CHATBOT USE ON NURSING STUDENTS

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

Interventions

BEHAVIORAL

Chatbot-assisted concept mapping

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.

BEHAVIORAL

Traditional concept mapping -Control Group

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.

Sponsors & Collaborators

• Dokuz Eylul University

  lead OTHER

Study Design

Allocation

RANDOMIZED

Purpose

OTHER

Masking

SINGLE

Model

PARALLEL

Eligibility

Min Age

18 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2025-03-19

Primary Completion

2025-04-14

Completion

2025-04-14

Countries

• Turkey (Türkiye)

Study Locations