Artificial intelligence chatbots in nursing education: a scoping review protocol

Abstract

Introduction: The rapid integration of digital technologies and artificial intelligence systems in education has reshaped teaching and learning processes, enhancing personalization, interactivity, and learner autonomy. In nursing education, artificial intelligence -based educational chatbots have emerged as promising tools capable of simulating clinical situations, supporting critical thinking, and providing individualized feedback; however, the literature remains fragmented regarding their pedagogical applications, benefits, and challenges. Objectives: To map and synthesize the existing evidence on the use of artificial intelligence -based chatbots in nursing education and professional development, identifying their applications, potentialities, limitations, and gaps in the current knowledge. Methodology: This scoping review will follow the Joanna Briggs Institute methodology and be reported in accordance with the PRISMA-ScR guidelines. Comprehensive searches will be conducted across major databases and grey literature sources, with no restrictions on language or publication date. Studies addressing the development, implementation, evaluation, or perception of chatbot use in formal or non-formal nursing education will be included. Study selection and data extraction will be performed independently by two reviewers. Conclusion: The findings are expected to provide a broad and detailed overview of the current evidence on educational chatbots in nursing education, supporting pedagogical innovation, guiding the development of more effective educational technologies, and informing future research focused on strengthening nursing education and professional training mediated by artificial intelligence.

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