Exploring the Role and Potential of Chatbots in Learning From the Perspective of Nursing Students: A Systematic Review of Qualitative Studies

ABSTRACT Aim This study explores nursing students’ experiences and needs regarding chatbot‐assisted learning, while evaluating the opportunities and challenges they encounter. Background As artificial intelligence (AI) advances, chatbots are increasingly integrated into nursing education, offering real‐time feedback and personalized support. While chatbots show promise in enhancing theoretical knowledge and clinical skills, little is known about students’ actual experiences and expectations. Gaining insight into students’ perspectives is essential for optimizing chatbots’ implementation in nursing education. Methods This study conducts a systematic search of several electronic databases, including PubMed, Web of Science, Cochrane Library, China National Knowledge Infrastructure (CNKI), and Wanfang, using search terms related to nursing students, chatbots, experiences, perceptions, and qualitative research. A thematic synthesis approach is employed to extract and analyze the relevant studies. Results Nine studies were included in this review. Thematic synthesis revealed four major themes: perceived availability, role participation, potential challenges, and student needs. Nursing students highlighted chatbots’ technical and interactive availability—valuing timely responses, ease of use, and personalized support. Chatbots were seen as active participants in learning, facilitating bidirectional communication, clinical simulation, information retrieval, academic assistance, and decision‐making. However, concerns were raised regarding information accuracy, ethical risks, over‐reliance, and misalignment with nursing values. Students expressed clear expectations for chatbot updates, curriculum integration, and regulatory oversight to ensure safe and effective usage. Conclusion Chatbots not only offer substantial benefits for nursing education but also present notable challenges. Students prefer more specialized chatbots tailored to their diverse learning needs. They also emphasize the need for better regulation and training to improve chatbots’ effectiveness. Implications for Practice and Policy Educators should integrate chatbot training into curricula to enhance student readiness and ethical use. Policymakers must prioritize regulation that ensures data protection, content accuracy, and equitable access. Developing nursing‐specific chatbot systems and institutional guidelines is essential for responsible adoption and sustainable innovation.