人工智能在护理本科教学中应用的范围综述

中华护理教育 ›› 2026, Vol. 23 ›› Issue (6): 704-712.

• 人工智能赋能护理教育专题 • 上一篇下一篇

人工智能在护理本科教学中应用的范围综述

曹采奕(), 刘欣园, 吴丽萍^*(), 谢婉, 卢虹, 韩帅, 张玮纯

中国医学科学院北京协和医学院护理学院北京市 100144

收稿日期:2025-12-07 出版日期:2026-06-15 发布日期:2026-06-18
通讯作者: *吴丽萍,E-mail : lipingwu@nursing.pumc.edu.cn
作者简介:曹采奕:女,本科(硕士在读),E-mail : 18810073097@163.com
第一联系人：作者贡献声明
曹采奕：文献查阅、文献筛选、论文撰写与修订；刘欣园：制订文献搜索策略、文献筛选；吴丽萍：研究设计、文献筛选、论文审阅；谢婉、卢虹：参与研究构思、论文审阅；韩帅：资料提取、图表制作；张玮纯：格式整理、论文修订。
基金资助:
北京协和医学院中央高校教育教学改革专项资金支持项目(2025bkjg045)

Artificial intelligence applications in undergraduate nursing education：a scoping review

CAO Caiyi(), LIU Xinyuan, WU Liping^*(), XIE Wan, LU Hong, HAN Shuai, ZHANG Weichun

School of Nursing， Chinese Academy of Medical Sciences & Peking Union Medical College， Bejing 100144， China

Received:2025-12-07 Online:2026-06-15 Published:2026-06-18
Contact: *WU Liping,E-mail : lipingwu@nursing.pumc.edu.cn
Supported by:
Peking Union Medical College Special Fund for Education and Teaching Reform of Central Universities(2025bkjg045)

摘要/Abstract

摘要：

目的对人工智能（artificial intelligence，AI）在护理本科教学中的应用场景、教学功能、应用效果进行范围综述。方法遵循Arksey与O’Malley的范围综述框架，系统检索PubMed、CINAHL、Embase、Web of Science、中国知网、万方、维普数据库中涉及AI在护理本科教学中应用的研究。检索时限为建库至2025年9月28日。由2名研究者独立进行文献筛选和资料提取，并对纳入文献进行分析。结果共纳入26篇文献。AI在护理本科教学中的应用场景主要集中于课堂教学与自主学习领域，学习评价领域最为薄弱；教学功能涵盖情景生成与技能训练、智能助教与个性化辅导、学习评价与反馈、教学内容生成与展示、综合支持与通用工具，常被以组合形式嵌入教学过程；应用效果不均衡，在增强知识记忆、提升技能及AI素养方面价值明确，但在培养伦理决策、共情等深层能力上作用有限，且可能伴随焦虑或依赖风险。结论 AI正深度融入护理本科教学；其在护理本科教学中的应用取得了一定的效果，但仍面临困境与挑战。未来可从人机协同教学设计、系统化的AI素养及伦理教育体系构建等方面进一步深化研究。

关键词: 人工智能, 教育, 护理, 本科, 教学, 范围综述

Abstract:

Objective To conduct a scoping review on the application scenarios，teaching functions，and effectiveness of artificial intelligence（AI） in undergraduate nursing education. Methods Following the scoping review framework proposed by Arksey and O’Malley，a systematic search was conducted in PubMed，CINAHL，Embase，Web of Science，CNKI，Wanfang，and VIP databases for studies involving the application of AI in undergraduate nursing education from database inception to September 28，2025. Two researchers independently performed literature screening，data extraction，and thematic analysis of the included studies. Results A total of 26 articles were included. The application scenarios of AI in undergraduate nursing education were primarily concentrated on classroom teaching and self-directed learning，with learning evaluation being the least explored area. The educational functions of AI encompassed generative scenarios and skill training，intelligent tutoring and personalized guidance，learning evaluation and feedback，teaching content generation and presentation，as well as comprehensive support and general-purpose tools，often embedded in teaching processes in combined forms. The application effects were uneven：while AI demonstrated clear value in knowledge retention，skill training，and enhancing AI literacy，its effectiveness in cultivating deeper competencies such as ethical decision-making and empathy was limited，and its use may be accompanied by anxiety or dependency risks. Conclusion AI is deeply integrated into undergraduate nursing education，achieving certain application results in its application within this field，yet it still faces challenges and difficulties. Future research should further explore human-AI collaborative teaching design and the construction of a systematic AI literacy and ethics education framework.

