The purpose of this study is to explore the ability of nursing students to create artificial intelligence-supported patient education materials regarding infection care. This study will be conducted as a randomized controlled experimental study. Data of the study will be collected with the Descriptive Characteristics Form, Patient Education Information Form and Patient Education Materials Assessment Tool (HEMDA).
To take Basic Principles and Practices in Nursing-II for the first time
Not to work as a nurse in a hospital or any health institution
Having previously prepared patient education materials;
Retaking the Basic Principles and Practices in Nursing-II course
Having difficulty speaking and understanding Turkish;
Not attending class
Parallel
AI-enabled patient education material
BehavioralStudents in the intervention group will be asked to prepare patient education material for a patient using an artificial intelligence (AI) tool on 'infection care'. First, the intervention group will receive 2 hours of training on artificial intelligence. This training will take place in a classroom environment with internet access. All students in the intervention group will be trained at the same time and their questions will be answered. The students will not receive any additional counselling after the training. It will be explained to the students in the intervention group that they will first have to prepare the educational material using the AI tool and that they can use support tools such as books, magazines and websites while preparing the educational material. Students will be given five days and will be asked to submit their patient education materials at the end of the five days and will be asked to complete the patient education information form.
Traditional patient education material
BehavioralStudents in the control group will be interviewed and asked to prepare a patient education material about "infection care" for a patient. Students will be informed that they can use additional tools such as books, magazines, and websites to prepare educational materials. Students will be given five days and at the end of the five days, they will be asked to submit their patient education materials and fill out the Patient Education Information Form. Students will be asked to write down the references they used in detail and include direct links to the websites of the Internet resources.
Patient Education Information Form
The form, prepared by researchers in line with the literature (Bastable, 2021; Orgun et al., 2024; Saatçi et al., 2024); includes questions regarding the subject of patient education, the tools/materials used in preparing patient education, the total time spent preparing patient education material, the resources used in patient education, and the level of satisfaction with the material preparation process.
Patient Education Materials Assessment Tool (PEMAT-TR)
The Turkish adaptation of the Patient Education Materials Assessment Tool (PEMAT), developed by Shoemaker, Wolf and Brach in 2014 to evaluate the understandability and applicability of printed/printable and audiovisual patient education materials, was made by Paylan Akkoç and Orgun (2023). There are two versions: "Patient Education Materials Assessment Tool for Printable Materials (PEMAT TR-P)" and "Patient Education Materials Assessment Tool for Audio-Visual Material (PEMAT TR-A/V)". The one to be used in this study is PEMAT TR-P, which consists of two dimensions: understandability (17 items) and applicability (7 items). Cronbach's alpha coefficient is 0.901 for the Turkish version of the Patient Education Materials Assessment Tool for Printable Materials. Each item in the scale is evaluated by giving a score of 0 (disagree) and 1 (agree), and there is a third option for the material as "No Evaluation (DA)" for some items.
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