Generative artificial intelligence in undergraduate paediatric nursing education: A scoping review of current applications and ethical considerations.

BACKGROUND: Paediatric content in undergraduate nursing education is typically delivered through lectures, simulation, and clinical placements. Constraints include reduced placement availability, variable learning quality, and shortages of paediatric-qualified educators have increased reliance on simulation and virtual learning. Generative artificial intelligence (GenAI) offers scalability to support paediatric education through clinical scenarios, personalised feedback, and assessment support. AIM: Identify and map existing literature on the use of GenAI in the delivery of paediatric content within undergraduate nursing programs. DESIGN: This scoping review was conducted using Arksey and O'Malley's (2005) framework and reported in accordance with PRISMA-ScR guidelines. METHODS: A comprehensive search of nine databases was undertaken on 8 July 2025, followed by supplementary searching in August 2025. Studies were included if they examined the use of GenAI in teaching paediatric content to undergraduate nursing students. Data was charted and synthesised narratively. RESULTS: Six quantitative studies, from Asian or Middle Eastern contexts, were included. GenAI applications supported scenario-based learning, ethical reasoning, medication-safety comparisons, and assessment scoring, and were associated with improved engagement and personalised feedback. However, evidence was constrained by small, single-site designs, inconsistent GenAI reporting, reliance on self-report, and limited evaluation of competence, safety, or practice transfer. No studies included children or families' perspectives, and few addressed risks related to misinformation, developmental appropriateness, cultural safety, or bias. CONCLUSION: Evidence supporting GenAI use in paediatric-focused education remains preliminary and geographically limited. While promising, applications require cautious, ethically guided implementation. Future research should prioritise multi-site, methodologically rigorous studies using paediatric-specific and safety-focused outcomes, transparent reporting, and governance that addresses privacy, bias, accuracy, and paediatric vulnerability.