Impact of AI-Supported Teaching on Clinical Decision-Making in Nursing Students

Summary

This clinical trial aims to explore whether an AI-supported teaching method can help nursing students improve their clinical decision-making skills and knowledge during case-based learning. The study focuses on third-year nursing students enrolled in an emergency care course. Participants are divided into two groups: one group receives traditional case-based instruction, while the other uses ChatGPT (an AI language model developed by OpenAI- (Chat Generative Pre-trained Transformer)) to support their case-solving activities. All students complete a pretest and posttest to assess their knowledge and perceptions of clinical decision-making. The main goals are to find out whether the AI-supported group performs better than the traditional group and to evaluate the relationship between students' knowledge and their clinical decision-making scores. By comparing these two teaching methods, researchers aim to understand whether integrating AI tools into nursing education can enhance learning outcomes.

Conditions

• Nursing Education Research

Interventions

OTHER

ChatGPT-Supported Case-Based AI Education (C-CASE)

In the intervention group (C-CASE), after informed consent and pretest completion (including a sociodemographic form and CDMNS), the case scenario was introduced by the course instructor. Students were divided into small groups, and each group selected a representative who accessed ChatGPT-4.0 Premium via credentials provided by the research team. Using a collaborative problem-solving format, each group worked through a structured case scenario involving pediatric surgical emergencies. Questions were distributed sequentially, with 5-minute intervals allocated per question. Students used ChatGPT to support reasoning and clinical decision-making within their group. After each interval, responses were submitted, and the next question was handed out. Sessions were proctored by research assistants, and the full implementation, including discussion, lasted approximately two hours. The intervention aimed to foster decision-making, teamwork, and AI literacy in a clinical nursing education.

OTHER

Standard Education

In the control group (Standard Education), students followed the same structured case-based learning session as the intervention group, without access to AI tools. After providing informed consent and completing the pretest (sociodemographic form and CDMNS), the case scenario was introduced by the instructor. Students were divided into small groups and selected a representative to use a personal computer during the session. To ensure no access to AI-based tools, the Mobile Guardian app was installed to block websites such as ChatGPT. Students were allowed to use only academic databases and the university's online library. Each group answered a series of timed case questions (5 minutes per item), submitting responses before receiving the next question. Research assistants monitored the session in both classrooms to ensure standardization and prevent external support. The session concluded with a class-wide case discussion, led by the course instructor.

Sponsors & Collaborators

• Yeditepe University

  lead OTHER

Study Design

Allocation

RANDOMIZED

Purpose

OTHER

Masking

NONE

Model

PARALLEL

Eligibility

Min Age

18 Years

Max Age

25 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2025-03-26

Primary Completion

2025-03-26

Completion

2025-03-26

Countries

• Turkey (Türkiye)

Study Locations