Teaching with intelligence; AI-enhanced pedagogies in nursing education A scoping review

AIM: To map current evidence on AI integration in nursing education, identifying pedagogical applications, learning outcomes, future research directions. BACKGROUND: The integration of artificial intelligence (AI) into nursing education is expanding rapidly, offering opportunities to enhance learning. As the role of AI in healthcare expands, nursing education must evolve to prepare future nurses with the necessary knowledge and skills to effectively and ethically utilise these technologies. DESIGN: A scoping review following Arksey and O'Malley's framework. METHODS: PRISMA-ScR guidelines and a hybrid AI-human methodology was adopted to ensure transparency and rigour. Covidence software supported blinded dual screening and consensus tracking. Generative AI assisted in structured data extraction, with manual verification by four independent reviewers. Data were analysed through descriptive mapping and reflexive thematic synthesis using Braun and Clarkes Framework. RESULTS: Nine studies (2023-2025) met the inclusion criteria, encompassing undergraduate, postgraduate and faculty contexts. AI tools including ChatGPT, MindMeld NLP and Deepgram were applied mainly as pedagogical enhancers providing simulation, adaptive feedback and reflective learning support. Five themes emerged: (1) knowledge and skills development; (2) self-efficacy and confidence building; (3) clinical reasoning and decision-making; (4) communication and empathy; and (5) engagement and pedagogical acceptability. Collectively, these studies demonstrated consistent improvements across cognitive, affective and behavioural learning domains. CONCLUSION: AI serves as a pedagogical amplifier, augmenting learning through adaptive, reflective and emotionally intelligent interaction. When ethically governed and contextually embedded, AI supports higher-order thinking, empathy and learner engagement, advancing a human-centred vision for technology-enhanced nursing education.