Arkan Burcu, Dallı Öznur Erbay, Varol Belgin
Bursa Uludag University, Faculty of Health Sciences, Psychiatric Nursing Department, Bursa, Turkey.
Bursa Uludag University, Faculty of Health Sciences, Department of Internal Medicine Nursing, Bursa, Turkey.
Nurse Educ Today. 2025 Sep;152:106765. doi: 10.1016/j.nedt.2025.106765. Epub 2025 May 3.
This study aimed to evaluate the impact of training on the use of ChatGPT in the nursing process on nursing undergraduate students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and satisfaction levels.
Single blind randomized controlled study.
The sample of the study consisted of 48 experimental and 48 control groups, totaling 96 nursing students. The intervention group received the "Artificial Intelligence Integrated Nursing Process" training program. The control group only received the standard nursing process education. The data collection instruments were administered before the training and after the training. Chi-square analysis was used to compare variables, independent samples t-tests were used for comparisons between groups, and paired t-tests were used for within-group comparisons.
In the post-education measurements, students in the intervention group demonstrated a significantly lower average total problem solving inventory score compared to those in the control group, indicating an improvement in problem-solving skills. The intervention group showed an increase in positive attitudes towards artificial intelligence compared to the control group and a decrease in negative attitudes. In the intervention group, students showed a significant increase in their nursing process competency levels and satisfaction levels after the training, whereas no significant change was observed in the control group.
This study demonstrates that the training provided on the use of ChatGPT in the nursing process positively impacted nursing students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and levels of satisfaction.
本研究旨在评估在护理过程中使用ChatGPT的培训对护理本科生解决问题的能力、对人工智能的态度、与护理过程相关的能力以及满意度的影响。
单盲随机对照研究。
本研究样本包括48个实验组和48个对照组，共有96名护理专业学生。干预组接受了“人工智能整合护理过程”培训项目。对照组仅接受标准护理过程教育。在培训前和培训后使用数据收集工具。使用卡方分析比较变量，独立样本t检验用于组间比较，配对t检验用于组内比较。
在教育后的测量中，干预组学生的平均总问题解决量表得分显著低于对照组，表明解决问题的能力有所提高。与对照组相比，干预组对人工智能的积极态度有所增加，消极态度有所减少。在干预组中，学生在培训后护理过程能力水平和满意度显著提高，而对照组未观察到显著变化。
本研究表明，在护理过程中使用ChatGPT的培训对护理专业学生的解决问题能力、对人工智能的态度、与护理过程相关的能力以及满意度产生了积极影响。
