The present proposed study will design and develop a chatbot to support graduating nursing students' clinical learning. The efficacy of this chatbot technology will be evaluated, using a mixed methods quasi-experimental design. the proposed study hypothesizes that the chatbot-assisted clinical education has the potential to promote clinical performance by improving nursing knowledge, general self-efficacy, and self-reflection and insight.
Baccalaureate nursing students participating in their final clinical placement
have sufficient knowledge of English language
own a smartphone with internet access
possess a valid Hong Kong phone number
those who have been involved in the pilot test of the proposed chatbot intervention
Parallel
chatbot-assisted clinical learning
BehavioralThe participants will recevie a self-developed web-based chatbot platform which is accessible via smartphones. It provides real-time dialogue with the chatbot through texts, visual aids, and audio files. The intervention will be available throughout the 12-week study. the chatbot is characterized by a gender-neutral persona, assumes the role of a friendly and empathetic clinical mentor. Its communication style can be described as calm, tolerant, supportive, and appreciative. Participants will receive weekly SMS notifications to remind them to consult with the chatbot.
nursing knowledge
multiple-choice questionnaire (MCQ) consisting of 50 items will be administered to evaluate students' nursing knowledge. the score ranges from 0 to 50. the higher the score, the better nursing knowledge.
General self-efficacy
A 10-item General Self-Efficacy Scale to assess a general sense of perceived self-efficacy to manage hassles. It is scored with possible responses, 1=not at all true; 2=hardly true; 3=moderately true; and 4=exactly true, yielding a total score between 10 and 40. The higher the score, the higher the optimistic to cope with daily hassles.
Self-reflection and insight
A 12-item Self-Reflection and Insight Scale to assess the need for self-reflection and engagement in self-reflection. The scale is scored from 6 (highly matched) to 1 (least matched), yielding a total score between 12 and 72. Higher scores indicated greater self-reflection and insight.
Qualitative Comments on the Perceptions of Chatbot-assisted technology
it is a narrative feedback from the participants using focus group interviews to explore users' experiences with the chatbot during their clinical learning. A set of semi-structured interview questions encompassing questions to describe the overall experience, identify useful features, and assess the impact on understanding and retention of clinical concepts. Usability and user-friendliness of the chatbot interface will also be evaluated. For example: Can you describe your experience using the chatbot for clinical learning? What specific features or functionalities did you find useful or engaging? How do you think the chatbot has contributed to your understanding and retention of clinical concepts? Are there any limitations or challenges you encountered while using the chatbot? Did you perceive any differences in your learning outcomes when using the chatbot compared to other learning methods or resources? If so, what were those differences?
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Caritas Institute of Higher Education
Lead sponsor
Tung Wah College
Collaborator
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