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

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Title: Bibliometric and content analysis of ChatGPT research in nursing education: The rabbit hole in nursing education.
Authors: Yalcinkaya, Turgay1 (AUTHOR) turgayyalcinkaya35@gmail.com, Cinar Yucel, Sebnem1,2 (AUTHOR)
Source: Nurse Education in Practice. May2024, Vol. 77, pN.PAG-N.PAG. 1p.
Subject Terms: *Generative artificial intelligence, *Content analysis, *Nursing education, *Bibliometrics, Serial publications, Thematic analysis, Data analysis software, User interfaces
Geographic Terms: Canada, United States
Abstract: This study was conducted to perform the bibliometric and content analysis of ChatGPT studies in nursing education. 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. Bibliometric and content analysis. 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. 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. 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. [Display omitted] [ABSTRACT FROM AUTHOR]
Copyright of Nurse Education in Practice is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: This study was conducted to perform the bibliometric and content analysis of ChatGPT studies in nursing education. 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. Bibliometric and content analysis. 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. 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. 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. [Display omitted] [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Nurse Education in Practice is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1016/j.nepr.2024.103956
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        Text: English
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        Type: general
      – SubjectFull: Content analysis
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      – SubjectFull: Nursing education
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      – SubjectFull: Bibliometrics
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      – SubjectFull: Serial publications
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Data analysis software
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      – SubjectFull: User interfaces
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      – SubjectFull: Canada
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      – SubjectFull: United States
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      – TitleFull: Bibliometric and content analysis of ChatGPT research in nursing education: The rabbit hole in nursing education.
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              Text: May2024
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