria.
RESULTS: N = 26 full-text articles were included for review. Synthesis indicates that highly structured implementation of Gen-AI demonstrates more consistent improvements across learning outcomes among nursing students compared with less structured implementation approaches.
CONCLUSIONS: The educational benefits of stand-alone Gen-AI in undergraduate nursing education are shaped primarily by how the technology is integrated into learning. Structured pedagogical approaches that actively support prompting, verification and critical reflection appear to maximise higher-order learning, highlighting the importance of educator-guided implementation rather than technology adoption alone.
BACKGROUND: The application of stand-alone Gen-AI tools (e.g., ChatGPT) continues to rapidly reshape educational discourse and knowledge production. Within undergraduate nursing education, understanding how these tools are actively applied to support student learning, usability and the student experience when implemented in educational practice is an emerging area of research.
DESIGN: A scoping review guided by the Joanna Briggs Institute (JBI) methodology and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). An a priori review protocol was registered with Open Science Framework (OSF).
METHODS: N = 5 electronic databases were searched (MEDLINE, Scopus, CINAHL, ProQuest Nursing & Allie Health, Cochrane Library); Conducted in May 2025 and updated in March 2026, studies were screened against pre-defined inclusion criteria.
RESULTS: N = 26 full-text articles were included for review. Synthesis indicates that highly structured implementation of Gen-AI demonstrates more consistent improvements across learning outcomes among nursing students compared with less structured implementation approaches.
CONCLUSIONS: The educational benefits of stand-alone Gen-AI in undergraduate nursing education are shaped primarily by how the technology is integrated into learning. Structured pedagogical approaches that actively support prompting, verification and critical reflection appear to maximise higher-order learning, highlighting the importance of educator-guided implementation rather than technology adoption alone.