Artificial Intelligence Assisted Teaching of Structured Nursing Care According to ERAS Protocol

Not Applicable

Completed

• Conditions: AI (Artificial Intelligence); Case-based Learning; Nursing Students; ERAS; Education Nursing

• Registration Number: NCT07183202
• Lead Sponsor: Sakarya University

Brief Summary

This study provides an original contribution to the literature by structuring nursing care for gyneco-oncology patients according to the ERAS protocol and delivering it through AI-assisted, case-based education.

This randomized controlled, fully experimental study was conducted in the second semester of the 2024-2025 academic year with third-year students who had successfully completed the Obstetrics and Gynecology Nursing course at the Faculty of Health Sciences, Department of Nursing, at a state university located in western Turkey. Seventy students participated in the study and were assigned to either the AI-assisted case-based education group or the control group using block randomization. Data were collected using the ERAS Protocol Nursing Care Knowledge Test and the Multidimensional 21st Century Skills Scale. All statistical analyses were conducted using IBM SPSS Statistics (Version 27) and the PROCESS macro (Version 4.2) developed by Hayes. Descriptive statistics were used to summarize demographic variables and baseline characteristics. Group equivalence at baseline was assessed using independent samples t-tests for continuous variables and chi-square tests for categorical variables. Effect sizes were calculated using Cohen's d and Cramér's V, as appropriate. To examine the effect of the intervention on 21st-century skills, a mixed-design ANOVA was performed with time (pretest, posttest) as the within-subjects factor and group (intervention, control) as the between-subjects factor. Partial eta squared (η²) was reported as a measure of effect size for within- and between-subjects effects. An independent samples t-test was also used to compare posttest knowledge scores between the groups. To explore the mechanisms underlying the effect of the intervention on knowledge acquisition, mediation and moderation analyses were performed using PROCESS Models 4 and 1, respectively. In the mediation model, the change in 21st-century skills (posttest-pretest difference) was tested as a mediator. In the moderation model, academic achievement was examined as a moderator of the group-knowledge relationship. Both models controlled for academic achievement where applicable. Statistical significance was set at p \< .05, and 95% confidence intervals (CI) were reported for all relevant estimates.

Detailed Description

Not available

Study Timeline

• Study Start: 2025-06-27
• Primary Completion: 2025-07-10
• Study Completion: 2025-07-22
• Study First Submitted: 2025-08-31
• Status Verified: 2025-09
• Study First Submitted QC: 2025-09-12
• Last Update Submitted: 2025-09-12
• Study First Posted: 2025-09-19
• Last Update Posted: 2025-09-19

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 70

Inclusion Criteria

a) Successfully passing the Obstetrics and Gynecology Nursing course, b) not having verbal or written communication problems, c) being an exchange student, d) having a mobile phone with internet connection, and e) being willing to give written informed consent before participating in the study.

Exclusion Criteria

Not meeting the inclusion criteria

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Multidimensional 21st Century Skills Scale	pre-education and within 1 week after training	It is a 5-point Likert-type scale (1- Strongly Disagree to 5- Strongly Agree) consisting of 41 items and five sub-dimensions. The scores of the scale range from 41 to 205, and as the average score increases, the students' 21st century skill levels increase. The Information and Technology Literacy Skills sub-dimension consists of 15 items, and the lowest possible score is 15, and the highest score is 75. As the average score increases, the students' information and technology literacy skill levels increase. The Critical Thinking and Problem Solving Skills sub-dimension consists of 6 items, and the lowest possible score is 6, and the highest score is 30. As the average score increases, the students' critical thinking and problem-solving skill levels increase. The Entrepreneurship and Innovation Skills sub-dimension consists of 10 items, and the score range varies between 10-50. As the average score increases, students' entrepreneurship and innovati
Knowledge Test	within 1 week after education	Developed by researchers based on the ERAS gynecologic oncology care protocol, this 10-question multiple-choice test measures students' knowledge of the ERAS protocol.

Trial Locations

Locations (1)

Sakarya University; Adapazarı, Sakarya, Turkey (Türkiye)