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- Artificial intelligence chatbots in nursing education: a scoping review protocolPublication . Fernandes, Francisco; Encarnação, Rúben Miguel Câmara; Lima, Suzinara Beatriz Soares de; Alves, Paulo Jorge PereiraIntroduction: The rapid integration of digital technologies and artificial intelligence systems in education has reshaped teaching and learning processes, enhancing personalization, interactivity, and learner autonomy. In nursing education, artificial intelligence -based educational chatbots have emerged as promising tools capable of simulating clinical situations, supporting critical thinking, and providing individualized feedback; however, the literature remains fragmented regarding their pedagogical applications, benefits, and challenges. Objectives: To map and synthesize the existing evidence on the use of artificial intelligence - based chatbots in nursing education and professional development, identifying their applications, potentialities, limitations, and gaps in the current knowledge. Methodology: This scoping review will follow the Joanna Briggs Institute methodology and be reported in accordance with the PRISMA-ScR guidelines. Comprehensive searches will be conducted across major databases and grey literature sources, with no restrictions on language or publication date. Studies addressing the development, implementation, evaluation, or perception of chatbot use in formal or non-formal nursing education will be included. Study selection and data extraction will be performed independently by two reviewers. Conclusion: The findings are expected to provide a broad and detailed overview of the current evidence on educational chatbots in nursing education, supporting pedagogical innovation, guiding the development of more effective educational technologies, and informing future research focused on strengthening nursing education and professional training mediated by artificial intelligence.
- Educational content and strategies for teaching local wound assessment: a scoping review protocolPublication . Encarnação, Rúben Miguel Câmara; Pinho, Andreia Salomé; Alves, José Carlos Fernandes; Reis, João Pedro Correia dos; Alves, Paulo Jorge PereiraIntroduction: Local wound assessment is a core component of evidence-based nursing practice, enabling accurate diagnosis, monitoring of healing progression, early detection of complications, and informed clinical decision-making. Despite its recognized importance and ongoing educational advances, evidence remains inconsistent regarding the most effective content, teaching– learning strategies, and assessment methods to develop competence in local wound assessment. Objectives: To map and synthesize the literature on educational content and teaching–learning strategies used to teach nurses and nursing students about local wound assessment, and to identify procedures and instruments employed to evaluate knowledge and learner satisfaction with these interventions. Methodology: This scoping review will be conducted in accordance with the Joanna Briggs Institute (JBI) methodology and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. The review will address the question: What is the existing evidence on educational content, teaching–learning strategies, and the procedures or instruments used to assess nurses’ and nursing students’ knowledge of local wound assessment and their satisfaction with the related educational interventions? Comprehensive searches will be conducted across scientific databases and grey literature sources, with no restrictions on language or publication date. Conclusion: This review will systematically map the evidence on how nurses and nursing students are taught to perform local wound assessments. By identifying effective approaches and current gaps in wound care education, the findings are expected to inform curriculum development, support evidence-based teaching practices, and guide future research toward the standardization of wound assessment education in nursing.