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Nursing Educators' Utility, Preparedness, and Attitudes Toward Generative Artificial Intelligence in Teaching and
Samira Hamadeh1, Amany Abdelkader, Tiffany Winchester
1Author Affiliations : Institute of Health and Wellbeing, Collaborative Evaluation Research Centre (CERC), Federation University, Berwick, Victoria, Australia (Drs Hamadeh, Abdelkader, Olasoji, and Joseph); Institute of Health and Wellbeing, Federation University, Mt Helen, Victoria, Australia (Dr Winchester); and Institute of Health and Wellbeing, Collaborative Evaluation Research Centre (CERC), Federation University, Churchill, Victoria, Australia (Dr Cowan).
Background:
This scoping review examined literature on nursing educators' attitudes, preparedness, and utility of generative artificial intelligence (GenAI) in teaching and assessment, noting that how educators are responding within curricula, assessment strategies, and professional development remains unclear.
Problem:
Limited evidence exists on nursing educators' perceptions of GenAI and readiness to integrate it ethically and pedagogically in academia.
Methods:
Following Joanna Briggs Institute guidelines, the review included empirical, peer‑reviewed studies on GenAI utility, attitudes, and preparedness among tertiary nurse educators. Search across Scopus, Web of Science, and Cumulative Index to Nursing and Allied Health Ultimate. Literature excluded opinion pieces and conference proceedings.
Results:
Fifty‑four studies revealed 4 themes: GenAI utility, educational preparation, attitudes, and future recommendations. Findings highlight GenAI's potential to streamline academic tasks, need for digital literacy training, ethical guidance, and discipline‑specific strategies.
Conclusions:
GenAI offers transformative potential for simulation, assessment, and academic support. Successful adoption requires institutional support, ethical awareness, and understanding of long-term impacts on learning.
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