Key words: Artificial Intelligence, Education, Nursing, Undergraduate, Teaching, Scoping Review

曹采奕, 刘欣园, 吴丽萍, 谢婉, 卢虹, 韩帅, 张玮纯. 人工智能在护理本科教学中应用的范围综述[J]. 中华护理教育, 2026, 23(6): 704-712.

CAO Caiyi, LIU Xinyuan, WU Liping, XIE Wan, LU Hong, HAN Shuai, ZHANG Weichun. Artificial intelligence applications in undergraduate nursing education：a scoping review[J]. Chinese Journal of Nursing Education, 2026, 23(6): 704-712.

图/表 1

参考文献 39

[1]	陆军, 周春兰, 吴庆前. 人工智能时代的世界观与方法论[J/OL]. 学术探索,1-9.[2025-12-06]. https://link.cnki.net/urlid/53.1148.C.20251010.1717.002.
	Lu J, Zhou CL, Wu QQ. Worldview and methodology in the age of artificial intelligence[J/OL]. Acad Explor,1-9.[2025-12-06]. https://link.cnki.net/urlid/53.1148.C.20251010.1717.002.
[2]	国务院. 关于深入实施“人工智能+”行动的意见[EB/OL].(2025-08-19)[2025-12-06]. https://www.gov.cn/zhengce/content/202508/content_7037861.htm.
	State Council of the People’s Republic of China. State Council of the People’s Republic of China. Opinions on deepening the implementation of the “AI+” Initiative[EB/OL].(2025-08-19)[2025-12-06]. https://www.gov.cn/zhengce/content/202508/content_7037861.htm.
[3]	邹红军, 刘博文. 迈向“人机对齐”:人工智能时代教师将何去何从[J]. 东北师大学报(哲学社会科学版), 2025(6):96-106.
	Zou HJ, Liu BW. Alignment:where to go for teachers in the age of artificial intelligence[J]. J Northeast Norm Univ Philos Soc Sci, 2025(6):96-106.
[4]	Al-Marzouqi A, Salloum SA, Al-Saidat M, et al. Artificial intelli-gence in education:the power and dangers of ChatGPT in the classroom[M]. Switzerland: Springer Nature, 2024.
[5]	陈嘉, 向彦琪, 秦小芬, 等. 基于护理本科生核心能力培养的课程改革效果研究[J]. 中华护理教育, 2017, 14(4):286-290.
	Chen J, Xiang YQ, Qin XF, et al. The effects of curriculum reform based on core competence training of nursing undergraduates[J]. Chin J Nurs Educ, 2017, 14(4):286-290.
[6]	顾艳荭, 乔建歌. 高等职业学校护理专业教学标准制订依据:临床对高职护理人才的需求和岗位设置[J]. 中华护理教育, 2021, 18(2):106-110.
	Gu YH, Qiao JG. Basis for developing the Teaching Standards for Nursing Major in Higher Vocational Colleges:clinical de-mands and position setting[J]. Chin J Nurs Educ, 2021, 18(2):106-110.
[7]	陈偶英, 唐四元, 彭清华, 等. 护理专业学位研究生“红专并进双轨共振”培养范式构建与实践[J]. 中华护理教育, 2025, 22(6):645-649.
	Chen OY, Tang SY, Peng QH, et al. Construction of the train-ing paradigm of“advanced professional development and dual track resonance” for nursing degree graduates[J]. Chin J Nurs Educ, 2025, 22(6):645-649.
[8]	郭润浦, 彭淑怡, 何兴梅, 等. 人工智能在护理教育领域应用的范围综述[J]. 中国护理管理, 2025, 25(8):1217-1223.
	Guo RP, Peng SY, He XM, et al. Application of artificial intel-ligence in nursing education:a scoping review[J]. Chin Nurs Manag, 2025, 25(8):1217-1223.
[9]	彭涛, 李玉, 匡芸芸, 等. 护理专业学生对人工智能辅助学习体验的Meta整合[J]. 中华护理教育, 2025, 22(9):1065-1072.
	Peng T, Li Y, Kuang YY, et al. Qualitative studies on nursing students’ experiences and perceptions of artificial intelligence in nursing education:a meta-synthesis[J]. Chin J Nurs Educ, 2025, 22(9):1065-1072.
[10]	步皓宁, 常起航, 王雪, 等. 人工智能技术在护理教育中应用效果的系统评价[J]. 中华护理教育, 2025, 22(9):1057-1064.
	Bu HN, Chang QH, Wang X, et al. The application of artificial intelligence technology in nursing education:a systematic review[J]. Chin J Nurs Educ, 2025, 22(9):1057-1064.
[11]	Pawliuk C, Brown HL, Widger K, 等. 优化范围性综述的制订方法[J]. 英国医学杂志中文版, 2022, 25(7):399-402.
	Pawliuk C, Brown HL, Widger W, et al. Optimising the process for conducting scoping reviews[J]. BMJ Chin Ed, 2022, 25(7):399-402.
