Abstract:

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.

Key words: Education, Nursing, Artificial intelligence, Experience, Qualitative research, Meta-synthesis