RESEARCH

ABSTRACT

Incorporating artificial intelligence (AI)—primarily generative AI—into nursing education represents a significant shift in the way student nurses learn. In this narrative review, we summarize where ChatGPT, a complex AI language model created by OpenAI, sits in nursing education today. In fact, ChatGPT in education is growing, and is being used more often to enhance students learning processes. This AI chatbot generates text that would be similar to the course of a human conversation. It provides personalized tutoring, addresses challenging questions and helps with mock case studies. However, ChatGPT integration to nursing education faces some barriers. With constantly changing things, ChatGPT's information can be inconsistent. There is a constant need for updates (which keep pace with current standards) and one fear is that human interaction will be less frequent. Ethical problems on its use and place in complex educational content also is discussed along with the need for overall supervision. Overall, the review highlights that ChatGPT has great potential for improving nursing education; however, it must be carefully planned for and monitored to the extent possible. Much more needs to be done to know how ChatGPT shapes nursing education. Integration of ChatGPT into nursing education has benefits in terms of ease of use, personal learning and clinical reasoning. This AI tool complements the educators in providing more support, promotes interdepartmental collaboration, and helps educators overcome resource constraint through scalable and low cost AI tool. As nursing education continues to evolve, responsible integration of AI tools, such as ChatGPT, will become essential in progress and also improved patient outcomes associated with nursing education.

KEYWORDS

ChatGPT, AI, nursing education

CITATION

Fronda, D. C., Dolba, S. Q., & Fronda, E. J. (2025). INTEGRATION OF GHATGPT IN NURSING EDUCATION: A NARRATIVE REVIEW. GET INTERNATIONAL RESEARCH JOURNAL, 3(3), 26–42. https://doi.org/10.5281/zenodo.17008239
https://doi.org/10.5281/zenodo.17008239