Facilitating nursing and health education by incorporating ChatGPT into learning designs
Open accessAbstract
Traditional nursing and health education design courses usually only transfer knowledge via lectures, and lack interaction, drills and personalized feedback. However, the development and widespread adoption of generative artificial intelligence via the ChatGPT system presents an opportunity to address these issues. Some CIDI model-based ChatGPT systems have been developed, but how to effectively apply these technologies in nursing education design courses remains a challenging problem for researchers. In order to explore the application mode and effect of generative artificial intelligence via ChatGPT technology in nursing education, this study integrated generative artificial intelligence via the ChatGPT system into the teaching activities of nursing and health education design courses, and used computers as learning tools to guide learners to learn nursing and health knowledge. At the same time, two classes of nursing undergraduates were recruited to conduct a quasi-experiment. One of the classes was the experimental group, which used the generative artificial intelligence via the ChatGPT system for learning; the other class was the control group, which used traditional teaching methods for learning. By analyzing learners’ learning efficiency and learning satisfaction, we obtained results about the application effect of generative artificial intelligence via ChatGPT technology in a nursing education design course. According to the experimental results, the generative artificial intelligence via ChatGPT system effectively improved learners’ critical thinking ability, problem solving, and learning enjoyment. These results indicate that the generative artificial intelligence via ChatGPT system has great potential in nursing education design courses, and can improve the deficiencies of traditional teaching methods.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Personalization (n = 4) by AI chatbots, through timely feedback, has shown a significant impact on students' diagnostic skills, engagement, and frequency of chatbot use.
“Personalization (n = 4) by AI chatbots, through timely feedback, have shown a significant impact on students’ diagnostic skills, engagement, and frequency of chatbot use (19, 28, 44).”
From Digital affordances of AI chatbots in nursing education: a systematic review of learning gains and gaps in the evidence (2026) · cites this paper as [19]
Assistance provision (n = 5) provided by AI chatbots has been shown to enhance students' learning interest, self-efficacy, satisfaction, and enjoyment.
“The assistance provision (n = 5) provided by AI chatbots has been shown to enhance students’ learning interest, self-efficacy, satisfaction, and enjoyment (16, 19, 25).”
From Digital affordances of AI chatbots in nursing education: a systematic review of learning gains and gaps in the evidence (2026) · cites this paper as [19]
Integrating AI chatbots into traditional nursing education involves complex and dynamic interactions, and the interplay between teachers, students, and AI chatbots remains insufficiently clarified.
“Second, integrating AI chatbots into traditional nursing education is involved complex and dynamic interactions, and the interplay between teachers, students, and AI chatbots remains insufficiently clarified (19, 20).”
From Digital affordances of AI chatbots in nursing education: a systematic review of learning gains and gaps in the evidence (2026) · cites this paper as [19]
High-level digital affordances of AI chatbots, particularly assistance provision (n = 7), effectively enhance nurses' learning achievement, critical thinking, and problem solving.
“The high-level digital affordances of AI chatbots, particularly in assistance provision (n = 7), effectively enhance nurses’ learning achievement, critical thinking, problem solving (19, 26).”
From Digital affordances of AI chatbots in nursing education: a systematic review of learning gains and gaps in the evidence (2026) · cites this paper as [19]
In Chang et al. (19), 50 nursing students using a CIDI model-based ChatGPT learning method scored significantly higher in problem-solving skills than those using conventional learning methods.
“ANCOVA analysis in Chang et al. (19) revealed that 50 nursing students using a CIDI model-based ChatGPT learning method scored significantly higher in problem-solving skills than those using conventional learning methods.”
