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GENERATİVE AI-SUPPORTED NURSİNG PROCESS EDUCATİON AND NURSİNG STUDENTS' LEARNİNG OUTCOMES
Sponsor: Istanbul Medipol University Hospital
Summary
This randomized controlled trial evaluated the effect of generative artificial intelligence (AI)-supported education in teaching the nursing process on nursing students' learning outcomes. The study was conducted with undergraduate nursing students enrolled in the Nursing Process course for the first time at a foundation university in Istanbul, Türkiye. After a 7-week instructor-centered theoretical course, students were randomly assigned to an intervention or control group using computer-based simple randomization. Over three consecutive weeks, the intervention group worked on three patient case scenarios using a generative AI platform (Gemini), guided by pre-defined themes and prompts covering data collection, nursing diagnosis, planning, and implementation. The accuracy, consistency, and alignment of AI-generated responses with the nursing process steps were then discussed in class. During the same period, the control group completed three different case studies using the instructor's standard care plan template. Nursing process knowledge, self-efficacy in clinical performance, and clinical decision-making confidence and anxiety were measured before and after the intervention, and attitudes toward artificial intelligence and the course were measured after the intervention. A total of 173 eligible students were randomized (intervention n = 85; control n = 88), and the study was completed with 140 students (intervention n = 68; control n = 72). Students who were repeating the course or were horizontal or vertical transfer students were excluded. The primary outcome was nursing process knowledge, measured with a researcher-developed Nursing Process Knowledge Test. Secondary outcomes were measured with the Self-Efficacy in Clinical Performance Scale, the Nursing Anxiety and Self-Confidence with Clinical Decision Making Scale, and the Attitude Toward Artificial Intelligence and Its Course Scale. Data were collected through electronic forms and analyzed using IBM SPSS 22.0.
Official title: EFFECT OF GENERATİVE ARTİFİCİAL INTELLİGENCE-SUPPORTED NURSİNG PROCESS EDUCATİON ON NURSİNG STUDENTS' LEARNİNG OUTCOMES: A RANDOMİZED CONTROLLED TRİAL
Key Details
Gender
All
Age Range
Any - Any
Study Type
INTERVENTIONAL
Enrollment
173
Start Date
2026-03-27
Completion Date
2026-06-25
Last Updated
2026-10-29
Healthy Volunteers
Yes
Interventions
Generative AI-Supported Nursing Process Education
Students used a generative AI platform for three consecutive weeks, working on one patient case per week (diabetic foot, hyponatremia, primiparous cesarean birth). Each case was analyzed through pre-defined themes and guiding prompts that covered the nursing process steps: data classification and interpretation, nursing diagnosis formulation and justification, prioritization, planning, and implementation. Students were expected to use only the prepared prompts and to report their analyses. AI-generated responses were then discussed in class for accuracy, consistency, and alignment with the nursing process steps. The intervention followed a 7-week instructor-centered theoretical course.
Case Study-Based Nursing Process Education
Students completed three different patient case studies over three consecutive weeks, one per week, as part of routine instruction. Each case study was completed using concept mapping, without the use of generative AI. The intervention followed the same 7-week instructor-centered theoretical course as the intervention group.
Locations (1)
Istanbul Medipol University
Beykoz, Istanbul, Turkey (Türkiye)