目的 在人工智能赋能护理教育的背景下，系统评价学生参与人工智能辅助学习体验的质性研究，为护理教育信息化改革与发展提供参考。方法 计算机检索Cochrane Library、PubMed、Embase、Web of Science、中国知网、万方数据库、维普数据库、中国生物医学文献数据库，检索从建库至2025年1月关于护理学生对人工智能辅助学习体验的质性研究。采用澳大利亚乔安娜布里格斯研究所循证卫生保健中心质性研究质量评价标准（2016）对文献进行质量评价，并采用汇集性整合方法对结果进行整合。结果 共纳入11项研究，提炼出42个主题，归纳形成9个类别，合并为3个整合结果：AI技术赋能下的多元化体验；技术与人文的张力角逐；学生参与AI赋能教学时的多样化需求未被满足。结论 护理专业学生对人工智能辅助学习体验呈多元化，AI赋能下的教育有利于提高学习效能，但同时也带来人文与伦理冲击。未来需构建AI辅助教学评价与监督体系，优化教学设计，促进信息技术与教育的有机融合。

Objective To systematically review qualitative studies on nursing students’ experiences and perceptions of artificial intelligence（AI） in teaching，and to provide insights for the further implementation of AI technology in nursing education. Methods Databases were searched from their inception to January 2025 for qualitative studies on nursing students’ experiences and perceptions of AI in teaching，including Cochrane Library，PubMed，Embase，Web of Science，CNKI，Wanfang，VIP，and CBM. The quality of the retrieved studies was assessed using the Joanna Briggs Institute（JBI） Critical Appraisal Checklist for Qualitative Research（2016），and a meta-aggregation approach was used to synthesize the findings. Results A total of 11 studies were included，from which 42 themes were extracted. These themes were categorized into nine categories，and further consolidated into three synthesized findings including diversified experiences empowered by AI technology，the tension between technology and humanistic care，nursing students’ diverse needs remain unmet in AI-enabled teaching environments. Conclusion Nursing students demonstrate diverse experiences and perceptions regarding AI-enabled teaching applications. While AI-enhanced education can improve learning efficacy，it simultaneously leads to humanistic and ethical challenges. Future efforts should be devoted to establish dynamic AI nursing training，evaluation，and supervision systems，while continuously optimizing instructional design to achieve organic integration of technology and education.