Can AI-based chatbots enhance patient education and support nursing practice for hip replacement patients? A scoping review
Authors: Kaur, J., Adedoyin, F., Budka, M., Wainwright, T.W.
Journal: International Journal of Orthopaedic and Trauma Nursing
Publication Date: 01/08/2026
Volume: 62
eISSN: 1878-1292
ISSN: 1878-1241
DOI: 10.1016/j.ijotn.2026.101299
Abstract:Background: Artificial intelligence (AI), particularly machine learning and large language models (LLMs), has seen rapid advancements and widespread adoption over the past decade, transforming many fields, including healthcare. ChatGPT is one of the prominent chatbot interfaces that is powered by generative pre-trained transformers. ChatGPT can generate natural, human-like conversations on diverse topics, and its performance depends on the underlying model version. Due to its accessibility and versatility, this chatbot interface has generated significant interest in its use for patient education, especially among those seeking information about orthopaedic procedures, such as hip replacement surgery. Despite growing enthusiasm, the extent and nature of evidence regarding AI-based chatbots’ role in educating hip replacement patients remain unclear. Objective: To systematically map and summarise the existing literature on AI-based chatbot interventions for patient education in hip replacement surgery. Specifically, to identify relevant studies, describe their characteristics and outcomes, highlight gaps in the current evidence, and provide recommendations to inform future research and clinical practice in digital health education for orthopaedic care. Methodology: Following PRISMA-ScR guidelines, a systematic search of peer-reviewed articles published in English and available in databases such as EBSCO, PubMed, and Scopus was conducted. Studies were screened and selected based on predefined inclusion and exclusion criteria. Key data on chatbot features, educational content, and outcomes were extracted and thematically synthesised. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT) to ensure transparency and rigour. Results: Ten studies, 4 quantitative non-randomised and 6 quantitative descriptive, evaluated a specific LLM, i.e. ChatGPT. Chatbots generally provided accurate, clear, and patient-friendly information, facilitating engagement and readability. Limitations included unreliable references, a limited personalisation, and a need for clinician oversight. Overall, AI-based chatbots show promise as supplementary educational tools but should not currently replace expert guidance. Conclusion: AI-based chatbots show promise as supplementary tools for educating hip replacement patients, but require careful integration with clinical guidance. This review maps current evidence, guiding future research to optimise their use in orthopaedic patient education. These findings are particularly relevant for orthopaedic nurses, who play a central role in delivering patient education and supporting informed recovery.
Source: Scopus
Can AI-based chatbots enhance patient education and support nursing practice for hip replacement patients? A scoping review.
Authors: Kaur, J., Adedoyin, F., Budka, M., Wainwright, T.W.
Journal: Int J Orthop Trauma Nurs
Publication Date: 16/07/2026
Volume: 62
Pages: 101299
eISSN: 1878-1292
DOI: 10.1016/j.ijotn.2026.101299
Abstract:BACKGROUND: Artificial intelligence (AI), particularly machine learning and large language models (LLMs), has seen rapid advancements and widespread adoption over the past decade, transforming many fields, including healthcare. ChatGPT is one of the prominent chatbot interfaces that is powered by generative pre-trained transformers. ChatGPT can generate natural, human-like conversations on diverse topics, and its performance depends on the underlying model version. Due to its accessibility and versatility, this chatbot interface has generated significant interest in its use for patient education, especially among those seeking information about orthopaedic procedures, such as hip replacement surgery. Despite growing enthusiasm, the extent and nature of evidence regarding AI-based chatbots' role in educating hip replacement patients remain unclear. OBJECTIVE: To systematically map and summarise the existing literature on AI-based chatbot interventions for patient education in hip replacement surgery. Specifically, to identify relevant studies, describe their characteristics and outcomes, highlight gaps in the current evidence, and provide recommendations to inform future research and clinical practice in digital health education for orthopaedic care. METHODOLOGY: Following PRISMA-ScR guidelines, a systematic search of peer-reviewed articles published in English and available in databases such as EBSCO, PubMed, and Scopus was conducted. Studies were screened and selected based on predefined inclusion and exclusion criteria. Key data on chatbot features, educational content, and outcomes were extracted and thematically synthesised. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT) to ensure transparency and rigour. RESULTS: Ten studies, 4 quantitative non-randomised and 6 quantitative descriptive, evaluated a specific LLM, i.e. ChatGPT. Chatbots generally provided accurate, clear, and patient-friendly information, facilitating engagement and readability. Limitations included unreliable references, a limited personalisation, and a need for clinician oversight. Overall, AI-based chatbots show promise as supplementary educational tools but should not currently replace expert guidance. CONCLUSION: AI-based chatbots show promise as supplementary tools for educating hip replacement patients, but require careful integration with clinical guidance. This review maps current evidence, guiding future research to optimise their use in orthopaedic patient education. These findings are particularly relevant for orthopaedic nurses, who play a central role in delivering patient education and supporting informed recovery.
Source: PubMed