Background: Artificial Intelligence (AI) is rapidly transforming healthcare and health professions education. Nursing, as the largest health workforce globally, stands at a critical intersection where AI adoption could profoundly reshape educational practices, clinical preparation, and professional development. Objective: The objective of this review is to systematically identify, map, and synthesise the current literature on the use of AI in nursing education. Methods: This scoping review will be conducted following the five-stage methodological framework proposed by Arksey and O’Malley and refined by Levac et al. and will be reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. Eligibility criteria will be guided by the Population, Concept, and Context (PCC) framework recommended by the Joanna Briggs Institute. A comprehensive search will be conducted across seven electronic databases, PubMed, ScienceDirect, EBSCOhost, Sabinet, SCOPUS, Web of Science, and CINAHL (Nursing and Allied Health Literature), as well as Google Scholar, to identify studies published between 2020 and 2026. The synthesis of findings will follow the narrative synthesis approach outlined by Popay et al. (2006), with themes and sub-themes subsequently mapped onto a five-level Socio-ecological model to provide a structured, multi-level understanding of AI in nursing education. Ethics and Dissemination: The proposed review is based solely on the synthesis of previously published literature and does not involve primary data collection. Therefore, formal ethical approval is not required. The findings of the review will be disseminated through publication in a peer-reviewed academic journal and presentations at relevant national and international conferences. Furthermore, the results are expected to provide evidence-based insights to inform future research on the adoption and integration of AI in nursing education, with potential implications for curriculum development, policy formulation, and professional training.
Ntho et al. (Thu,) studied this question.