Artificial intelligence in nursing education: A scoping review of intelligent tutoring systems-evidence and implementation gaps.
The concept of ITSs is widely implemented across educational settings, but their adoption in nursing education remains poorly understood. To investigate the current state of evidence on ITS in nursing education, identify research gaps and provide recommendations for future research and practice. A s...
| Published in: | Nurse Education Today Vol. 162 |
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| Main Authors: | , , , |
| Format: | research systematic review Journal Article |
| Published: |
Elsevier B.V.
Jul2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=192926942&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192926942 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Jul2026 vid: 162 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 192926942 192926942 192926942 10.1016/j.nedt.2026.107056 192926942 ppct: 1 formats: tig: atl: Artificial intelligence in nursing education: A scoping review of intelligent tutoring systems-evidence and implementation gaps. aug: au: Dicheva, Nevena K. Rehman, Ikram Ur Husamaldin, Laden Aleshaiker, Sama affil: School of Computing and Engineering, University of West London, London, UK sug: subj: Artificial Intelligence Computer-Assisted Instruction Intelligent Systems Education, Nursing Human Scoping Review PubMed Medline ERIC Database Gray Literature Descriptive Statistics Conceptual Framework Integrated Curriculum Implementation Science ab: The concept of ITSs is widely implemented across educational settings, but their adoption in nursing education remains poorly understood. To investigate the current state of evidence on ITS in nursing education, identify research gaps and provide recommendations for future research and practice. A scoping review based on the JBI methodology framework. A systematic literature search was initiated (between June and October 2025) across several databases (IEEE Xplore, PubMed, MEDLINE, ERIC, ProQuest, ScienceDirect, and Google Scholar). Grey literature sources and websites of key organisations (e.g., NMC, NICE, IHI, NHS) were also searched. There were no date restrictions, but only articles in English were considered. The screening and selection process was based on the extended PRISMA-ScR framework. Initially, 881 records were retrieved, but 9 studies were included in our scoping review and analysed. Our results indicate that research on ITS in nursing remains limited, with most studies presenting incomplete ITS architectures that focus primarily on domain models or standalone concepts. Among the 9 studies, there is limited evidence suggesting considerations of user-needs evaluation, theoretical frameworks, empirical validation, or curricular integration. Evidence on ITS in nursing education is limited and inconsistent. Our results led to recommendations for future research and practice, including developing a grounded theory of user perspectives, conducting rigorous empirical evaluations, designing and testing comprehensive ITS architectures aligned with nursing education philosophies, and promoting inclusivity by involving underrepresented populations and low-resource settings. • The first review on Intelligent Tutoring Systems (ITS) in nursing education • Conducted using JBI methodology with screening reported according to PRISMA-ScR • Only 9 studies were eligible for inclusion and analysed • The concept of ITS remains poorly investigated and inconsistent • Future research should prioritise grounded theory, complete ITS design, curricular integration in diverse settings. pubtype: Academic Journal doctype: research systematic review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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