From Digital affordances of AI chatbots in nursing education: a systematic review of learning gains and gaps in the evidence (2026) · cites this paper as [19]
Cited by
Sorted by citations
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025) · Computers & Education · doi:10.1016/j.compedu.2024.105224 · Cited by 531 · see citing works
Design and assessment of AI-based learning tools in higher education: a systematic review
Luo, J., Zheng, C., Yin, J., & Teo, H. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00540-2 · Cited by 244 · see citing works
How ChatGPT impacts student engagement from a systematic review and meta-analysis study
Heung, Y. M. E., & Chiu, T. K. F. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100361 · Cited by 204 · see citing works
Hussain, A., Ma, Z., Li, M., Jameel, A., Kanwel, S., Ahmad, S., & Ge, B. (2025) · BMC Nursing · doi:10.1186/s12912-024-02648-8 · Cited by 134 · see citing works
Pham, T. D., Karunaratne, N., Exintaris, B., Liu, D., Lay, T., Yuriev, E., & Lim, A. (2025) · Medical Education · doi:10.1111/medu.15746 · Cited by 100 · see citing works
Wu, F., Dang, Y., & Li, M. (2025) · Behavioral Sciences · doi:10.3390/bs15040467 · Cited by 130 · see citing works
Wang, P., Jing, Y., & Shen, S. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.100996 · Cited by 84 · see citing works
Labrague, L. J., & Sabei, S. A. (2025) · Teaching and Learning in Nursing · doi:10.1016/j.teln.2024.11.010 · Cited by 48 · see citing works
Artificial intelligence in nursing education: A review of AI-based teaching pedagogies
Labrague, L. J., Sabei, S. D. A., & Yahyaei, A. A. (2025) · Teaching and learning in nursing · doi:10.1016/j.teln.2025.01.019 · Cited by 74 · see citing works
Xia, Q., Li, W., Yang, Y., Weng, X., & Chiu, T. K. F. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2025.100455 · Cited by 45 · see citing works
The Impact of <scp>ChatGPT</scp> on Students' Academic Achievement: A Meta‐Analysis
Liu, Z., Zuo, H., & Lu, Y. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70096 · Cited by 44 · see citing works
Hwang, G.-J., Cheng, P.-Y., & Chang, C.-Y. (2025) · Nurse Education in Practice · doi:10.1016/j.nepr.2025.104266 · Cited by 44 · see citing works
Current trends and future implications in the utilization of ChatGPT in nursing: a rapid review
Kleib, M., Darko, E. M., Akingbade, O., Kennedy, M., Majekodunmi, P., Nickel, E., & Vogelsang, L. (2024) · International Journal of Nursing Studies Advances · doi:10.1016/j.ijnsa.2024.100252 · Cited by 40 · see citing works
Yalcinkaya, T., & Cinar Yucel, S. (2024) · Nurse Education in Practice · doi:10.1016/j.nepr.2024.103956 · Cited by 39 · see citing works
García-Alonso, E. M., León-Mejía, A. C., Sánchez-Cabrero, R., & Guzmán-Ordaz, R. (2024) · Behavioral Sciences · doi:10.3390/bs14070612 · Cited by 53 · see citing works
Arkan, B., Dallı, Ö. E., & Varol, B. (2025) · Nurse Education Today · doi:10.1016/j.nedt.2025.106765 · Cited by 54 · see citing works
Chiu, M., & Hwang, G. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2511244 · Cited by 37 · see citing works
Self-citationA Meta‐Analysis of the Impact of Generative Artificial Intelligence on Learning Outcomes
Ma, N., & Zhong, Z. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70117 · Cited by 57 · see citing works
Attitude and utilization of ChatGPT among registered nurses: A cross‐sectional study
Lin, H., Liao, L., Wang, Y., & Chang, L. (2024) · International Nursing Review · doi:10.1111/inr.13012 · Cited by 31 · see citing works
Hashish, E. A. A., Alsayed, S., & Razek, N. M. F. A. (2025) · PLoS ONE · doi:10.1371/journal.pone.0327981 · Cited by 35 · see citing works
Li, C., Hwang, G., Chang, C., & Su, H. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13594 · Cited by 26 · see citing works
