Minqi Xia, Qingqing Zhu, Yaxuan Luo, Shunfei Lu, Xuefen Lan
Preliminary evidence suggests that AI literacy educational interventions may improve nursing students' AI literacy. However, the current evidence base remains limited, with only three quasi-experimental studies identified and no randomized controlled trials available. Future research should prioritize well-designed randomized controlled trials, the development of nursing-specific AI literacy assessment instruments and investigations of long-term outcomes to inform educational practices.
AIM: To systematically synthesize evidence on AI literacy educational interventions among nursing students.
BACKGROUND: Artificial Intelligence (AI) literacy is increasingly recognized as an important educational priority for nursing students. However, evidence regarding educational interventions designed to enhance AI literacy remains limited and fragmented.
DESIGN: A systematic review.
METHODS: Seven databases were searched from inception to March 24, 2026. Studies were included if they: (1) enrolled nursing students as participants; (2) evaluated AI literacy educational interventions; (3) measured AI literacy as an outcome; and (4) employed quasi-experimental or randomized controlled trial designs. Methodological quality was assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Quasi-Experimental Studies and findings were synthesized narratively.
RESULTS: Three quasi-experimental studies involving 443 nursing students were included. Two studies included comparison groups, whereas one used a single-group pre-test/post-test design. All three studies reported statistically significant improvements in AI literacy following the interventions. One study reported significant improvements in higher-order thinking skills, another reported a significant reduction in AI anxiety and the third demonstrated enhanced performance in academic writing. Methodological quality was rated as high in two studies and moderate in one study. Heterogeneity in study designs and measurement instruments precluded meta-analysis.
CONCLUSIONS: Preliminary evidence suggests that AI literacy educational interventions may improve nursing students' AI literacy. However, the current evidence base remains limited, with only three quasi-experimental studies identified and no randomized controlled trials available. Future research should prioritize well-designed randomized controlled trials, the development of nursing-specific AI literacy assessment instruments and investigations of long-term outcomes to inform educational practices.