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record: TRV-2026-0808
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-08-17T06:22:49.721566Z
status: published
lens: trace
sector: education
headline: Artificial Intelligence in Nursing Education: A Scoping Review of Academic Perspectives
dek: Aim To examine nursing academics' perceptions and experiences of artificial intelligence (AI) integration in nursing education. Design Scoping review. Data sources MEDLINE, CINAHL, ERIC, Scopus, and Web of Science were searched in August 2025. Methods A scoping review using Joanna Briggs Institute methodology. Peer-reviewed original research and reviews published in English (2019-2025) were included if they examined nursing educators' perspectives, attitudes, or experiences with AI in nursing education across un…
gain_title: Nursing academics selectively use AI to improve academic productivity and research writing efficiency.
problem_title: Despite belief AI will revolutionise nursing education, actual implementation remains conservative at augmentation level with none achieving transformative redefinition.
trace_subject: AI integration in nursing education among nursing academics
gain_reading: Nursing academics selectively use AI to improve academic productivity and research writing efficiency.
gain_evidence: predominantly for academic productivity and research writing
problem_reading: Despite belief AI will revolutionise nursing education, actual implementation remains conservative at augmentation level with none achieving transformative redefinition.
problem_evidence: implementation remains conservative | none achieving transformative redefinition | Two-thirds of applications operate at the augmentation level
quick_read: A scoping review published August 15, 2026 examined how nursing academics perceive and use AI in nursing education, synthesizing 15 studies from eight countries with 2004 academics. It found most believe AI will revolutionise education but actual use is selective and conservative, concentrated at the augmentation level for productivity and research writing rather than assessment or transformative pedagogy.

The gap matters because nursing education must balance technological advancement with person-centred values, yet barriers like knowledge gaps, policy vacuums, and global access inequities limit adoption. It remains uncertain how to move beyond augmentation to redefinition without eroding critical thinking or professional identity, pointing to needs in faculty development and institutional policy.
limitation: Review limited to English-language peer-reviewed research from 2019-2025 and 15 studies, with no transformative redefinition observed, indicating findings may not generalize beyond included contexts.
tag: Dual reading
key_points: Scoping review of 15 studies from eight countries covering 2004 nursing academics, searched across MEDLINE, CINAHL, ERIC, Scopus, Web of Science in August 2025. | SAMR framework used to classify integration; two-thirds of applications operate at the augmentation level. | Primary barriers identified were knowledge gaps, institutional policy vacuums, and pronounced global access inequities.
rundown: The review applied Joanna Briggs Institute methodology and SAMR classification to 15 studies, finding an adoption paradox where optimism about revolutionising education coexists with conservative use focused on productivity rather than student assessment.

Authors noted academics expressed concerns about critical thinking erosion and professional identity threats while preserving core professional values, and highlighted absence of transformative integration as signalling perceived incompatibility with nursing's relational foundations.
sources:
- peer_reviewed | Journal of Advanced Nursing | https://doi.org/10.1111/jan.70728 | 2026-08-15
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