ChatGPT as an AI-Enabled Educational Resource in Nursing Practice: Scoping Review of Uses, Outcomes, and Implementation Challenges

Abstract Background High-quality nursing services are essential for improving patient satisfaction and health outcomes. Today, artificial intelligence (AI) applications such as ChatGPT offer potential solutions to enhance patient education and assist nurses in providing more accurate and personalized information. Despite its promising potential in nursing education, concerns regarding information accuracy, privacy, and ethical considerations must be addressed. Objective This scoping review aimed to map the current evidence on the use of ChatGPT (OpenAI) as an educational resource in nursing practice, focusing on its educational functions, reported outcomes, and implementation challenges. Methods The literature search was conducted using 3 databases (PubMed, Scopus, and ProQuest). Following the Population, Concept, and Context framework. Inclusion criteria encompassed studies published between 2019 and 2025, in English, and available in full text. The PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) guideline was used to guide the screening and selection process. Results We included 20 articles and synthesized four main findings: (1) AI in patient education and simplification of medical information, (2) AI in clinical decision-making and patient monitoring, (3) AI in nursing education, and (4) challenges and prospects of AI in nursing. Across studies, commonly reported limitations involved response accuracy inconsistencies, ethical concerns, and the absence of standardized implementation guidelines. Conclusions ChatGPT shows promise as an adjunct educational resource in nursing practice, particularly for information accessibility and learner engagement. Nevertheless, its use requires professional oversight, ethical safeguards, and further implementation-focused research.