Kleib Manal, Darko Elizabeth Mirekuwaa, Akingbade Oluwadamilare, Kennedy Megan, Majekodunmi Precious, Nickel Emma, Vogelsang Laura
Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.
Library and Museums - Faculty Engagement (Health Sciences), University of Alberta, Edmonton, Alberta, Canada.
Int J Nurs Stud Adv. 2024 Nov 1;7:100252. doi: 10.1016/j.ijnsa.2024.100252. eCollection 2024 Dec.
The past decade has witnessed a surge in the development of artificial intelligence (AI)-based technology systems for healthcare. Launched in November 2022, ChatGPT (Generative Pre-trained Transformer), an AI-based Chatbot, is being utilized in nursing education, research and practice. However, little is known about its pattern of usage, which prompted this study.
To provide a concise overview of the existing literature on the application of ChatGPT in nursing education, practice and research.
A rapid review based on the Cochrane methodology was applied to synthesize existing literature. We conducted systematic searches in several databases, including CINAHL, Ovid Medline, Embase, Web of Science, Scopus, Education Search Complete, ERIC, and Cochrane CENTRAL, to ensure no publications were missed. All types of primary and secondary research studies, including qualitative, quantitative, mixed methods, and literature reviews published in the English language focused on the use of ChatGPT in nursing education, research, and practice, were included. Dissertations or theses, conference proceedings, government and other organizational reports, white papers, discussion papers, opinion pieces, editorials, commentaries, and published review protocols were excluded. Studies involving other healthcare professionals and/or students without including nursing participants were excluded. Studies exploring other language models without comparison to ChatGPT and those examining the technical specifications of ChatGPT were excluded. Data screening was completed in two stages: titles and abstract and full-text review, followed by data extraction and quality appraisal. Descriptive analysis and narrative synthesis were applied to summarize and categorize the findings.
Seventeen studies were included: 15 (88.2 %) focused on nursing education and one each on nursing practice and research. Of the 17 included studies, 5 (29.4 %) were evaluation studies, 3 (17.6 %) were narrative reviews, 3 (17.6 %) were cross-sectional studies, 2 (11.8 %) were descriptive studies, and 1 (5.9 %) was a randomized controlled trial, quasi-experimental study, case study, and qualitative study, respectively.
This study has provided a snapshot of ChatGPT usage in nursing education, research, and practice. Although evidence is inconclusive, integration of ChatGPT should consider addressing ethical concerns and ongoing education on ChatGPT usage. Further research, specifically interventional studies, is recommended to ascertain and track the impact of ChatGPT in different contexts.
在过去十年中，用于医疗保健的基于人工智能（AI）的技术系统得到了迅猛发展。基于人工智能的聊天机器人ChatGPT（生成式预训练变换器）于2022年11月推出，目前正被应用于护理教育、研究和实践中。然而，人们对其使用模式知之甚少，这促使了本研究的开展。
简要概述关于ChatGPT在护理教育、实践和研究中应用的现有文献。
采用基于Cochrane方法的快速综述来综合现有文献。我们在多个数据库中进行了系统检索，包括CINAHL、Ovid Medline、Embase、科学网、Scopus、教育搜索完整版、教育资源信息中心（ERIC）和Cochrane中心对照试验注册库，以确保不遗漏任何出版物。纳入所有以英语发表的各类初级和二级研究，包括定性、定量、混合方法研究以及文献综述，重点关注ChatGPT在护理教育、研究和实践中的应用。排除学位论文、会议论文集、政府及其他组织报告、白皮书、讨论文件、观点文章、社论、评论以及已发表的综述方案。排除涉及其他医疗保健专业人员和/或学生但未纳入护理参与者的研究。排除探索其他语言模型而未与ChatGPT进行比较以及研究ChatGPT技术规格的研究。数据筛选分两个阶段完成：标题和摘要筛选以及全文审查，随后进行数据提取和质量评估。采用描述性分析和叙述性综合来总结和分类研究结果。
纳入了17项研究：15项（88.2%）聚焦于护理教育，1项分别涉及护理实践和研究。在这17项纳入研究中，5项（29.4%）为评估研究，3项（17.6%）为叙述性综述，3项（17.6%）为横断面研究，2项（11.8%）为描述性研究，1项（5.9%）分别为随机对照试验、准实验研究、案例研究和定性研究。
本研究提供了ChatGPT在护理教育、研究和实践中使用情况的概况。尽管证据尚无定论，但ChatGPT的整合应考虑解决伦理问题以及开展关于ChatGPT使用的持续教育。建议进一步开展研究，特别是干预性研究，以确定并跟踪ChatGPT在不同背景下的影响。
