CHATBOT USE ON NURSING STUDENTS

NCT07310940 | Completed

• 1 other identifier: 9662
• Study Type: interventional
• Target: 108
• Locations: 1 country
• Sites: 1

Brief Summary

Concept maps are visual tools that help students organize information and understand how ideas are related to each other. Although concept mapping is widely used in nursing education, many nursing students find it difficult to create effective concept maps. Recently, artificial intelligence tools such as ChatGPT have begun to be used in education and may help support students during learning activities. However, it is not yet clear whether using chatbots improves students' ability to create concept maps. This study aimed to examine whether using a chatbot (ChatGPT) helps nursing students develop better concept map construction skills. The study was conducted as a randomized controlled trial with second-year nursing students taking a surgical nursing course during the 2024-2025 spring semester. A total of 108 students were randomly assigned to either an intervention group or a control group. All students received the same theoretical education about postoperative care of cardiac surgery patients from the same instructor. Students in the intervention group received brief training on how to use ChatGPT and were allowed to use the chatbot while creating case-based concept maps. Students in the control group created concept maps using only textbooks and course materials. Students' knowledge, concept map quality, and attitudes toward concept mapping were evaluated. The results showed no significant difference between the two groups in terms of postoperative care knowledge or overall concept map scores. However, students who used ChatGPT had more positive attitudes toward concept mapping. Students also reported that the chatbot helped them understand complex information more easily and supported them during the concept map creation process.In conclusion, using a chatbot did not improve concept map performance scores, but it had a positive effect on students' attitudes and learning experiences. Chatbot-assisted learning may be a useful supportive tool in nursing education. Further studies with larger groups of students and longer follow-up periods are needed to better understand its effects on learning outcomes.

Conditions

to Examine the Effect of Chatbot Use on Nursing Students

Keywords

Nurse education, Concept mapping, Nursing Students, Artificial Intelligence, Qualitative, Randomized controlled study

Outcome Measures

Primary Outcomes (1)

• Concept Map Construction Skill

  Concept Map Assessment Keys: Concept Map Assessment Keys are one of the tools used to evaluate concept maps. In this assessment tool, the student is evaluated on identifying a concept related to the topic and establishing meaningful connections between them, with 1 point awarded for each meaningful relationship/connection found. Another item evaluated is whether the student follows a hierarchical order according to priority when moving from general concepts/elements to more specific concepts, with 5 points awarded for each hierarchy established by the student. The student is awarded 10 points for each cross-connection established when moving from one concept section/group to another with a hierarchically meaningful connection.

  Baseline (post-test), after the intervention - assessed once immediately after to the intervention.

Secondary Outcomes (3)

• Attitude Toward the Concept Mapping Method

  After the intervention - assessed once immediately after the intervention.

• Knowledge Level of Postoperative Nursing Care in Cardiac Surgery

  Baseline (pre-test), before the intervention - assessed once immediately prior to the intervention.

• Students' Perceptions of Chatbot Use in Concept Mapping

  Post intervention immediately

Study Arms (2)

Chatbot-assisted concept mapping

EXPERIMENTAL

Students in this group received standard theoretical instruction on postoperative nursing care of cardiac surgery patients and, in addition, participated in a 15-minute training session on the use of ChatGPT and effective prompt techniques. During case-based learning activities, students were instructed to use the chatbot as a supportive tool while constructing concept maps.

Behavioral: Chatbot-assisted concept mapping

Control group

ACTIVE COMPARATOR

Students in this group received the same theoretical instruction on postoperative nursing care of cardiac surgery patients as the intervention group. They constructed case-based concept maps using textbooks, lecture notes, and course materials only, without the use of any chatbot or artificial intelligence-based tools.

Behavioral: Traditional concept mapping -Control Group

Interventions

Chatbot-assisted concept mapping BEHAVIORAL

In this study, pre-test and post-test assessments were administered to students in both the intervention and control groups. Data were collected using the Student Information Form, Concept Map Evaluation Checklist, Attitude Toward Concept Mapping Scale, and a postoperative nursing care knowledge test. Students in the intervention group received training on ChatGPT use and prompt formulation and utilized the chatbot during the creation of case-based concept maps. The control group completed the same concept mapping activities using traditional learning resources without chatbot support.

Chatbot-assisted concept mapping

Traditional concept mapping -Control Group BEHAVIORAL

Students in the control group received the same theoretical instruction on postoperative nursing care of cardiac surgery patients. They constructed case-based concept maps using textbooks, lecture notes, and course materials only, without the use of any chatbot or artificial intelligence-based tools.

Control group

Eligibility Criteria

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

You may qualify if:

• Taking the surgical nursing course for the first time

You may not qualify if:

• None

Sponsors & Collaborators

• Dokuz Eylul University: lead

Study Sites (1)

Dokuz Eylul University,

Izmir, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Asst. Prof.

Study Record Dates

• First Submitted: December 16, 2025
• First Posted: December 30, 2025
• Study Start: March 19, 2025
• Primary Completion: April 14, 2025
• Study Completion: April 14, 2025
• Last Updated: December 30, 2025

Record last verified: 2025-06

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL

Locations

TU (1)