Bibliometric and content analysis of ChatGPT research in nursing education: The rabbit hole in nursing education

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dc.authoridYalcinkaya, Turgay/0000-0002-0115-295X
dc.contributor.authorYalcinkaya, Turgay
dc.contributor.authorYucel, Sebnem Cinar
dc.date.accessioned2025-03-23T19:39:13Z
dc.date.available2025-03-23T19:39:13Z
dc.date.issued2024
dc.departmentSinop Üniversitesi
dc.description.abstractAim: This study was conducted to perform the bibliometric and content analysis of ChatGPT studies in nursing education. Background: ChatGPT is an artificial intelligence -based chatbot developed by OpenAI. The benefits and limitations of the use of ChatGPT in nursing education are still discussed; however, it is a tool having potential to be used in nursing education. Design: Bibliometric and content analysis. Methods: The study data were scanned through Scopus and Web of Science. Bibliometric analysis was carried out with VOSViewer and Bibliometrix software. In the bibliometric analysis, science mapping and performance analysis techniques were used. Various bibliometric data, including most cited publications, journals and countries, were analyzed and visualized. The synthetic knowledge synthesis method was used in content analysis. Results: We analyzed 53 publications to which 151 authors contributed. The publications had been published in 29 different journals. The average number of citations of publications is 8.2. It was determined that most of the articles were published in Nurse Education Today and Nurse Educator journals and that the leading countries were the USA and Canada. It was observed that international cooperation on the issue was weak. The most frequently mentioned keywords in the publications were ChatGPT, artificial intelligence and nursing. The following three themes emerged after the content analysis: (1) Integration of ChatGPT into nursing education; (2) Potential benefits and limitations of ChatGPT; and (3) Stepping down the rabbit hole. Conclusions: We expect that the results of the study can give nursing faculties and academics ideas about the current status of ChatGPT in nursing education and enable them to make inferences for the future.
dc.identifier.doi10.1016/j.nepr.2024.103956
dc.identifier.issn1471-5953
dc.identifier.issn1873-5223
dc.identifier.pmid38653086
dc.identifier.scopus2-s2.0-85190890296
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.nepr.2024.103956
dc.identifier.urihttps://hdl.handle.net/11486/6292
dc.identifier.volume77
dc.identifier.wosWOS:001232121800001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherElsevier Sci Ltd
dc.relation.ispartofNurse Education in Practice
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250323
dc.subjectChatGPT
dc.subjectOpenAI
dc.subjectArtificial intelligence
dc.subjectBibliometrics analysis
dc.subjectNursing education
dc.subjectNursing students
dc.titleBibliometric and content analysis of ChatGPT research in nursing education: The rabbit hole in nursing education
dc.typeArticle

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