Self-citationXia, Q., Zhang, P., Huang, W., & Chiu, T. K. F. (2025) · Asia Pacific Journal of Education · doi:10.1080/02188791.2025.2530503 · Cited by 31 · see citing works
Emerging Artificial Intelligence-Based Pedagogies in Didactic Nursing Education: A Scoping Review
Gerdes, M., Bayne, A., Henry, K., Ludwig, B., Stephenson, L., Vance, A., Wessol, J., & Winston, S. (2025) · Nurse Educator · doi:10.1097/nne.0000000000001746 · Cited by 31 · see citing works
Nie, X., Tian, Y., Liu, M., Wu, D., & Guo, Y. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13735-x · Cited by 20 · see citing works
ChatGPT’s impact on student learning outcomes: a meta-analysis of 35 experimental studies
Wu, X., Zhu, P., Zhang, J., Yin, M., & Wang, Y. (2026) · Humanities and Social Sciences Communications · doi:10.1057/s41599-026-07019-z · Cited by 37 · see citing works
Chen, Y., Wu, F., Zhang, W., Xing, W., Zhu, Z., Huang, Q., & Yuan, C. (2025) · Nursing Reports · doi:10.3390/nursrep15060218 · Cited by 20 · see citing works
Amankwaa, I., Ekpor, E., Cudjoe, D., Kobiah, E., Fuseini, A.-K. J., Diebieri, M., Gyamfi, S., & Brownie, S. (2025) · Nurse Education Today · doi:10.1016/j.nedt.2025.106822 · Cited by 20 · see citing works
Registered Nurses' Attitudes Towards ChatGPT and Self‐Directed Learning: A Cross‐Sectional Study
Chang, L., Wang, Y., Lin, H., & Liao, L. (2024) · Journal of Advanced Nursing · doi:10.1111/jan.16519 · Cited by 20 · see citing works
Karaçay, P., & Yaşar, Ö. (2024) · Teaching and learning in nursing · doi:10.1016/j.teln.2024.12.001 · Cited by 14 · see citing works
Large Language Models in Nursing Education: Concept Analysis
Harrington, J. E., Booth, R. G., & Jackson, K. T. (2025) · JMIR Nursing · doi:10.2196/77948 · Cited by 21 · see citing works
Enhancing risk management in hospitals: leveraging artificial intelligence for improved outcomes
Guerra, R. (2024) · Italian Journal of Medicine · doi:10.4081/itjm.2024.1721 · Cited by 14 · see citing works
Bouriami, A., Takhdat, K., Barkatou, S., Chiki, H., Boussaa, S., & Adib, A. R. E. (2024) · Educación Médica · doi:10.1016/j.edumed.2024.101006 · Cited by 16 · see citing works
Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study
Güner, S. G., Yiğit, S., Berşe, S., & Dіrgar, E. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2413425 · Cited by 17 · see citing works
Nurse Educators' Perceptions and Experiences of Generative Artificial Intelligence
Hong, M., Shin, H., Kim, S. S., & Gagne, J. C. D. (2025) · CIN Computers Informatics Nursing · doi:10.1097/cin.0000000000001273 · Cited by 18 · see citing works
ChatGPT Applications in Nursing: Current Status and Future Perspectives
Peng, W., Cheng, X., Deng, J., & Zhang, X. (2025) · Nursing Open · doi:10.1002/nop2.70253 · Cited by 13 · see citing works
The Effect of AI Education on Nursing Student AI Literacy and Anxiety
LaGore, A., Colby, L., Sinsabaugh, K., Grobbel, C. C., & Piscotty, R. (2025) · Journal of Nursing Education · doi:10.3928/01484834-20250415-04 · Cited by 16 · see citing works
Quantum leap in medical mentorship: exploring ChatGPT’s transition from textbooks to terabytes
Chokkakula, S., Chong, S., Yang, B., Jiang, H., Yu, J., Han, R., Attitalla, I. H., Yin, C., & Zhang, S. (2025) · Frontiers in Medicine · doi:10.3389/fmed.2025.1517981 · Cited by 12 · see citing works
Liu, H., Fang, X., Cui, Q., & Chiu, T. K. F. (2026) · Review of Education · doi:10.1002/rev3.70141 · Cited by 10 · see citing works
Yang, F., & Stefaniak, J. E. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10509-7 · Cited by 12 · see citing works
Pandey, H. L., Bhusal, P. C., & Niraula, S. (2024) · Computers & composition/Computers and composition · doi:10.1016/j.compcom.2024.102892 · Cited by 7 · see citing works
Utilising chatbots in clinical nursing education: Application and obstacles
