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CHATBOT USE ON NURSING STUDENTS

NCT ID: NCT07310940

Last Updated: 2025-12-30

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

108 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-03-19

Study Completion Date

2025-04-14

Brief Summary

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Concept maps are visual tools that help students organize information and understand how ideas are related to each other. Although concept mapping is widely used in nursing education, many nursing students find it difficult to create effective concept maps. Recently, artificial intelligence tools such as ChatGPT have begun to be used in education and may help support students during learning activities. However, it is not yet clear whether using chatbots improves students' ability to create concept maps. This study aimed to examine whether using a chatbot (ChatGPT) helps nursing students develop better concept map construction skills. The study was conducted as a randomized controlled trial with second-year nursing students taking a surgical nursing course during the 2024-2025 spring semester. A total of 108 students were randomly assigned to either an intervention group or a control group. All students received the same theoretical education about postoperative care of cardiac surgery patients from the same instructor. Students in the intervention group received brief training on how to use ChatGPT and were allowed to use the chatbot while creating case-based concept maps. Students in the control group created concept maps using only textbooks and course materials. Students' knowledge, concept map quality, and attitudes toward concept mapping were evaluated. The results showed no significant difference between the two groups in terms of postoperative care knowledge or overall concept map scores. However, students who used ChatGPT had more positive attitudes toward concept mapping. Students also reported that the chatbot helped them understand complex information more easily and supported them during the concept map creation process.In conclusion, using a chatbot did not improve concept map performance scores, but it had a positive effect on students' attitudes and learning experiences. Chatbot-assisted learning may be a useful supportive tool in nursing education. Further studies with larger groups of students and longer follow-up periods are needed to better understand its effects on learning outcomes.

Detailed Description

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Conditions

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to Examine the Effect of Chatbot Use on Nursing Students

Keywords

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Nurse education, Concept mapping, Nursing Students, Artificial Intelligence, Qualitative, Randomized controlled study

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

OTHER

Blinding Strategy

SINGLE

Participants

Study Groups

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Chatbot-assisted concept mapping

Students in this group received standard theoretical instruction on postoperative nursing care of cardiac surgery patients and, in addition, participated in a 15-minute training session on the use of ChatGPT and effective prompt techniques. During case-based learning activities, students were instructed to use the chatbot as a supportive tool while constructing concept maps.

Group Type EXPERIMENTAL

Chatbot-assisted concept mapping

Intervention Type BEHAVIORAL

In this study, pre-test and post-test assessments were administered to students in both the intervention and control groups. Data were collected using the Student Information Form, Concept Map Evaluation Checklist, Attitude Toward Concept Mapping Scale, and a postoperative nursing care knowledge test.

Students in the intervention group received training on ChatGPT use and prompt formulation and utilized the chatbot during the creation of case-based concept maps. The control group completed the same concept mapping activities using traditional learning resources without chatbot support.

Control group

Students in this group received the same theoretical instruction on postoperative nursing care of cardiac surgery patients as the intervention group. They constructed case-based concept maps using textbooks, lecture notes, and course materials only, without the use of any chatbot or artificial intelligence-based tools.

Group Type ACTIVE_COMPARATOR

Traditional concept mapping -Control Group

Intervention Type BEHAVIORAL

Students in the control group received the same theoretical instruction on postoperative nursing care of cardiac surgery patients. They constructed case-based concept maps using textbooks, lecture notes, and course materials only, without the use of any chatbot or artificial intelligence-based tools.

Interventions

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Chatbot-assisted concept mapping

In this study, pre-test and post-test assessments were administered to students in both the intervention and control groups. Data were collected using the Student Information Form, Concept Map Evaluation Checklist, Attitude Toward Concept Mapping Scale, and a postoperative nursing care knowledge test.

Students in the intervention group received training on ChatGPT use and prompt formulation and utilized the chatbot during the creation of case-based concept maps. The control group completed the same concept mapping activities using traditional learning resources without chatbot support.

Intervention Type BEHAVIORAL

Traditional concept mapping -Control Group

Students in the control group received the same theoretical instruction on postoperative nursing care of cardiac surgery patients. They constructed case-based concept maps using textbooks, lecture notes, and course materials only, without the use of any chatbot or artificial intelligence-based tools.

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* -Taking the surgical nursing course for the first time

Exclusion Criteria

* None
Minimum Eligible Age

18 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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Dokuz Eylul University

OTHER

Sponsor Role lead

Responsible Party

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Eda Ayten Kankaya

Asst. Prof.

Responsibility Role PRINCIPAL_INVESTIGATOR

Locations

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Dokuz Eylul University,

Izmir, , Turkey (Türkiye)

Site Status

Countries

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Turkey (Türkiye)

Other Identifiers

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9662

Identifier Type: -

Identifier Source: org_study_id