THE EFFECT OF CHATBOT USE ON NURSING STUDENTS' CONCEPT MAP CONSTRUCTION SKILLS: A RANDOMIZED CONTROLLED STUDY
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 108
- 试验地点
- 1
- 主要终点
- Concept Map Construction Skill
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •-Taking the surgical nursing course for the first time
排除标准
- 未提供
结局指标
主要结局
Concept Map Construction Skill
时间窗: Baseline (post-test), after the intervention - assessed once immediately after to the intervention.
Concept Map Assessment Keys: Concept Map Assessment Keys are one of the tools used to evaluate concept maps. In this assessment tool, the student is evaluated on identifying a concept related to the topic and establishing meaningful connections between them, with 1 point awarded for each meaningful relationship/connection found. Another item evaluated is whether the student follows a hierarchical order according to priority when moving from general concepts/elements to more specific concepts, with 5 points awarded for each hierarchy established by the student. The student is awarded 10 points for each cross-connection established when moving from one concept section/group to another with a hierarchically meaningful connection.
次要结局
- Attitude Toward the Concept Mapping Method(After the intervention - assessed once immediately after the intervention.)
- Knowledge Level of Postoperative Nursing Care in Cardiac Surgery(Baseline (pre-test), before the intervention - assessed once immediately prior to the intervention.)
- Students' Perceptions of Chatbot Use in Concept Mapping(Post intervention immediately)
研究者
Eda Ayten Kankaya
Asst. Prof.
Dokuz Eylul University