Digital Pedagogies and Artificial Intelligence in Nursing Education: A Systematic Review of Post COVID Trends

Background: The COVID‑۱۹ pandemic accelerated the adoption of digital pedagogies and artificial intelligence (AI) tools across nursing education worldwide. While virtual platforms ensure learning continuity, their pedagogical impact on critical thinking, clinical reasoning, and ethical competence remains underexplored. This systematic review aimed to evaluate AI‑driven and digital learning strategies in nursing training programs since ۲۰۲۰. Methods: Following PRISMA guidelines, systematic searches were performed in PubMed, ERIC, Scopus, and Google Scholar (۲۰۲۰–۲۰۲۵) using terms “AI in nursing education,” “e-learning,” “digital pedagogy,” and “virtual nursing training.” Thirty‑two peer‑reviewed studies were included and analyzed for educational outcomes, learner satisfaction, and methodological rigor. Results: AI‑supported adaptive learning platforms significantly improved knowledge retention and self‑regulated learning behaviors. Virtual augmented‑reality simulations enhanced procedural accuracy by ۲۳% compared with traditional teaching. Yet, ethical digital conduct and data privacy were poorly addressed across studies. Methodological consistency varied, with only ۴۰% applying validated outcome measures (e.g., NLN Self‑Efficacy Scale). Conclusion: Digital and AI‑based pedagogies have transformed nursing education into a dynamic, personalized domain that fosters analytical and interprofessional competencies. Evidence supports their integration under institutional ethical frameworks and international accreditation standards to prevent digital disparities in resource‑limited contexts.

کلیدواژه ها:

Nursing Education ، Artificial Intelligence ، E‑Learning ، Digital Pedagogy ، Post‑COVID Transformation