Alqaissi Nesreen, Qtait Mohammed
Nursing College, Palestine Polytechnic University, Hebron, Palestine.
SAGE Open Nurs. 2025 Sep 2;11:23779608251374185. doi: 10.1177/23779608251374185. eCollection 2025 Jan-Dec.
Artificial intelligence (AI) is rapidly transforming healthcare education and practice, making it essential for nursing and health sciences students to develop relevant competencies. However, their preparedness to engage meaningfully with AI in academic and clinical environments remains uncertain.
This systematic review synthesizes global evidence on the knowledge, attitudes, practices, and barriers (KAPB) related to AI among students in nursing, medicine, pharmacy, and allied health disciplines.
Following PRISMA 2020 guidelines, a systematic search was conducted in PubMed, Scopus, CINAHL, and Google Scholar for peer-reviewed articles published between January 2020 and February 2025. Fourteen studies meeting inclusion criteria were analyzed using narrative synthesis. Both quantitative and qualitative studies were included. The review protocol was not registered.
Students generally demonstrated high awareness of AI, but formal training was limited. Knowledge was often acquired informally through social media or peer networks. While attitudes toward AI were largely positive, students expressed ethical concerns and anxiety related to AI use. Practical engagement with AI was mostly restricted to academic writing tasks, with minimal clinical application. Major barriers included the absence of AI-focused curricula, limited faculty expertise, inadequate infrastructure, and concerns over data privacy, ethics, and job displacement.
Despite growing interest in AI, significant gaps remain in health sciences education. Comprehensive strategies such as curriculum integration, faculty development, and ethical training are urgently needed to foster responsible, confident, and clinically relevant AI adoption among future healthcare professionals.
人工智能（AI）正在迅速改变医疗保健教育和实践，这使得护理和健康科学专业的学生培养相关能力变得至关重要。然而，他们在学术和临床环境中与人工智能进行有意义互动的准备情况仍不确定。
本系统评价综合了全球范围内关于护理、医学、药学和相关健康学科学生与人工智能相关的知识、态度、实践和障碍（KAPB）的证据。
遵循PRISMA 2020指南，在PubMed、Scopus、CINAHL和谷歌学术中对2020年1月至2025年2月发表的同行评审文章进行系统检索。使用叙述性综合分析了14项符合纳入标准的研究。纳入了定量和定性研究。该综述方案未注册。
学生们普遍对人工智能有较高的认知，但正规培训有限。知识通常是通过社交媒体或同行网络非正式获得的。虽然对人工智能的态度大多是积极的，但学生们表达了与人工智能使用相关的伦理担忧和焦虑。与人工智能的实际互动大多局限于学术写作任务，临床应用极少。主要障碍包括缺乏以人工智能为重点的课程、教师专业知识有限、基础设施不足以及对数据隐私、伦理和工作岗位替代的担忧。
尽管对人工智能的兴趣日益浓厚，但健康科学教育仍存在重大差距。迫切需要课程整合、教师发展和伦理培训等综合策略，以促进未来医疗保健专业人员负责任、自信且与临床相关地采用人工智能。