[12]	Arksey H, O’Malley L. Scoping studies:towards a methodolo-gical framework[J]. Int J Soc Res Methodol, 2005, 8(1):19-32. doi: 10.1080/1364557032000119616
[13]	曾海军, 张钰, 苗苗. 确保人工智能服务共同利益,促进教育系统变革:《人工智能与教育:政策制定者指南》解读[J]. 中国电化教育, 2022(8):1-8.
	Zeng HJ, Zhang Y, Miao M. Ensuring AI as a common good to promote the systematic transformation in education:an over-view of AI and education:guidance for policy-makers[J]. China Educ Technol, 2022(8):1-8.
[14]	陈维芳, 黎剑云, 吴彬, 等. “护理学基础”教学中生成式人工智能对本科护生创新创业能力影响研究[J]. 护理学报, 2025, 32(14):54-58.
	Chen WF, Li JY, Wu B, et al. Impact of generative artificial intelligence on nursing students’ innovative entrepreneurship in teaching of Fundamentals of Nursing[J]. J Nurs(China), 2025, 32(14):54-58.
[15]	Simsek-Cetinkaya S, Cakir SK. Evaluation of the effectiveness of artificial intelligence assisted interactive screen-based simulation in breast self-examination:an innovative approach in nursing students[J]. Nurse Educ Today, 2023, 127:105857. doi: 10.1016/j.nedt.2023.105857
[16]	Tseng LP, Huang LP, Chen WR. Exploring artificial intelligen-ce literacy and the use of ChatGPT and copilot in instruc-tion on nursing academic report writing[J]. Nurse Educ Today, 2025, 147:106570. doi: 10.1016/j.nedt.2025.106570
[17]	Kejingyun S, Rao MJ. Randomized controlled study on the im-pact of problem-based learning combined with large language models on critical thinking skills in nursing students[J]. Nurse Educ, 2025, 50(4):216-220. doi: 10.1097/NNE.0000000000001879
[18]	Akutay S, Yüceler Kaçmaz H, Kahraman H. The effect of arti-ficial intelligence supported case analysis on nursing students’ case management performance and satisfaction:a randomized controlled trial[J]. Nurse Educ Pract, 2024, 80:104142. doi: 10.1016/j.nepr.2024.104142
[19]	Kestel S, Çalık A, The effect of chatbot-supported instruction on nursing students’ history-taking questioning skills and stress level:a randomized controlled study[J]. J Prof Nurs, 2025, 60:93-100. doi: 10.1016/j.profnurs.2025.07.004
[20]	Arkan B, Dallı ÖE, Varol B. The impact of ChatGPT training in the nursing process on nursing students’ problem-solving skills,attitudes towards artificial intelligence,competency,and satisfaction levels:single-blind randomized controlled study[J]. Nurse Educ Today, 2025, 152:106765. doi: 10.1016/j.nedt.2025.106765
[21]	Xuto P, Prasitwattanaseree P, Chaiboonruang T, et al. Develop-ment and evaluation of an AI-assisted answer assessment(4A) for cognitive assessments in nursing education[J]. Nurs Rep, 2025, 15(3):80. doi: 10.3390/nursrep15030080
[22]	王梦佳, 鲍滢滢, 王琲, 等. 人工智能辅助教学在本科护理心理学课程中的应用研究[J]. 中华护理教育, 2025, 22(4):393-398.
	Wang MJ, Bao YY, Wang B, et al. Research on the app-lication of AI-assisted teaching in undergraduate Nursing Psy-chology course[J]. Chin J Nurs Educ, 2025, 22(4):393-398.
[23]	Han JW, Park J, Lee H. Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes:a quasi-experimental study[J]. BMC Med Educ, 2022, 22(1):830. doi: 10.1186/s12909-022-03898-3
[24]	Song D, Zhang PP, Zhu YY, et al. Effects of generative arti-ficial intelligence on higher-order thinking skills and artifi-cial intelligence literacy in nursing undergraduates:a quasi-experimental study[J]. Nurse Educ Pract, 2025, 88:104549. doi: 10.1016/j.nepr.2025.104549
