Metacognitive Awareness and Self-Regulated Learning in Nursing Students
Conditions
Keywords
ChatGPT, Metacognitive Feedback, Metacognitive Awareness, Self-Regulated Learning, Nursing Students, Nursing Education, Clinical Nursing Practice
Brief summary
This randomized controlled study aims to evaluate the effects of ChatGPT-supported metacognitive feedback on nursing students' metacognitive awareness and self-regulated learning during clinical nursing practice. A total of 140 fourth-year nursing students will be randomly assigned in a 1:1 ratio to an intervention group or a control group. Students in the intervention group will receive structured ChatGPT-supported metacognitive feedback based on reflective learning prompts, while students in the control group will continue routine clinical education and receive traditional verbal and written feedback from clinical instructors. Data will be collected before and after the intervention using a demographic information form, the Metacognitive Awareness Inventory, and the Self-Regulated Learning Scale in Clinical Nursing Practice. The study is designed as a pretest-posttest parallel-group randomized controlled trial.
Interventions
BEHAVIORALChatGPT-Supported Metacognitive Feedback
Participants assigned to the experimental group will receive ChatGPT-supported metacognitive feedback during clinical nursing practice for up to six weeks. Students will prepare structured reflective texts focusing on their learning goals, strategies, monitoring, and self-evaluation. These reflections will be processed using a researcher-developed metacognitive feedback framework with ChatGPT. ChatGPT will generate metacognitive and Socratic prompts intended to support students' awareness and regulation of their learning processes. No patient-identifying information will be entered into ChatGPT, and ChatGPT will not provide clinical decisions, treatment recommendations, or judgments regarding the correctness of patient care.
BEHAVIORALRoutine Clinical Education and Traditional Feedback
Participants assigned to the control group will continue routine clinical nursing education during the study period. Students will participate in their usual clinical practice and prepare patient education plans as part of their standard educational activities. They will receive traditional verbal and written feedback from clinical instructors and faculty members. No ChatGPT-supported metacognitive feedback will be provided to the control group during the intervention period.
Sponsors
Izmir Katip Celebi University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Masking description
Participants and researchers delivering the educational intervention will not be blinded because of the nature of the intervention. However, the independent statistician performing the final statistical analyses will be blinded to group allocation. Intervention and control groups will be coded as Group A and Group B, and the allocation code will not be disclosed to the statistician until the primary analyses have been completed.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Age 18 years or older * Being a fourth-year nursing student at Ege University Faculty of Nursing during the 2025-2026 academic year * Actively participating in clinical practice during the study period * Voluntarily agreeing to participate in the study and providing informed consent * Agreeing to participate in the ChatGPT-supported metacognitive feedback process if assigned to the intervention group
Exclusion criteria
* Withdrawing from the study at any time * Incomplete or incorrectly completed pretest or posttest assessments * Failure to participate regularly in the intervention process, including failure to complete the learning plan and reflective evaluations in the intervention group * Having a serious health, psychological, or cognitive condition that may affect clinical practice or learning behaviors, based on self-report
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Metacognitive Awareness | Baseline and immediately after the 6-week intervention | Metacognitive awareness will be assessed using the Metacognitive Awareness Inventory. The inventory evaluates metacognitive knowledge and metacognitive regulation. Higher scores indicate higher levels of metacognitive awareness. Changes in scores from baseline to post-intervention will be compared between the intervention and control groups. |
| Change in Self-Regulated Learning in Clinical Nursing Practice | Baseline and immediately after the 6-week intervention | Self-regulated learning will be assessed using the Self-Regulated Learning Scale in Clinical Nursing Practice. The 16-item scale includes motivation and learning strategies domains. Higher scores indicate higher levels of self-regulated learning. Changes in scores from baseline to post-intervention will be compared between the intervention and control groups. |
Contacts
CONTACTDevrim Ö YILMAZ
Outcome results
None listed