Effect of AI-Supported Virtual Patient Chatbot Training on Nursing Students' Self-Perceived Clinical Decision-Making and Gynecological Cancer Knowledge: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 110
- 试验地点
- 1
- 主要终点
- Change in Clinical Decision Making in Nursing Scale-Turkish Version (CDMNS-Tr) Score
研究概览
简要总结
This randomized controlled trial evaluated the effects of structured case-based training delivered through an artificial intelligence-supported educational virtual patient chatbot platform on nursing students' gynecological cancer knowledge and self-perceived clinical decision-making. Third-year undergraduate nursing students who had completed the Obstetrics and Gynecology Nursing course were randomly assigned in a 1:1 ratio to an intervention group or an assessment-only wait-list control group. The intervention group completed five AI-supported virtual patient training scenarios during a two-week access period, followed by a common virtual patient assessment. The control group completed the same virtual patient assessment without access to the training scenarios during the study assessment period. Knowledge and self-perceived clinical decision-making were assessed at baseline and immediately after the assigned study procedures. Virtual patient performance was assessed once at the final assessment.
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 (Outcomes Assessor)
盲法说明
Participants and researchers overseeing the study procedures were aware of group allocation because of the nature of the educational intervention. The researchers independently rating the virtual patient interviews were blinded to group allocation and to the AI-generated scores. Before the primary and secondary analyses, the groups were coded as Group A and Group B, and the data analyst remained blinded to group identity until these analyses had been completed.
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
- •Enrolled as a third-year undergraduate nursing student.
- •Successfully completed the Obstetrics and Gynecology Nursing (Women's Health and Diseases Nursing) course.
- •Volunteered to participate and provided digital informed consent.
排除标准
- •- No additional exclusion criteria.
研究组 & 干预措施
Assessment-Only Wait-List Control Group
Participants did not receive access to the AI-supported training scenarios during the outcome assessment period. They completed the baseline assessments, the same common virtual patient assessment as the intervention group, and the immediate post-assessment knowledge and clinical decision-making measures. After completing all study outcome assessments, they were granted access to the AI-supported educational scenarios.
AI-Supported Virtual Patient Chatbot Training Group
Participants received access to five sequential AI-supported educational virtual patient scenarios addressing cervical, endometrial, ovarian, vulvar, and vaginal cancers. The scenarios were completed during a two-week access period. Participants responded in free text, received immediate individualized formative feedback, and were allowed up to three response attempts per scenario. After completing all five training scenarios, participants completed the common virtual patient assessment and the immediate post-intervention outcome assessments.
干预措施: AI-Supported Educational Virtual Patient Chatbot Platform (Other)
结局指标
主要结局
Change in Clinical Decision Making in Nursing Scale-Turkish Version (CDMNS-Tr) Score
时间窗: Baseline, before access to any group-specific study procedure, and immediately after completion of the assigned study procedures.
The CDMNS-Tr is a 40-item scale assessing self-reported clinical decision-making. Items are rated on a 5-point Likert scale ranging from 1 (never) to 5 (always), with eighteen negatively worded items being reverse-scored. Total scores range from 40 to 200, with higher scores indicating a higher self-perception of clinical decision-making abilities.
次要结局
- Change in Gynecological Oncology Knowledge Test Total Score(Baseline, before access to any group-specific study procedure, and immediately after completion of the assigned study procedures, within approximately two weeks after baseline.)
研究者
Ahsen Demirhan
Research Assistant
Sakarya University