Purpose: This study aimed to explore nursing students' perspectives on the use of artificial intelligence (AI) in psychiatric nursing education through a qualitative meta-synthesis. Methods: The qualitative meta-synthesis was conducted from August 13 to August 24, 2025, utilizing searches in the CINAHL, OVID, PubMed, Scopus, and Web of Science databases. The review included qualitative studies published in English that focused on AI applications in psychiatric nursing classroom instruction or practicums among nursing students. The selected studies were analyzed and synthesized following the steps outlined by Thomas and Harden. Results: Five studies that utilized virtual reality programs as a form of AI in psychiatric nursing practicums were included. Four overarching themes emerged: (1) effective learning tool; (2) enhancement of self-directed learning; (3) innovation in nursing education; and (4) challenges in replicating complex clinical environments. Conclusion: AI-based tools have the potential to enhance both clinical and theoretical psychiatric nursing education by providing enriched learning experiences tailored to the characteristics of each course. These findings offer valuable insights for developing costumized AI programs that address the unique aspects of psychiatric disorders, thereby supporting the advancement of AI-integrated educational strategies in nursing.
Sukyung Son (Sun,) studied this question.
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