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Emerging Artificial Intelligence-Based Pedagogies in Didactic Nursing Education: A Scoping Review
Michele Gerdes1, Andrew Bayne, Kristina Henry
1Author Affiliation: Saint Luke's College of Nursing and Health Sciences, Rockhurst University, Kansas, Missouri.
Background:
Artificial intelligence pedagogies are increasingly commonplace in health care education, and limited information guides their application in didactic nursing environments.
Purpose:
To examine the current state of artificial intelligence-based pedagogies used in didactic nursing education.
Design:
The review was conducted using Arksey and O'Malley's scoping review framework and the Joanna Briggs Institute's System for the Unified Management, Assessment, and Review of Information platform. Literature is reported using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews.
Methods:
The review included articles published between January 1, 2013, and July 23, 2024, in MEDLINE (via PubMed), Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, World Science, and Google Scholar. Two reviewers independently assessed all articles.
Results:
Themes for the 16 included articles were generative artificial intelligence and pairing artificial intelligence with other pedagogical strategies.
Conclusions:
More research is needed to examine artificial intelligence-based pedagogies in didactic nursing education.
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