Chen Yanya, Lin Qingran, Chen Xiaohan, Liu Taoran, Ke Qiqi, Yang Qiaohong, Guan Bingsheng, Ming Wai-Kit
School of Nursing, Jinan University, Guangzhou, China.
Department of Infectious Diseases and Public Health, Jockey Club College of Veterinary Medicine and Life Sciences, City University of Hong Kong, Hong Kong, Hong Kong.
Digit Health. 2023 Jun 29;9:20552076231185435. doi: 10.1177/20552076231185435. eCollection 2023 Jan-Dec.
A comprehensive health history contributes to identifying the most appropriate interventions and care priorities. However, history-taking is challenging to learn and develop for most nursing students. Chatbot was suggested by students to be used in history-taking training. Still, there is a lack of clarity regarding the needs of nursing students in these programs. This study aimed to explore nursing students' needs and essential components of chatbot-based history-taking instruction program.
This was a qualitative study. Four focus groups, with a total of 22 nursing students, were recruited. Colaizzi's phenomenological methodology was used to analyze the qualitative data generated from the focus group discussions.
Three main themes and 12 subthemes emerged. The main themes included limitations of clinical practice for history-taking, perceptions of chatbot used in history-taking instruction programs, and the need for history-taking instruction programs using chatbot. Students had limitations in clinical practice for history-taking. When developing chatbot-based history-taking instruction programs, the development should reflect students' needs, including feedback from the chatbot system, diverse clinical situations, chances to practice nontechnical skills, a form of chatbot (i.e., humanoid robots or cyborgs), the role of teachers (i.e., sharing experience and providing advice) and training before the clinical practice.
Nursing students had limitations in clinical practice for history-taking and high expectations for chatbot-based history-taking instruction programs.
全面的健康史有助于确定最合适的干预措施和护理重点。然而，对于大多数护理专业学生来说，病史采集的学习和培养具有挑战性。学生们建议使用聊天机器人进行病史采集培训。尽管如此，这些项目中护理专业学生的需求仍不明确。本研究旨在探讨护理专业学生的需求以及基于聊天机器人的病史采集指导项目的基本组成部分。
这是一项定性研究。招募了4个焦点小组，共有22名护理专业学生。采用科莱齐的现象学方法分析焦点小组讨论产生的定性数据。
出现了3个主要主题和12个子主题。主要主题包括病史采集临床实践的局限性、在病史采集指导项目中对聊天机器人的认知以及对使用聊天机器人的病史采集指导项目的需求。学生在病史采集的临床实践中存在局限性。在开发基于聊天机器人的病史采集指导项目时，开发应反映学生的需求，包括聊天机器人系统的反馈、不同的临床情况、练习非技术技能的机会、聊天机器人的形式（即类人机器人或半机械人）、教师的角色（即分享经验和提供建议）以及临床实践前的培训。
护理专业学生在病史采集的临床实践中存在局限性，对基于聊天机器人的病史采集指导项目寄予厚望。