[25]	Chang CY, Su WS. The effect of a generative AI-based teach-ing strategy on building students’ competency[J]. J Nurs Educ, 2025, 64(6):346-355. doi: 10.3928/01484834-20250129-05
[26]	Abuadas M, Albikawi Z, Rayani A. The impact of an AI-focused ethics education program on nursing students’ ethical awareness,moral sensitivity,attitudes,and generative AI adop-tion intention:a quasi-experimental study[J]. BMC Nurs, 2025, 24(1):720. doi: 10.1186/s12912-025-03458-2
[27]	Shin H, De Gagne JC, Kim SS, et al. The impact of artificial intelligence-assisted learning on nursing students’ ethical decision-making and clinical reasoning in pediatric care:a quasi-experimental study[J]. Comput Inform Nurs, 2024, 42(10):704-711.
[28]	Abou Hashish EA, Alsayed SA, Abdel Razek NMF. Embracing AI in academia:a mixed methods study of nursing students’ and educators’ perspectives on using ChatGPT[J]. PLoS One, 2025, 20(7):e0327981. doi: 10.1371/journal.pone.0327981
[29]	Maguire MB, White A. An introduction to the artificial intel-ligence-driven technology adoption in nursing education con-ceptual framework:a mixed-methods study[J]. Nurs Rep, 2025, 15(6):184. doi: 10.3390/nursrep15060184
[30]	Kowitlawakul Y, Tan JJM, Suebnukarn S, et al. Development of an artificial intelligence teaching assistant system for under-graduate nursing students:a field testing study[J]. Comput Inform Nurs, 2024, 42(5):334-342. doi: 10.1097/CIN.0000000000001103 pmid: 38270543
[31]	Han S, Kang HS, Gimber P, et al. Nursing students’ percep-tions and use of generative artificial intelligence in nursing education[J]. Nurs Rep, 2025, 15(2):68. doi: 10.3390/nursrep15020068
[32]	Sajja R, Sermet Y, Chi NC, et al. Evaluating artificial intel-ligence assisted nursing education:student perceptions,ethical concerns,and pedagogical implications[EB/OL].[2025-10-10]. https://www.sciencedirect.com/science/article/pii/S155730872500-2872.
[33]	Hawk H, Coriasco M, Jones JR. Generative artificial intelligen-ce:a reflexive thematic analysis of nursing students’ percep-tions following a guided learning activity[J]. Nurse Educ, 2025, 50(1):18-22. doi: 10.1097/NNE.0000000000001736
[34]	Kong WJ, Ning YH, Ma T, et al. Experience of undergraduate nursing students participating in artificial intelligence+ project task driven learning at different stages:a qualitative study[J]. BMC Nurs, 2024, 23(1):314. doi: 10.1186/s12912-024-01982-1
[35]	Reed JM, Dodson TM. Generative AI backstories for simula-tion preparation[J]. Nurse Educ, 2024, 49(4):184-188. doi: 10.1097/NNE.0000000000001590
[36]	Shen MY, Shen YP, Liu FC, et al. Prompts,privacy,and per-sonalized learning:integrating AI into nursing education:a qualitative study[J]. BMC Nurs, 2025, 24(1):470. doi: 10.1186/s12912-025-03115-8
[37]	Çiçek GümüşE, Dolu İ. Qualitative evaluation of a ChatGPT-integrated transcultural nursing course for a diverse group[J]. Nurse Educ Pract, 2025, 87:104491. doi: 10.1016/j.nepr.2025.104491
[38]	Ghimire A, Qiu YJ. Redefining pedagogy with artificial intel-ligence:how nursing students are shaping the future of learning[J]. Nurse Educ Pract, 2025, 84:104330. doi: 10.1016/j.nepr.2025.104330
[39]	Lei PD, Duo EN, Gao YZ, et al. Research on the experience of utilizing artificial intelligence in nursing learning from the perspective of nursing students-a qualitative study[J]. BMC Nurs, 2025, 24(1):1062. doi: 10.1186/s12912-025-03704-7

