ChatGPT-Assisted Hypertension Knowledge in Nursing Students

NCT ID: NCT06863792

Last Updated: 2025-03-07

Basic Information

• Recruitment Status: NOT_YET_RECRUITING
• Clinical Phase: NA
• Total Enrollment: 96 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-03-10
• Study Completion Date: 2025-05-10

Brief Summary

ChatGPT provides quick access to information, research support, and study materials, but concerns remain regarding its reliability, accuracy, and inability to offer personalized care principles essential in nursing. Although previous studies show its high accuracy in clinical responses, over-reliance on AI-generated medical information necessitates cautious use. The study will explore both the benefits and limitations of ChatGPT in nursing education, particularly in hypertension learning.

Detailed Description

The use of artificial intelligence (AI) tools in education is increasing rapidly. ChatGPT, developed by OpenAI, is an AI-based chatbot that provides an interactive learning environment. It generates fluent and knowledge-based responses based on books, online sources, and articles published until 2021. The widespread adoption of ChatGPT across various fields has sparked debates about its role and limitations. In nursing education, students frequently use ChatGPT for quick access to information, research support, and exam preparation. However, concerns regarding its reliability arise due to the unknown sources of its responses and the potential for misinformation. ChatGPT also has limitations in interpreting complex, context-dependent answers and lacks the ability to apply the principle of individualized care, which is fundamental in nursing practice.

Studies have demonstrated ChatGPT's varying performance in the healthcare field. Hypertension, a chronic disease affecting over a billion people worldwide, is a critical topic for nursing students, as their understanding of the condition can positively impact patient care. Previous research has shown that ChatGPT provides clinically appropriate answers to hypertension-related questions with a high accuracy rate of 92.5%. Additionally, the GPT-4 version of ChatGPT correctly answered over 86% of the questions in the United States Medical Licensing Examination (USMLE).

This randomized controlled study aims to assess the effectiveness of ChatGPT in teaching hypertension to nursing students while also evaluating their levels of AI-related anxiety and cognitive load. Given the increasing presence of AI tools in education, understanding both their advantages and limitations is crucial for their optimal integration into nursing education.

The study population consists of students enrolled in the nursing program at a private university. The study aims to reach the entire population, specifically 96 students who have completed the Internal Medicine Nursing course. Students meeting the inclusion criteria will be informed about the study and invited to participate. Volunteers will complete an Introductory Information Form and be randomly assigned to intervention (ChatGPT) or control groups in a 1:1 ratio using computer-based randomization (48 students per group). The intervention group will answer questions from the Hypertension Prevention Attitude Scale using ChatGPT, while the control group will use traditional methods. Afterward, both groups will complete the Artificial Intelligence Anxiety Scale and Cognitive Load Scale, concluding data collection. All collected data will be analyzed using the SPSS for Windows 22.0 statistical software package.

Conditions

Nursing Students; Artificial Intelligence; Hypertension

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: SINGLE

Study Groups

ChatGPT Group

Students in the intervention group will answer the questions from the Hypertension Prevention Attitude Scale using ChatGPT.

Group Type: EXPERIMENTAL

ChatGPT

Intervention Type: OTHER

Students in the intervention group will answer the questions from the Hypertension Prevention Attitude Scale using ChatGPT.

Control Group

In the control group students will respond Hypertension Prevention Attitude Scale using traditional methods.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

ChatGPT

Students in the intervention group will answer the questions from the Hypertension Prevention Attitude Scale using ChatGPT.

Intervention Type: OTHER

Other Intervention Names

Control Group

Eligibility Criteria

Inclusion Criteria

• To be enrolled in the nursing program at a private university, during the 2024-2025 academic year.
• To have taken the Internal Medicine Nursing course (In this course, students receive 4 hours of theoretical lessons on nursing care for hypertension patients).
• To be willing to volunteer for participation in the study.

Exclusion Criteria

• Students who wish to withdraw from the research at any stage will not be included in the study.

• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Ankara University

OTHER

Sponsor Role: lead

Responsible Party

Nursemin ÜNAL

Associate Professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Nursemin UNAL, Assoc. Prof.

Role: PRINCIPAL_INVESTIGATOR

Ankara University

Central Contacts

Nursemin Unal, Assoc. Prof.

Role: CONTACT

nurse_unal@hotmail.com

+905077433629

Nilay Bektaş Akpınar, Assist.Prof.

Role: CONTACT

nilaybektas88@gmail.com

+905319920260

References

Alkhaqani, A. L. (2023). Can ChatGPT help researchers with scientific research writing. Journal of Medical Research and Reviews, 1(1), 9-12. https://doi.org/10.5455/JMRR.20230626013424

Reference Type: BACKGROUND

Branum C, Schiavenato M. Can ChatGPT Accurately Answer a PICOT Question? Assessing AI Response to a Clinical Question. Nurse Educ. 2023 Sep-Oct 01;48(5):231-233. doi: 10.1097/NNE.0000000000001436. Epub 2023 Apr 28.

Reference Type: BACKGROUND

PMID: 37130197 (View on PubMed)

Abdulai AF, Hung L. Will ChatGPT undermine ethical values in nursing education, research, and practice? Nurs Inq. 2023 Jul;30(3):e12556. doi: 10.1111/nin.12556. Epub 2023 Apr 26. No abstract available.

Reference Type: BACKGROUND

PMID: 37101311 (View on PubMed)

Goktas, P., Kucukkaya, A., & Karacay, P. (2024). Utilizing GPT 4.0 with prompt learning in nursing education: A case study approach based on Benner's theory. Teaching and Learning in Nursing, 19(2), e358-e367.

Reference Type: BACKGROUND

Sallam M. ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns. Healthcare (Basel). 2023 Mar 19;11(6):887. doi: 10.3390/healthcare11060887.

Reference Type: BACKGROUND

PMID: 36981544 (View on PubMed)

Wang, Y. Y. & Wang, Y. S. (2019). Development and validation of an artificial intelligence anxiety scale: an initial application in predicting motivated learning behavior. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2019.1674887

Reference Type: BACKGROUND

Other Identifiers

2025-2

Identifier Type: -

Identifier Source: org_study_id