Metacognitive Awareness and Self-Regulated Learning in Nursing Students

This randomized controlled study aims to evaluate the effects of ChatGPT-supported metacognitive feedback on nursing students' metacognitive awareness and self-regulated learning during clinical nursing practice. A total of 140 fourth-year nursing students will be randomly assigned in a 1:1 ratio to an intervention group or a control group. Students in the intervention group will receive structured ChatGPT-supported metacognitive feedback based on reflective learning prompts, while students in the control group will continue routine clinical education and receive traditional verbal and written feedback from clinical instructors. Data will be collected before and after the intervention using a demographic information form, the Metacognitive Awareness Inventory, and the Self-Regulated Learning Scale in Clinical Nursing Practice. The study is designed as a pretest-posttest parallel-group randomized controlled trial.