Zhou, B., & Mui, L. G. (2024) · Journal of Clinical Nursing · doi:10.1111/jocn.17089 · Cited by 6 · see citing works
Tak, S. H., Lee, D., Suh, I., Choi, H., & Lee, E. (2025) · Nurse Education in Practice · doi:10.1016/j.nepr.2025.104370 · Cited by 5 · see citing works
Exploring the effect of GenAI on learning outcomes in higher education: a three-level meta-analysis
Fan, C., Ke, L., Chen, Z., & Lv, P. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1758670 · Cited by 12 · see citing works
Application of generative AI chatbot in nursing education and care: A literature review
Ahmat, R., & Tang, F. W. K. (2025) · Science Talks · doi:10.1016/j.sctalk.2025.100454 · Cited by 4 · see citing works
Li, P., Jiang, M., Chen, J., et al. (2025) · Nursing Open · doi:10.1002/nop2.70317 · Cited by 4 · see citing works
MRAYYAN, M. T., & Alomari, A. K. (2026) · Human Behavior and Emerging Technologies · doi:10.1155/hbe2/9885653 · Cited by 3 · see citing works
Wei, S., Wei, W., & Zou, G. (2026) · Frontiers in Medicine · doi:10.3389/fmed.2026.1832598 · Cited by 2 · see citing works
The intersection of artificial intelligence and instructional design practice: a systematic review
Kibar, P. N., & Ilgaz, H. (2026) · Educational Technology Research and Development · doi:10.1007/s11423-026-10624-z · Cited by 4 · see citing works
Research on Teaching Practice of English for Science and Technology Based on Multimedia Technology
Ding, Y., Dong, W. F., Lu, L., & Lou, C. (2024) · International Journal of Information and Communication Technology Education · doi:10.4018/ijicte.339237 · Cited by 2 · see citing works
A bi-ethnographic study of the use of ChatGPT in dance teaching in Chinese and Thai higher education
Ma, X., Heyang, T., Yu, Y., & Ren, Y. X. (2025) · Research in Dance Education · doi:10.1080/14647893.2025.2483725 · Cited by 1 · see citing works
Liu, T., Song, H., Guo, L., Li, B., Lin, Z., Gao, Y., & Ge, W. (2025) · IEEE Internet of Things Journal · doi:10.1109/jiot.2025.3580160 · Cited by 1 · see citing works
Active Strategies in the AI Era
Bouriami, A., Boussaa, S., & Adib, A. R. E. (2025) · IGI Global eBooks · doi:10.4018/979-8-3693-6730-8.ch011 · Cited by 2 · see citing works
Wang, R., & Raman, A. L. (2025) · Research Square · doi:10.21203/rs.3.rs-6372448/v1 · Cited by 1 · see citing works
Zhou, Y. (2024) · Journal of Advances in Humanities Research · doi:10.56868/jadhur.v3i4.228
Amankwaa, I., Ekpor, E., Cudjoe, D., Kobiah, E., Fuseini, A.-K. J., Diebieri, M., Gyamfi, S., & Brownie, S. M. (2025) · Research Square · doi:10.21203/rs.3.rs-6493164/v1
ChatGPT and Its Utilization in English Teaching and Learning: A Systematic Literature Review
Shadiev, R., Zulkharnay, A., Razbekova, A., Otembet, M., Nurakhova, D., Beisembayeva, Z., & Zhussupova, R. P. T. S. S. (2025) · Lecture notes in educational technology · doi:10.1007/978-981-95-5234-4_13
Wang, S., & Liu, Y.-L. (2026) · Nursing Open · doi:10.1002/nop2.70510
Nasr, N. R., Tu, C., Sujo-Montes, L. E., Haniya, S., Yen, C., & Hossain, S. (2026) · Journal of Computers in Education · doi:10.1007/s40692-026-00396-z · Cited by 10 · see citing works
- Authors
- Chang
- Venue
- DOAJ (DOAJ: Directory of Open Access Journals)
- Published
- 2024-01-01
- OpenAlex
- W6945703268
- Cited by
- 61
- References
- 0
- Citations by year
- 2026: 9 · 2025: 36 · 2024: 16
- FWCI
- 5.71
- Type
- journal article
- Language
- en
- Open access
- green
- doaj.org
- Licence
- cc-by-sa
- Locations
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Technology and Pedagogy
- Keywords
- ChatGPT, generative AI, nursing education, AI-assisted learning, critical thinking, problem solving, learning satisfaction, personalized feedback, undergraduate nursing students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
