Background: This study mapped the scientific evidence on the knowledge, skills, and attitudes of nursing students regarding artificial intelligence (AI), analyzing trends, challenges, and curricular opportunities. Methods: This is a scoping review conducted according to the Joanna Briggs Institute methodology, with a protocol registered in the Open Science Framework and reported following the PRISMA-ScR extension. The search strategy included 6 sources of information, as well as gray literature, covering publications without language or year restrictions. Results: The findings from the 51 analyzed studies showed a significant increase in publications in recent years, with 2024 accounting for 45.1% of the materials. Most studies were published in English (96.1%), with the United States leading (23.5%). Students demonstrated general knowledge about artificial intelligence and positive attitudes toward its use but faced gaps in practical experience and ethical training. Tools such as chatbots and virtual reality proved effective in developing technical and psychosocial skills, including clinical reasoning, decision-making, and empathy. However, barriers such as inadequate infrastructure, high costs, and cultural resistance still hinder the widespread implementation of these technologies. Discussion: It is concluded that artificial intelligence offers significant opportunities for nursing education, requiring educational strategies that promote digital literacy, ethical debates, and the curricular integration of technological tools.
Lopes et al. (2026) studied this question.