Clinical Research Directory

Evaluation of the Effectiveness of the Pecha Kucha-Supported Microteaching Method in Nursing Process Education

This randomized controlled study aims to evaluate the effectiveness of the Pecha Kucha-supported microteaching method in nursing process education among first-year nursing students. Participants will be randomly assigned to either an intervention group receiving Pecha Kucha-supported microteaching or a control group receiving traditional instruction. The effects of the intervention on nursing process competencies and learning motivation will be evaluated.

GENERATİVE AI-SUPPORTED NURSİNG PROCESS EDUCATİON AND NURSİNG STUDENTS' LEARNİNG OUTCOMES

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.

The Effect of AI-Assisted Nursing Process Training on Nursing Process Competence, Perception and Attitudes Towards Artificial Intelligence in Nurses: A Randomized Controlled Study

This study aims to determine how applied artificial intelligence (AI) training affects nurses' ability to manage the nursing process and their perceptions and attitudes toward AI technology * The nursing process is a scientific, six-stage approach used by nurses to identify patient needs and provide holistic care The research is a randomized controlled trial involving 78 nurses at Yalova Education and Research Hospital . Participants will be split into two groups: Both groups will receive standard theoretical training on the nursing process . The intervention group will receive additional specialized training on using AI tools (such as ChatGPT and Deepseek) to help create nursing care plans through practical case studies . Nurses' skills and views will be measured using specific scales before the training and one month after the intervention to evaluate the training's effectiveness * This study is expected to provide valuable insights into how AI can support clinical decision-making and help healthcare providers adapt to new technologies * The research has been approved by the Yalova University Ethics Committee (Protocol 2026/183) and will be conducted between May and December 2026

The Effect of Simulation-based Education Within the Framework of the Clinical Judgment Model on Nursing Students' Clinical Decision-making Skills and Perceptions of Nursing Process Competence.

The purpose of this study is to examine the effects of simulation training delivered within the framework of the clinical judgment model on nursing students' clinical decision-making skills and perceptions of nursing process competency. The research hypothesis is H1: Simulation training delivered within the framework of the clinical judgment model affects nursing students' clinical decision-making skills. H2: Simulation training delivered within the framework of the clinical judgment model affects nursing students' perceptions of nursing process competency. This study has a single-group pretest-posttest quasi-experimental design. The research population will consist of third-year nursing students in the nursing department at a university located in northern Turkey. The sample will be selected using a convenience sampling method. Participants will first undergo a pretest and then participate in simulation-based training delivered within the framework of the clinical judgment model. A posttest will then be administered.