AI-SUPPORTED FLIPPED LEARNING IN NURSING EDUCATION

NCT07705152 | Enrolling By Invitation

• 1 other identifier: SELCUK UNIVERSTY
• Study Type: interventional
• Target: 52
• Locations: 1 country
• Sites: 1

Brief Summary

The increasing complexity of healthcare services and the diversification of patient needs require nurses to be equipped not only with clinical knowledge and technical skills, but also with effective communication, critical thinking, and self-directed learning competencies. Nurses continuously interact with multidisciplinary teams throughout the processes of planning, implementing, and evaluating patient care. Therefore, communication skills are among the fundamental determinants of patient safety and quality of care. However, traditional educational methods are largely based on passive learning and may be insufficient in developing students' professional communication and self-directed learning skills. This limitation can reduce students' learning motivation and negatively affect their ability to make independent decisions and communicate effectively in clinical practice. Digital technologies and artificial intelligence (AI)-supported applications provide opportunities to strengthen student-centered approaches in education. AI-supported systems offer personalized feedback, enabling targeted support according to students' individual learning needs. The flipped learning approach, on the other hand, is based on acquiring theoretical knowledge before class, while class time is devoted to practice, discussion, and problem-solving activities. This approach enhances students' active participation and supports the development of critical thinking and communication skills. AI-supported flipped learning combines technological opportunities with pedagogical strategies to create a more interactive and personalized learning experience. This method encourages students to take responsibility for their own learning and strengthens their self-directed learning skills. Nevertheless, studies examining the effects of this approach on learning motivation and self-directed learning in nursing education remain limited. Therefore, this study aims to evaluate the effects of professional communication skills training based on an AI-supported flipped learning approach on nursing students' learning motivation and self-directed learning levels.

Conditions

Self-Directed Learning; Professional Communication Skills; Nursing Education

Keywords

Artificial Intelligence-Supported Learning; Flipped Learning; Professional Communication Skills; Learning Motivation; Self-Directed Learning

Outcome Measures

Primary Outcomes (1)

• Learning Motivation

  The change in nursing students' learning motivation levels will be assessed before and after the intervention using a validated learning motivation scale.Students' online learning motivation levels were assessed using the Online Learning Motivation Scale (OLMS), originally developed by Chen and Jang (2010) and adapted into Turkish by Özbaşı et al. (2018). The OLMS consists of 28 items and seven subscales: intrinsic motivation toward knowledge, intrinsic motivation toward accomplishment, intrinsic motivation toward stimulation, identified regulation, integrated regulation, external regulation, and amotivation. The scale uses a 7-point Likert response format, and, consistent with the original version, items 5, 12, 19, and 26 are reverse scored. The total score ranges from 28 to 196, with higher scores in The primary outcome measure is the difference in post-intervention learning motivation scores between students in the AI-supported flipped learning group and those in the control group.

  Baseline (before the intervention) and immediately after the completion of the 6-week intervention

Secondary Outcomes (1)

• Self-Directed Learning Level

  Baseline (before the intervention) and immediately after the completion of the 6-week intervention

Study Arms (1)

AI-Supported Flipped Learning Group

EXPERIMENTAL

Students who met the eligibility criteria were recruited into the study and randomly allocated to either the intervention or control group. Participants assigned to the intervention group were enrolled in the elective Professional Communication course included in the nursing curriculum. In addition to receiving the standard nursing education program, students in the intervention group participated in an Artificial Intelligence (AI)-Supported Flipped Learning-Based Professional Communication Skills Training program. The intervention consisted of six weekly sessions, each lasting approximately 45 minutes. Participants in the control group continued to receive only the standard nursing education curriculum. The educational program was developed around patient situations frequently encountered by nursing students during clinical practice, including newly admitted patients, individuals displaying crying behavior, patients refusing treatment, those exhibiting anger, individuals making freq

Other: Artificial Intelligence-Supported Flipped Learning Approach

Interventions

Artificial Intelligence-Supported Flipped Learning Approach OTHER

This intervention is distinguished from other educational approaches by integrating artificial intelligence (AI)-supported tools with the flipped learning model to provide a personalized, interactive, and student-centered learning experience. Unlike traditional nursing education methods, this approach enables students to access learning materials before class, analyze clinical scenarios, and receive AI-generated feedback according to their individual learning needs. The intervention combines pre-class preparation, in-class case-based discussions, role-playing, and simulation activities to enhance professional communication skills. AI-assisted activities and feedback mechanisms support students' self-directed learning processes by encouraging reflection, continuous assessment, and individualized improvement. The training specifically focuses on professional communication scenarios frequently encountered in nursing practice, including interactions with patients experiencing anxiety, ange

AI-Supported Flipped Learning Group

Eligibility Criteria

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

You may qualify if:

• Students' ability to speak and understand Turkish
• Their ability to use a smartphone, computer, or tablet at a level sufficient to access AI-supported materials.

You may not qualify if:

• Participation in a program similar to the intervention to be implemented
• having a diagnosis of any chronic psychiatric disorder.

Sponsors & Collaborators

• Selcuk University: lead

Study Sites (1)

Selcuk Unıversty

Konya, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: PROF. DR

Model Details: This study is a two-arm randomized controlled trial. Participants will be randomly assigned to either the AI-supported flipped learning intervention group or the control group receiving traditional education.

Study Record Dates

• First Submitted: July 5, 2026
• First Posted: July 15, 2026
• Study Start: March 15, 2026
• Primary Completion (Estimated): August 15, 2026
• Study Completion (Estimated): September 15, 2026
• Last Updated: July 15, 2026

Record last verified: 2026-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)