人工智能在护理本科教学中应用的范围综述

Artificial intelligence applications in undergraduate nursing education：a scoping review

HTML阅读

PDF下载

赞

可视化

摘要/Abstract

引用本文

使用本文

图/表 1

参考文献 39

相关文章 15

Metrics

本文评价

推荐阅读 0

[1]	卢海霞, 李惠玲, 姚懿, 陈华, 岳鹏, 吴燕铭, 孙宏玉, 谌永毅. 护理领域安宁疗护教育现状、问题及对策研究[J]. 中华护理教育, 2026, 23(6): 645-650.
[2]	陈之冰, 郭奕嫱, 朱明霞. 以促进学生自我生命关怀为核心的护理专业生死教育概念框架构建研究[J]. 中华护理教育, 2026, 23(6): 650-655.
[3]	赵婧琳, 肖瑶, 许丽杰, 岳鹏. 以胜任力为导向的医学院校生死教育课程教师培养方案构建研究[J]. 中华护理教育, 2026, 23(6): 656-662.
[4]	许辉, 卢美玲, 郑儒君, 庄嘉元, 董雪, 王娟, 谌永毅. 基于多元主体视角的安宁疗护高级实践护士核心能力框架构建的质性研究[J]. 中华护理教育, 2026, 23(6): 663-670.
[5]	张雨虹, 董巍, 万永慧, 张青, 周炜, 邱艳茹. 安宁疗护师资培训中学员真实体验的质性研究[J]. 中华护理教育, 2026, 23(6): 670-675.
[6]	袁菲, 顾海峰, 殷钰, 许媚, 代骞媛, 许骁玮. 血液科护士安宁疗护培训方案的实施与效果评价[J]. 中华护理教育, 2026, 23(6): 676-682.
[7]	叶蕾, 庄梦怡, 何瑛, 郭巧红, 喻惠丹, 梁芳, 吕琴, 杨冰香, 郭佳. 护理伦理学智慧课程的建设与教学实践[J]. 中华护理教育, 2026, 23(6): 683-689.
[8]	靳文韬, 赵娟娟, 曹希, 白杨, 程丽, 郑晶, 李琨. 护理专业学生对课程中人工智能技术的接受度-应用行为差距及成因分析[J]. 中华护理教育, 2026, 23(6): 689-696.
[9]	陈硕贞, 李永涛, 曾芬莲, 罗倩, 陈瑶, 汤炜炜, 吴雪双, 孔令娜. 人工智能素养评估量表的汉化及在护理专业学生中应用的信效度研究[J]. 中华护理教育, 2026, 23(6): 697-704.
[10]	谢小凤, 李卡, 姚黎明, 卿平, 崔金波, 朱玲, 张凤英. “护理学+管理学”融合课程体系建设及教学实践[J]. 中华护理教育, 2026, 23(6): 713-718.
[11]	王琳, 周滢, 陶幸娟. 场景驱动的老年护理学模拟体验教学课程思政设计与实践[J]. 中华护理教育, 2026, 23(6): 718-723.
[12]	龚媛媛, 黎琼, 黄棋, 欧阳林奇, 高彬. 融入中医药科普实践的中医护理课程改革实践与效果评价[J]. 中华护理教育, 2026, 23(6): 724-731.
[13]	张云萍, 樊荣, 夏立平. 护理专业学生共情能力培养有效路径的系统评价[J]. 中华护理教育, 2026, 23(6): 731-739.
[14]	周悦, 郑燕, 陈晓春, 袁婷, 张矗昊. 1型糖尿病患儿链式健康教育方案的应用效果研究[J]. 中华护理教育, 2026, 23(6): 748-754.
[15]	郑成, 杨旻斐, 姚晓月, 赵燕祥. 扩展现实技术在护理教育中的应用进展[J]. 中华护理教育, 2026, 23(6): 755-760.