ChatGPT-Assisted Hypertension Knowledge in Nursing Students

NCT06863792 | Not Yet Recruiting

• 1 other identifier: 2025-2
• Study Type: interventional
• Target: 96
• Locations: 0 countries
• Sites: N/A

Brief Summary

ChatGPT provides quick access to information, research support, and study materials, but concerns remain regarding its reliability, accuracy, and inability to offer personalized care principles essential in nursing. Although previous studies show its high accuracy in clinical responses, over-reliance on AI-generated medical information necessitates cautious use. The study will explore both the benefits and limitations of ChatGPT in nursing education, particularly in hypertension learning.

Conditions

Nursing Students; Artificial Intelligence; Hypertension

Keywords

nursing students; artificial intelligence; Hypertension; nursing education

Outcome Measures

Primary Outcomes (3)

• Hypertension Prevention Attitudes Scale

  The scale consists of 26 items and subdimensions, including protection and control, habits and lifestyle, nutrition attitudes, mental state and physical activity, and disease and risk knowledge. The items are rated on a five-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree." The scale scores can range from 26 to 130. There is a positive relationship between the scale scores and attitudes toward hypertension prevention. The Cronbach's alpha value of the scale is 0.91.

  At the beginning of the study first admission.

• Artificial Intelligence Anxiety Scale

  The Artificial Intelligence Anxiety Scale (AIAS) was developed by Wang and Wang (2019) and adapted into Turkish by Akkaya et al. (2021). The scale is a 5-point Likert type, consisting of 21 items and 4 factors. These factors are: Learning, Job Change, Socio-technical Blindness, and Artificial Intelligence Structuring. The minimum score that can be obtained from the scale is 21, and the maximum score is 105. A higher score indicates a higher level of AI anxiety. The Cronbach's alpha coefficient of the scale is reported to be 0.95.

  Immediately after the intervention (answering the scale questions)

• Cognitive Load Scale

  The scale developed by Paas and Van Merriënboer (1993) aims to measure the cognitive load of students during individual study processes. It was adapted into Turkish by Kılıç and Karadeniz (2004). The scale is a symmetric, Likert-type scale with scores ranging from 1 to 9. It allows the assessment of the effort a student exerts during their individual learning process. According to the scale, cognitive load increases from 1 to 9. Scores between 1-4 are considered low cognitive load, while scores between 5-9 are considered high cognitive load. Paas and Van Merriënboer (1993) reported an internal consistency coefficient of 0.82 for the scale, while Kılıç and Karadeniz (2004) calculated an internal consistency coefficient of 0.90 for the Turkish version.

  Immediately after the intervention (answering the scale questions)

Study Arms (2)

ChatGPT Group

EXPERIMENTAL

Students in the intervention group will answer the questions from the Hypertension Prevention Attitude Scale using ChatGPT.

Other: ChatGPT

Control Group

NO INTERVENTION

In the control group students will respond Hypertension Prevention Attitude Scale using traditional methods.

Interventions

ChatGPT OTHER

Students in the intervention group will answer the questions from the Hypertension Prevention Attitude Scale using ChatGPT.

Also known as: Control Group

ChatGPT Group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• To be enrolled in the nursing program at a private university, during the 2024-2025 academic year.
• To have taken the Internal Medicine Nursing course (In this course, students receive 4 hours of theoretical lessons on nursing care for hypertension patients).
• To be willing to volunteer for participation in the study.

You may not qualify if:

• Students who wish to withdraw from the research at any stage will not be included in the study.

Sponsors & Collaborators

• Ankara University: lead

Related Publications (6)

• Alkhaqani, A. L. (2023). Can ChatGPT help researchers with scientific research writing. Journal of Medical Research and Reviews, 1(1), 9-12. https://doi.org/10.5455/JMRR.20230626013424

  BACKGROUND

• Branum C, Schiavenato M. Can ChatGPT Accurately Answer a PICOT Question? Assessing AI Response to a Clinical Question. Nurse Educ. 2023 Sep-Oct 01;48(5):231-233. doi: 10.1097/NNE.0000000000001436. Epub 2023 Apr 28.

  PMID: 37130197 BACKGROUND

• Abdulai AF, Hung L. Will ChatGPT undermine ethical values in nursing education, research, and practice? Nurs Inq. 2023 Jul;30(3):e12556. doi: 10.1111/nin.12556. Epub 2023 Apr 26. No abstract available.

  PMID: 37101311 BACKGROUND

• Goktas, P., Kucukkaya, A., & Karacay, P. (2024). Utilizing GPT 4.0 with prompt learning in nursing education: A case study approach based on Benner's theory. Teaching and Learning in Nursing, 19(2), e358-e367.

  BACKGROUND

• Sallam M. ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns. Healthcare (Basel). 2023 Mar 19;11(6):887. doi: 10.3390/healthcare11060887.

  PMID: 36981544 BACKGROUND

• Wang, Y. Y. & Wang, Y. S. (2019). Development and validation of an artificial intelligence anxiety scale: an initial application in predicting motivated learning behavior. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2019.1674887

  BACKGROUND

MeSH Terms

Conditions

Hypertension

Interventions

Control Groups

Condition Hierarchy (Ancestors)

Vascular Diseases; Cardiovascular Diseases

Intervention Hierarchy (Ancestors)

Epidemiologic Research Design; Epidemiologic Methods; Investigative Techniques; Research Design; Methods

Study Officials

• Nursemin UNAL, Assoc. Prof.

  Ankara University

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Nursemin Unal, Assoc. Prof.

CONTACT

+905077433629; nurse_unal@hotmail.com

Nilay Bektaş Akpınar, Assist.Prof.

CONTACT

+905319920260; nilaybektas88@gmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: Outcome assessor blind
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: Students will be randomly assigned to the intervention (ChatGPT) and control groups in a 1:1 allocation ratio. Group assignments will be determined using a computer-based randomization table, with 48 students in the intervention group and 48 in the control group, placed in separate classrooms. Students in the intervention group will answer the questions from the Hypertension Prevention Attitude Scale using ChatGPT, while those in the control group will respond using traditional methods.

Study Record Dates

• First Submitted: February 26, 2025
• First Posted: March 7, 2025
• Study Start: March 10, 2025
• Primary Completion: April 10, 2025
• Study Completion: May 10, 2025
• Last Updated: March 7, 2025

Record last verified: 2025-03

Data Sharing

• IPD Sharing: Will not share