Intelligent tutoring systems in nursing education

Abstract

Introduction: The use of artificial intelligence is rapidly advancing and revolutionizing many industries, including healthcare and education, where adaptive learning environments and intelligent tutoring systems can personalize instruction. Objective: Identify the extent of evidence towards the use, application, and impact of Intelligent Tutoring Systems in nursing education for undergraduate and postgraduate students. Methods: This scoping review will be conducted following the methodological framework established by the Joanna Briggs Institute for scoping reviews. The development of this protocol follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols guidelines. The inclusion criteria followed the Population–Concept–Context framework. Data extraction will include details such as study characteristics, types of Intelligent Tutoring Systems, implementation approaches, and educational outcomes. Studies will be selected by two independent reviewers and extracted using a predefined tool. Results: Results will be synthesized and presented in tables, diagrams, and narrative summaries. Conclusion: This scoping review aims to contribute to the understanding of how Intelligent Tutoring Systems are utilized in nursing education, identify gaps in the literature, and inform best practices for integrating Artificial Intelligence-based educational tools into nursing curricula.

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