Effect of ChatGPT-Supported Education on Nursing Students' Aspiration Practice Knowledge and Motivation

NCT07096518 | Completed

• 1 other identifier: IEU-SBF-01
• Study Type: interventional
• Target: 32
• Locations: 1 country
• Sites: 1

Brief Summary

This study was designed to examine the effects of a Chat Generative Pre-trained Transformer (ChatGPT)-integrated lecture on nursing students' knowledge, motivation, and knowledge retention related to endotracheal suctioning. The effects of this Artificial Intelligence (AI)-supported lecture were compared with those of a traditional lecture. ChatGPT, an AI-based language model, was used to provide interactive and personalized support during the learning process.

Conditions

Endotracheal Aspiration; Nursing Education; Artificial Intelegence; Knowledge; Motivation

Keywords

nursing education; knowledge; endotraceal suctioning; Knowledge Retention; artificial intelligent; motivation; ChatGPT

Outcome Measures

Primary Outcomes (1)

• Change in Endotracheal Aspiration Knowledge Score

  Participants' knowledge regarding endotracheal suctioning will be assessed before and after the educational intervention using a validated multiple-choice questionnaire. The change in knowledge scores will be used to evaluate the effectiveness of the ChatGPT-integrated structured learning model compared to the traditional lecture approach.

  Baseline (Pre-intervention) and immediately after the final session

Secondary Outcomes (2)

• Change in Student Motivation Level

  Immediately after the educational session

• Retention of Endotracheal Suctioning Knowledge at 6 Weeks

  6 weeks after the educational session

Other Outcomes (1)

• Qualitative Feedback from Students on Educational Experience

  Immediately after the educational session

Study Arms (2)

Traditional Lecture Group

NO INTERVENTION

This group received a traditional lecture based on a passive learning model, where the student is a passive recipient and the instructor is the information provider. The lecture included PowerPoint presentations, question-and-answer sessions, and video demonstrations.

ChatGPT-Integrated Lecture Group

EXPERIMENTAL

This group received a structured and interactive educational lecture integrated with ChatGPT, an AI language model, enabling students to learn collaboratively through guided activities related to endotracheal suctioning. Students compared the information obtained from ChatGPT with evidence-based, up-to-date clinical guidelines and discussed the comparison results together in the classroom. The instructor provided guidance throughout the process.

Other: ChatGPT-Integrated Lecture

Interventions

ChatGPT-Integrated Lecture OTHER

This group received a structured and interactive educational lecture integrated with ChatGPT, an AI language model, enabling students to learn collaboratively through guided activities related to endotracheal suctioning. Students compared the information obtained from ChatGPT with evidence-based, up-to-date clinical guidelines and discussed the comparison results together in the classroom. The instructor provided guidance throughout the process.

ChatGPT-Integrated Lecture Group

Eligibility Criteria

• Age: 20 Years - 70 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Undergraduate nursing students who are enrolled in the Surgical Units Nursing II course
• Students who voluntarily agree to participate in the study

You may not qualify if:

• Students who do not attend the planned lecture session
• Students who do not respond to the pre- or post-intervention surveys

Sponsors & Collaborators

• Izmir University of Economics: lead
• The Scientific and Technological Research Council of Turkey: collaborator

Study Sites (1)

İzmir University of ;Economics

Izmir, Balçova, 35330, Turkey (Türkiye)

Location

Related Publications (2)

• Shorey S, Mattar C, Pereira TL, Choolani M. A scoping review of ChatGPT's role in healthcare education and research. Nurse Educ Today. 2024 Apr;135:106121. doi: 10.1016/j.nedt.2024.106121. Epub 2024 Feb 6.

  PMID: 38340639 BACKGROUND

• Gunawan J, Aungsuroch Y, Montayre J. ChatGPT integration within nursing education and its implications for nursing students: A systematic review and text network analysis. Nurse Educ Today. 2024 Oct;141:106323. doi: 10.1016/j.nedt.2024.106323. Epub 2024 Jul 26.

  PMID: 39068726 BACKGROUND

Study Officials

• Emine Sezgünsay, PhD

  İzmir University of Economics, Department of Nursing

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Masking Details: Participants were not formally informed of their group assignment, but due to the nature of the intervention, masking was not possible.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Model Details: Participants were randomly assigned to either the intervention group, which received a ChatGPT-integrated lecture, or the control group, which received a traditional lecture. Both groups were assessed before and after the intervention. Students' motivation levels and feedback were collected immediately after the lectures, and knowledge retention was evaluated with a follow-up test conducted six weeks later. This parallel-assignment design allowed for a direct comparison between the two teaching methods.

Study Record Dates

• First Submitted: July 24, 2025
• First Posted: July 31, 2025
• Study Start: March 4, 2025
• Primary Completion: June 10, 2025
• Study Completion: July 21, 2025
• Last Updated: August 7, 2025

Record last verified: 2025-08

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)