Clinical, Orientation
Conditions
Brief summary
Aim: This experimental study aims to investigate the impact of an Artificial Intelligence (AI)-based orientation program on the clinical orientation process of nursing students during their pediatric nursing clinical practice.Materials and Methods: The study population will consist of 186 third-year nursing students enrolled in the spring semester at a state university. The sample will include 90 students (45 intervention, 45 control) who meet the study criteria and volunteer to participate. Students in the intervention group will receive an AI-based clinical orientation program, while the control group will receive no additional intervention beyond the standard faculty and hospital orientation. Data will be collected between February and March 2026 using a "Descriptive Information Form," the "Clinical Adaptation Scale for Student Nurses," and the "Therapeutic Communication Skills Scale for Nursing Students" in a pre-test/post-test design.Statistical Analysis: Data will be analyzed using SPSS 25.0. Descriptive statistics (frequency, percentage, mean, and standard deviation) will be used. Normality will be assessed via Kolmogorov-Smirnov/Shapiro-Wilk tests. For group comparisons, Chi-square, ANOVA, independent samples t-test, Mann-Whitney U, and Wilcoxon tests will be utilized. The statistical significance level will be set at $p \< 0.05$.Ethical Considerations: Ethical committee approval and necessary permissions from scale authors will be obtained before the study begins. Informed consent will be collected from all participants after explaining the study objectives.Keywords: Orientation training, nursing, student, artificial intelligence, clinical practice.
Interventions
OTHERArtificial Intelligence-Based Clinical Orientation Program
The program was implemented via a researcher-developed website featuring seven modules: Therapeutic Communication, Patient Safety, Medical Equipment, Infection Control, Care Plans, Ethics/Privacy, and Stress Management. AI was utilized to develop scenarios, create audiovisual materials, and simulate realistic clinical environments. Each 5-minute video used no real patient data. A sequential progression was enforced, requiring completion of one module to start the next. Knowledge was assessed after each module via 5-10 Kahoot questions. A gamified approach was used where the fastest, most accurate students earned digital badges, with the top three overall being recognized as winners. Content validity was ensured through expert opinions from pediatric nursing faculty, and necessary adjustments were made based on their feedback.
Sponsors
Selcuk University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
19 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Being enrolled in the Pediatric Nursing course for the first time. * Being a third-year nursing student. * Providing voluntary informed consent to participate in the study.
Exclusion criteria
* Being absent during the course of the study. * Currently being employed as a healthcare professional. * Having a frozen enrollment status.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Introductory Information Form | Pre-test (before the AI-supported orientation training), post-test (2 weeks after the AI-supported orientation training), and follow-up test (2 months later). | The form was developed by the researchers in line with the relevant literature. The form consists of 3 sections and 8 questions: descriptive characteristics (age, gender, grade point average), information related to clinical adaptation (difficulty in adapting when first starting the clinical environment, difficulty in communicating with patients/families during clinical practice, and experiencing anxiety-stress before clinical practice), and information related to artificial intelligence (use of artificial intelligence programs and willingness to learn and use technological developments such as artificial intelligence). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Clinical Adaptation Scale for Student Nurses | Pre-test (before the AI-supported orientation training), post-test (2 weeks after the AI-supported orientation training), and follow-up test (2 months later). | The scale was to comprehensively evaluate the clinical adaptation of student nurses in clinical practice. It was adapted into Turkish. The scale has three subdimensions: Professional Development and Interpersonal Interaction, Clinical Competence and Confidence, and Coping and Support Strategies. It consists of 15 items in a 5-point Likert-type format. The total score ranges from 15 to 75. A higher score indicates better clinical adaptation. The scale does not have a defined cut-off point or reverse-coded items. The Cronbach's alpha coefficient of the scale is 0.91. |
Countries
Turkey (Türkiye)
Contacts
CONTACTFatma Tas Arslan, Prof. Dr.
PRINCIPAL_INVESTIGATORFatma Tas Arslan
Selcuk University
Outcome results
None listed