Nursing Education, Simulation-Based Learning
Conditions
Keywords
Nursing Students, Simulation-Based Learning, Concept Mapping, Generative Artificial Intelligence, Flow Experience, Learning Outcomes, Critical Thinking, Self-Efficacy, Communication Skills
Brief summary
This mixed-methods educational study evaluates the integration of concept mapping and artificial intelligence (AI)-supported dialogue into simulation-based learning for nursing students. The learning activities include structured pre-class preparation, concept mapping, AI-supported dialogue using ChatGPT, and participation in simulated clinical scenarios. The study examines students' flow experience, defined as a state of focused engagement, and their learning outcomes. Quantitative assessments are used to examine critical thinking, self-efficacy, communication skills, and other learning outcomes specified in the study protocol. Interviews and observations are used to explore students' learning processes and experiences. The study also examines whether individual characteristics, including openness and self-efficacy, are associated with learning practices, flow experience, and learning outcomes.
Detailed description
Baseline Big Five personality traits will be assessed using the Chinese 15-item Big Five Inventory (BFI-15), including extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience. The five personality traits will be modeled as exogenous predictors of flow experience and learning-related outcomes in the structural equation model. Flow experience will also be examined as a potential mediator between personality traits and learning-related outcomes.
Interventions
OTHERChatGPT-Assisted Preparation for Pediatric Nursing Simulation
Students watch instructional videos, prepare concept maps, and engage in structured dialogue with ChatGPT before class. They then participate in high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion. The preparation activities are intended to improve learning readiness and support efficient participation in class.
OTHERStandard Preparation for Pediatric Nursing Simulation
Students watch the same instructional videos and prepare concept maps before class but do not engage in structured dialogue with ChatGPT. They then participate in the same high-fidelity pediatric nursing simulation, virtual reality learning, and instructor-guided discussion as the experimental group.
Sponsors
Chang Gung University of Science and Technology
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Four intact classes were selected using convenience sampling. The classes were randomly assigned by lottery at the class level, with two classes assigned to the intervention group and two classes assigned to the control group. All participants within each class received the educational intervention assigned to that class.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Nursing students enrolled in the participating pediatric nursing course and in one of the classes selected for the study. * Aged 18 years or older. * Able to read and communicate in Chinese. * Willing to provide written informed consent and participate in the study activities and assessments.
Exclusion criteria
* Previous participation in the pilot testing or development phase of the same instructional program. * Students who are on leave of absence or are not expected to attend the scheduled learning activities during the study period.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change From Baseline in Pediatric Nursing Knowledge Test Score | From baseline before the intervention to immediately after completion of all three simulation scenarios | Pediatric nursing knowledge will be assessed using a test covering fever management for an infant with febrile seizures, chest physiotherapy for a child with pneumonia, and nursing care for a child with epilepsy. Scores range from 0 to 100, with higher scores indicating greater pediatric nursing knowledge. The change score will be calculated as the post-intervention score minus the baseline score. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change From Baseline in Critical Thinking Disposition Score | From baseline before the intervention to immediately after completion of all three simulation scenarios | Critical thinking disposition will be assessed using a 6-item questionnaire adapted by Lin et al. from Chai et al. Each item is rated from 1 to 5. Total scores range from 6 to 30, with higher scores indicating a greater tendency to evaluate information, consider different perspectives, and use logical and analytical thinking. The change score will be calculated as the post-intervention score minus the baseline score. |
| Change From Baseline in Self-reported Communication Competence Score | From baseline before the intervention to immediately after completion of all three simulation scenarios | Self-reported communication competence will be assessed using the 8-item Communication Competence Scale developed by Li (2013) for nursing students. The scale assesses communication with patients and family members, including initiating communication, establishing therapeutic relationships, using verbal and nonverbal communication, identifying key information, active listening, recognizing emotions, providing health guidance, and organizing communication content. Each item is rated from 1 to 5. Total scores range from 8 to 40, with higher scores indicating greater self-reported communication competence. The change score will be calculated as the post-intervention score minus the baseline score. |
| Change From Baseline in Learning Self-Efficacy Score | From baseline before the intervention to immediately after completion of all three simulation scenarios | Learning self-efficacy will be assessed using the 8-item self-efficacy subscale of the Motivated Strategies for Learning Questionnaire. Each item is rated from 1 to 5. Total scores range from 8 to 40, with higher scores indicating greater confidence in successfully completing the learning tasks. The change score will be calculated as the post-intervention score minus the baseline score. |
| Change From Baseline in Flow Experience Score | From the baseline learning activity before the intervention to immediately after completion of all three simulation scenarios | Flow experience will be assessed using an 8-item questionnaire based on the Flow Experience Scale developed by Pearce et al. The questionnaire assesses perceived control, involvement, enjoyment, immersion, interest, altered perception of time, curiosity, and understanding of the learning activity. Each item is rated from 1 to 5. Total scores range from 8 to 40, with higher scores indicating a greater level of flow experience. The change score will be calculated as the post-intervention score minus the baseline score. |
| Post-intervention Perceived Learning Objective Achievement Score | Immediately after each corresponding simulation scenario | Perceived achievement of the learning objectives will be assessed using a researcher-developed 15-item questionnaire covering fever management (4 items), chest physiotherapy (6 items), and epilepsy care (5 items). Each item is rated from 1 to 5. Total scores range from 15 to 75, with higher scores indicating greater perceived achievement of the learning objectives. |
Countries
Taiwan
Outcome results
None listed