Clinical Research Directory

AI-Driven Video Avatars vs. Customized GPTs: Professional English Learning Among Nursing Students

The goal of this study is to evaluate and compare the effectiveness of two generative artificial intelligence technologies (an interactive AI video avatar vs. a personalized GPT) in enhancing professional English learning, overall tool satisfaction, and attitudes toward generative AI. The study will be conducted in undergraduate third-year nursing students enrolled in a professional English course at a university health sciences faculty in Türkiye. The main questions it aims to answer are: * Is there a significant difference in professional English knowledge test scores between nursing students using an interactive AI video avatar and those using a personalized GPT? * Is there a significant difference in attitudes toward generative AI in English learning between students using the interactive AI video avatar and those using the personalized GPT? * Is there a significant difference in satisfaction levels regarding the assigned AI educational tool between the two intervention groups? Researchers will compare students assigned to the Interactive AI Video Avatar Group (interacting with visual and auditory embodied avatars for face-to-face communication simulations) with students assigned to the Personalized GPT Group (interacting via a text/voice-based dialogue interface) to see if the interface modality affects learning performance, student satisfaction, and AI attitudes. Participants will: * Complete baseline questionnaires before the intervention, including a descriptive information form, a Professional English Knowledge Test, the Generative Artificial Intelligence Attitude Scale (GenAIAS), and a Generative AI Usage and Competence Scale. * Use their randomly assigned AI teaching tool (interactive video avatar or personalized GPT) as a supplementary learning partner throughout the semester. * Complete post-intervention evaluations at the end of the semester, including the Professional English Knowledge Test, GenAIAS, and an evaluation form to rate tool satisfaction.

Educational Game-Based Approach and Parenteral Medication Knowledge

This randomized controlled trial evaluated the effect of an educational game-based teaching program on nursing students' knowledge regarding parenteral medication administration. The primary questions addressed were: * Did an educational game-based teaching program improve nursing students' knowledge regarding parenteral medication administration? * Was the effect of the educational game-based teaching program on knowledge maintained at the 15-day follow-up? Researchers compared students who received standard education with those who received standard education plus an educational game-based approach to evaluate changes in knowledge levels. Participants completed a pretest, posttest, and 15-day follow-up test. The experimental group received standard education plus educational game-based activities related to parenteral medication administration. The control group received standard education only.

Effect of "RECAST-H" (REverse CAses STudies Based on Heutagogy Approach) on Professional Readiness

The goal of this study is to examine the effect of reverse case studies based on the heutagogical approach on the level of readiness for the profession among final-year nursing students. The hypotheses are: H0-1: There is no difference in the level of professional readiness between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach. H0-2: There is no difference in career adaptability between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach. H0-3: There is no difference in professional socialization between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach. Secondary Hypothesis: H0-4: There is no difference in psychological capital levels between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach. Researchers will compare the heutagogy-based reverse case studies program group with the waiting-list control group to evaluate its effects on professional readiness, career adaptability, professional socialization, and psychological capital. Participants will: * complete baseline assessments * be randomly assigned to either the intervention group or the waiting-list control group * receive reverse case studies program based on the heutagogy approach (intervention group) * complete post-intervention assessments after the educational program

Comparing Mixed Reality, Video-Based, and Instructor-Led Training for Nasogastric Tube Insertion in Nursing Students

This study explores how nursing students learn to insert a nasogastric tube (NGT), a common but potentially risky clinical procedure. The goal is to compare three different teaching methods: Mixed Reality (MR) glasses with virtual instructions Video-based learning Traditional instructor-led training The study investigates which method leads to better learning outcomes, how usable the technologies are, and how students experience MR in their learning. Participants will be first-year nursing students with no prior experience in NGT insertion. They will be randomly assigned to one of the three training methods, complete the procedure, and answer questionnaires about their performance and experience. Six months later, they will repeat the procedure to assess long-term learning.