Background: The increasing integration of artificial intelligence (AI) has generated growing interest in its use to support teaching and learning in nursing education. This scoping review aimed to map the existing literature on AI-supported teaching approaches in nursing education, examine how learning outcome domains are addressed, and identify gaps in the current evidence base. Method: A scoping review followed the Joanna Briggs Institute Framework and PRISMA-ScR (Preferred Reporting Items for Scoping Reviews) guidelines. Eight databases were searched: ProQuest Central, Scopus, ScienceDirect, Web of Science, MEDLINE, Cochrane Library, ERIC, and PubMed. Results: Thirty-eight studies published were included. Three themes emerged: AI tools and applications in nursing education, learning outcome domains and assessment approaches, and current limitations and future directions. Conclusion: AI-supported teaching approaches show promise in nursing education by supporting knowledge and skill development. However, further research using robust designs and clear pedagogical frameworks is needed to inform sustainable educational practice.
No takes yet. Share an insight, caveat, or question.
GÜNGÖR et al. (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: