Effects of ChatGPT-Supported Metacognitive Feedback on Nursing Students' Clinical Reasoning and Self-Regulated Learning
Trial Snapshot
- Phase
- Not Applicable
- Status
- Not yet recruiting
- Sponsor
- Enrollment
- 106
- Primary Endpoint
- Change in Metacognitive Awareness
Study Overview
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.
Study Design
- Study Type
- Interventional
- 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 Criteria
- Ages
- 18 Years to — (Adult, Older Adult)
- Sex
- All
- Accepts 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
Arms & Interventions
ChatGPT-Supported Metacognitive Feedback
Participants in this arm will receive ChatGPT-supported metacognitive feedback during clinical nursing practice. Students will prepare brief reflective texts about their learning processes, and these reflections will be evaluated through a structured metacognitive feedback framework using ChatGPT. The feedback will focus on planning, monitoring, and evaluating learning strategies and will not provide clinical decisions, treatment recommendations, or judgments about the correctness of patient care.
Intervention: ChatGPT-Supported Metacognitive Feedback (Behavioral)
Routine Clinical Education
Participants in this arm will continue routine clinical nursing education. They will prepare patient education plans as part of their usual clinical practice and will receive traditional verbal and written feedback from clinical instructors and faculty members. No ChatGPT-supported metacognitive feedback will be provided during the study period.
Intervention: Routine Clinical Education and Traditional Feedback (Behavioral)
Outcomes
Primary Outcomes
Change in Metacognitive Awareness
Time Frame: 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
Time Frame: 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.
Secondary Outcomes
No secondary outcomes reported
Investigators
Devrim Özge YILMAZ
Research Assistant
Izmir Katip Celebi University