AI-Based Communication Simulation and Human Library Narratives.
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age18+
SponsorNational Defense Medical University, Taiwan
About this trial
This research plan aims to establish an effectiveness assessment system for promoting clinical communication, empathy, and emotion regulation in pediatric nursing students through a combination of AI communication simulation and human library narrative.
This study sets five specific objectives:
1. To develop and implement a pediatric nursing teaching model that integrates AI communication simulation and human library narrative. 2. To evaluate the effectiveness of this teaching model in improving nursing students' clinical communication skills. 3. To examine the effectiveness of this teaching intervention in enhancing nursing students' empathy. 4. To explore the impact of this teaching intervention on nursing students' emotion regulation abilities. 5. To understand students' learning experiences, feelings, changes in emotion regulation, and suggestions for improvement regarding this integrated teaching intervention.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Must be 18 years of age or older
Must have completed required nursing courses including Anatomy, Physical Examination and Assessment (with Laboratory), and Basic Nursing (with Internship)
Must be willing to participate in the research and agree to complete the relevant questionnaire.
Disqualifiers
Individuals with mental illness or cognitive impairment that may affect their participation in the research or the reliability of the data
Trial design
Design model
Parallel
Treatments tested in this trial
Integrating AI-Based Communication Simulation and Human Library Narratives
BehavioralThe innovative teaching model integrates "AI communication simulation combined with human library narrative," but due to course schedule and teaching venue arrangements.
Traditional pediatric nursing teaching
BehavioralThe standard teaching method, based on the current nursing curriculum and internship guidelines, includes: 1. Classroom lectures on core theories and content of pediatric nursing, such as: stages of child development, care of common diseases, and basic communication principles. 2. Teacher-guided case discussions and case-based problem-oriented learning. 3. Pediatric clinical internship, where clinical teachers guide students in communicating with and caring for sick children and their families according to the internship objectives. When students take the mid-semester post-test (T1), they have only received the above-mentioned teaching content and have not yet participated in AI communication simulation exercises or the human library narrative activity course.
Treatment groups
40 Participants
are divided into 2 treatment groupsGroup A: Traditional pediatric nursing education, based on the current nursing curriculum and internship guidActive comparator 1 intervention
Group B: Integrating AI-Based Communication Simulation and Human Library NarrativesExperimental treatment 1 intervention
Trial outcomes
Primary outcomes
1
Communication Skills Scale-T0
This assessment evaluates nursing students' communication performance in doctor-patient interactions. The scale covers eight core communication skills, including: guiding patients and their families in their communication, building positive nurse-patient relationships, using verbal and nonverbal skills, clearly conveying key points, active listening, recognizing and responding to emotions, providing appropriate health guidance, and presenting information in a structured manner. The scale uses a five-point Likert scale, ranging from 1 point for "strongly disagree" to 5 points for "strongly agree," with a total score between 8 and 40. Higher scores indicate better communication skills.
Time frame
At the beginning of the semester (Baseline)2
Communication Skills Scale-T1
Description: This assessment evaluates nursing students' communication performance in doctor-patient interactions. The scale covers eight core communication skills, including: guiding patients and their families in their communication, building positive nurse-patient relationships, using verbal and nonverbal skills, clearly conveying key points, active listening, recognizing and responding to emotions, providing appropriate health guidance, and presenting information in a structured manner. The scale uses a five-point Likert scale, ranging from 1 point for "strongly disagree" to 5 points for "strongly agree," with a total score between 8 and 40. Higher scores indicate better communication skills.
Time frame
8-9 Weeks3
Communication Skills Scale-T2
Description: This assessment evaluates nursing students' communication performance in doctor-patient interactions. The scale covers eight core communication skills, including: guiding patients and their families in their communication, building positive nurse-patient relationships, using verbal and nonverbal skills, clearly conveying key points, active listening, recognizing and responding to emotions, providing appropriate health guidance, and presenting information in a structured manner. The scale uses a five-point Likert scale, ranging from 1 point for "strongly disagree" to 5 points for "strongly agree," with a total score between 8 and 40. Higher scores indicate better communication skills.
Time frame
18 Weeks4
Jefferson Empathy Scale (Chinese Version - Health Professional Student Edition)-T0
This study measures nursing students' level of empathy in clinical settings. The scale includes three dimensions: perspective-taking, emotional care, and putting oneself in another's shoes. The scale comprises three dimensions: perspective-taking, emotional concern, and empathy, totaling 20 items, 10 of which are reverse-scored. It uses a seven-point Likert scale (1 = strongly disagree, 7 = strongly agree), with a total score of 20-140. Higher scores indicate better empathy.
Time frame
At the beginning of the semester (Baseline)Secondary outcomes
1
Focus Group Interviews
To gain a deeper understanding of the changes in students' learning experiences, feelings, empathy, and emotional regulation abilities related to the teaching intervention in this study-"AI Communication Simulation and Human Library Narrative"-this study employed focus group interviews as one of the qualitative data collection tools. This was done to supplement the deep learning experiences that quantitative data could not present and to serve as an important basis for optimizing teaching models.
Time frame
18 WeeksSponsors and contacts
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Source ClinicalTrials.gov