Gerdes Michele, Bayne Andrew, Henry Kristina, Ludwig Barbara, Stephenson Leigh, Vance Allison, Wessol Jennifer, Winston Sarah
Author Affiliation: Saint Luke's College of Nursing and Health Sciences, Rockhurst University, Kansas, Missouri.
Nurse Educ. 2024 Oct 9. doi: 10.1097/NNE.0000000000001746.
Artificial intelligence pedagogies are increasingly commonplace in health care education, and limited information guides their application in didactic nursing environments.
To examine the current state of artificial intelligence-based pedagogies used in didactic nursing education.
The review was conducted using Arksey and O'Malley's scoping review framework and the Joanna Briggs Institute's System for the Unified Management, Assessment, and Review of Information platform. Literature is reported using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews.
The review included articles published between January 1, 2013, and July 23, 2024, in MEDLINE (via PubMed), Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, World Science, and Google Scholar. Two reviewers independently assessed all articles.
Themes for the 16 included articles were generative artificial intelligence and pairing artificial intelligence with other pedagogical strategies.
More research is needed to examine artificial intelligence-based pedagogies in didactic nursing education.
人工智能教学法在医疗保健教育中越来越普遍，而指导其在护理教学环境中应用的信息有限。
探讨护理教学中基于人工智能的教学法的现状。
本综述采用阿克斯和奥马利的范围综述框架以及乔安娜·布里格斯研究所的信息统一管理、评估和综述系统平台进行。文献报告采用《系统综述扩展版的范围综述首选报告项目》。
该综述纳入了2013年1月1日至2024年7月23日期间发表在MEDLINE（通过PubMed）、护理及相关健康文献累积索引、教育资源信息中心、世界科学和谷歌学术上的文章。两名评审员独立评估所有文章。
16篇纳入文章的主题是生成式人工智能以及将人工智能与其他教学策略相结合。
需要更多研究来考察护理教学中基于人工智能的教学法。
